Elaboration (1) ACLSPU013
identifying people and things using concrete nouns and applying rules for gender and number agreement, for example, niño/s, niña/s; profesor/es, profesora/s
Elaboration (1) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC025
composing adapted or simplified versions of classic stories such as Caperucita Verde or Los doce enanos for a younger audience
Elaboration (1) | ACLSPC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (7) ACLSPU031
understanding the function and use of relative pronouns, for example, que, el/la/los/las que, quien/es, el/la cual, los/las cuales, donde
Elaboration (7) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Mi barrio y los pueblos antiguos de Latinoamérica – AT
Students learnt about Indigenous South and Central American groups and conducted research into one group of interest to them. The following task, in three parts, was set: Part 1: Investigate how an Indigenous South or Central American group lived and …
Mi barrio y los pueblos antiguos de Latinoamérica – AT | Samples | Work samples | Resources
Bagaimana binatang ini? - AT
Students were asked to describe an animal of their choice using comparatives, a variety of adjectives, verbs and linking words to maintain interest in the reader.
Bagaimana binatang ini? - AT | Samples | Work samples | Resources
Job application and interview – AT
Students learnt about jobs and careers. They read a range of texts in relation to jobs, including informative texts and advertisements. They learnt how to write a formal job application, responding to advertised criteria and using vocabulary, register …
Job application and interview – AT | Samples | Work samples | Resources
Natural and man-made impact on ecosystems – ABOVE
In a teaching and learning unit on ecology, students learnt about energy and matter transfer in an ecosystem using food chains and food webs, different relationships between organisms in an ecosystem, sustainability, and natural and man-made impacts on …
Natural and man-made impact on ecosystems – ABOVE | Samples | Work samples | Resources
Elaboration (2) ACLGEC003
apologising, for example, Entschuldigung!, Es tut mir leid
Elaboration (2) | ACLGEC003 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLSPC109
introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase …
Elaboration (1) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC109
using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!
Elaboration (4) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC117
making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally a …
Elaboration (1) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU120
becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
Elaboration | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU120
noticing that statements and questions have different intonations, for example, Fernando no está. ¿Fernando no está?
Elaboration (2) | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPU121
observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
Elaboration (5) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (6) ACLSPU121
using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
Elaboration (6) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU121
using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga
Elaboration (9) | ACLSPU121 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC127
asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con …
Elaboration | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC127
describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela …
Elaboration (1) | ACLSPC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC129
asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
Elaboration (1) | ACLSPC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC137
talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idi …
Elaboration | ACLSPC137 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum