Elaboration ACLSPC110
participating in games or activities that involve taking turns, making choices or swapping items, such as number, time-telling or memory games (¿Qué hora es señor Lobo?, El escondite inglés, La vaca eres tú), using language such as me toca; gané; te …
Elaboration | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU121
noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña a …
Elaboration (2) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC131
planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son …
Elaboration (2) | ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU158
analysing how different types of texts in Spanish create specific effects by using particular kinds of language, such as superlatives in advertisements designed to persuade (lo mejor… el nuevo…) or the imperative form in signs designed to advise or prohibit …
Elaboration (1) | ACLSPU158 | 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
Elaboration (1) ACLSPC170
commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language …
Elaboration (1) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC172
finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect …
Elaboration (4) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC181
comparing responses to events or texts such as a concert or television program, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom (Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido!), and …
Elaboration (2) | ACLSPC181 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC187
composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry …
Elaboration (2) | ACLSPC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU193
describing people and things using:comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todosacronyms, for example, MERCOSUR, EEUU, UE, ONUdiminutives, for example, gatito, …
Elaboration (6) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC109
greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
Elaboration | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC109
using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
Elaboration (3) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC110
participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba
Elaboration (3) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC111
interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
Elaboration (1) | ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC111
demonstrating and mimicking hand gestures, intonation patterns or facial expressions that accompany language or stand alone, for example, shrugs or exclamations such as ¡Hala! ¡Uf!
Elaboration (3) | ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC113
labelling or naming personal possessions and classroom items and resources, for example, la mesa, mi lápiz, tu cuaderno, la pizarra portátil
Elaboration | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC113
drawing aspects of daily routines (la merienda, los deportes, las tareas de la casa) and creating captions or attaching word bubbles
Elaboration (3) | ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC116
identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar
Elaboration (2) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum