Elaboration ACLSPC165
using simple and compound sentences and cohesive devices such as Al principio... y luego... porque... por otro lado. Lo importante es...; pienso que... to structure arguments and to explain or justify a position, for example, Pienso que debemos conservar …
Elaboration | 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 (4) ACLSPC172
finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect …
Elaboration (4) | ACLSPC172 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC181
comparing responses to events or texts such as a concert or television program, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom (Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido!), and …
Elaboration (2) | ACLSPC181 | 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 (5) ACLSPC008
comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviat …
Elaboration (5) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU013
using determiners such as demonstratives (este, ese, aquel/esta, esa, aquella), cardinal and ordinal numbers (uno, dos, tres,.../ primero/a, segundo/a, tercero/a,...) and basic quantifiers (mucho/a/os/as, bastante/s, poco/a/os/as), attending to gender …
Elaboration (6) | ACLSPU013 | 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 (8) ACLCLU058
exploring the formal language that Romans used for greetings, or responding to the challenges of public life, such as ave, plurimas gratias, di immortales, and making comparisons with own language use in formal contexts
Elaboration (8) | ACLCLU058 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Latin | Framework for Classical Languages | Languages | F-10 curriculum
Elaboration ACELA1827
exploring generalisations for adding a suffix to a base word to form a plural or past tense, for example to make a word plural when it ends in ‘ss’, ‘sh’, ‘ch’ or ‘z’, add ‘es’
Elaboration | ACELA1827 | Content Descriptions | Year 3 | English | F-10 curriculum
Elaboration (2) ACLGEC105
using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)
Elaboration (2) | ACLGEC105 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU115
identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
Elaboration (1) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (8) ACLGEU115
gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
Elaboration (8) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC158
contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
Elaboration (1) | ACLGEC158 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLSPC109
greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
Elaboration | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC109
using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
Elaboration (3) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC110
participating in songs and chants such as counting songs or rhyming games by singing and performing actions, for example, Mi carita redondita, Había una vez un barquito chiquitito, Un elefante se balanceaba
Elaboration (3) | ACLSPC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC111
interacting with one another during class activities, for example, vamos al recreo, ¿puedo ir al baño? gracias, lo siento, por favor, dame el borrador
Elaboration (1) | ACLSPC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum