Elaboration (2) ACLSPC117
creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
Elaboration (2) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU030
understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and …
Elaboration (1) | ACLSPU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU121
building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia…
Elaboration (7) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC129
negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo
Elaboration (3) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU138
playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
Elaboration | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU138
understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
Elaboration (4) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (8) ACLSPU139
using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
Elaboration (8) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (11) ACLSPU139
using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
Elaboration (11) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU157
identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
Elaboration (3) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (13) ACLSPU157
expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!
Elaboration (13) | ACLSPU157 | Content Descriptions | Years 5 and 6 | 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 (9) ACLSPU193
using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
Elaboration (9) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC010
developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
Elaboration (3) | ACLSPC010 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPU016
collecting examples of Spanish word borrowings from other languages, for example, fútbol, shopping, básquetbol and canguro, chófer, pizza, chau
Elaboration (4) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC183
using argument and expressive or persuasive language to discuss topical issues such as La sostenibilidad, Los derechos humanos, for example, como sabemos … es evidente que … nadie puede negar …
Elaboration (2) | ACLSPC183 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU016
observing changes to language that reflect changing lifestyles and cultural trends, for example, abbreviations in text messages such as k (que) and a2 (adiós)
Elaboration (2) | ACLSPU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC111
participating in class routines such as taking the roll and stating the day and date, for example, hoy es lunes 26 de julio
Elaboration | ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC146
developing interview questions to ask a Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Cuándo llegó?
Elaboration (1) | ACLSPC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU156
reproducing Spanish sounds such as d/t, ce/ci, ga/gi, gue and gui
Elaboration (2) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum