Elaboration (3) ACLSPC163

developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron

Elaboration (3) | ACLSPC163 | 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 (2) ACLSPC170

translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring …

Elaboration (2) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC171

creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del …

Elaboration | ACLSPC171 | 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 (10) ACLSPU193

using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

Elaboration (10) | ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU196

examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!

Elaboration | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC001

describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo

Elaboration (1) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPC001

expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy …

Elaboration (4) | ACLSPC001 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC005

creating resources such as posters, pamphlets or displays to present commentary and compare perspectives and experiences on topics associated with lifestyles, events or causes, for example, Un día sin coches en la ciudad, Una hora para salvar el planeta. …

Elaboration (2) | ACLSPC005 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU014

identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA …

Elaboration (3) | ACLSPU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (4) ACLSPU018

noticing cultural variations in the expression of concepts such as respect or politeness in different languages, for example, the more direct use of imperative forms in Spanish when making a request compared to less direct ways in English (Dame el libro …

Elaboration (4) | ACLSPU018 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC019

expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, …

Elaboration (2) | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLTUC002

participating in songs, poems and chants, such as counting or rhyming games, singing and performing actions, for example, Mini mini bir kuş donmuştu, Çan çan çikolata, Sağ elimde beş parmak, Kutu kutu pense, El ele verin çocuklar

Elaboration (1) | ACLTUC002 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (6) ACLTUC019

following instructions to create craft, artworks and designs adapted from Türk el sanatları, such as ebru sanatı, hat sanatı, halıcılık, çinicilik, for example, boya, kes, katla, yapıştır

Elaboration (6) | ACLTUC019 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration ACLTUC039

presenting information related to elements of Turkish lifestyles and culture, for example, kırsal ve kentsel yaşam, hamam, Türk kahvesi, el sanatları, halk dansları to present to students in the school who are not learning Turkish

Elaboration | ACLTUC039 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Turkish | Languages | F-10 curriculum

Elaboration (1) ACLMGC155

participating in the collaborative planning of real or simulated class events, such as a trip to the local market to buy food for a special occasion, hosting students visiting the school on an exchange program, giving a community performance, for example, …

Elaboration (1) | ACLMGC155 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Modern Greek | Languages | F-10 curriculum

Elaboration ACLINU067

analysing the influence of other languages on Indonesian, such as in advertising and technology, food, administration, religion and everyday life, for example, modern, handphone, satelit (English); mie (Chinese); sepatu (Portuguese); kantor (Dutch); guru …

Elaboration | ACLINU067 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Indonesian | 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