Elaboration (10) ACLSPU157

comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’

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

Elaboration (4) ACLSPU175

using subject-verb-object word order and comparing it to English structures, for example, Simón busca la información para la tarea en la red

Elaboration (4) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC118

Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)[Key concepts: language, culture, difference; Key processes: noticing, comparing]

Elaborations ScOT Terms

ACLSPC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC137

Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use[Key concepts: belonging, membership; Key processes: …

Elaborations ScOT Terms

ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU195

Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities[Key concepts: variation, diversity; Key processes: analysing language, comparing, explaining]

Elaborations ScOT Terms

ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC133

Create short imaginative texts such as dialogues and stories using modelled language[Key concept: imagination; Key processes: experimenting, performing, creating]

Elaborations ScOT Terms

ACLSPC133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU141

Understand that language use varies according to the age and relationship of participants[Key concepts: register, status; Key processes: observing, explaining]

Elaborations ScOT Terms

ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU196

analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and …

Elaboration (1) | ACLSPU196 | Content Descriptions | Years 9 and 10 | 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 …

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

Elaboration (2) ACLSPU194

identifying textual conventions associated with types of texts in different cultural contexts, for example, the salutation in an email ("Hola Luis"), informal language in blogs, or rhetorical language in political pamphlets

Elaboration (2) | ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU195

recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish …

Elaboration (4) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU197

investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres …

Elaboration (1) | ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU198

exploring language and communicative behaviours associated with particular Spanish-speaking regions or geographic locations to understand how factors such as geography, climate and economic situation shape language practices

Elaboration (3) | ACLSPU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC115

composing original short stories by matching or sequencing a series of pictures with captions or by creating a storyboard with labels using modelled language

Elaboration (3) | ACLSPC115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC116

demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language

Elaboration (3) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC119

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

Elaboration | ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU123

identifying social relationships between people observed interacting in Spanish-language materials such as video clips or cartoons

Elaboration (3) | ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU125

recognising that Spanish is an important world language, spoken in different forms in many countries in the world, including Australia

Elaboration (1) | ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU141

reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and communicative behaviour

Elaboration | ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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) | ACLSPU141 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum