Elaboration ACLSPU120
becoming familiar with the Spanish alphabet, noticing that there is an additional letter as compared to English, ñ
Elaboration | ACLSPU120 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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)
Elaboration | ACLSPU124 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC134
comparing Spanish expressions used in routine social interactions such as greetings with equivalent English versions, identifying differences, similarities and cultural references, for example, ¿qué tal?/‘Hi!’, chao/‘See you later’, ¡buen provecho!/‘Enjoy …
Elaboration | ACLSPC134 | Content Descriptions | Years 3 and 4 | 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
Elaboration ACLSPU140
noticing differences between written and spoken forms of different types of texts in both Spanish and English, for example, comparing a written story with a spoken one, or a letter with a phone call; and recognising how elements of texts combine to make …
Elaboration | ACLSPU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU142
discovering English and Australian Aboriginal language words used by Spanish speakers (shopping, tiquet, básquetbol, el eucalipto and canguro, bumerán), and considering the context of their use
Elaboration | ACLSPU142 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPC152
identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, saltarse la clase de español, ¡Es pan comido!
Elaboration | ACLSPC152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
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 | ACLSPC154 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU158
comparing features of simple spoken and written texts in Spanish, such as phone calls or cartoons, with similar texts in English
Elaboration | ACLSPU158 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration ACLSPU180
identifying how ways of communicating in Spanish and English differ and how people outside each culture may understand these differently, for example, attitudes to time reflected in language and social interactions; expressing thanks or appreciation more …
Elaboration | ACLSPU180 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC117
making bilingual greeting cards for celebrations such as Reyes, Dia de la Madre or Dia del Santo, using greetings such as feliz día de la madre, feliz día de tu santo, or feliz día del maestro alongside equivalent English greetings where culturally a …
Elaboration (1) | ACLSPC117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC118
using some Spanish words, expressions and exclamations when playing with one another, for example, ¡Ay! ¡salud! and noticing any differences in behaviour, use of voice or body language compared to when using English
Elaboration (1) | ACLSPC118 | 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 (1) ACLSPC135
creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes
Elaboration (1) | ACLSPC135 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPU140
comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or tuckshop menus
Elaboration (1) | ACLSPU140 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (1) ACLSPC152
collecting examples of ‘false friends’ identified when translating between Spanish and English, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
Elaboration (1) | ACLSPC152 | Content Descriptions | Years 5 and 6 | 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 (1) ACLSPU160
discussing why the Spanish language borrows particular words from English and other languages, for example, chofer, carné, tenis, golf, corner, kiwi and parking, smartphone, link
Elaboration (1) | ACLSPU160 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum
Elaboration (10) ACLSPU157
comparing the use of diminutives to express affection in Spanish (hermanita, periquita, gatico/gatito) to some equivalents in English, for example, ‘dear little sister’, ‘lovely little cat’
Elaboration (10) | ACLSPU157 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | Spanish | Languages | F-10 curriculum