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Content description VCESC153

Spanish: F–10 Sequence / Levels 5 and 6 / Communicating / Translating
Content description
Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment
  1. composing bilingual texts such as posters for class or school assembly performances, displays or events, for example, Día del pelo loco; cuida tu planeta
  2. using bilingual dictionaries and electronic translating tools to create bilingual captions, menus or timetables, comparing results and noticing problems associated with translation
  3. creating parallel lists of informal Spanish and English expressions for own use in everyday interactions with friends and family, for example, hasta luego/‘see you later’, no pasa nada/‘no worries’, guay/cool’
  4. creating bilingual texts for specific audiences, for example, songs, a Big Book or board game for younger learners of Spanish, or instructions for an online event/game that involves both English- and Spanish-speaking participants
  5. creating bilingual signs for the classroom or school that reflect school community values and priorities, acceptable or unacceptable behaviours, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!
ScOT catalogue terms
Curriculum resources and support
Find related teaching and learning resources in FUSE*
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