ACLSPU124
Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]
Elaborations ScOT Terms
ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU125
Recognise that Spanish is one of many languages spoken around the world and in Australia[Key concepts: multiculturalism, culture; Key processes: mapping, discussing]
Elaborations ScOT Terms
ACLSPU125 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU142
Recognise that languages change with use over time and according to context[Key concepts: influence, change, exchange; Key processes: identifying, classifying, comparing]
Elaborations ScOT Terms
ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU143
Identify the variety of languages represented in the school, local community and general Australian population[Key concepts: community, diversity; Key processes: mapping, grouping]
Elaborations ScOT Terms
ACLSPU143 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC152
Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated[Key concept: meaning; Key processes: translating, comparing, explaining]
Elaborations ScOT Terms
ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU161
Recognise that the Spanish language has different forms, roles and functions in different contexts and communities[Key concepts: diversity, language origins; Key processes: mapping, comparing, discussing]
Elaborations ScOT Terms
ACLSPU161 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU179
Investigate the nature and extent of Spanish language use in both Australian and global contexts[Key concepts: community, arts, cuisine; Key processes: researching, analysing, classifying]
Elaborations ScOT Terms
ACLSPU179 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU197
Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl[Key concepts: diversity, status, recognition; Key processes: researching, analysing, discussing]
Elaborations ScOT Terms
ACLSPU197 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU017
Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia[Key concepts: diversity, regional variation, accents, global language; Key processes: mapping, comparing, …
Elaborations ScOT Terms
ACLSPU017 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum
ACLSPC109
Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things[Key concepts: self, family, friendship, belonging; Key processes: greeting, introducing, participating]
Elaborations ScOT Terms
ACLSPC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC113
Present factual information about self, family, friends and everyday objects using simple statements and support materials[Key concepts: self, family, favourite; Key processes: naming, labelling, showing]
Elaborations ScOT Terms
ACLSPC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC116
Translate frequently used words and simple phrases using visual cues and resources such as word lists[Key concepts: similarity, difference; Key processes: identifying, noticing]
Elaborations ScOT Terms
ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC117
Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries[Key concept: equivalence; Key processes: labelling, captioning]
Elaborations ScOT Terms
ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC118
Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)[Key concepts: language, culture, difference; Key processes: noticing, comparing]
Elaborations ScOT Terms
ACLSPC118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC119
Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’[Key concepts: self, identity, family, community; Key processes: noticing, describing]
Elaborations ScOT Terms
ACLSPC119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU123
Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day[Key concepts: language as social practice, context; Key processes: noticing, comparing]
Elaborations ScOT Terms
ACLSPU123 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU126
Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers[Key concepts: behaviours, cultural similarities and differences; Key processes: noticing, asking questions, making connections]
Elaborations ScOT Terms
ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC131
Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images[Key concepts: experience, representation, culture; Key processes: describing, presentin …
Elaborations ScOT Terms
ACLSPC131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC132
Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions[Key concepts: character, plot; Key processes: comparing, responding, experimenting]
Elaborations ScOT Terms
ACLSPC132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC134
Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings[Key concepts: gist, meaning; Key processes: matching, translating, comparing]
Elaborations ScOT Terms
ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum