Curriculum Types

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Your search for "intercultural understanding" returned 40 result(s)
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ACLSPC155

Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self[Key concept: intracultural understanding; Key processes: identifying, describing]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLSPC155 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU122

understanding that texts can be spoken, written, visual or acted out and that they can be very short (¡alto!) or much longer, for example, a song or story

Elaboration | ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU123

understanding that different forms of language are used with different people, for example, appropriate pronouns and forms of address such as tú, vos, doctor García, Doña Aura

Elaboration | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU123

understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, for example, Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo

Elaboration (2) | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU138

understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá

Elaboration (4) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (7) ACLSPU138

understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

Elaboration (7) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC147

stating opinions, making suggestions or indicating understanding, using modelled sentence structures, for example, No me parece bien…; ¿Por qué no...? Tienes que…; vale, de acuerdo, Sí, claro…

Elaboration (1) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (6) ACLSPU156

understanding that accents in written Spanish indicate where the stress falls on a word, for example, mi mamá está en la fiesta and learning to insert these into their own work electronically

Elaboration (6) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (9) ACLSPU157

understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas

Elaboration (9) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU160

understanding that some languages are growing and adapting, while others (such as indigenous languages across the world, including some in Spanish-speaking countries) are endangered, disappearing, reviving, or blending with stronger languages

Elaboration (4) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU176

understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

Elaboration (4) | ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU179

understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States and the Philippines where the Spanish language and cultures …

asia-australia

Elaboration (1) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU157

Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes[Key concepts: grammatical rules, patterns and irregularities; Key processes: …

literacy numeracy information-communication critical-creative Elaborations ScOT Terms

ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC113

contributing to shared understanding of aspects of the Spanish-speaking world through activities such as pointing to places on a map or at pictures of foods, flora and fauna, for example, En México, la comida es picante. Guinea Ecuatorial está en Africa. …

Elaboration (2) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU122

understanding that texts have a purpose, for example, timetables indicate what happens when (guía de horarios), recounts describe past events (Había una vez) and greeting cards convey feelings (Te amo/Te quiero)

Elaboration (2) | ACLSPU122 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU123

understanding that language use varies according to context and situation, for example, language used when interacting with peers during playground games is different to that used with teachers in class (Hola, ¿qué tal?; Buenos días señora García, ¿cómo …

Elaboration (1) | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU159

understanding the importance of using appropriate forms of address when interacting with different people, for example, using tú when speaking with close friends, family members or other young people, and using usted for other less familiar adults

Elaboration (1) | ACLSPU159 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU193

extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) …

Elaboration | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU144

understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, …

Elaboration | ACLSPU144 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU196

understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, …

Elaboration (2) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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