Elaboration (2) ACLSPC165
inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español …
Elaboration (2) | ACLSPC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC114
reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
Elaboration | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC171
creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
Elaboration (4) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC114
making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!
Elaboration (3) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (12) ACLSPU157
recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
Elaboration (12) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU178
investigating the impact of media and technology on Spanish, for example, Los niños quieren chatear con su primo gallego and, el dopaje, el escáner
Elaboration (5) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU139
using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
Elaboration (1) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC145
expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
Elaboration (4) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC149
presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino …
Elaboration | ACLSPC149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC164
planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or direc …
Elaboration (3) | ACLSPC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU121
recognising definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
Elaboration (1) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU121
noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena
Elaboration (3) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | 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) ACLSPC109
using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
Elaboration (2) | ACLSPC109 | 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 ACLSPC145
thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
Elaboration | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC147
participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
Elaboration (3) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC152
identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
Elaboration | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC152
translating texts such as public signs to identify differences in elements such as levels of politeness or directness, for example, No pisar el cesped, Prohibido comer y beber, Silence please
Elaboration (3) | ACLSPC152 | Content Descriptions | Years 5 and 6 | 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