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• VCESC008

  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

  Elaborations

  • 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 forms in signs compared to the English use of imperatives
  • using print and electronic dictionaries to assist in the translation of simple texts, noticing that single words can have different meanings, for example, ‘cricket’ (sport or insect) and the six possible translations of ‘you’ in Spanish (tú, usted, ustedes, vosotros, vosotras, vos)
  • collecting examples of ‘false friends’ encountered when translating between English and Spanish, for example, carpeta/‘folder’, contestar/‘answer’, pie/‘foot’
  • identifying cognates in Spanish texts that can be used to predict meaning (alto, stop, chocolate, patata), and considering reasons for the similarities
  • understanding the distinction between literal and non-literal translation, and identifying expressions in Spanish or English that make no sense when translated literally into the other language, for example, pasarlo bomba, tomar el pelo, meter la pata, costar un ojo de la cara, dar la lata, ‘she’ll be right’, ‘fair dinkum’, ‘a piece of cake’, ‘to cost an arm and a leg’
  • comparing and translating language used in Spanish and English text messages, for example, a2 (adiós), xq? (¿por qué?), kntm (cuéntame), tqi (tengo que irme), CU (‘See you’), LOL (‘Laughing out loud’), and considering the use and effects of abbreviations

  VCESC008 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC024

  Respond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings

  Elaborations

  • using examples of popular rap forms to create and perform versions that express their own feelings and values
  • expressing individual responses to imaginative and expressive multimedia texts, including performance and visual arts, using modelled and scaffolded language, for example, demasiado triste, ¡tan cómico!, horrible, era muy entretenido porque ..., me fascina la manera de ..., me encantó cuando ...fue trágico el final de ..., para mí las imágenes representan…, personalmente prefiero…
  • engaging with rhythm, intonation and imagery to create mood and meaning in own poems, songs or performances, experimenting with language, voice and gesture to create specific effects
  • responding to imaginative texts by modifying key elements, for example, incorporating a new character or event, creating a different mood, parodying an advertisement or devising a new ending to a story

  VCESC024 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCESC004

  Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways

  Elaborations

  • identifying key points of information in short spoken or recorded texts such as phone messages, announcements or television advertisements, and transposing them to note form for own reference or to communicate to others
  • identifying details and points of information in texts such as sports commentaries, weather reports or news-flash items and using them to create own messages or announcements, for example, announcing sports results, or cancelling an event due to a bad weather forecast
  • locating, classifying and summarising data collected from sources such as class surveys, notices, timetables and video clips, and presenting findings in suitable formats for different audiences, for example, oral summaries, posters, wall charts, concept maps or timelines
  • reading and viewing texts such as brochures, web posts and video blogs to collect and classify information about people, places or events in the Spanish-speaking world, using different modes of presentation, for example, a timeline to show the sequence of activities or itineraries, or a captioned photo display to create visual effect

  VCESC004 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCESC145

  Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions

  Elaborations

  • thanking, inviting or congratulating one another, for example, Gracias por tu ayuda, ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena por tu medalla
  • 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, Los jueves por la tarde juego al baloncesto. Cada día, a las 12.00, como bocadillos en el patio de mi colegio
  • expressing feelings (Estoy emocionado por la fiesta. Estoy desilusionada... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!) and recounting experiences with family and friends
  • apologising and expressing concern or sympathy to friends and family members, for example, Lo siento mucho, ¡Cuídate! Te quiero
  • expressing preferences and opinions, for example, Hacer los deberes es aburrido. Prefiero comer helado. Me encanta el Barça porque es el mejor, Me fascina la música del mundo hispanohablante
  • sustaining interactions by using strategies such as asking questions and using conversation fillers, for example, ¿Y tú? Yo también; Claro; sí, sí

  VCESC145 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC022

  Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms

  Elaborations

  • analysing and comparing information obtained from different sources on topics of social and cultural interest, such as el cine latinoamericano comtemporáneo, el efecto del turismo en las tortugas de las Islas Galápagos or los refugiados en España, and summarising and presenting information to peers in conversation or on a shared website
  • synthesising and summarising a variety of texts such as announcements, reports, interviews and conversations on topical issues such as Las corridas de toros or La influencia del internet en la música, classifying and cross-referencing key ideas and associated language for use in own texts
  • identifying perspectives and context in texts such as articles and reports by distinguishing between facts and opinion, for example, by identifying the author, intended audience and purpose of a text
  • researching and classifying social, historical and cultural aspects of Spanish-speaking communities by gathering information from a range of sources, including personal commentaries by Spanish-speaking peers and adults

  VCESC022 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC026

  Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate

  Elaborations

  • analysing Spanish translations of familiar English-language texts, identifying aspects that got ‘lost in translation’, for example, comparing the English subtitles of a movie dubbed in Spanish with the original English speaking version
  • translating texts such as signs, product instructions, notices or advertisements, comparing versions and considering how to convey culturally embedded references and concepts
  • evaluating the effectiveness of electronic translators, for example, by doing a back translation of a well-known text
  • identifying challenges associated with the translation of simple texts such as short letters or conversations, deciding whether different information is required in the translated version, for example, deciding if ‘you’ should become tú, usted or vosotros, depending on the social relationship being conveyed in the letter or exchange

  VCESC026 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCESC171

  Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture

  Elaborations

  • creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community of aspects of Spanish-speaking cultures, for example, El Carnaval de Barranquilla, Festival de Viña del Mar
  • producing bilingual community texts such as posters or advertisements in print or multimedia format, for example, to promote a concert or an interview with a celebrity for a teen radio station
  • composing menus or programs for Spanish-themed events, with key items/information in Spanish and explanatory footnotes/glossaries in English
  • 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
  • creating and illustrating a bilingual children’s story for younger learners, using each language in creative and engaging ways, for example, El hijo desobediente or El conejo y el coyote
  • providing an English commentary for video clips of Spanish-language social interactions in different situations and contexts, such as taking a bus to the city, visiting the dentist or buying a video game, explaining elements that may be unfamiliar to Australian viewers

  VCESC171 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCESC011

  Consider how aspects of identity such as family background, age and interests impact on intercultural exchange

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location, language, religion, age and gender
  • preparing a class profile for online exchange with Spanish-speaking students, selecting resources such as photos, captions or symbols to capture the diversity of cultural backgrounds, languages, interests and values represented in the class, and reflecting on what this profile shows about the nature of intercultural communication in Australia
  • sharing reactions to intercultural experiences associated with learning and using Spanish, considering whether own background, age and interests contribute to attitudes or beliefs that impact on the experience
  • identifying elements of their own and one another’s ways of communicating and behaving that may be unfamiliar to people from different contexts and cultures, for example, ways of expressing wishes, or rituals associated with school sports
  • considering if their sense of identity changes depending on the language they are using and what they are talking about

  VCESC011 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESC117

  Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries

  Elaborations

  • making personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain culture-specific terms such as merienda, doña, don, buñuelos
  • 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 appropriate
  • creating an identity card that contains parallel personal information in Spanish and English, for example, nombre/name, apellidos/last name(s), edad/age, Mis amigos son…/My friends are…, Vivo en…/I live in…, Me gusta…/I like…
  • adding captions in Spanish and English for a photographic display of a class event or experience such as sports day or school camp, for example, ¡De excursión en la granja! Nuestros experimentos de ciencia. Aquí estamos comiendo ceviche

  VCESC117 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• VCESC163

  Participate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating

  Elaborations

  • using the appropriate register when interacting in different social situations such as making enquiries and offering thanks, apologies or compliments, for example, Lo siento mucho, ¡Le deseo mucha suerte!, ¡Muchísimas gracias por tu ayuda!
  • exchanging personal information about each other’s lives, routines and experiences, for example, A mi amigo español le gusta el chocolate con nata
  • engaging in informal conversations or more structured discussions to canvas one another’s attitudes to social and cultural issues such as La salud de los jóvenes, Las relaciones familiares
  • developing narrative skills by exchanging accounts of individually significant events, influences or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me impresionó todo lo que los Indígenas construyeron

  VCESC163 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC173

  Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity

  Elaborations

  • mapping own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements and influences, such as family languages, key relationships and intercultural experiences
  • preparing a biographical account of an influential figure in own life, including such information as the person`s values and the significance and influence of the person in own life
  • considering how identity is expressed through language, with reference to languages spoken by themselves, their peers, and family or community members

  VCESC173 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESC021

  Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions

  Elaborations

  • using appropriate discussion protocols such as acknowledging others’ opinions, responding to others’ contributions, and elaborating and extending topics, for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os/les parece si…?
  • using reflective and evaluative language to discuss the experience of learning and using Spanish and to evaluate resources such as textbooks, websites or electronic dictionaries, for example, Creo que... porque, Prefiero…, Es más útil que…, Tiene menos …que, En primer lugar, creo... Ahora creo que…, No estoy de acuerdo
  • participating in class discussion by offering own opinions (Me parece que…), eliciting and reflecting on those of others (¿Qué les parece?), and agreeing (¡Qué buena idea!) or disagreeing (No me parece una buena idea)

  VCESC021 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC112

  Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • recognising symbols, words and phrases in written Spanish such as titles, labels and captions
  • participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
  • demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging
  • responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?

  VCESC112 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCESC172

  Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture

  Elaborations

  • reflecting on experiences of authentic or virtual interaction in Spanish, for example, face-to-face interactions with community members through an excursion, or web-chatting, ePal or social networking, identifying moments of enjoyment, discomfort and successful intercultural communication
  • keeping a journal of experiences (humorous, satisfying or challenging) associated with learning and using Spanish, noting personal reactions and reflections over time
  • comparing own and others’ experiences of successful intercultural communication, identifying elements that required flexibility and cultural understanding, for example, responding to different ways of expressing feelings, levels of directness or culturally determined perspectives
  • noticing the impact of own assumptions when engaging with Spanish-language texts and experiences, and considering what assumptions Spanish speakers might hold about Australian people and associated cultural behaviours
  • finding examples of how language reflects cultural concepts and values across the Spanish-speaking world, for example, religious references in sayings such as Al que madruga Dios le ayuda, Bendito sea … Adiós, or changes to language forms that reflect changes in social values, such as the adoption of some feminine forms of professional titles (La doctora/el doctor, la abogada/el abogado, la jefa/el jefe)

  VCESC172 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESC164

  Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting

  Elaborations

  • planning and participating in learning experiences such as preparing a class outing or community performance or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, for example, Prefiero no ir a la playa contigo, Tengo ganas de ir al cine…Estoy de acuerdo contigo… Estoy en desacuerdo contigo…
  • participating in situations that involve transactions and the exchange of ideas and preferences, for example, arranging to host students on an exchange program or returning damaged articles
  • engaging in collaborative projects such as designing a web page or making a short documentary about a subject such as Mi comunidad
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or directories

  VCESC164 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC191

  Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity

  Elaborations

  • reflecting on own cultural identity in terms of family background, community relationships and contact with languages (including Spanish), and tracking changes over time
  • composing an online ‘cultural ID profile’ to exchange with Spanish-speaking peers, making decisions about what points of information will be of most interest
  • discussing whether or not they believe that the study of Spanish has influenced their own identity, and explaining their opinions to others

  VCESC191 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESC148

  Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities

  Elaborations

  • reading, viewing and listening to texts such as websites, books, recorded interviews, video clips and magazine articles, extracting key points relating to aspects of life in Spanish-speaking communities, such as housing, urban and rural lifestyles, and young people’s interests, activities and daily routines, and recording key phrases and vocabulary for use in own projects and activities
  • researching topics such as recycling, the water cycle, the solar system, or the geography of Spanish-speaking countries, and reordering information to share with others, in formats such as tables, concept maps or retrieval charts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to collate and share impressions of young people’s lifestyles in different Spanish-speaking communities and contexts

  VCESC148 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCESC119

  Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’

  Elaborations

  • making simple statements about themselves, including where they come from and what language(s) they speak
  • identifying themselves as belonging to different groups, such as family, class or peer groups (Yo soy australiana y chilena, Soy un niño/una niña. Estoy en la clase B), and representing these relationships through drawing pictures, adding captions to photos, or digital text creation
  • comparing their own ways of communicating, including using any other languages with those of friends or family members who speak different languages
  • considering whether there are any aspects of their ways of communicating that might be unfamiliar to children from different cultural backgrounds

  VCESC119 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESC029

  Consider and discuss the relationship between language, culture and identity

  Elaborations

  • reflecting on own sense of identity, considering whether it is fixed or fluid, for example, whether they communicate and present themselves in different ways, in different contexts or with different people
  • examining how identity is expressed through language, with reference to languages spoken by themselves, their peers, family or community members
  • composing a ‘cultural ID profile’ to share online with Spanish-speaking friends, making decisions about what points of information will be of most interest
  • monitoring own ways of communicating and expressing their sense of identity in different contexts and interactions, including when using Spanish, noticing whether they have a different sense of themselves when using a different language
  • critically examining the impact of cultural stereotypes and expectations in relation to cultural identity and intercultural communication, for example, by reflecting on changes in perceptions of or attitudes towards other languages and cultures as a result of learning Spanish

  VCESC029 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCESU121

  Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships

  Elaborations

  • learning the structure of simple affirmative/negative statements and questions based on models, for example, No tengo perro. Gloria come verduras. ¿María tiene cinco años?
  • recognising definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
  • noticing that adjectives usually follow nouns and are used to describe the colour, size, shape or characteristics of a person, place or object, for example, la casa grande, el balón gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta
  • noticing and using singular masculine or feminine forms of nouns and adjectives, for example, el plátano delicioso, la canción chilena
  • understanding and responding to basic familiar instructions and imperatives, for example, siéntate, escucha, cierra la puerta, silencio
  • observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia
  • using subject pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
  • building vocabulary related to familiar environments (lápiz, casa, mamá, papá), and using cognates such as animal, color, triángulo, familia…
  • learning simple verbs to express likes and dislikes, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as No me gusta correr/caminar; ¿Te gusta este juguete?
  • using singular possessive adjectives, for example, mi casa, mi hermano, tu amiga

  VCESU121 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language