Elaboration (1) ACLSPC145
participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …
Elaboration (1) | ACLSPC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU157
building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita …
Elaboration (5) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU158
analysing how different types of texts in Spanish create specific effects by using particular kinds of language, such as superlatives in advertisements designed to persuade (lo mejor… el nuevo…) or the imperative form in signs designed to advise or prohibit …
Elaboration (1) | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 (1) ACLSPC170
commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language …
Elaboration (1) | ACLSPC170 | 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 (4) ACLSPU177
identifying levels of formality in spoken and written texts, and considering what these reveal about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le …
Elaboration (4) | ACLSPU177 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC185
composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, …
Elaboration (1) | ACLSPC185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC187
composing and performing poems, songs, speeches or dialogues that reference significant celebrations or historical events in Australia or in the Spanish-speaking world, for example, El Día Internacional de la Mujer, La Feria de Sevilla, National Sorry …
Elaboration (2) | ACLSPC187 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU193
describing people and things using:comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todosacronyms, for example, MERCOSUR, EEUU, UE, ONUdiminutives, for example, gatito, …
Elaboration (6) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC006
identifying and describing characters and events in a movie, story or comic, such as Manolito Gafotas, by responding to structured questions, for example,¿cómo se llama el chico de verdad?; ¿por qué tiene ese mote?; ¿cuántos años tiene?; ¿cómo es su familia?; …
Elaboration (1) | ACLSPC006 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC008
understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, …
Elaboration (4) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU013
understanding the form and function of subject pronouns (yo, tú, vos, él, ella, usted, nosotros/as, vosotros/as, ellos/as, ustedes), how they substitute for noun subjects and determine verb endings in conjugations, for example, Esta es María, la hermana …
Elaboration (7) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC024
expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina …
Elaboration (1) | ACLSPC024 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (13) ACLSPU031
indicating rules and giving instructions using expressions such as hay que ..., se puede/no se puede ..., and tener que + infinitive, and regular imperative affirmative forms, for example, cantad conmigo, pase el dado, toma mi bolígrafo, abran las ventanas, …
Elaboration (13) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU033
identifying levels of formality in spoken and written texts, and considering what these convey about social relationships and processes, for example, reflections of status, authority, respect or intimacy (Disculpe, ¿podría decirme ..., Perdone que le …
Elaboration | ACLSPU033 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLTUC003
asking for help, information or permission, for example, Bana yardım eder misin, lütfen? Ben bunu anlamadım. Ben de oynayabilir miyim? and responding to directions such as İkişerli gruplara ayrılın. Biz ikimiz bir grupta olalım. Yerlerinize oturun. El …
Elaboration (2) | ACLTUC003 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum
Elaboration (2) ACLCHU046
exploring how the Chinese language has changed in response to modern life, such as the inclusion of English terms in everyday language; recognising ‘borrowed words’/借词 in Chinese from English (for example, 咖啡、 澳大利亚), and in English from Chinese (for example, …
Elaboration (2) | ACLCHU046 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration (1) ACLCHU111
reading texts consisting of 名人名言 (for example, 孔子说…), and discussing the cultural meaning of the quote and how it is relevant to contemporary language use, including why it is still quoted widely in modern writing, for example, 三人行必有吾师
Elaboration (1) | ACLCHU111 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Second Language Learner Pathway | Chinese | Languages | F-10 curriculum
Elaboration ACLCHC145
engaging others in conversation and inviting responses on issues relevant to their lives, such as traditional and modern lifestyles and values, and language learning by asking questions such as 你知道澳大利亚的国宝是什么吗？你觉得什么最好玩？
Elaboration | ACLCHC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Background Language Learner Pathway | Chinese | Languages | F-10 curriculum