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  1. F–10 Sequence
  2. F-2
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  7. 7–10 Sequence
  8. 7-8
  9. 9-10

F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with the sound systems of the Spanish language, including pronunciation, rhythm, pitch and stress. They learn to pronounce individual letters and letter combinations, and...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising
  1. Interact with teacher and peers to introduce self, greet and farewell others and describe friends, family and favourite things (VCESC109)
  2. Participate in guided group activities and simple transactions such as games, performances, songs and rhymes, using modelled repetitive language (VCESC110)
  3. Recognise and respond to classroom interactions such as opening and closing of lessons, transition activities, answering simple questions and following classroom instructions (VCESC111)
Informing
  1. 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 (VCESC112)
  2. Present factual information about self, family, friends and everyday objects using simple statements and support materials (VCESC113)
Creating
  1. Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance (VCESC114)
  2. Create and perform simple imaginative texts that involve repetitive language, experimenting with sound patterns, rhymes and non-verbal forms of expression (VCESC115)
Translating
  1. Translate frequently used words and simple phrases using visual cues and resources such as word lists (VCESC116)
  2. Create simple print or digital texts that use both Spanish and English, such as labels, captions, wall charts and picture dictionaries (VCESC117)
Reflecting
  1. 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) (VCESC118)
  2. Recognise themselves as belonging to groups, for example, ‘my friends’, ‘my class’, ‘my school’, ‘my family’ and ‘my community’ (VCESC119)

Understanding

Systems of language
  1. Recognise and reproduce the sounds and rhythms of simple spoken Spanish, noticing how they are produced and how they are represented in writing (VCESU120)
  2. Notice and apply grammatical rules such as those relating to gender, simple verb forms and definite articles when describing people, places, things and relationships (VCESU121)
  3. Understand that language is organised as ‘text’ and recognise features of familiar texts such as charts, labels, rhymes and stories (VCESU122)
Language variation and change
  1. Recognise that in Spanish different words and language forms are used to address and greet people according to relationship, context and time of day (VCESU123)
  2. Understand that the English and Spanish languages borrow words from each other (VCESU124)
  3. Recognise that Spanish is one of many languages spoken around the world and in Australia (VCESU125)
Role of language and culture
  1. Notice some differences and similarities in cultural practices between Spanish speakers and Australian-English speakers (VCESU126)

Foundation to Level 2 Achievement Standard

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 instructions when participating in classroom routines, games and shared activities, for example, Sal de aquí, Párate en la puerta. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language, including the sounds for the letters ll, ñ, rr/r g/j, c and y. Students identify specific words and expressions in simple texts, such as names of people, places or objects. They convey factual information...

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F–10 Sequence Levels 3 and 4

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...

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Levels 3 and 4 Content Descriptions

Communicating

Socialising
  1. Interact with teacher and peers to exchange information about aspects of their personal world such as school, home, everyday routines and favourite pastimes (VCESC127)
  2. Participate in collaborative tasks and experiences such as creating and presenting a display or performance and following procedures and instructions (VCESC128)
  3. 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 (VCESC129)
Informing
  1. 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 (VCESC130)
  2. Present information about personal or shared interests or experiences, using simple descriptive language and supporting resources such as tables, lists and images (VCESC131)
Creating
  1. Read, view and listen to stories, children’s television programs and songs and make simple statements about characters, themes and reactions (VCESC132)
  2. Create short imaginative texts such as dialogues and stories using modelled language (VCESC133)
Translating
  1. Compare and explain simple texts or expressions in both Spanish and English, such as street signs, advertisements, sayings and greetings (VCESC134)
  2. Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts (VCESC135)
Reflecting
  1. Interact in Spanish using simple phrases and expressions, recognising how language reflects cultural practices (VCESC136)
  2. 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 (VCESC137)

Understanding

Systems of language
  1. Experiment with Spanish pronunciation, intonation and spelling rules, including patterns associated with questions and statements (VCESU138)
  2. 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 (VCESU139)
  3. Recognise that texts such as stories, emails and dialogues have particular characteristic features, and notice similarities and differences between some Spanish and English versions (VCESU140)
Language variation and change
  1. Understand that language use varies according to the age and relationship of participants (VCESU141)
  2. Recognise that languages change with use over time and according to context (VCESU142)
  3. Identify the variety of languages represented in the school, local community and general Australian population (VCESU143)
Role of language and culture
  1. Discuss examples of ways in which the cultures of Spanish speakers influence everyday interactions such as expressions of respect and affection (VCESU144)

Levels 3 and 4 Achievement Standard

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), requesting help (for example, Necesito ayuda con mi bicicleta) and seeking permission such as ¿Puedo ir al salón de informática?. They interpret visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning. They make statements using the present tense and the present + infinitive form (for example, quiero cantar, quiero salir) about aspects of their lives such as school, home and everyday routines (for example, Mi escuela está cerca de mi casa,...

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F–10 Sequence Levels 5 and 6

Levels 5 and 6 Description

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...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising
  1. Interact using descriptive and expressive language to share interests, special celebrations and leisure activities, and to express feelings, state preferences and give opinions (VCESC145)
  2. Collaborate with peers to plan and conduct different elements of shared tasks, transactions or activities (VCESC146)
  3. Interact in class activities and routines by asking and responding to questions, asking for clarification and making suggestions (VCESC147)
Informing
  1. Listen to, view and read texts in order to identify aspects of life in Spanish-speaking contexts and communities (VCESC148)
  2. Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports (VCESC149)
Creating
  1. Share and compare understandings and opinions about ideas encountered in imaginative Spanish-language texts such as works of art, fables, performances and television programs (VCESC150)
  2. Produce a variety of texts such as scripted performances, raps and digital stories using imaginary characters, places, ideas and events (VCESC151)
Translating
  1. Translate simple texts that provide comparisons between cultural aspects of meaning-making in Spanish and English and note how language cannot always be directly translated (VCESC152)
  2. Create own bilingual texts and learning resources, such as displays, posters, word banks and glossaries for the classroom/school environment (VCESC153)
Reflecting
  1. Compare ways of communicating in particular Australian and Spanish-speaking contexts (VCESC154)
  2. 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 (VCESC155)

Understanding

Systems of language
  1. Attend to the pronunciation of sounds and intonation patterns used in social interactions and apply writing conventions such as question and exclamation marks (VCESU156)
  2. Understand and use grammatical elements such as tenses, pronouns, prepositions, conjunctions, adverbs and noun-adjective agreements to construct simple texts for different purposes (VCESU157)
  3. Identify how different Spanish texts such as comics, cartoons, magazines or emails use language in ways that create different effects (VCESU158)
Language variation and change
  1. Recognise that language use varies according to the contexts of situation and culture (VCESU159)
  2. Understand that the Spanish language constantly changes due to contact with other languages and the impact of new technologies (VCESU160)
  3. Recognise that the Spanish language has different forms, roles and functions in different contexts and communities (VCESU161)
Role of language and culture
  1. Reflect on own language use at home, at school and in the community, considering how this may be interpreted by young Spanish speakers (VCESU162)

Levels 5 and 6 Achievement Standard

By the end of Level 6, students use written and spoken Spanish for classroom interactions, to carry out transactions and to share information about personal interests, relate experiences and express feelings. They use modelled sentence structures to ask and respond to questions (for example, ¿quién?/¿quiénes?, ¿por qué?¿por dónde? sí, por supuesto), seek clarification (for example, ¿Ella dice que apaguemos la computadora?) and give advice (for example, No debes comer tantos dulces). When interacting, students use appropriate pronunciation of Spanish-specific sounds such as ci/ca and ga/gi, and intonation patterns. They gather information relating to language and culture and present it in different formats. They describe characters, experiences and ideas encountered in texts, and create...

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F–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

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...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Participate in a range of spoken, written and online interactions, for example, exchanging views and experiences, apologising, thanking, inviting or congratulating (VCESC163)
  2. Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting (VCESC164)
  3. Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view (VCESC165)
Informing
  1. Analyse and summarise key ideas and information from a variety of texts on a range of topics (VCESC166)
  2. Organise and present information and ideas on different topics, issues or events, comparing perspectives and experiences (VCESC167)
Creating
  1. Respond to a variety of imaginative texts by expressing opinions and comparing the ways in which people, places and experiences are represented (VCESC168)
  2. Create texts about imagined characters, contexts and experiences to engage and entertain others (VCESC169)
Translating
  1. Translate and interpret a range of texts, compare own version with others’ and discuss reasons for any variations (VCESC170)
  2. Produce short bilingual texts such as digital stories, comics and blogs, and discuss how language reflects culture (VCESC171)
Reflecting
  1. Reflect on intercultural communication, commenting on perceived similarities and differences in language used and on aspects of culture (VCESC172)
  2. Identify significant people, places, events and influences in own and others’ lives and explain why they are important to their sense of identity (VCESC173)

Understanding

Systems of language
  1. Develop more consistent control of the rhythms and intonation of spoken Spanish and of the features of the writing system (VCESU174)
  2. Understand and control grammatical structures such as different forms of the past tense, regular and irregular verbs, interrogative and imperative moods, and conjunctions in a range of familiar types of texts (VCESU175)
  3. 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 (VCESU176)
Language variation and change
  1. Examine how elements of communication, including gestures, facial expressions and use of silence, vary according to context, situation and relationships across languages and cultures (VCESU177)
  2. Understand the dynamic nature of languages (VCESU178)
  3. Investigate the nature and extent of Spanish language use in both Australian and global contexts (VCESU179)
Role of language and culture
  1. Reflect on how cultural values and ideas are embedded in language and influence intercultural interactions and experiences (VCESU180)

Levels 7 and 8 Achievement Standard

By the end of Level 8, students use written and spoken Spanish for classroom interactions, to carry out transactions and to exchange views and experiences with peers and others in a range of contexts. They use rehearsed and spontaneous language to give and follow instructions and engage in discussions, such as expressing or rejecting points of view (for example, ¿Estás de acuerdo?, verdadero/falso, ¿qué te parece?, ¿cuándo?, ¿cómo?, ¿por qué?). They apply appropriate pronunciation and rhythm in spoken Spanish to a range of sentence types (for example, ¿Nos vamos?, ¡Nos vamos!, Pasó por aquí/Paso por aquí), and use interrogative and imperative moods (for example, ¿Has comido? ¡Abre la puerta!). They locate, summarise and analyse information and ideas on topics of interest from a range...

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F–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

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...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Discuss and compare young people’s interests, behaviours and values across cultural contexts (VCESC181)
  2. Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views (VCESC182)
  3. Engage in class discussions and debates, justifying opinions, evaluating perspectives and reflecting on own language learning (VCESC183)
Informing
  1. Analyse, synthesise and evaluate ideas and information from multiple sources on a range of local and global issues (VCESC184)
  2. Convey information on a range of issues using different modes of presentation to suit different audiences (VCESC185)
Creating
  1. Engage with and review creative texts, identifying and explaining cultural attitudes and key messages (VCESC186)
  2. Produce a variety of imaginative texts to express ideas, attitudes and values for a range of audiences (VCESC187)
Translating
  1. Translate both Spanish and English texts, and discuss cultural and other dimensions of the process (VCESC188)
  2. Create bilingual texts that interpret aspects of Australian language and culture for Spanish-speaking audiences (VCESC189)
Reflecting
  1. Participate in intercultural experiences, reflecting on own ways of communicating and considering how intercultural communication involves shared responsibility for meaning-making (VCESC190)
  2. Explore and compare cultural traditions in both the Spanish-speaking world and their own cultural contexts, considering how these influence identity (VCESC191)

Understanding

Systems of language
  1. Recognise that pronunciation, intonation, rhythm and pace assist in fluency and in meaning-making in spoken interactions (VCESU192)
  2. 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 (VCESU193)
  3. Discuss the purpose and features of a range of texts, such as informative, argumentative or persuasive texts, using appropriate metalanguage to identify and describe characteristics (VCESU194)
Language variation and change
  1. Analyse how language use in both spoken and written modes varies according to the geographical location and cultural profile of Spanish-speaking communities (VCESU195)
  2. Understand and analyse the power of language to influence people, actions, values and beliefs (VCESU196)
  3. Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl (VCESU197)
Role of language and culture
  1. Understand and describe ways in which language and culture are interrelated and influence each other (VCESU198)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken Spanish to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously to offer opinions on social issues and to discuss young people’s interests, behaviours and values across cultural contexts. They justify opinions such as No creo que sea la mejor manera de resolver…, Estoy en contra de esa idea porque…, evaluate perspectives and reflect on their own language learning. They collaboratively plan and organise events and manage diverse views by using the subjunctive mood to express emotion and doubt and give negative commands (for example; Siento que no puedas ir a La Habana, Es posible que compre un reproductor MP3, No pienso que sea … Siento...

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7–10 Sequence Levels 7 and 8

Levels 7 and 8 Description

Students become familiar with the sounds of Spanish, including pronunciation, rhythm, pitch and stress. They recognise similarities with many English words, noting differences in pronunciation and...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising
  1. Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes (VCESC001)
  2. Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating (VCESC002)
  3. Participate in classroom routines and interactions by following instructions, asking and answering questions and expressing opinions (VCESC003)
Informing
  1. Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways (VCESC004)
  2. Present information on selected topics in spoken, written and digital forms (VCESC005)
Creating
  1. Engage with imaginative and creative texts such as narratives, poems, songs, films or comics, comparing favourite elements and discussing characters, events and ideas (VCESC006)
  2. Create short imaginative texts such as cartoons, raps and stories to communicate own ideas, experiences and emotions (VCESC007)
Translating
  1. Translate and compare simple texts such as public signs, menus and advertisements in Spanish and English, noticing that it is not always possible to translate word for word (VCESC008)
  2. Create simple bilingual texts such as learning resources, online announcements, games and displays for use in the classroom, school or wider community (VCESC009)
Reflecting
  1. Notice while participating in intercultural activities that interaction involves culture as well as language (VCESC010)
  2. Consider how aspects of identity such as family background, age and interests impact on intercultural exchange (VCESC011)

Understanding

Systems of language
  1. Notice the role and importance of pronunciation and intonation in Spanish, for example, to distinguish between statements, questions and exclamations, and understand Spanish writing conventions such as inverted question marks at the start of questions (VCESU012)
  2. Understand and use the main elements of the Spanish grammatical system, including definite and indefinite articles, gender and number agreement, present tense of regular and common irregular verbs, and simple sentence construction, paying attention to word order (VCESU013)
  3. Recognise and describe features of familiar types of texts, and notice how these contribute to the making of meaning (VCESU014)
Language variation and change
  1. Understand that Spanish, like all languages, is used in different ways according to roles, relationships and social and cultural contexts (VCESU015)
  2. Understand the dynamic nature of languages (VCESU016)
  3. Recognise that Spanish is a global language that is spoken in a variety of forms in different communities around the world, including Australia (VCESU017)
Role of language and culture
  1. Recognise the interconnected relationship between language and culture (VCESU018)

Levels 7 and 8 Achievement Standard

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 one another in shared activities, negotiations, games and events, using modelled language to ask and respond to familiar questions, give and respond to instructions (for example, Haz click sobre la imagen del monumento. Escoge la palabra correcta), request help or permission (for example, ¿Me puede ayudar…?, ¿Cómo se dice… en español? ¿Puedo ir a beber agua? ¿Salimos al recreo ya?), and express opinions (for example, Creo que… ¡Qué sorpresa!). When interacting, students approximate Spanish sounds and use intonation...

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7–10 Sequence Levels 9 and 10

Levels 9 and 10 Description

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...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising
  1. Socialise, exchange and compare ideas and opinions in relation to issues relevant to their own lives and interests, such as relationships, events and aspirations (VCESC019)
  2. Negotiate with peers to plan and take action on local and global issues and to engage in different forms of spoken, written and digital transactions (VCESC020)
  3. Plan and evaluate collaborative activities and tasks that involve expressing and comparing opinions (VCESC021)
Informing
  1. Analyse and interpret information, ideas and perspectives obtained from a range of spoken, written and digital texts and present these in new forms (VCESC022)
  2. Organise and present critical perspectives on information obtained from different sources to a variety of audiences (VCESC023)
Creating
  1. Respond to a range of imaginative oral, print and digital texts by interpreting or modifying them to express own ideas and feelings (VCESC024)
  2. Express creative ideas and imagined experiences that relate to the cultures of Spanish-speaking communities using a variety of texts (VCESC025)
Translating
  1. Translate texts from Spanish into English and vice versa, noticing and explaining words or expressions that are culturally specific and difficult to translate (VCESC026)
  2. Create bilingual texts such as displays, explanatory or promotional material or performances for immediate and virtual environments (VCESC027)
Reflecting
  1. Consider own reactions when engaging with Spanish speakers and resources and how these may reflect aspects of own language and culture (VCESC028)
  2. Consider and discuss the relationship between language, culture and identity (VCESC029)

Understanding

Systems of language
  1. 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 (VCESU030)
  2. Extend knowledge of and use more complex features and patterns of the Spanish grammatical system, including possessive, demonstrative, object and relative pronouns; comparative and superlative adjectives; irregular verbs in the present tense, compound and simple past tenses, future and conditional tenses; and an introduction to the imperative mood (VCESU031)
  3. Analyse textual features of spoken, written and digital texts and consider how they shape meaning and influence responses (VCESU032)
Language variation and change
  1. Recognise that Spanish is used in a variety of ways to achieve different purposes in different contexts (VCESU033)
  2. Examine ongoing changes in Spanish as a language of local and international communication, considering the power of language to both influence and reflect culture (VCESU034)
  3. Understand how language diversity reflects local and global variations in social and cultural histories (VCESU035)
Role of language and culture
  1. Understand the role of language and culture in shaping cultural identity and consider how learning a second language encourages a broadening of perspectives (VCESU036)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students interact in written and spoken Spanish to communicate about personal experiences, relationships and aspirations, and broader local and global issues such as the environment, social media and tourism, including issues that pertain to Spanish-speaking countries. Learners interact with peers to make decisions, solve problems, and negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language and appropriate protocols (for example, Perdona, pero no estoy de acuerdo contigo porque …, me parece mejor … ¿qué os parece si…?) to express and compare opinions, share perspectives, and express agreement or disagreement (for example, Me parece que…, ¿qué les parece?, Que buena idea, me opongo). They apply rules of...

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