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 (3) | ACLSPC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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) | ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC135
creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors
Elaboration (2) | ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC137
using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. …
Elaboration (3) | ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC150
responding to famous artworks and images, such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores, Este mural es más original que el otro
Elaboration (4) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC152
interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Feliz día de tu Santo, …
Elaboration (2) | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC110
participating in tasks involving exchanging, sorting and classifying objects and attributes such as shapes, colours and numbers, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes …
Elaboration (2) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC113
using simple statements, familiar vocabulary and concrete materials to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el/la pia …
Elaboration (1) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU121
learning simple verbs to express likes and dislikes, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as No me gusta correr/caminar; ¿Te gusta este juguete?
Elaboration (8) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC146
making simple recipes such as macedonia or churros, using appropriate language features and text structures such as imperative verb forms (añade, corta, remueve, amasa) and vocabulary for ingredients and quantities (un kilo, 300 gramos, la harina; fruta; …
Elaboration (4) | ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU157
using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
Elaboration (1) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC165
using simple and compound sentences and cohesive devices such as Al principio... y luego... porque... por otro lado. Lo importante es...; pienso que... to structure arguments and to explain or justify a position, for example, Pienso que debemos conservar …
Elaboration | ACLSPC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum