Elaboration (1) ACLSPC002
participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
Elaboration (1) | ACLSPC002 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC008
collecting examples of ‘false friends’ encountered when translating between English and Spanish, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
Elaboration (2) | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU012
recognising variations in intonation required to form statements, questions and exclamations, for example, Eres de Australia; ¿Eres de Australia?; ¡Eres de Australia!
Elaboration (1) | ACLSPU012 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU013
recognising that there are two versions of the verb ‘to be’ in Spanish and identifying the main uses of ser and estar, for example, soy Alicia, estoy bien, somos australianos, estamos en clase de español
Elaboration (9) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (14) ACLSPU013
understanding the use of verbs such as gustar, encantar, doler and interesar, for example, ¿qué deportes te gustan?, me encanta correr, me duele la cabeza, nos interesan las películas de acción
Elaboration (14) | ACLSPU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU017
recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)
Elaboration (2) | ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC019
discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas
Elaboration (4) | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU031
understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo, noticing the constructions with a double negative, for example, No hay nadie en clase, no tenemos …
Elaboration (1) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU031
using collective nouns such as gente and familia, and noticing the use of singular verbs, for example, la gente en Australia pasa mucho tiempo al aire libre, mi familia tiene una casa en la playa
Elaboration (2) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (20) ACLSPU031
developing metalanguage to talk in Spanish about elements such as sentence structure (sujeto, verbo, objeto), verb tenses (pretérito, futuro, tiempo compuesto, participio pasado) and other linguistic features (sinónimo, concordancia, párrafo)
Elaboration (20) | ACLSPU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU034
noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and …
Elaboration (2) | ACLSPU034 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU196
understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, …
Elaboration (2) | ACLSPU196 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC109
using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
Elaboration (2) | ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC114
making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!
Elaboration (3) | ACLSPC114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPU138
extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
Elaboration (3) | ACLSPU138 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPU139
using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
Elaboration (2) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (9) ACLSPU139
identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
Elaboration (9) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (12) ACLSPU139
building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English
Elaboration (12) | ACLSPU139 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC147
participating in scaffolded class discussion on themes, activities or experiences, for example, El clima de Melbourne es más … que… En mi opinión…
Elaboration (3) | ACLSPC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC152
identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
Elaboration | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum