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• VCESC185

  Convey information on a range of issues using different modes of presentation to suit different audiences

  Elaborations

  • researching and reporting on contemporary social, environmental or ethical issues as presented in a range of resources using different presentation techniques, for example, Venn diagrams, flow charts, digital displays
  • composing different types of social media texts such as blogs, advertisements, web pages, magazine articles or live or printed interviews to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, by using reported speech (Dijo el doctor Sanabria que hay que usar autos eléctricos)

  VCESC185 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• 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

• VCESC023

  Organise and present critical perspectives on information obtained from different sources to a variety of audiences

  Elaborations

  • researching, presenting and taking a position on questions relating to contemporary topics such as Los efectos de las redes sociales en la vida de los jóvenes
  • producing a brochure to identify aspects of their city/town/region likely to be of interest to Spanish-speaking visitors of the same age
  • presenting a personal or shared perspective on topics such as fashion, music, cinema or social media, using formats such as displays, online posts or oral presentations to provide critical or explanatory commentary
  • researching and presenting information about social and environmental issues affecting Spanish-speaking regions of the world, for example, consecuencias de la deforestación en el Amazonas

  VCESC023 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCESC118

  Recognise what aspects of songs, stories, rhymes and pictures from Spanish-speaking cultures may look or feel similar or different to own language(s) and culture(s)

  Elaborations

  • comparing aspects of the lives of children in Australian and Spanish-speaking countries as represented in print and digital images, video clips and stories, for example, ways of playing games, eating food, or interacting at school or at home
  • 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
  • responding to teacher prompts in Spanish or English, for example, ¿Qué ves/notas? or ‘What do you notice about…?’, to capture their impressions when viewing images or stories involving children in Spanish-speaking contexts

  VCESC118 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCESC109

  Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things

  Elaborations

  • greeting and farewelling others at different times of the day and in different contexts, using appropriate forms of address, for example, ¡Hola amigos! ¡Buenos días profesora! ¡Buenas tardes abuela! ¡Hasta mañana tía!
  • introducing and describing self, family members, friends and favourite things, animals and objects using visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; ¿Cómo te llamas? Tengo un hermano pequeño; Me gusta la clase de español; Este es mi papá, Esta es mi mamá; Mi perro es blanco y grande. Tengo una bicicleta verde
  • using simple statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa; Mi color favorito es el rojo
  • using formulaic expressions to offer congratulations or to express wishes related to special occasions, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Muy bien!
  • using simple gestures to accompany expressions such as así así, ¡ojo!, ¡no!, ¡qué problema!

  VCESC109 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCESC010

  Notice while participating in intercultural activities that interaction involves culture as well as language

  Elaborations

  • exploring Spanish language features that reflect and embody cultural values and practices, for example, regional differences in naming conventions, such as the use of apellidos
  • reading transcripts or viewing recordings of interactions between members of an extended family, and considering how respect, affection and family relationships are expressed in Spanish
  • observing live or recorded Spanish-language interactions in different contexts, and identifying what they find is confusing or surprising, for example, body language, exclamations, gestures, levels of politeness, and ways of requesting or thanking
  • developing language for describing personal reactions to intercultural experience, for example, No me gusta, estoy sorprendido de ver, me encanta, es maleducado, es cortés
  • considering how communicating in Spanish requires thinking about things differently from when communicating in English, for example, making a choice between tú/usted/vos involves thinking about social relations between people, while using ‘you’ does not

  VCESC010 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCESC019

  Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations

  Elaborations

  • expressing, comparing and explaining likes, dislikes and preferences, for example, Me gusta más el baloncesto que el fútbol, Me encanta la historia porque me parece interesante, Nuestro colegio es grandísimo, es el más grande de la ciudad. Lo que más me gusta hacer los fines de semana es chatear con mis amigos
  • corresponding with peers by using telephone/video calls, SMS or social media to build relationships and share views on aspects of young people’s lives such as friends, responsibilities, interests and aspirations
  • expressing hopes, opinions and ambitions, giving reasons for plans, for example, Espero aprobar los exámenes, Creo que ..., Pienso (+ infinitive), prefiero ...¿y tú?, Y vosotros ¿Qué opináis?, Estoy de acuerdo contigo, ¿Estáis de acuerdo?, En el futuro, me gustaría ser ...
  • sharing past experiences and significant events, such as holidays, special events or travel, for example, En mis vacaciones, primero fuimos a..., después ... Durante la segunda semana ... y entonces ... Fue fenomenal ... Al final ... Y ¿Qué tal tus vacaciones?
  • discussing personal views on topics such as acoso escolar, ideal de belleza and música, using expressions such as de ninguna manera...claro que sí... to link and elaborate ideas

  VCESC019 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCESC155

  Discuss how it feels to interact in a different language, what they understand by ‘identity’, and whether learning Spanish has any effect on their sense of self

  Elaborations

  • identifying elements of identity that may be important across all cultures, for example, family, community, location
  • monitoring their development as a learner and user of Spanish, for example, through recording progress in learning logs, blogs or journals
  • discussing whether learning and using Spanish affects their sense of identity in or out of the classroom, making reference to experiences such as eating in restaurants, playing games or communicating with Spanish speakers
  • exploring the idea of stereotypes associated with languages and identities, discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication
  • creating a self-profile such as an avatar or montage with self-introduction, making choices about the design, content and language used

  VCESC155 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCESC170

  Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations

  Elaborations

  • comparing own translation of a text with classmates’, commenting on differences and similarities between versions, considering possible reasons for these, and preparing a collaborative online whole-class version
  • commenting on representations of community cultural events such as Festival de Cine Mexicano, celebraciones de la vida de personajes del mundo hispanohablante en Australia, such as Monseñor Oscar Arnulfo Romero de El Salvador, explaining particular language or images in terms of cultural associations
  • translating different types of short messages or communications (Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo, It costs an arm and a leg, This job is a piece of cake ), reflecting on challenges associated with transferring meaning from one language to another
  • assisting a visiting Spanish speaker to communicate with an audience of school students and staff who have not studied Spanish, by explaining and interpreting aspects of their language and/or culture
  • selecting and explaining individual words or phrases in Spanish whose meaning can be affected by context, for example, Tengo una pila de cosas para hacer. La pila del celular se ha acabado

  VCESC170 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• 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

• 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

• VCESU034

  Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture

  Elaborations

  • identifying Spanish words borrowed from different languages across time and through political, historical and social changes, for example, words of Arabic origin that start with the prefix al-, such as almanaque, alcachofa, algodón, álgebra and alcohol, and some common interjections also derived from Arabic, such as ¡hola!, ¡ojalá!, ¡olé!
  • identifying the movement of language elements across and between times and contexts, such as words from indigenous languages adopted into Spanish and then exported to other languages, for example, words of Náhuatl origin such as aguacate, chocolate, cacao, chile, chicle and guacamole
  • noticing components of Spanish language that reflect particular cultural histories and influences, such as technological and scientific terms derived from classical Latin and Greek, for example, continente, vegetación, bacteria, biología, protocolo and mecánico
  • reflecting on the power of language in terms of their own experience, for example, by identifying comments from friends, teachers or public figures that have influenced or affected them
  • understanding the power of language to influence people’s actions and beliefs, such as the language of persuasion in political speeches or community appeals, for example, puede hacer su donación a la..., ofrezca tu tiempo voluntariamente despué del terremoto en Chile

  VCESU034 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU176

  Analyse the structure and organisation of a range of texts, particularly those related to social and informative media, for example, blogs, advertisements and text messages

  Elaborations

  • noticing the conventions of several types of texts in Spanish, such as the use of abbreviations in text messages (tq = te quiero), abreviations in blogging (hola a tod@s), formulaic greetings in telephone conversations (Aquí, Hola, ¿Sí? ¿Aló?), typical phrases for greeting cards ( Muchas felicidades por ....), language in menus (primeros platos, postres, menú del día)
  • experimenting with language appropriate to particular types of texts, such as descriptive language in documentaries, reflective language in diary and journal entries, and persuasive language in advertisements
  • comparing several versions of a news story (such as radio, newspaper and online) to consider how the medium affects the construction and expression of meaning
  • collecting examples of online and print advertisements, and identifying and analysing language features and grammatical structures used to persuade potential consumers, for example, ¡Compre en los almacenes ‘La Moda’ no se arrepentirá!, ¡Pague menos y lleve más!
  • understanding the use of elements that provide coherence at a whole text level, such as cohesive devices (sin, aunque, debido a, según, por otro lado), linked paragraphs, introductions and summaries, and sequencing of ideas

  VCESU176 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU162

  Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers

  Elaborations

  • describing own/one another’s ways of communicating, identifying aspects that may reflect Australian traditions, values and practices
  • choosing words or expressions commonly used in informal Australian interactions, and deciding how to interpret or explain them to young Spanish speakers, for example, ‘mate’, ‘fair dinkum’
  • noticing similarities and differences between own ways of communicating and aspects observed in interactions between young Spanish speakers in different contexts and situations, for example, the expression of politeness or turn-taking in conversations
  • identifying things they take for granted about communication in familiar cultural contexts, for example, shared understanding of gestures and tones of voice
  • noticing culturally appropriate ways of offering praise, recognition, gratitude or encouragement

  VCESU162 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Role of language and culture

• VCESU126

  Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers

  Elaborations

  • exploring the meaning of culture: how it involves visible elements, such as ways of eating, or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • noticing similarities and differences between naming systems across languages and cultures represented in the classroom, for example, the use of diminutives, nicknames, surnames and ways of referring to family members (Juancito, Paquito; Nacho, Paco; Lola García Martínez; mi yayo/a, tato/a)
  • noticing expressions and terms in Australian English that reflect Australian lifestyles and cultures, such as terms associated with food, the land, sports and leisure activities, for example, ‘backyard’ or ‘footy’

  VCESU126 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• VCESU193

  Apply complex grammatical rules such as those relating to reflexive verbs and subjunctive and conditional moods, and use cohesive devices to link and extend ideas in own spoken and written texts

  Elaborations

  • extending the use of negative forms (no voy nunca, en ningún momento, no tengo nada, tú tampoco, no hay nadie) and understanding the difference between a reflexive verb and its corresponding non –reflexive verb, for example, Gerardo se lava la cara (reflexive) and Gerardo lava su carro (non-reflexive)
  • using subjunctive mood to express doubt, uncertainty or emotion, for example, dudo que vengas, siento que estés enferma, me alegra que hayas terminado tus estudios
  • expressing hypothetical events using conditional voice, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero
  • using cohesive devices to sequence ideas, for example, aunque, a pesar de, sin embargo
  • describing events across time (past, present and future), choosing appropriate tenses
  • developing metalanguage to extend discussion of grammatical features such as word order, tenses and subjunctive mood, and using terms such as ‘verbs’, ‘nouns’, ‘conditional’, ‘subjunctive’ and ‘simple past’
  • describing people and things using:
    • comparatives and superlatives, for example, Ella es la más inteligente de la clase, Este jardín es lindísimo, Este jugo es el peor de todos
    • acronyms, for example, MERCOSUR, EEUU, UE, ONU
    • diminutives, for example, gatito, mesita, negrito
  • persuading, encouraging and advising others by using imperative verb forms, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien
  • exploring how word choices (such as selection of particular nouns and adjectives) can indicate values and attitudes, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados
  • using the pasiva refleja or impersonal form with se for example, Se venden casas, ¿Cómo se dice...?
  • using idiomatic language such as proverbs (Lo cortés no quita lo valiente, El hábito no hace al monje) and idioms (me puse las botas, no pedir peras al olmo)

  VCESU193 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU157

  Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes

  Elaborations

  • noticing that there are two verbs in Spanish for ‘to be’, ser (José es mi hermano) and estar (Estoy cansada)
  • using simple forms of present and past tenses in context (Ayer fue martes y hoy es miércoles), and describing intended actions using the near future tense ir + a + infinitive, for example, Manuel va a mirar su celular/móvil
  • using the conditional mode as a formulaic expression, for example, Me gustaría ser pintor, No me gustaría vivir en una isla pequeña
  • identifying the use and omission of subject pronouns in familiar structures, for example, Vivo en Australia, Ella es Lourdes
  • using interrogative pronouns and correct word order to ask questions and make requests, for example, ¿Cuál es tu número de teléfono?¿Quieres jugar en el patio?
  • building compound sentences to express opinions, preferences or reasons using words such as porque, también and pero, for example, Me gusta cantar, pero prefiero bailar porque es divertido. No me gusta ver la televisión porque es aburrido. Mi comida favorita es el pescado, pero también como carne
  • indicating frequency using adverbs, for example, siempre, a veces, nunca
  • noticing the flexibility of word order in relation to verbs and adverbs, for example, En verano, voy siempre a la playa/En verano, voy a la playa siempre/ En verano, siempre voy a la playa
  • using ordinal numbers, for example, Rosario Arjona es la primera de la lista, Luis vive en la quinta planta
  • understanding gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo, Las montañas rocosas son muy bonitas
  • 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’
  • using comparatives based on models, for example, tan grande como …, más caro que …, menos frío que…Australia es más grande que Europa
  • recognising that some nouns do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano
  • expressing reactions as exclamations, for example, ¡qué susto!; ¡qué hermoso!; ¡qué rico!;¡qué chulo!

  VCESU157 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language