Foundation to Year 2 Spanish

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

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

Years 3 and 4 Spanish

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing …

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

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC117

Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]

Elaborations ScOT Terms

ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC116

using classroom resources such as word banks/wall charts, visual dictionaries, word lists and pictures to translate the meaning of single words and common expressions

Elaboration (1) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPC148

Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities[Key concepts: lifestyle, diversity; Key processes: collating, connecting, comparing]

Elaborations ScOT Terms

ACLSPC148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU121

Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships[Key concepts: syntax, word order; Key processes: naming, noticing patterns]

Elaborations ScOT Terms

ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLSPU193

developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’

Elaboration (5) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU157

using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?

Elaboration (4) | 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

Elaboration (7) ACLSPU157

noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa

Elaboration (7) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum