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) ACLSPU174
recognising that written Spanish has only three double consonant combinations, cc, ll and rr, for example, acción, llover, corrección
Elaboration (4) | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU178
collecting English cognates in the Spanish language, for example, fascinante, arquitectura, doctor, enciclopedia, cancelar and bicicleta
Elaboration (3) | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU174
distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, gente, agua and gas, and also the double consonants ll and rr compared to the single l and r
Elaboration | ACLSPU174 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU176
noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical …
Elaboration | ACLSPU176 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU179
exploring language variation in relation to vocabulary, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba
Elaboration (2) | ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU178
identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, …
Elaboration | ACLSPU178 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC165
initiating and extending conversations and discussion, for example, by using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives such as pero, si, entonces, cuando and por eso
Elaboration (1) | ACLSPC165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU175
indicating possession by using de followed by a pronoun (de él) or noun, for example, El carro de mi mamá, Las camisas de mi hermano
Elaboration (8) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU175
using adjectives to describe and compare people and some aspects of the environment, for example, mi tía es generosa, los Andes son inmensos
Elaboration (2) | ACLSPU175 | Content Descriptions | Years 7 and 8 | 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 ACLSPU175
conjugating common regular verbs and high-frequency irregular verbs (ir, tener, ser, haber) in the present (hablo inglés) past (nadasteis en el río) and present perfect (¿han llegado ya?) tenses
Elaboration | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU175
using adverbs to modify the meaning of verbs and adjectives, for example, casi nunca, demasiado
Elaboration (3) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU175
joining elements of more complex sentences using conjunctions, for example, y, pero, porque, además
Elaboration (6) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU175
using interrogative and imperative moods, for example, ¿Has comido? ¡Abre la puerta!
Elaboration (7) | ACLSPU175 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU179
recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several Latin American countries compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
Elaboration (3) | ACLSPU179 | Content Descriptions | Years 7 and 8 | 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 (4) ACLSPC166
comparing details from a range of texts on topics such as education or cultural occasions and ceremonies across the Spanish-speaking world, identifying culture-specific terms and representations, for example, año 8 or primero de básico
Elaboration (4) | ACLSPC166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC167
creating and combining different types of texts and modes of presentation, such as blogs, film clips or recorded interviews, to explore social or cultural themes such as Los peligros del Internet or El acoso escolar
Elaboration (1) | ACLSPC167 | Content Descriptions | Years 7 and 8 | 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