Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "time allocation/1000" returned 22 result(s)
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Elaboration (4) ACLSPU193

describing events across time (past, present and future), choosing appropriate tenses

Elaboration (4) | ACLSPU193 | Content Descriptions | Years 9 and 10 | 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

Elaboration (4) ACLSPC147

asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto

Elaboration (4) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC172

keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time

Elaboration (1) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU195

investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time

Elaboration (1) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU142

Recognise that languages change with use over time and according to context[Key concepts: influence, change, exchange; Key processes: identifying, classifying, comparing]

literacy critical-creative intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC191

reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time

Elaboration | ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

ACLSPU123

Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day[Key concepts: language as social practice, context; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

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

Elaboration (2) ACLSPU123

understanding that language exchanges in Spanish such as greetings vary according to the time of day or the occasion, for example, Buenas tardes, Buenas noches, Felicidades. Feliz Año Nuevo

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

Elaboration (3) ACLSPC127

describing routines and favourite activities using expressions related to time and days of the week, for example, voy al colegio todos los días, todos los martes practico tenis

Elaboration (3) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU158

recognising grammatical elements associated with particular texts, for example, the use of imperatives in games (tira el dado) and time markers in stories (primero, después, de pronto…)

Elaboration (3) | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU180

identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more …

Elaboration | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (7) ACLSPU139

using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años

Elaboration (7) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (10) ACLSPU139

using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)

Elaboration (10) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC146

collaborating with peers to organise class or school activities by taking responsibility for different elements, such as creating schedules, posters or programs or organising fundraising activities, using expressions related to place, time and numbers, …

Elaboration | ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC184

researching cultural characteristics of a specific group of Spanish speakers to inform a course of action such as providing a Spanish-speaking exchange student with a suitable placement or a group of Spanish visitors with a suitable menu, or deciding …

Elaboration (4) | ACLSPC184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for …

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

Achievement Standard Spanish Years 5 and 6

By the end of Year 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures …

Achievement Standard | Achievement Standards | 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

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

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