Search results

Result list

• 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

• VCESU125

  Recognise that Spanish is one of many languages spoken around the world and in Australia

  Elaborations

  • understanding that the world contains many different languages spoken by many different communities of speakers and that most people in the world speak more than one language
  • recognising that Spanish is an important world language, spoken in different forms in many countries in the world, including Australia
  • understanding that many different languages are spoken in Australia, including Aboriginal languages and Torres Strait Islander languages

  VCESU125 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change

• VCESC182

  Engage in shared activities such as planning and organising events by contributing ideas, opinions and suggestions and managing diverse views

  Elaborations

  • participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements such as news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde … Esta edición nocturna se trata de… Ahora pasamos a las noticias del día…
  • negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned events or activities, for example, Entonces nosotros haremos el afiche y ustedes lo distribuyen
  • planning a demonstration or performance for family or peers to showcase what they know and can do in Spanish, making decisions about different elements and preparing explanations of linguistic or cultural features of Spanish language use
  • participating in real or simulated transactions such as exchanging and ordering popular consumer items such as CDs, video games or books
  • organising real or simulated online forums to raise awareness of environmental, social or ethical issues such as prejudice, social justice or human rights, taking account of possible diversity of values and views

  VCESC182 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• 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

• VCESC165

  Engage in class activities and discussions through asking and responding to open-ended questions, and expressing or rejecting points of view

  Elaborations

  • using simple and compound sentences and cohesive devices such as Al principio... y luego... porque... por otro lado. Lo importante es...; pienso que... to structure arguments and to explain or justify a position, for example, Pienso que debemos conservar los idiomas Indígenas porque reflejan las culturas
  • initiating and extending conversations and discussion, for example, by using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives such as pero, si, entonces, cuando and por eso
  • inviting others to give opinions or make suggestions (¿Qué te pareció la película?, ¿Qué quieres comer?), and using reflective language as set phrases to report and reflect on the experience of learning and using Spanish, for example, Cuando hablo español muevo las manos más. Me gusta el ritmo del español hablado

  VCESC165 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCESC114

  Participate in shared reading, or viewing or listening to short imaginative texts and respond through mime, drawing and dance

  Elaborations

  • reciting and performing chants and rhymes, for example, ‘El Renacuajo Paseador’ and ‘El lagarto y la lagarta’, adding gestures such as clapping or dancing to support rhythm and expression
  • listening to, reading or viewing Spanish versions of familiar stories such as Los tres ositos or El patito feo, identifying recurring expressions and re-enacting elements with puppets, props or actions
  • responding to oral, print and digital imaginative texts such as stories, rhymes and songs through play-acting, illustrating or movement
  • making simple statements in response to favourite characters in stories, rhymes or songs, for example, el lobo es feroz, el osito está triste, ¡Qué divertido!

  VCESC114 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Creating

• 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

• 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

• 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

• 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

• 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

• VCESU197

  Investigate the variety of languages used in different communities in the Spanish-speaking world, for example, Mapudungun, Basque/Euskera and Náhuatl

  Elaborations

  • recognising that in many Spanish-speaking countries other languages are co-official with Spanish, such as Guaraní in Paraguay, Catalan, Galician and Basque/Euskera in Spain, and Quiché in Guatemala, and investigating the history and issues surrounding such relationships between languages
  • investigating the status and function of indigenous languages in Spanish-speaking countries, considering issues such as language rights, language death, and revival and reclamation efforts, and drawing comparisons with Aboriginal languages and Torres Strait Islander languages in Australia
  • considering how the process of moving between standard/national languages and regional languages such as Catalan or Basque reflects personal, social and political histories
  • considering the development of Spanglish in communities of Spanish speakers and developing awareness of current debates and discussions around such hybrid forms of languages
  • exploring the influence of Latin-American popular culture in the United States and the world, for example, cinema, music and TV channels, telenovelas, sport

  VCESU197 | Languages | Spanish | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• Spanish - 7–10 Sequence: 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 spelling. They understand and apply elements of Spanish grammar such as word order; simple verb forms...

  Level description | Languages | Spanish | 7–10 Sequence

• VCESC149

  Present information about aspects of language and culture in the Spanish-speaking world for specific audiences, using diagrams, charts, timelines and guided reports

  Elaborations

  • presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, such as las Fallas, el Día de los Muertos, carnavales in Bolivia, candombe in Uruguay, romerías, procesiones religiosas and el camino de Santiago, supporting information with a range of visual, digital and multimodal resources
  • using graphic organisers to convey information in ways that suit specific purposes and content, for example, lists or tables to show priorities, Venn diagrams to compare statistics or ideas, graphs to highlight frequency or timelines to narrate sequences of events
  • conveying information relating to significant people, places or events in different formats, for example, an advertisement or poster for an event, a profile of a Spanish-speaking celebrity or a digital guide to a place of interest
  • creating an interactive display for younger children, highlighting aspects of Spanish language and Hispanic culture

  VCESC149 | Languages | Spanish | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• 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

• Spanish - F–10 Sequence: Levels 7 and 8 achievement standards

  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...

  Level description | Languages | Spanish | F–10 Sequence | Levels 7 and 8

• Spanish - F–10 Sequence: Levels 9 and 10 achievement standards

  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...

  Level description | Languages | Spanish | F–10 Sequence | Levels 9 and 10

• Spanish - 7–10 Sequence: Levels 9 and 10 achievement standards

  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....

  Level description | Languages | Spanish | 7–10 Sequence | Levels 9 and 10

• VCESC004

  Obtain factual information from a range of spoken, written and digital texts, identify key points and use the information in new ways

  Elaborations

  • identifying key points of information in short spoken or recorded texts such as phone messages, announcements or television advertisements, and transposing them to note form for own reference or to communicate to others
  • identifying details and points of information in texts such as sports commentaries, weather reports or news-flash items and using them to create own messages or announcements, for example, announcing sports results, or cancelling an event due to a bad weather forecast
  • locating, classifying and summarising data collected from sources such as class surveys, notices, timetables and video clips, and presenting findings in suitable formats for different audiences, for example, oral summaries, posters, wall charts, concept maps or timelines
  • reading and viewing texts such as brochures, web posts and video blogs to collect and classify information about people, places or events in the Spanish-speaking world, using different modes of presentation, for example, a timeline to show the sequence of activities or itineraries, or a captioned photo display to create visual effect

  VCESC004 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• Spanish - F–10 Sequence: 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 grammar such as gender and singular/plural forms, simple verb forms, adjectives, adverbs, pronouns...

  Level description | Languages | Spanish | F–10 Sequence