Elaboration (1) ACLSPU192

using challenging letter combinations in written and spoken Spanish, such as ae in aeropuerto, au in Augusto, ll in ballena, r in pero, rr in perro, d in bondad and the soft t in té,

Elaboration (1) | ACLSPU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Context statement Spanish

The place of the Spanish language and the cultures of Spanish speakers in Australia and in the world Spanish is a global language spoken by approximately 500 million people across the world. Spanish evolved from Latin on the Iberian Peninsula …

Context statement | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU120

imitating Spanish sounds such as j in viaje, ñ in niño, b and v (vaca y boca), ll in calle, and rr in carro

Elaboration (1) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Indonesian Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through play- and action-related language. They use greetings such as Selamat pagi/siang and respond to instructions such as Berdirilah, Masuklah through actions. Students pronounce the vowel …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | Indonesian | Languages | F-10 curriculum

Elaboration (1) ACLSPU138

learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel

Elaboration (1) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (7) ACLSPU138

understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

Elaboration (7) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard German Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 5 and 6

By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

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

SpG6

exchanges one letter in a word to make a new word (dip, tip) writes two-letter consonant blends in words correctly (sl in slip) writes common plurals formed with adding ‘es’ correctly (boxes) uses onset and rime to spell words (p-at) writes words …

SpG6 | Spelling | Writing | National Literacy Learning Progression | National Literacy and Numeracy Learning Progressions | Resources

Outdoor learning

Outdoor learning | Portfolios | Curriculum connections | Resources

Elaboration (4) ACLSPU139

linking ideas using conjunctions such as y, o and pero

Elaboration (4) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC147

asking and telling the time, for example, ¿Qué hora es? Son las cinco y cuarto

Elaboration (4) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU017

exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in …

Elaboration (3) | ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (10) ACLSPU139

using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)

Elaboration (10) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC186

expressing responses to oral, written and digital texts such as short stories, poems, cartoons, films, raps and songs (es muy conmovedor, es preocupante, son melancólicas, es demasiado hermoso, es divertido, da risa), and identifying how mood is created …

Elaboration (3) | ACLSPC186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (5) ACLSPU031

understanding and using possessive and demonstrative pronouns (aquel es el tuyo, este es el mío) and the use of neutral demonstratives (¿qué es esto?, me gustó aquello que dijo)

Elaboration (5) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Languages: Indonesian - Satisfactory - Years F to 2

This portfolio of student work shows that the student can interact with teachers and peers through play and action-related language. The student uses greetings such as Selamat pagi/siang and responds to instructions such as Berdirilah, Masuklah through …

Languages: Indonesian - Satisfactory - Years F to 2 | Portfolios | Work samples | Resources