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• 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

• 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

• VCESU196

  Understand and analyse the power of language to influence people, actions, values and beliefs

  Elaborations

  • examining language used in texts such as protest songs, posters and graffiti to identify ways in which language is used for social influence and commentary, for example, “Todo cambia“ ¡No malgaste el agua!
  • analysing examples of language used for social commentary or to influence actions or beliefs, such as emotive language and images in reports on cruelty to children or to animals (la violencia, la negligencia, la intimidación, el abuso, el acoso), and examining how specialised language can create barriers for some members of a language community, for example, legal or medical terms, arts-related expressions or bureaucratic language
  • understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus los ilegales; the use of jargon or jergas (currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe) to include or exclude; and the inclusive language of political speeches (los ciudadanos y ciudadanas ...)
  • recognising the purpose of particular texts to impact emotionally on others such as by influencing opinions and reactions, for example, in persuasive texts such as advertisements or reviews of a film, concert or fashion show

  VCESU196 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU195

  Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities

  Elaborations

  • comparing texts created for different audiences in different Spanish-speaking regions and countries, or for urban and rural communities, noticing how language reflects ideas, concerns and priorities of specific communities, for example, Alturas de Machu Picchu by Pablo Neruda …labrador, tejedor,. pastor callado: domador de guanacos tutelares: albañil del andamio desafiado…
  • investigating varieties of language used by members of different Spanish-speaking communities and how they have changed over time
  • analysing and using language, body language and gestures in culturally appropriate ways specific to Spanish speakers or speakers of Australian English, in forms of expression such as idioms and song lyrics
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources
  • recognising that language is used differently to achieve different purposes, for example, the use of contractions, emoticons and acronyms in text messages for the purpose of speed and economy; the use of slang, specialised or inclusive language to establish shared interest or identity

  VCESU195 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCESU015

  Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts

  Elaborations

  • noticing variations in language use based on the age, gender and social relationships of speakers and the context and purpose of interactions, for example, by selecting appropriate greetings and terms of address for people of different ages or status (Hola, ¿qué tal Diana? Buenas tardes, Señor Méndez, Diga, ¿quién llama?)
  • recognising that register shifts according to familiarity and social position, for example, using different pronouns and the corresponding verb endings in formal or informal interactions (¿Cómo se llama usted? ¿Cómo te llamas?)
  • observing that many Spanish speakers are multilingual and regularly shift between languages to achieve different purposes and to draw on additional communicative resources

  VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCESU030

  Recognise and apply rules of Spanish pronunciation, stress and intonation, demonstrating awareness of differences in accent and pronunciation across the Spanish-speaking world, and use appropriate writing conventions

  Elaborations

  • recognising the importance of appropriate stress, pronunciation and spelling for meaning-making, for example, estudio versus estudió
  • understanding variation in pronunciation across the Spanish-speaking world, for example, the pronunciation of ce and ci in different regions (ceceo or seseo) for example in the words gracias, Cecilia, and the soft sh pronunciation of the letters ll and y in Argentine Spanish (calle/cashe)
  • adapting the tone, intonation and rhythm of language to their own expressive needs and to the nature of the interaction, for example, calming a child or attracting attention
  • using the Spanish alphabet to spell out names or expressions, noticing similarities and differences to English and using correct terminology for accents and marks (tilde, acento, diéresis)
  • listening to and reciting texts such as poems, stories or song lyrics to familiarise themselves with the rhythm and musicality of the language, for example, Proverbios y cantares de Antonio Machado, Guantanamera de José Martí

  VCESU030 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCESU017

  Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia

  Elaborations

  • recognising that Spanish is an important world language spoken in a range of varieties dialects, and variable accents across the Spanish-speaking world, for example, by identifying Spanish-speaking countries or regions on a map of the world
  • understanding the nature of the distribution of Spanish speakers across the world, not only in countries where Spanish is an official language but also in other countries such as the United States or the Philippines where the Spanish language and cultures have an important presence
  • recognising language variation across the Spanish-speaking world in terms of pronunciation, for example, the different pronunciation of the syllables ce and ci (gracias Cecilia)
  • exploring language variation in relation to vocabulary, for example, ‘a computer’ is un ordenador in Spain and una computadora in Latin America; ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, omnibus in Peru, camión in Mexico and guagua in Cuba
  • recognising that there is also variation in some grammatical forms, for example, the use of the pronoun vos in several countries in Latin America compared to tú in Spain; the masculine direct object pronoun le/lo in Spain and lo in Latin America
  • recognising differences between standard varieties of Spanish and varying degrees of language blending and influence, for example, Spanglish
  • recognising that many Spanish speakers also speak one or more regional and/or local languages, for example, Catalan or Basque

  VCESU017 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• 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

• VCESU036

  Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives

  Elaborations

  • participating in guided discussion and reflection on the nature and role of ‘culture’ and its relationship with language, noting any shifts in own attitudes or understandings about culture, identity and diversity as a consequence of learning and using Spanish
  • talking with bilingual speakers about the experience of using more than one language, for example, by asking questions such as: ‘Do you identify more strongly with one language? Do you express yourself differently in each language? Do you feel like the same “you” when speaking each language?’
  • discussing ways in which learning a different language can lead to new ways of thinking or interpreting experience, for example, by providing different perspectives on the experience of younger or older people or in relation to family roles and relationships
  • developing language for thinking and talking about cultural representation and expression, for example, terms such as ‘perspectives’, ‘values’, ‘images’, ‘stereotypes’, ‘inclusions’ and ‘exclusions’
  • critically analysing texts such as advertisements, brochures, catalogues, graffiti and websites in Spanish that show different representations of culture, reflecting on language use, images and symbols

  VCESU036 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture