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Elaboration (4) ACLSPC109

using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!

Elaboration ACLSPC119

making simple statements about themselves, including where they come from and what language(s) they speak

Elaboration (2) ACLSPC134

using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word

Elaboration ACLSPU158

comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English

Elaboration (3) ACLSPC112

demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging

Elaboration ACLSPC133

creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis

developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’

Elaboration ACLSPC009

creating simple bilingual texts for that include contextual and visual support, for example, community information leaflets, captions for photo displays, or restaurant menus

Elaboration (2) ACLSPC109

using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo

Elaboration (3) ACLSPC114

making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

Elaboration ACLSPC116

explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!

Elaboration ACLSPC117

making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos

Elaboration ACLSPC129

responding to simple questions, for example, by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música

Elaboration ACLSPC135

creating simple bilingual storybooks modelled on texts such as Cuentos de la selva by creating captions for a series of images, and noting differences and similarities between ways of interacting in Spanish or English

Elaboration (9) ACLSPU139

identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes

Elaboration (2) ACLSPC148

working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts

Elaboration ACLSPU121

learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?

Elaboration (4) ACLSPC127

exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

Elaboration (3) ACLSPC128

following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

Elaboration (1) ACLSPC135

creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes

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Curriculum Elements Types