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Elaboration (1) ACLSPC129

asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?

collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, …

Elaboration (1) ACLSPC131

presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition

Elaboration (1) ACLSPC132

expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; …

Elaboration (1) ACLSPC133

using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays

Elaboration (1) ACLSPC134

matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’

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

Elaboration (1) ACLSPC136

noticing interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, for example, language around mealtimes or in the classroom

Elaboration (1) ACLSPC137

reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?

Elaboration (1) ACLSPU138

learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel

Elaboration (1) ACLSPU139

using imperatives to tell others to do something, for example, date prisa, colorea el dibujo

Elaboration (1) ACLSPU140

comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus

Elaboration (1) ACLSPU141

analysing how the language of texts such as invitations, apologies or greeting cards may vary depending on the relationship between the sender and the receiver

Elaboration (1) ACLSPU142

finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

Elaboration (1) ACLSPU143

discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country

Elaboration (1) ACLSPU144

learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? …

Elaboration (1) ACLSPC145

participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …

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