Search

Years 7 and 8 Spanish

The nature of the learners These years represent a transition to secondary school. Students in this sequence are continuing to study Spanish, bringing with them an established capability to interact in different situations, to engage with a variety of …

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

Years 9 and 10 Spanish

The nature of the learners At this level, students bring to their learning existing knowledge of the Spanish language and the cultures of Spanish speakers and a range of learning strategies. They are increasingly aware …

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

Years 3 and 4 Spanish

The nature of the learners At this level, children are developing awareness of their social worlds and of their memberships of various groups, including the Spanish class. They are further developing literacy capabilities in English, such as writing …

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

Foundation to Year 2 Spanish

The nature of the learners Children enter the early years of schooling with established communication skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate …

Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum

Years 5 and 6 Spanish

The nature of the learners At this level, students are widening their social networks, experiences and communication repertoires in both their first language and Spanish. They continue to need guidance and participate in structured, collaborative tasks …

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

Elaboration (3) ACLSPU193

using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo

Elaboration ACLSPC166

engaging with texts such as magazine articles, interviews and websites to gather and represent facts about events or people, for example, using a timeline to sequence historical events or creating a profile of a famous Spanish-speaking person

Achievement Standard Spanish Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple …

Elaboration ACLSPU124

recognising words in Spanish that are borrowed from English (email, chat, bacon) and words in English that are borrowed from Spanish (patio, siesta, taco, tango, burrito, mosquito)

ACLSPU124

Understand that the English and Spanish languages borrow words from each other[Key concept: word borrowing; Key processes: noticing, listing]

Elaborations ScOT Terms

Elaboration ACLSPU120

becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ

Elaboration (5) ACLSPU120

noticing differences in punctuation between Spanish and English, such as inverted exclamation and question marks at the beginning of sentences

Elaboration (3) ACLSPU122

comparing familiar texts in Spanish and English, such as counting games or street signs, identifying elements in the Spanish texts that look or sound different

Elaboration (2) ACLSPC134

using a picture or digital dictionary to find the meanings of simple words used in class, and comparing English and Spanish versions of each word

Elaboration (1) ACLSPU140

comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus

Elaboration (2) ACLSPU141

noticing differences in the ways that Spanish and English speakers communicate with different people, for example, with young children or with unfamiliar adults

Elaboration ACLSPC154

identifying features of observed interactions between Spanish and English speakers in specific contexts such as the classroom, the home or the shops, noticing similarities and differences

Elaboration ACLSPU158

comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English

Elaboration (2) ACLSPU160

identifying Spanish words and aspects of lifestyle absorbed into English (‘fiesta’, ‘rumba’, ‘tapas’), and considering the reasons for the adoption of particular words or expressions

Elaboration (2) ACLSPC171

composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English

Curriculum Types

Curriculum Elements Types

General Capabilities

Cross Curriculum Priorities