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• VCESU144

  Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection

  Elaborations

  • understanding that language carries information about the people who use it and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives (primita, mami, papito, hermanito), and the importance of religion reflected in the use of names with religious associations (Rosario, Mercedes, Pilar)
  • learning how to talk about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’, and thinking about values, ideas and traditions that sit inside language, for example, responding to prompts such as: What does it mean when…? Why do you think people…?

  VCESU144 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Role of language and culture

• VCESU142

  Recognise that languages change with use over time and according to context

  Elaborations

  • 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
  • finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing.

  VCESU142 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change

• VCESC129

  Participate in everyday classroom exchanges such as responding to simple questions, asking permission, requesting help, asking how to say or write something, asking for repetition and complimenting others

  Elaborations

  • responding to simple questions, for example, by describing the weather and the day’s schedule, using modelled language such as ¡Qué calor hace! Hoy tenemos español y música
  • asking how to say or write a word, for example, ¿Cómo se dice …? ¿Cómo se escribe …?
  • making and responding to requests (¿Me prestas…?, Permiso…, Habla más alto, cerrad vuestros libros; pásame las tijeras, ¿dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación...en tu tableta), and asking for rephrasing or repetition, for example, Repita, por favor…
  • negotiating turn-taking and complimenting their friends, for example, es mi turno/es tu turno… o muy bien, felicitaciones/enhorabuena, bonito, excelente; buen trabajo

  VCESC129 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• Spanish - F–10 Sequence: Levels 3 and 4 description

  Students recognise and use intonation patterns to express different meanings. They apply their knowledge of sound–letter associations to spell new words. They recognise and use elements of grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...

  Level description | Languages | Spanish | F–10 Sequence

• Spanish - F–10 Sequence: Levels 3 and 4 achievement standards

  By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They use formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others (for example, El bolso de Susana es hermoso), reque...

  Level description | Languages | Spanish | F–10 Sequence | Levels 3 and 4

• VCESU139

  Notice and apply elements of Spanish grammar such as gender, singular/plural forms, adjectives, adverbs, verb forms, pronouns and prepositions in simple spoken, written and digital texts

  Elaborations

  • specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La regla está en el estuche
  • using imperatives to tell others to do something, for example, date prisa, colorea el dibujo
  • using question words to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?
  • using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente
  • linking ideas using conjunctions such as y, o and pero
  • noticing the use of personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as
  • using possessive adjectives in singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros
  • using cardinal numbers to describe quantity, to tell the time and for dates and ages, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años
  • using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar
  • identifying and applying the use of singular, plural and gender forms in simple sentences, for example, la motocicleta es negra, los bolsos son verdes
  • using words and expressions to locate events in time (hoy, ayer, mañana), to describe weather (Hoy hace calor) and to name days of the week (Mañana es lunes)
  • using suffixes such as –ísimo/a- and –ito/a to modify the meaning of nouns, adjectives and adverbs, for example, lentísimo; graciosísimos; casita; gatito
  • building metalanguage to talk about grammar and vocabulary (singular, plural, masculino, femenino, artículo, adjetivo, sinónimo…) and comparing with equivalent terms in English

  VCESU139 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language

• VCESC135

  Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts

  Elaborations

  • 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
  • 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
  • creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors

  VCESC135 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCESU138

  Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements

  Elaborations

  • playing games such as Word Bingo with more difficult sounds, for example, the letter c in camino/coco compared to cero/cifra
  • learning to recognise the silent h as in hamaca, ahora and almohada and in loan words such as hotel
  • recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!
  • extrapolating from familiar sounds and contexts to spell new words, for example, predicting how to spell Pablo having learnt the spelling of hablo
  • understanding that an accent may change the meaning of the word, for example, tú and tu, papa and papá
  • noticing the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol
  • applying punctuation and capitalisation rules when writing, such as not capitalising days of the week, months of the year or nationalities
  • understanding that some letters blend to make single sounds, such as GU in seguimos or QU in queso

  VCESU138 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Systems of language