VCESU031 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language
VCESC147 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising
Students expand their range of vocabulary beyond their immediate world and familiar experiences. They make clearer distinctions between stress and intonation patterns to increase fluency and enhance expression. They develop broader grammatical knowledge, using present, past and future tenses of...
Level description | Languages | Spanish | F–10 Sequence
By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, leisure activities, likes and dislikes, for example, Hola amigo, ¿Cómo estás? Me gusta tocar la guitarra, No me gusta comer carne. They interact with...
Level description | Languages | Spanish | 7–10 Sequence | Levels 7 and 8
Students recognise and approximate the pronunciation, rhythms and intonation patterns of more extended phrases and compound sentences. They become more fluent and accurate in both spoken and written language production. They gain more control of grammatical and textual elements. They use simple...
Level description | Languages | Spanish | 7–10 Sequence
VCESU125 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCESU141 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Understanding | Language variation and change
VCESU124 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change
VCESU198 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture
Students use more complex language in spoken and written forms. They adjust tone, expression and intonation to shade meaning and to convey emotions. They expand their knowledge and control of grammatical elements such as verb tenses (imperfecto, futuro simple, condicional) and direct and indirect...
Level description | Languages | Spanish | F–10 Sequence
By the end of Level 2, students interact with teachers and peers through action-related talk and play. They introduce themselves and exchange greetings such as Buenos días/tardes/noches, and farewells (for example, hasta pronto). They use simple repetitive language and respond to simple...
Level description | Languages | Spanish | F–10 Sequence | Foundation to Level 2
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
VCESU195 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCESU015 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change
VCESU036 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture
VCESU035 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change
VCESU122 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language
VCESC135 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating
VCESC024 | Languages | Spanish | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating
Students use an increasing range of vocabulary, become more confident in terms of pronunciation and continue to build grammatical and textual knowledge. They apply phonic knowledge to unfamiliar language and notice the relationship between accents and stress or intonation. They use present, past...
Level description | Languages | Spanish | F–10 Sequence