Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities
Your search for "scope and sequence for english" returned 100 result(s)
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ACLSPC008

Translate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word[Key concepts: equivalence, meaning; Key processes: translating, interpreting, …

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

ACLSPC026

Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate[Key concepts: equivalence, representation; Key processes: translating, interpreting, comparing, …

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC008

translating short texts such as public signs or community notices from Spanish to English and vice versa, identifying problems encountered and noticing similarities and differences in how the messages are formed, for example, the Spanish use of infinitive …

Elaboration | ACLSPC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU126

noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’

Elaboration (2) | ACLSPU126 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC134

playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

Elaboration (3) | ACLSPC134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU156

recognising the Spanish pronunciation of English loan words (bistec, jonrón, fútbol) and applying this awareness to unfamiliar loan words

Elaboration (1) | ACLSPU156 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPU160

understanding that Spanish shares a history and many similar words with other languages for example, English, French, Italian, Portuguese, Tagalog/Filipino and Rumanian

asia-australia

Elaboration (3) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (3) ACLSPC171

corresponding with Spanish-speaking peers using both Spanish and English, conveying aspects of Australian culture such as places or events of interest, leisure and sports activities, wildlife and environment

Elaboration (3) | ACLSPC171 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPU195

analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics

Elaboration (2) | ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPU032

comparing language features of Spanish and English versions of different types of texts, such as riddles, weather reports, text messages or horoscopes, noting differences that may be culturally significant

Elaboration | ACLSPU032 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 7 and 8

By the end of Year 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Achievement Standard Spanish Years 9 and 10

By the end of Year 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPC145

participating in online exchanges such as video blogs with sister schools to describe and compare routines, interests and activities, using language associated with time, sequence and location, for example, Llego a la escuela a las 8.30 de la mañana, …

Elaboration (1) | ACLSPC145 | Content Descriptions | Years 5 and 6 | 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]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (2) ACLSPC116

identifying words that look similar and have the same meaning in Spanish and English but are pronounced differently (animal, tomate, fruta, violín, guitarra, mosquito), and considering why these words are similar

Elaboration (2) | ACLSPC116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration (1) ACLSPU124

comparing how Spanish words that are used in everyday life in Australia (poncho, chocolate, tapas, paella, chorizo) are pronounced by speakers of English and Spanish

Elaboration (1) | ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC135

creating simple bilingual storybooks modelled on texts such as Cuentos de la selva by creating captions for a series of images, and noting differences and similarities between ways of interacting in Spanish or English

Elaboration | ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Elaboration ACLSPC136

using Spanish expressions that convey politeness and respect (por favor... gracias, puedo), and comparing how they feel when using them compared to using equivalent expressions in English or other languages

Elaboration | ACLSPC136 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

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