ACLSPC190
Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making[Key concept: mutual understanding; Key processes: making connections, questioning …
Elaborations ScOT Terms
ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC172
comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally …
Elaboration (2) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Years 9 and 10 Spanish
The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …
Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Years 7 and 8 Spanish
The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of …
Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC190
reflecting on how meaning can be misinterpreted in intercultural interactions, for example, by preparing a shared list of strategies to improve communication and intercultural skills
Elaboration (1) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Years 5 and 6 Spanish
The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks …
Years 5 and 6 | 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
ACLSPC172
Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture[Key concepts: similarity, difference, assumption; Key processes: monitoring, reflecting, questioning]
Elaborations ScOT Terms
ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU180
Reflect on how cultural values and ideas are embedded in language and influence intercultural interactions and experiences[Key concepts: interpretation, cultural expression; Key processes: reflecting, comparing, analysing]
Elaborations ScOT Terms
ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC172
reflecting on experiences of authentic or virtual interaction in Spanish, for example, face-to-face interactions with community members through an excursion, or web-chatting, ePal or social networking, identifying moments of enjoyment, discomfort and …
Elaboration | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC173
mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences
Elaboration | ACLSPC173 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC190
keeping a record such as a journal, log or online posting of critical incidents and observations in the course of intercultural language learning, such as breakdowns or breakthroughs in communication, and considering why or how they occurred and were …
Elaboration (3) | ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU156
understanding the function of accents and learning to insert these into their own work electronically
Elaboration (5) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC112
listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
Elaboration | ACLSPC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU125
understanding that many different languages are spoken in Australia, including Aboriginal languages and Torres Strait Islander languages
Elaboration (2) | ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU162
identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
Elaboration (3) | ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Achievement Standard Spanish Years 7 and 8
By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …
Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU121
understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
Elaboration (4) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU125
understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
Elaboration | ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU160
understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian
Elaboration (3) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum