Elaboration ACLMGU032
examining and explaining variations in language use in different Greek-speaking communities, and why the Greek language varies according to geographical location
Elaboration | ACLMGU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Modern Greek | Languages | F-10 curriculum
Elaboration ACLSPC116
explaining to others the meanings and use of simple expressions such as greetings that are used for different times and occasions, for example, ¡Buenos días! ¡Buenas tardes! ¡Buenas noches!
Elaboration | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (3) ACLSPC116
demonstrating and explaining hand gestures, intonation patterns and facial expressions that accompany Spanish words and phrases or can be used without language
Elaboration (3) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC117
making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
Elaboration | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC136
selecting words or expressions in Spanish that they think would need to be explained to non-Spanish speakers, for example, the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation
Elaboration (2) | ACLSPC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC150
comparing favourite characters or moments in imaginative texts such as cartoons, stories or digital games, listing key words or expressions associated with their character’s role or personality (extrovertido/a, simpático/a, travieso/a, Daniel el travieso, …
Elaboration (1) | ACLSPC150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC154
reflecting on instances when interactions in Spanish have felt challenging or awkward, and explaining why this might have been the case
Elaboration (2) | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU162
choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
Elaboration (1) | ACLSPU162 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 (2) ACLSPC166
summarising key points in different types of informative texts, deducing the meaning of unknown words and expressions, and noticing and explaining cultural references
Elaboration (2) | ACLSPC166 | 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 (3) ACLSPC170
assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
Elaboration (3) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (4) ACLSPC170
selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado
Elaboration (4) | ACLSPC170 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (5) ACLSPC171
providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to …
Elaboration (5) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC189
considering how to maintain the integrity of original texts when translating, for example, explaining culture-specific concepts such as ‘the bush’ or ‘being a Wally with water’, and considering the use of register and idioms
Elaboration (1) | ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC189
producing bilingual texts such as video clips with subtitles explaining Australian cultural practices, for example, bushwalking, New Year’s Eve celebrations and the Melbourne Cup
Elaboration (2) | ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (2) ACLSPC191
discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others
Elaboration (2) | ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC009
creating bilingual resources for their own use in the classroom, such as word banks, personal Spanish–English dictionaries, and glossaries to explain common idioms
Elaboration (1) | ACLSPC009 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC019
expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más …
Elaboration | ACLSPC019 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC027
producing bilingual instructional or explanatory texts such as glossaries, for example to explain the rules of Australian games, activities or sports, such as cricket, netball, Australian Rules football, bushwalking or surf lifesaving
Elaboration (1) | ACLSPC027 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum