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• VCELY255

  Identify the point of view in a text and suggest alternative points of view

  Elaborations

  • discussing how a text presents the point of view of the main character, and speculating on what other characters might think or feel
  • recognising that there is more than one way of looking at the same event and that stories seen through the eyes of one character privileges some aspects of the story over others
  • speculating about what other characters might think or feel and retelling the story from other perspectives (for example ‘Cinderella’ from the point of view of the ‘Ugly Sisters’)

  VCELY255 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY256

  Read an increasing range of imaginative, informative and persuasive texts by combining phonic, semantic, contextual and grammatical knowledge, using text processing strategies, including confirming, rereading and cross-checking

  Elaborations

  • combining different types of knowledge (for example word knowledge, vocabulary, grammar, phonics) to make decisions about unknown words, reading on, reviewing and summarising meaning
  • analysing the way illustrations help to construct meaning and interpreting different types of illustrations and graphics
  • reading text types from own culture to enhance confidence in building reading strategies
  • reading aloud with fluency and intonation
  • integrating use of sound-letter knowledge, meaning and grammar patterns as well as a range of reading strategies, for example, confirming, rereading and cross-checking, to read a wide variety of text types in guided reading

  VCELY256 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY258

  Analyse how different texts use verb groups to represent different processes (action, thinking, feeling, saying, relating)

  Elaborations

  • exploring how different types of verb groups, for example, action commands in procedures, saying verbs in narratives and relating verbs in information reports, are used to make meaning in different types of texts

  VCELY258 | Curriculum content | English | Level 3 | Reading and Viewing | Literacy

• VCELY267

  Reread and edit texts for meaning, appropriate structure, grammatical choices and punctuation

  Elaborations

  • using glossaries, print and digital dictionaries and spell check to edit spelling, realising that spell check accuracy depends on understanding the word function, for example there/their; rain/reign

  VCELY267 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY269

  Use software including word processing programs with growing speed and efficiency to construct and edit texts featuring visual, print and audio elements

  Elaborations

  • using features of relevant technologies to plan, sequence, compose and edit multimodal texts

  VCELY269 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY268

  Understand the conventions for writing words and sentences using joined letters that are clearly formed and consistent in size

  Elaborations

  • practising how to join letters to construct a fluent handwriting style

  VCELY268 | Curriculum content | English | Level 3 | Writing | Literacy

• VCELY275

  Listen to and contribute to conversations and discussions to share information and ideas and negotiate in collaborative situations and use interaction skills, including active listening and clear, coherent communications

  Elaborations

  • participating in collaborative discussions, building on and connecting ideas and opinions expressed by others, and checking own understanding against group views

  VCELY275 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCELY276

  Plan and deliver short presentations, providing some key details in logical sequence, using appropriate tone, pace, pitch and volume

  Elaborations

  • drawing on relevant research into a topic to prepare an oral or multimodal presentation, using devices such as storyboards to plan the sequence of ideas and information

  VCELY276 | Curriculum content | English | Level 3 | Speaking and Listening | Literacy

• VCESC132

  Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions

  Elaborations

  • reading, viewing and listening to a range of print, digital and oral texts through shared and guided participation, for example, by responding to questions about characters, ideas and events or by illustrating and captioning aspects of texts
  • expressing personal reactions to characters or events in texts such as children’s television programs, stories and songs, using artefacts such as puppets or masks, for example, me gusta/no me gusta…¡Qué asco! ¡Qué raro! Ellos son muy graciosos/divertidos; Ellas son muy graciosas/divertidas
  • commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance, or values associated with children or older people
  • experimenting with voice and gestures to animate characters and with movement and action to act out events in imaginative texts, for example, assuming a character from a text and participating in a dialogue

  VCESC132 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC128

  Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions

  Elaborations

  • working together on tasks such as designing a poster for a special event, planning a puppet show, or creating menus or picture books for ‘buddy’ classes, collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma...
  • working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi...... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. Hasta pronto
  • preparing, rehearsing and conducting public presentations and performances such as an item in Spanish for school assembly or a presentation to parents
  • following procedures and instructions for shared activities, for example, following a recipe for guacamole, paper cutting decorations, making a cometa or papalote, or completing a simple science experiment such as germinating a bean

  VCESC128 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCESC136

  Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices

  Elaborations

  • 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
  • noticing interactions when using Spanish that look or feel different to their ways of interacting in their own language/culture, for example, language around mealtimes or in the classroom
  • selecting words or expressions in Spanish that they think would need to be explained to non-Spanish speakers, for example, the use of family names or expressions associated with religion, or the use of besitos to close a telephone conversation
  • talking about their reactions to using Spanish, identifying ways of communicating/behaving that feel unfamiliar, enjoyable or difficult, for example, gestures or forms of politeness

  VCESC136 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCESC130

  Gather and share information from peers and from texts relating to the Spanish-speaking world and to areas such as home, school, routines, responsibilities and interests

  Elaborations

  • surveying classmates, for example, about likes and dislikes, interests or favourite things (¿Cuál es tu videojuego/animal favorito? ¿Te gusta....? ¿Cuándo es tu cumpleaños (día/mes?)), tabulating the results and presenting the information in various formats such as pie charts, lists, tables or a shared class graph
  • collecting information from media and print resources about aspects of the Spanish-speaking world (different animal species, currency, indigenous languages/communities), presenting it to others in new ways such as creating a digital display or spoken, print or visual presentation with names, descriptions and captions, for example, la llama es blanca… La moneda de España es el euro... Los indígenas/aborígenes de Chile son los mapuches
  • comparing information about activities and practices across cultures, for example, by reading, viewing or listening to texts related to aspects of school life, such as timetables, canteen menus, extracurricular activities or sports
  • working in groups to obtain and use information from print, visual or digital sources related to other learning areas, for example, naming countries and significant land features, or recording distances using geographical skills

  VCESC130 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• 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

• VCESC127

  Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes

  Elaborations

  • asking questions and giving information about school and home, for example, ¿Quién es él? Es mi amigo. ¿Qué hace tu mamá? Mi mamá es trabajadora social, ¿Qué deporte practica Miguel? Él juega al fútbol, ¿Qué te gusta de tu escuela? Me gusta hablar con mis amigas en el patio
  • describing features, characteristics and locations of particular things or places, for example, Mi celular es viejo, El parque está detrás de la escuela. La ciudad de México es gigante. ¿Dónde está la piscina? Está a la izquierda del lago. Mi escuela es muy grande y está en Adelaida
  • using formal and informal greetings in spoken and written forms of communication, for example, Querida abuela, Hola María
  • describing routines and favourite activities using expressions related to time and days of the week, for example, voy al colegio todos los días, todos los martes practico tenis
  • exchanging information about family, friends or interests, using simple descriptive statements and cohesive devices such as conjunctions, for example, Puedo correr pero no puedo nadar, Me gustan Shakira y Ricky Martin porque bailan bien

  VCESC127 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• 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

• VCESC131

  Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images

  Elaborations

  • creating a class book, visual/digital display or collection related to topics they have been studying in Spanish and/or other curriculum areas, for example, recetas favoritas, animales, la naturaleza, “los conquistadores”
  • presenting information on cultural events or topics likely to interest other children of the same age, for example, a children’s salsa/flamenco/cueca competition
  • planning and giving short presentations in Spanish on topics such as holidays or favourite computer games, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Mis videojuegos favoritos son Minecraft y Candy Crush. Mis vacaciones en la nieve: este es mi muñeco de nieve

  VCESC131 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCESC133

  Create short imaginative texts such as dialogues and stories using modelled language

  Elaborations

  • creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis
  • using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays
  • contributing to shared writing activities such as a class story in response to an event or experience, for example, a visit to the zoo or a virtual visit to a famous place
  • creating and performing alternative versions of or endings to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters
  • experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’

  VCESC133 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCESC134

  Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings

  Elaborations

  • 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 your lunch’
  • matching street signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and ‘Koalas crossing’, No pisar el césped and ‘Keep off the grass’
  • 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
  • playing matching-pair games with Spanish and English word cards, matching vocabulary for familiar concepts or objects, for example, family members, or vocabulary related to food/eating

  VCESC134 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCESC137

  Explore own sense of identity, for example, by discussing membership of groups such as a club, a country or a language-speaking community, and how these elements of identity are reflected in language use

  Elaborations

  • talking about their own identity and language use and creating captioned representations of their membership of clubs or groups (Voy al club de los scouts, Mi equipo es el mejor), their country (nuestro país) or language-speaking community (en mi idioma…)
  • reflecting on their experience of learning and using Spanish, considering prompt questions such as: Does this feel unfamiliar? What does this mean to me? How is this different to my usual experience?
  • creating a self-profile, using captioned photos, slide presentations, online internal school Vokis or concept maps to highlight key characteristics, relationships and ways of using language, for example, Tengo nueve años; Vivo en Sídney. Estudio chino los sábados
  • using simple words and expressions selected from word banks and modelled statements to create personal profiles that highlight key characteristics and features of identity, for example, soy chino/a y australiano/a, Hablo chino, inglés y un poco de español. Soy muy valiente

  VCESC137 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting

• VCESU143

  Identify the variety of languages represented in the school, local community and general Australian population

  Elaborations

  • identifying languages used by classmates, for example, by creating a class profile or language map with greetings in each language
  • discussing the nature, history and importance of Aboriginal languages and Torres Strait Islander languages in the school community and in wider Australian society, and identifying the language of the Country
  • exploring similarities and differences between the many languages spoken in Australia and represented in the school, for example, by comparing the ways different languages use writing, sound/speech and gestures to communicate

  VCESU143 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change