ACLSPC189
Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences[Key concept: bilinguality; Key processes: adjusting, interpreting, reflecting]
Elaborations ScOT Terms
ACLSPC189 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC190
Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making[Key concept: mutual understanding; Key processes: making connections, questioning …
Elaborations ScOT Terms
ACLSPC190 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPC191
Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity[Key concepts: identity, culture, worldview; Key processes: comparing, explaining]
Elaborations ScOT Terms
ACLSPC191 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU192
Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions[Key concepts: expression, fluency, accents; Key processes: discriminating, emphasising]
Elaborations ScOT Terms
ACLSPU192 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU193
Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts[Key concepts: grammatical analysis, metalanguage; Key processes: …
Elaborations ScOT Terms
ACLSPU193 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU194
Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics[Key concepts: textual features, stylistic devices, perspective; Key processes: …
Elaborations ScOT Terms
ACLSPU194 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU195
Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities[Key concepts: variation, diversity; Key processes: analysing language, comparing, explaining]
Elaborations ScOT Terms
ACLSPU195 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
ACLSPU196
Understand and analyse the power of language to influence people, actions, values and beliefs[Key concepts: power, influence; Key processes: reflecting, connecting, critical analysis]
Elaborations ScOT Terms
ACLSPU196 | Content Descriptions | Years 9 and 10 | 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
ACLSPU198
Understand and describe ways in which language and culture are interrelated and influence each other.[Key concepts: culture, language, meaning, interdependence; Key processes: discussing, reflecting, comparing]
Elaborations ScOT Terms
ACLSPU198 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum