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

Elaboration (11) ACLSPU157

using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa

Elaboration (11) | ACLSPU157 | Content Descriptions | Years 5 and 6 | 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

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 (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