Spanish - Foundation to Year 10

using common greetings and gestures, for example, ¡Hola! ¡Buenos días! ¡Buenas tardes! ¡Adiós!

using modelled language to introduce themselves with gestures such as pointing to self, holding up fingers, for example, Me llamo/Mi nombre es …, yo tengo … años

participating in class activities, routines and following instructions, for example, Presente, aquí. ¿Baño? Gracias. Lo siento. Por favor. ¡Siéntate! ¡Levántate!

listening to teacher’s instructions and using non-verbal cues to label, match, circle, cross out, join, draw items, for example, la mesa, el lápiz, el cuaderno, la pera, la manzana, el perro, el gato

naming family members, friends and pets using props such as photos, pictures, toys or models made from plasticine/playdough, for example, mi hermano Jonathan, mi perro Bobby, mi amiga Amelia

participating in group songs, chants and rhymes that have familiar tune or rhythm, with movement and dance, for example, Cabeza hombros, Mi cara es así, Estrellita, ¿Dónde estás?

demonstrating likes and dislikes using simple statements with props such as photos, toy food and drawings, for example, Me gusta Dora; No me gusta el perro.

using Spanish versions of spontaneous exclamations or phrases to express dislike, for example, ¡Guacala! ¡Aggg! ¡Qué asco! instead of yuck! or likes ¡mmm! ¡Qué rico! ¡Delicioso!, and the language for playing with friends, ¡Muy bien! ¡Bravo!

using formulaic expressions with others to offer congratulations, praise or to express well wishes related to special occasions/events, for example, ¡Feliz Navidad! ¡Feliz cumpleaños! ¡Feliz Año Nuevo!

noticing words that have similar pronunciation in Spanish and English, for example, cognates like mango, melón, kiwi, coco, cereal

starting to notice the gender of Spanish nouns by listening to differences and using a range of props and visual cues, for example, toys, el oso and animals, la jirafa

observing simple noun+adjective word order differences, for example, perro grande and big dog

demonstrating early literacy skills by noticing phonetic similarities and differences between Spanish and English, for example, ñ, trilled r, ll

using simple negation patterns with formulaic language and gestures, for example, No me gusta ... with thumbs down or crossing hands or shaking head

greeting and farewelling each other according to the time of the day, and relationship to the person, for example, ¡Hola amigos! ¡Buenos días, profesora! ¡Buenas tardes! ¡Hasta mañana, señor!

participating in regular class routines such as stating the weather, the day and date, how they feel and making announcements, for example, Hace calor. Hoy es lunes 26 de Julio. Estoy contento. ¡Feliz cumpleaños…!

responding to simple classroom instructions and roll call, for example, Formar una línea, A caminar, María está aquí., No está aquí.

following classroom commands and imperatives using actions, gestures, for example, siéntense/sentaos, silencio, escuchen/escuchad, recojan/recoged sus/vuestras cosas, formen/formad un círculo, todos de pie, levanta la mano, cierra la puerta

following teacher instructions such as cortar, colorear, pegar to complete an activity or build/draw an imaginary character/object using shapes, colours, body parts, for example, dibujar la cabeza …

introducing and describing themselves using modelled sentence structures and visual supports such as photos, pictures or digital images, for example, Me llamo Jorge; Tengo siete años; Tengo un/a hermano/a, Este es mi papá, Esta es mi mamá; Mi perro es blanco

using modelled statements to express likes and dislikes, for example, Me gusta Dora la exploradora; No me gusta la sopa, Me encanta el fútbol

using formulaic language to express thanks, apologies, praise and offering well wishes or encouragement, for example, gracias, de nada, lo siento, disculpa, muy bien. ¡Qué divertido!

asking and responding to questions using modelled sentences to discuss their personal worlds, for example ¿Te gusta …? Me gusta …, ¿De dónde eres tú? Soy de Australia, ¿Tienes mascotas? Sí, tengo …

requesting permission or seeking approval from peers using modelled expressions, for example, ¿Puedo hacer una pregunta? ¿Puedo ir al baño?

participating in games or activities that involve taking turns, suggesting, making choices or swapping/matching items, for example, Vamos a jugar a pares y nones. Vamos a pintar. ¿Qué hora es señor Lobo? Es hora de correr/saltar/volar. El escondite inglés, La vaca eres tú. Me toca. Gané. Te toca. Simón dice: ‘todos a saltar’

using spontaneous expressions, phrases and non-verbal communication when playing games or engaging in activities with others, for example, ¡Gané! Es mi turno. por favor ... gracias, de nada, silencio with index finger to lips

exchanging, sorting and classifying objects and attributes by shape, colour and number, using simple question forms and affirmative/negative responses, for example, ¿Tienes un triángulo amarillo? Sí, toma. ¿Tienes un círculo rojo? No, tengo un círculo azul.

taking part in short role-plays or skits using spoken and visual cues, props and realia such as toys, clothing, models, toy food, for example, ¿Tienes una mascota? Sí, este es mi perro. Es lindo ¿no?

contributing to class activities or projects, for example, making a birthday calendar, weather board or class pet care roster, and using familiar vocabulary, alimenta al…, limpiar, dibujar, pintar, trazar, cortar, pegar…

reciting and performing chants, songs and rhymes using gestures such as clapping or dancing to support rhythm and expression, for example, cabeza, hombros, rodillas, pies; mi cara

participating in shared reading of print and digital texts such as big book stories about familiar events or contexts, for example, Los tres cerditos, El patito feo, Tico tango, using pictures, keywords and contextual clues to predict meaning and draw conclusions

participating in shared class stories such as La oruga hambrienta and responding to and repeating keywords, for example, Clase, clase ... Sí, sí ¿Qué pasa? ¿Qué come la oruga?, or pretending to be a character and using words, actions and phrases from the text such as ¡Tengo hambre!

listening to, reading or viewing adapted Spanish versions of familiar stories such as Los tres ositos, Los tres cerditos or El patito feo, and incorporating recurring keywords and expressions when re-enacting elements with puppets, actions or props, for example, ¡El lobo es feroz! El osito está triste.

responding to questions about people, places and objects that elicit details such as characteristics, size, colour, shape, quantity, 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?

responding to spoken, print or digital texts, such as stories, rhymes, dialogues and songs through play-acting, illustrating or movement, for example, raising their hand saying ‘sí’ or ‘no’ to a question about the text or circling a favourite character

recognising the cultural significance of hand gestures and facial expressions that accompany Spanish words and phrases, and that meaning can sometimes be conveyed non-verbally

explaining to others, such as friends or family, the meanings and use of simple expressions such as greetings that are used for different times of the day, occasions and people, for example, ¡Buenos días, profesora/señora/maestra! ¡Buenas tardes! ¡Buenas noches! Hola ¿Qué tal? ¿Cómo está?

noticing body language and tone when using some Spanish words, expressions and exclamations when playing and conversing with one another, for example, ¡Ay! ¡Salud! and comparing these features with English words

making class word walls or personal bilingual picture dictionaries with captions, stickers and simple descriptions to explain cultural terms and phrases such as merienda, doña, don, chicos, niños, buena onda, tomar las once

understanding that different forms of language are used with different people to show respect and familiarity and that there may be regional variations, for example, using appropriate pronouns and forms of address such as tú, usted, vos, doctor García, Doña Aura, Joselito, Amelita

creating a self-portrait or short profile and using simple statements and familiar vocabulary to talk about self and the immediate environment, for example, Tengo el pelo largo. Estoy en mi clase. Mi hermana se llama Lucía. Este/a es mi mejor amigo/a. Me gusta tocar el piano/la flauta.

creating, describing or acting out the part of real or imaginary characters using formulaic language, favourite sayings and supporting pictures/models or pointing to relevant aspects as they explain, for example, El monstruo tiene ojos grandes. Mi perro tiene ojos marrones/café. Soy un zorro, me gusta el pollo.

colouring in flags from Spanish-speaking countries, adding labels or words in cloze exercises, for example, La bandera de España es amarilla y roja. La bandera de México es verde, blanca y roja., then creating their own ‘personal flag’ with favourite colours and symbols, and adding a description such as mi bandera es rosa y blanca ...

using secure digital tools to create informative multimodal texts such as e-books, animations, videos, voice overs or captions, labels, speech bubbles and onomatopoeic sounds for pictures of familiar topics of interest, for example, on a picture of a dog, el perro hace guau

adding bilingual captions or speech bubbles to a photographic display or newsletter article about a class event or experience such as sports day or excursion, for example, Los animales de la granja! Los animales salvajes. Estamos/haciendo deporte. Vamos al zoológico. Hoy es Harmony Day / Teachers’ Day, Celebrando los sanfermines

making bilingual greeting cards for celebrations such as Día de Reyes, Día de la Madre, Día de tu cumpleaños, using greetings, for example, Feliz día de la Madre, Feliz cumpleaños or Feliz día del Maestro alongside equivalent English greetings where culturally appropriate

using key words and phrases to describe aspects of a video clip, photo story or excerpt from a television program in spoken and written texts such as Barrio Sésamo, for example, Elmo es rojo. Elmo tiene los ojos grandes. Elmo corre. Elmo repite.

substituting words to create alternative versions of well-known stories, songs, characters or rhymes, for example, El granjero McDonald tiene una granja to La granjera María tiene un canguro or El granjero Rodríguez or substitute the caterpillar with a snake in La serpiente se comió 3 empanadas to create an alternative story of La Oruga Hambrienta

labelling Spanish-speaking countries on a map and creating descriptions using modelled language, for example, Chile está en América del Sur. Es muy largo. México está en Norte América. España está en Europa.

becoming familiar with the sounds of the alphabet in Spanish, noticing that there is an additional letter when compared with English, ñ

imitating Spanish sounds such as j in viaje, ñ in niño, ll in calle, and rr in carro

recognising that some sounds in Spanish do not exist in English and vice versa, so they may be challenging to pronounce, for example, La letra erre, la ere

recognising and applying Spanish vowel sounds and vowel consonant combinations

identifying additional consonants and digraphs in Spanish such as ñ, ch, and the pronunciation of double consonants such as ll and rr, and experimenting with the positioning of the tongue when producing these sounds

Iistening to familiar vocabulary and identifying h as a silent letter, for example, hola, hermano, hoy, and comparing words beginning with h in Spanish and English, hola and hello, jirafa and jelly

noticing that statements and questions have different intonation, for example, ¡Fernando no está! ¿Fernando no está?, ¿María tiene cinco años?

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context, for example, marching to a tune or beat

experimenting with sounds in onomatopoeic words, such as those related to animal sounds, for example,  pío (cheep), quiquiriquí (cock-a-doodle-doo), miau (miaow), guau (woof), and actions, for example, bum, cataplún

using numbers for simple ideas, for example, telling the time to the hour, expressing age and dates, and playing games, Qué hora es? What’s the time, Mr Wolf?

noticing that the personal pronoun can be omitted in Spanish, for example, Me llamo … can be used instead of Yo me llamo …

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, la pelota gris, la silla amarilla, un auto azul, una mesa cuadrada, una niña alta

noticing endings of simple verbs, for example, comer, bailar, hablar, correr, jugar and caminar, and using them in modelled and formulaic expressions such as Yo hablo español. Yo juego al fútbol.

making connections between articles and the end of words to understand that Spanish nouns have a gender, using a range of props and visual cues such as fruit la manzana or shapes la estrella

observing gender in patterns of naming, for example, Julio/Julia, Patricio/Patricia, and noticing and using singular masculine or feminine forms of nouns and adjectives such as el plátano delicioso, la canción chilena

observing that days of the week and months of the year are written with lower-case letters, except at the start of sentences

learning the structure of simple affirmative statements, for example, Tengo un perro. Me gusta beber jugo de naranja. Gloria come verduras, and expressing simple negation in formulaic expressions, for example, No tengo mascotas. No me gusta el jugo de piña. No es un perro.

identifying basic punctuation marks such as inverted question marks and exclamation marks in modelled expressions

using y to list more than one item, for example, mi gusta el perro y el gato.

recognising and using definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño

recognising that Spanish sentences have a similar structure to English sentences, for example, Vivo en …, Tengo un perro

recognising the use of tilde in subject pronouns and using some pronouns to identify people, objects or animals, for example, Yo, tú, él, ella

using singular possessive adjectives such as mi casa, mi hermano, tu amiga, to show ownership, for example, este es mi lápiz

observing features of familiar types of texts such as stories, greeting cards and nursery rhymes, for example, the use of the story-starter Érase una vez … and comparing it with English

understanding that most Spanish words ending in -o are masculine and most ending in -a are feminine and that there is no grammatical gender in English

noticing plural forms that are similar in English, for example, perros, niños, ojos

noticing there are cognates in Spanish and English, but the pronunciation may be different, for example, nación – nation, estación – station, hospital – hospital, animal – animal, cereal – cereal

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 …, tengo ... /I have …, and noticing similarities and differences in words, order and structure

comparing how Spanish words commonly used in Australian English are pronounced by speakers of Spanish and English, and reasons for variation, for example, poncho, tacos, burrito, chocolate, tapas, paella, chorizo

noticing the differences between punctuation marks in Spanish and English, for example, inverted exclamation and question marks at the beginning of sentences

identifying that the noun comes before the adjective in Spanish as opposed to after the adjective in English, for example, perro grande, ojos bonitos

recognising words in Spanish that are borrowed from other languages, for example, canguro, email, chat, beicon, Panfleto

identifying terms and concepts that can be used to help understand and discuss culture, for example, symbols, national costumes and emblems, family traditions and ways of life

locating Spanish-speaking communities on a world map, with support, and understanding that Spanish is the national language of 21 countries and that culture varies greatly among these places

recognising that Spanish is an important and influential world language, spoken in different forms in many countries of the world including Australia, and that variations of words and expressions exist, for example, la banana or el plátano, marrón or café

exploring symbols and languages used by First Nations Australians and by Spanish-speaking communities in a range of contexts, for example, identifying the colours of flags in Spanish and discussing what the colours represent in English

noticing aspects of the lives of children in Spanish-speaking communities and Australia, as represented in print and digital images, video clips and stories, for example, ways of playing games and socialising, diet/food, routines, ways of interacting with others

comparing their own ways of communicating and making meaning, including using any other language(s) they may speak

identifying formal and informal language use between people in different contexts and situations, for example, pronouns and forms of address such as tú, usted, señor(a)

noticing expressions and terms they may hear or use in Australian English that reflect lifestyles and culture, such as terms associated with greetings, food, the land and sports, for example, ‘g’day’, ‘ta’, ‘barbie’, ‘sausage sizzle, ‘brekkie’, ‘backyard’, ‘billabong’,  ‘footy’

identifying themselves as belonging to different groups such as family, community, class or peer groups, for example, 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

discussing how colours or animals can represent different meanings and identity across cultures, for example, blanco in Chile represents the snow of the Andes whereas in Peru it is the colour of ‘peace’; or El Salvador’s iconic animal, the Torogoz

using formal and informal greetings in a variety of contexts, for example, greeting friends or teachers, ¡Hola! ¿qué tal? ¡Buenos días, profesora! ¿Cómo estás? ¡Buenas tardes! ¡Hasta mañana!

exchanging information about  family, friends or interests using simple descriptive statements and conjunctions to elaborate on ideas, for example, ¿Tienes hermanos? Sí, tengo un hermano y una hermana. ¿Y tú? No tengo hermanos pero tengo muchos primos. Mi padre juega al tenis …

using question–answer patterns to share information about school and home life, 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.

responding to simple questions about the class environment or daily routine, for example, describing the weather or the day’s schedule using modelled language, ¿Qué tiempo hace? ¡Qué calor hace! ¿Qué clase tenemos hoy? Hoy tenemos español y música.

explaining routines and favourite activities using expressions related to time and days of the week, for example, Voy al colegio todos los días. El/los martes, juego al tenis. Todos los martes, practico natación.

using a range of interrogatives to obtain further details, for example, ¿Cómo te llamas? ¿Cómo se llama tu padre? ¿Cuál es tu/su nombre? ¿Cómo te apellidas?

describing features, characteristics and locations of particular things or places, for example, Mi celular/móvil es viejo. La silla está detrás de la mesa del maestro. La biblioteca es gigante. Está a la izquierda del escritorio

making and responding to requests such as asking for items, requesting help, clarification, rephrasing or repetion, for example, ¿Me prestas …?, Permiso …, Habla más alto, cerrad vuestros libros; Pásame las tijeras, ¿Dónde están los lápices?, ¿Puedo usar mi ordenador/computadora? Busca la aplicación … en tu tableta, Repit/e, por favor … ¿Cómo se dice …? ¿Cómo se escribe …?

negotiating and confirming turn-taking and complimenting their friends, for example, ¿Me/Te toca? Es mi/tu turno, ¡Muy bien!, felicitaciones/enhorabuena, ¡qué guay! Excelente, buen trabajo

making matching-pair games with Spanish and English word cards and linking vocabulary for familiar concepts or objects such as family members, food, verbs, weather, animals

creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Simon Says, Piedra, papel o tijeras/Rock, paper, scissors

following procedures such as a simple recipe, craft making or a science experiment, and repeating language of sequencing and instructions, for example, Paso 1 lavar. Paso 2 pelar. Paso 3 cortar; working as a team, Tú lavas, yo corto

working together to write, rehearse and present a simple plan or script for a special event such as an assembly, and allocating tasks such as the writer, presenter, for example, Carlos va a escribir, María va a usar la computadora.

planning a puppet show, creating a canteen menu or picture book for a buddy class, and collaborating to make decisions about content, vocabulary and design, for example, ¿Cuál quieres, ésta o ésa? Dame/toma/pásame el pegamento/la goma ...

working with visual, print and digital modes of expression to create invitations for a party, performance or class event, for example, Querido/a amigo/a; Me gustaría invitarte a mi ... el 15 de enero ¡Te espero! ¡Nos vemos en mi casa! Gracias. ¡Hasta pronto!

participating in organising a shared lunch or class party to welcome real or imaginary Spanish-speaking guests, discussing who will bring what, who will invite people and run activities, for example, Hágamos un queque/pastel/torta. ¿Quién trae el azúcar? ¿Quién la harina? ¿Quién trae la miel? ¿Quién trae la leche?

questioning or surveying classmates about likes and dislikes, interests or favourite things, and representing the data in various formats such as pie charts, lists, tables or a shared class graph, for example, ¿Cuál es tu videojuego/animal favorito? ¿Te gusta …? ¿Cuándo es tu cumpleaños?

researching aspects of the Spanish-speaking world, for example, animal species, currency, indigenous languages/communities, and presenting information in new ways such as a digital display or a spoken, print or visual presentation with names, descriptions and captions, for example, La llama es blanca … La moneda de ... es el ... La gente nativa de … son …

comparing information about activities and practices in a Spanish-speaking country and Australia, for example, listening to, reading or viewing texts related to aspects of school life such as timetables, canteen menus, extracurricular activities or sports

learning that First Nations Australian languages change according to connections and relationships between people, and giving examples of how this occurs in Spanish

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

using a range of techniques to act out or animate the key physical and character traits of well-known characters, incorporating their favourite sayings/words, sounds, gestures, accent and intonation, for example, ¡Soy Dora Márquez, soy valiente y fuerte! ¡Vamos arriba!

creating adaptations of well-known stories using familiar phrases, for example, ¿Dónde va el señor pollo? El señor pollo va a Colombia. En Colombia, el señor pollo va a un banco. ¿Dónde está Wally? Wally está en un barco. Wally va a Argentina

listening to factual reports such as a weather updates, sport scores, television/movie programs, and creating an invitation for their friend(s) to participate in an activity, incorporating elements from the stimulus text, for example, Mañana llueve y hace sol, ¿Vamos al partido? Hace sol, ¿jugamos?

comparing Spanish expressions used in routine social interactions such as greetings, with equivalent English expressions, identifying similarities, differences, and cultural references, for example, ¿Qué tal? (Hi!), chao (See you later) ¡Buen provecho! (Enjoy your lunch)

matching signs from the Spanish-speaking world with equivalents found in Australia, for example, Llamas en la carretera and Koalas crossing, No pisar el césped and Keep off the grass

knowing when to apply varying levels of formality and show respect depending on the occasion, context and relationship between speakers, for example, using por favor ... gracias, puedo, de nada, permiso, salud, and discussing the importance of manners and showing courtesy

identifying words, expressions or conventions in Spanish that they think would need to be explained to a non-Spanish speaker such as naming conventions or expressions associated with affection and familiarity, for example, Valeria Alejandra González García, Luis Ángel Rojas Contreras, Beto, Chema, Juanita/ Juanito, Abuelita

considering context and audience, noticing surrounding words in a sentence to infer or guess the meaning of new words/expressions

applying English literacy skills such as familiar or similar spelling, cognate recognition or parts of speech, to support their understanding of new words and concepts encountered in Spanish texts

commenting on culturally specific elements of stories or songs, for example, family relationships, the role of music or performance

creating a class report or visual/digital display related to topics they have been studying in Spanish and/or other learning areas, for example, frutas, animales, daily routines, menu of favourite dishes from Spanish-speaking countries

planning and presenting information on cultural events of interest to peers, for example, adapting a popular Spanish children’s story to a puppet show or a show and tell of a cultural artefact from a Spanish-speaking country, using a combination of language and visual images such as photos, illustrations, captions and diagrams, for example, Esto es …, Es …, Es de …

using innovative ways to create a self-profile or self-introduction, for example, using captioned photos in a scrapbook, slide presentation, or a digital, animated character representing themselves, to highlight key characteristics and details, for example, Tengo nueve años, Vivo en Sídney, Estudio chino los sábados, Tengo el pelo negro y los ojos verdes

creating simple descriptions in Spanish and matching them to appropriate First Nations Country/Place locations in their local area or elsewhere in Australia

writing the first part of a short, imaginative text, independently or in pairs, and exchanging papers with others to complete a story or sentence, for example, Érase una vez un conejo blanco ...

singing or reciting alternative versions of familiar songs or rhymes learnt in class, for example, from La vaca lechera to La vaca loca, La gallina turuleca to La gallina feliz

creating simple bilingual texts such as Cuentos de la selva, by creating captions for a series of images, or a mini book such as el reciclaje or animales salvajes

making a sculpture and annotating it to explain their creation, for example, Esta es mi mascota. Es un perro. Tiene el pelo marrón y los ojos negros.

researching a Spanish-speaking country/region and writing a packing list appropriate for weather, conditions and activities, for example, Mi lista de equipaje para la Patagonia: botas de montaña, chaqueta, gorro …

applying the rules of the silent h as in hamaca, ahora and almohada and recognising that loan words, for example, hotel, hipopótamo, hospital, héroe, hamburguesa, helicóptero also do not pronounce the h as they would in English

recognising and using different intonation for statements, commands, exclamations and questions, for example, Rosa va a la escuela; ¿Rosa va a la escuela?; ¡Vamos todos! ¡Ay, ay, ay!

using knowledge of familiar sounds and patterns to spell new words, for example, predicting how to spell Pablo having first learnt the spelling of hablo, pato and gato, or lápiz and lapicero

playing games, such as Word Bingo and Snap, with more difficult sounds, for example, the letter c in camino/coco compared with cero/ciruela

exploring the function of accents in relation to stress and pronunciation, for example, café, teléfono, árbol

understanding that some letters blend to make single sounds, for example, gu in seguimos or qu in queso

using onomatopoeia during group reading and spoken text, for animal sounds, actions and reactions, for example, Achís, Auuuu, Boing

using personal pronouns, for example, yo, tú, él, ella, nosotros/as, vosotros/as, ellos/as

exploring the use and omission of subject pronouns by looking at verb endings and conjugations, for example, tengo instead of Yo tengo; Vivo en Australia. Estudio en la escuela. (Ella) Es Lourdes.

identifying the use of familiar singular, plural and gender forms in simple sentences, for example, La motocicleta es negra, Los pantalones son verdes, Los niños están felices

using some possessive adjectives in familiar singular and plural forms, for example, nuestra clase, vuestra escuela, tu abuela, mis amigos, tus compañeros

identifying some nouns (from a list) that do not follow the regular masculine/feminine ending pattern, for example, el mapa, el problema, la mano

using numbers in context to indicate quantity, tell the time, dates and ages, noticing patterns, for example, tengo cinco amigas, Son las tres en punto, Hoy es veintiuno de agosto, Tengo nueve años

specifying location or direction using prepositions such as en, encima, debajo, a la izquierda and a la derecha, for example, La vaca está en la granja

using and responding to imperatives to follow instructions and ask others to do something, for example, date prisa, colorea el dibujo, abre tu libro

using question words in modelled structures to seek information, for example, ¿Cómo te llamas? ¿Dónde está tu casa? ¿Cuántos hermanos tienes? ¿Quién es tu mejor amigo?

using a range of adjectives to describe appearance and to express feelings or personality, for example, extraño, fantástico, estupendo, serio, responsable, inteligente

using common verbs in familiar contexts, for example, ser and estar, dormir, estudiar and cantar

using adverbs to locate events in time, for example, hoy, ayer, mañana, to describe weather, Hoy hace calor, and to name days of the week, Mañana es lunes

linking simple ideas using conjunctions, such as y, o and pero

building metalanguage to talk about grammar and vocabulary singular, plural, masculino, femenino, artículo, adjetivo, sinónimo … and comparing with equivalent terms in English

recognising similarities and differences between spoken and written forms of different types of texts in both Spanish and English, for example, comparing a written story with a spoken one or a letter with a phone call

comparing features of similar texts in Spanish and English, for example, greeting cards, interactive games or canteen menus, and discussing the use of words, expressions and word order

recognising language of familiarity and how the language of texts such as invitations, apologies or greeting cards may vary, depending on the relationship between the sender and the receiver

using English punctuation knowledge to apply to Spanish texts, for example, commas, semicolons, capital letters for start of sentence and proper nouns, and to compare the use of exclamation and question marks

beginning to recognise Spanish cognate patterns, for example, the common Spanish and English suffix –ción/ tion used to form noun versions of verbs, acción/action, celebración/celebration, condición/condition, nación/nation, and ficción/fiction

selecting forms of address and greetings appropriate to the time of day, relationship and context, in spoken and written interactions, for example, Querida abuela, Hola María, Estimado señor

sharing personal information about routines and tasks, hopes and dreams, for example, El proximo año …, Quiero ser …, El fin de semana espero ir a …, El lunes tengo que limpiar …

thanking, inviting or congratulating one another using formulaic language, for example, Gracias por tu ayuda. ¿Quieres venir a mi fiesta de cumpleaños el sábado? Enhorabuena/Felicitaciones por tu medalla.

expressing feelings and emotions about experiences such as Estoy emocionado por la fiesta. Estoy triste porque ... ¡Qué guay! ¡Qué chévere! ¡Qué lindo!

apologising and expressing concern or sympathy to friends and family members in written and spoken interactions, for example, Lo siento mucho, Disculpa por …, ¡Cuídate! Te quiero.

expressing preferences and opinions, for example, En mi opinion el chocolate es más delicioso que …, Me encanta la ciencia porque es interesante. Hacer los deberes es aburrido. Prefiero comer helado. Me encanta … porque es el mejor. Me fascina la música de …; Me mola …; No me parece bien …; ¡Qué chulo!

showing reactions, understanding and interest by using strategies such as asking questions and using conversation fillers, for example, Entiendo; ¿Y tú? Yo también; Claro; sí, sí, vale, de acuerdo, ¡Qué hermoso!; ¡Qué rico!; including single-word answers, such as nada, tampoco, un poco

participating in an activity for an assembly, school or class event or performance, and creating promotional materials to encourage people to attend, for example, Ven y saluda a …, Ven/venga a la feria el lunes … de … a las …, Entrada/gratuita, Visita la página …, Bienvenidos a …

working with others to create resources for the school community to promote school values and goals, for example, producing a poster to encourage recycling, or making signs to promote actions and behaviour, Por favor reciclar las botellas. Camina/baja/sube por la izquierda. Permanece en silencio. Ayuda a tu compañero. ¿Te parece bien?

checking on own and/or others’ understanding and progress during learning tasks, by asking questions and making suggestions such as ¿Está bien así? ¿Qué significa …? Podemos hacer …, ¿Cómo se escribe …? ¿Ya terminaste? Terminé/No he acabado. Necesito más tiempo, No entiendo …, Tengo una pregunta

delegating roles and tasks with peers to plan for and participate in an event of interest, for example, ¡Celebremos …! ¿Cuándo podemos celebrar el día de maestro? ¿Dónde? ¿Cuándo? ¿A qué hora? Tú puedes hacer …, yo puedo …, yo cortaré

developing a range of interview questions to ask a real or imagined Spanish-speaking guest, for example, ¿De dónde es? ¿A qué se dedica? ¿Qué trabajo tiene? ¿Cuándo llegó a Australia? ¿Dónde vive?

participating in real or imagined transactions that involve negotiation, requesting information, considering options, buying and selling, for example, ¿Cuánto cuesta? ¿Qué colores tienen? ¿Tienen descuento? ¡Qué caro! ¡Qué chulo! Puedo llevar el pantalón/los pantalones rojo(s). ¿Qué talla tiene? quiero/prefiero la camiseta verde

creating digital displays, presentations or performances for family, friends or school community, to showcase their progress in learning and using Spanish, for example, Me gusta estudiar español porque ...

demonstrating numeracy, negotiation and decision-making skills by agreeing with a partner about how to spend a set amount such as 500 Euro or 1500 Argentine Peso, justifying purchases, adding up amounts and expressing personal preferences, for example, Compremos un ..., El total son 200 euros, 300 restantes

working in a team to solve a puzzle or problem, for example, reading clues and making decisions about where to go around the school, Ve a un lugar donde puedes comprar comida/practicar deportes/lavar sus/tus manos/leer libros

comparing main characters, events and ideas encountered in different types of imaginative texts by responding to questions, for example, ¿Quién es el personaje principal? ¿Qué pasa primero/después? ¿Por qué hizo …? ¿Cuál es la moraleja del cuento? ¿Cómo te sientes después de ver el vídeo?

discussing key messages and cultural elements in creative texts, such as the moral of a fable/story, an idea or value in a song, or a quality of a character, for example, El/Ella es extrovertido/a, simpático/a, travieso/a

responding to famous artworks and images such as works by Botero, Frida Kahlo or Picasso, with simple words or phrases, for example, Este cuadro me gusta porque tiene muchos colores. Este mural es más original que el otro.

playing charades or a miming game with peers, incorporating hand gestures and actions requiring the audience to interpret non-verbal clues, and using Spanish words/sentences to guess the meaning within a set time, for example, frío, nadar, avión, leer, monstruo

listening to a simple procedure/method such as a recipe or craft activity, and extracting keywords such as quantities and verbs to complete the product or task, for example, cortar por la mitad, poner una cucharada de azúcar

reading a short text about a holiday destination or a weather report for an event or camp, and deciding as a class or in groups a list of what to bring/pack, justifying their reasons, for example, Necesitamos una chaqueta porque hace frío. Podemos llevar ropa de baño para nadar. Tenemos que ir en bus/autobús.

identifying words and expressions that do not translate directly from Spanish into English, for example, tomar el pelo, meter la pata, saltarse la clase de español, ¡Es pan comido! ¡Es papaya!

collecting examples of ‘false friends’ encountered when translating between Spanish and English, for example, carpeta/folder, contestar/answer, pie/foot, éxito/success, introduci/insert, and explaining how these could create confusion and misunderstanding

interpreting words and expressions encountered in simple texts such as greeting cards, menus or story titles, that do not translate easily into English and that reflect aspects of culture from the Spanish-speaking world, for example, Hoy es mi santo, Siesta, Feliz Día de Reyes. ¡Buen provecho!

translating texts to identify differences in elements such as levels of politeness or directness in public signs, for example, No pisar el césped. Prohibido comer y beber. Silencio, por favor.

creating Spanish versions of Australian school signs and notices that reflect rules, locations and values, considering why some words or expressions require freer translation than others, for example, at the sports oval, the canteen, library, out of bounds, sick room, ‘No hat, no play’, no littering, gym, toilet versus bathroom, for example, ¡Ponte el sombrero! ¡Recoge tu basura! Levanta la mano antes de preguntar, No te olvides de reciclar, ¡Bajad la voz!

creating bilingual resources such as flashcards, word walls, and parallel lists of Spanish and English expressions to aid translations in everyday interactions with friends, exchange students, visitors and family, for example, hasta luego/see you later, no pasa nada/no worries, guay/cool

discussing strategies and techniques to resolve a breakdown in communication and misunderstandings, or to interpret cultural information, keep the conversation going, request repetition, for example, ¿Puede repetir, por favor? ¿Puede escribir su número de teléfono, por favor?

applying active reading or listening skills to engage with and comprehend Spanish texts, using a range of responses, for example, ‘stop and jot’ sticky notes, graphic organisers, response question stems, or creating a set of coded symbols to help them visualise their thinking and ideas such as, heart = mi parte favorita

representing themselves as a digital character in a montage, making choices about the design, content and language used, for example, Tengo ... años de edad. Vivo en … en una casa grande con mi …, Mi dirección es …, Mi correo electrónico es …, Todos los sábados, yo juego al tenis con mis …, Mi padre/madre se llama …, Mis padres son estrictos. Quiero ser piloto.

presenting factual information relating to cultural activities and events of significance in the Spanish-speaking world, for example, la fiesta de los reyes magos, carnavales in Central and South America, procesiones religiosas, día de la independencia, supporting information with a range of visual, secure digital and multimodal resources

creating an instructive video for a procedure such as a recipe, dance or experiment, using appropriate language features and text structures such as imperative verb forms, for example, añade, da un paso a la derecha/izquierda, corta, remueve, amasa, vocabulary for sequencing primero, luego, después, finalmente and quantities, un kilo, 300 gramos, la harina; fruta; mantequilla, un poco de ...

writing a diary entry or keeping a journal about personal experiences, using first person and past tense, and modelled informal language to record events and convey thoughts and feelings, for example, Este año me gustan las matemáticas, pero el examen fue difícil

understanding how pitch, stress, intonation and rhythm assist meaning when individual words are unfamiliar, for example, ¡Qué miedo! ¡Rápido! ¡Vamos! ¡Arriba! ¡Sigue, adelante! ¡Muévete! ¡Tranquilo!

distinguishing the pronunciation of individual sounds in diphthongs such as miércoles, viernes, bien, veinte, murciélago

using their knowledge of Spanish pronunciation to identify and enunciate loan words such bistec, menú, básquetbol/baloncesto, chat, champú, bumerán, baipás, gol, hamburguesa

applying their knowledge of consonant sounds to reproduce the pronunciation of d/t, p/b/ m/n at the beginning of words or consonant vowel combinations such as ce/ci, ga/gi, gue/gui ja/gi, to read words such as todo, garaje, probable, mano, jardín, Cecilia, gigante, gimnasio

recognising variation in Spanish in particular regions, for example, the pronunciation of s, z in corazón, zapatos, ll in llamarse for Argentina and Uruguay and j in Ecuador and Venezuela

applying phonic knowledge to spell unknown words, for example, estrella, llamar, tortilla, taxi, México

reciting Spanish tongue twisters to develop pronunciation, intonation and fluency, for example, Cuando cuentes cuentos, cuenta. De generación en generación. Buscaba el bosque Francisco, un vasco bizco, muy brusco, y al verlo le dijo un chusco, ¿Busca el bosque, vasco bizco?

applying appropriate writing conventions and punctuation, such as inverted question and exclamation marks at the start of sentences, for example, ¿Qué tal? ¡Cuidado!; ¿Qué onda? ¿Qué hay de nuevo?

noticing that there are multiple verbs in Spanish for ‘to be’, ser, for example, José es mi hermano and estar, for example, Estoy cansada, and experimenting with these in their own texts to show the different uses, for example, Tengo hambre. Hace sol

constructing sentences using modelled forms of present and past tenses in context, for example, Ayer fui a la playa y hoy voy al parque, and describing intended actions using the near future tense ir + a + infinitive, for example, Mañana, Manuel va a cenar pollo.

using a variety of verb forms, for example, the conditional mode as a formulaic, modelled expression, Me gustaría ser maestro de español. No me gustaría vivir en una ciudad grande.

using a range of prepositions of location to give directions, for example, La biblioteca está al lado del hospital, La escuela está enfrente del parque

using a range of questions to make requests or ask for specific information, for example, ¿Cuál es tu número de teléfono? ¿Quieres jugar en el patio? ¿Dónde estudias?

linking ideas and providing more information using conjunctions such as y, pero, porque, también, 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 in sentences or responses to questions, such as siempre, a veces, nunca, and 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, and using knowledge of single and double-digit number patterns to count larger quantities

consolidating the use of gender and number agreement between articles, nouns and adjectives, for example, Tengo un libro nuevo. Las montañas rocosas son muy bonitas.

using a wide range of comparatives, for example, tan … como …, más … que …, menos … que…, Australia es más grande que Europa

applying the omission of subject pronouns by looking at verb endings and conjugations, for example, vivo en Australia, (Ella) Es Lourdes, Estudio en la escuela

recognising similar spelling stems such as pera, mandarina, piña, piscina, including composite words, for example, educación física, centro comercial, estación de tren, polideportivo

comparing features of simple spoken and written texts in Spanish with similar texts in English, for example, aló or hola when answering the phone

comparing language use in advertisements and signs, noticing how different phrases and text types in Spanish and English create specific effects, for example, superlatives in advertisements designed to persuade, el mejor es … el más barato es … or the imperative form in signs designed to advise or prohibit, for example, Prohibido patinar aquí, Mantener silencio, No arrojar basura.

using metalanguage in both Spanish and English to understand and discuss grammatical structures and features, for example, verbos, adjectivos, artículos, nouns

recognising grammatical elements associated with particular texts in Spanish and English, for example, the use of imperatives in games like tira el dado and time markers while comparing traditional ways of starting and ending stories, for example, había una vez vs hace mucho tiempo, primero, después, de pronto …

exploring the use and popularity of abbreviations and phrases used by young people in Spanish-speaking communities and Australia, for example, shortened noun forms like la profe, la bici, la compu, el insti, q in place of que, jajaja vs LOL

noticing similar word stems in Spanish and English to identify the meaning of words and extend vocabulary, for example, geografía,  biblioteca

comparing the use of diminutives to express affection and familiarity in Spanish, for example, hermanita, periquita, gatico/gatito with some equivalents in English, for example, ‘dear little sister’, ‘cute little cat’ and nicknames like ‘Matty’ or ‘Milly’

understanding that there are indigenous languages spoken in addition to Spanish in Spanish-speaking communities, that these languages remain an important part of peoples’ culture, identity and heritage, and that these languages influence Spanish, for example, wawa, pachamama, papa, poncho, tomate, jaguar, charki, quinoa, cocao, maíz, cancha, llama

sharing their reactions to cultural elements witnessed in authentic materials, for example, gestures or forms of politeness, guinea pigs as a cuisine rather than pet, traditional ceremonies such as pago a la tierra or the medicinal and ritual use of coca

investigating modern influences on the Spanish language, such as pop culture, digital and social media, migration, and travel, and how they have changed and impacted ways of communicating, for example, the emergence of new words, tuitear, email, correo electrónico, chatear, textear, bloguear, rapear, rapero, un selfie, las redes

reflecting on culturally appropriate ways of offering praise, recognition, gratitude and encouragement, or declining requests or invitations, for example, Lo siento, desafortunadamente no puedo …

examining what is most important to them by creating a personal, class or family slogan, motto or crest to reflect aspects of their identity, for example, translating English phrases to Spanish, Vamos equipo ... Somos la clase 4BC. Amigos para siempre. ¡Sí se puede!

using appropriate register when interacting in different situations, for example, making enquiries, offering thanks and apologies, Disculpe ¿cómo puedo llegar al museo?, ¡Muchísimas gracias por su ayuda!, Lo siento mucho

exchanging personal information about routines and past experiences and responding to key ideas in questions, for example, Desayuno a las 8 de la mañana. Voy a la escuela en tranvía. A mi amigo español le gusta el chocolate con nata. Yo fui a México en el 2017. ¿A qué hora desayunas? ¿Cómo vas a la escuela? ¿Qué le gusta a tu amigo? ¿Cuándo fuiste a México?

engaging in informal conversations, for example, conversaciones con amistades o familiares such as ¡Qué pasa, tío! ¿Cómo te va?, Abuelita ¿Cómo te encuentras?

developing narrative skills by exchanging accounts of significant events or milestones, for example, El año pasado fui con mis padres al Museo Nacional y me encantó porque había muchas esculturas

initiating and extending conversations and discussion, for example, using open-ended questions such as ¿Qué pasa? ¿Dónde pasarán las vacaciones? and connectives, such as pero, entonces, cuando, también …

using formulaic examples to structure arguments and to explain or justify a position such as Lo importante es ..., A mí me parece que …, for example, Pienso que debemos estudiar idiomas Indígenas porque son interesantes

inviting others to give opinions, share their views or make suggestions, for example, ¿Qué quieres comer?, ¿Estás de acuerdo? ¿Qué te parece esta película?

interacting with Spanish-speaking students in real or imagined contexts, messaging/chatting in secure online environments or in person, to convey information about Australian places or events of interest, leisure and sports activities, wildlife and environment, for example, En Australia hay wombats, son animales grandes y nocturnos

working together to produce class reference materials such as wall charts or visuals to display key vocabulary and structures used regularly in the classroom, and promote Spanish learning, for example, ¡No te rindas! ¡Estudia español!

working with peers to produce bilingual signs/flyers and posters to promote sustainability and waste reduction within the school community, for example, using key vocabulary such as papel reciclado, tacho/cubo de reciclaje, basura, basura orgánica, papel, cartón

planning and participating in learning experiences such as preparing a class outing or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, using modelled language, for example, Prefiero ir a la playa, no al centro commercial. Tengo ganas de ir al cine …, Estoy/no estoy de acuerdo …

planning and completing tasks that involve requesting, giving and following directions to real or virtual locations, for example, Sigue derecho por la calle Alta, toma el bús hasta el lago y gira a la izquierda, using resources such as secure digital tools, applications, street maps

participating in situations that involve transactions and the exchange of ideas and preferences, for example, role-play an airport scene where students buy souvenirs, snacks, toiletries and stationery, using phrases, ¿cuánto cuesta? ¡qué caro/barato! ¿acepta tarjeta de crédito? ¿a qué hora es el próximo …?

engaging in collaborative projects such as designing a class webpage or making a short video to share with others, for example, Mi comunidad or Nuestra escuela, deciding on content, dividing tasks and reflecting on what was done well and what could be improved

listening to or reading about topics of interest to young people, for example, la música, el cine, la televisión, el medio ambiente, la identidad, la tecnología; and sharing opinions or feelings, for example, En mi opinión, la película estuvo ... No estoy de acuerdo con el autor, El autor tiene razón, No me interesa, Pienso que la televisión es necesaria para la comunicación, Creo que la tecnología es muy importante

exchanging personal preferences and perspectives in relation to characters, attitudes and events encountered in imaginative texts, for example, Prefiero el robot femenino …, No estoy de acuerdo con …

responding to different expressions of humour in texts from Spanish-speaking communities and comparing these to Australian expressions of humour, for example, using popular images/graphics to discuss context and meaning, such as comida rápida – image of hot dog running, furioso – angry bear

exchanging videos or blogs with a Spanish-speaking class or student, comparing aspects of their community and culture such as school, local landmarks, fiestas and traditions, and presenting the information in new ways

listening to reports such as weather, sporting results, a concert line-up, and creating an audio or text message to invite their friend to an event, incorporating information from the text(s) to persuade their friend to come, for example, El Real Madrid ganó el sábado 3 a 0. ¿Vamos a verlos este fin de semana? Estará soleado el sábado/hará sol el sábado

comparing own translation of a text with classmates, commenting on similarities and differences between versions, considering possible reasons for these, and preparing a collaborative secure online whole-class version

creating informative responses to cultural representations of Spanish-speaking communities in Australia, such as The Spanish Film Festival, community fiestas or artists’ exhibitions, explaining particular language or images in terms of cultural associations, for example, in vlogs, critical reviews or secure social media posts

interpreting short messages or communications, reflecting on challenges associated with transferring meaning from one language to another, for example, Mañana voy a estrenar mi vestido, ¿Te gustó la sobremesa? No me tomes el pelo. Me costó un ojo de la cara. Es un trabajo papaya.

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

presenting information gathered from different types of texts and modes of presentation to create an overview of a particular topic of interest such as a celebrity, popular culture, school uniforms, saving water, endangered species

designing a digital poster or electronic brochure to advertise a social event in their local community related to lifestyles, social and cultural events or environmental issues

using digital tools to create a slideshow with audio about a planned 7-day trip to a Spanish-speaking country or region, including famous places to visit, cultural events to attend and foods to eat, for example, attending the Inti Raymi in Cuzco, Peru or visiting the Spanish region of Galicia during San Juan/San Xoan

reporting on own and others’ experiences of events such as a school camp, a concert or playing a new computer game, for example, Mi amiga disfrutó el campamento ...

creating a print or digital poster in Spanish to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do

composing bilingual menus, recipes or programs for Spanish-themed events, with key information in Spanish and explanatory footnotes or glossaries in English, for class parties, cooking sessions, cultural celebrations, for example, instructions to make a piñata

creating subtitles, captions or commentaries for texts such as brochures, slide show presentations or video clips that inform the school community, for example, open day/night, aspects of Spanish-speaking cultures, or details of the Festival de Viña del Mar

creating cartoons, role-plays or short stories about a past event in their own life or a dream for the future, to share in class or for a secure online wider audience, for example, sueño con ser bailarina

using voice recording and digital presentation software to create, perform or record imaginative texts, for example, a short play or film

preparing a biographical account of an influential figure in own life, for example, creating a profile of a grandparent or sports coach

using up-to-date and emerging terms relating to pop culture, technology and media when creating texts, for example, Chateo con mis amigos. No suelo bloguear porque tuitear es más rápido. En las redes, normalmente blogueo porque me encanta la música y me gusta mucho rapear.

distinguishing nuances in pronunciation of some consonants according to vowel combinations, for example, jardín, garage, gente, agua and gas, and the double consonants ll and rr compared with the single l and r

using the rhythms of the Spanish language, including intonation, tone and stress, to increase fluency and enhance expression, for example, No compro nunca en esa tienda versus ¿No compró nunca en esa tienda?

recognising where to place stress in extended sentences, for example, Vámonos ya para el concierto de Rosalía. Ven aquí y te enseñaremos a bailar salsa.

recognising that written Spanish has only 3 double consonant combinations, cc, ll and rr, for example, acción, llover, corrección

applying pronunciation rules to common tongue twisters such as Tres tristes tigres tragaban trigo en un trigal

conjugating common regular verbs and high-frequency irregular verbs such as ir, tener, ser, haber in the present, preterite and present perfect tenses, for example, Voy a la escuela todos los días, fui a la escuela el año pasado, he ido a la escuela durante dos trimestres

using present, past and immediate future tense verbs followed by infinitive, for example, Debemos dormir bien, quiero ir a casa, no pudo comer, me gustaría celebrar contigo, vamos a jugar al baloncesto

expanding their use of cohesive devices such as sin embargo, además, to create compound sentences and link ideas, for example, Los estudiantes son inteligentes sin embargo no estudian todos los días.

using adjectives to describe people and aspects of the environment, for example, Mi tía es generosa y agradable, Los Andes son más altos que los Pirineos. Lo más/menos importante es …

expressing quantity, for example, miles de personas, mucha gente, varios libros, tanto dinero, pocas ideas, bastante calor, algunos amigos

using adverbs to modify the meaning of verbs and adjectives, for example, Él nadó rápido. Nosotros casi nunca entrenamos especialmente cuando hace demasiado calor.

indicating possession by using de followed by a pronoun or noun, for example, El carro de mi mamá, Las camisas de mi hermano, Las profesoras de la escuela tienen vacaciones de verano

collecting examples of online and print advertisements, and identifying and analysing the language features and grammatical structures used to persuade potential consumers in both Spanish and English, for example, ‘End of season sale’, ¡Compre en los almacenes ‘La Moda’, no se arrepentirá!, ¡Pague menos y lleve más!

understanding and comparing textual elements, in Spanish and English, that provide coherence at a whole text level, for example, cohesive devices, introductions and summaries, linked paragraphs, and sequencing of ideas, por lo tanto …, en primer lugar …

comparing Spanish and English sentence structure, for example, the omission of the subject in Spanish, Simón busca la información en la red, la necesita para su trabajo

collecting Spanish and English cognates, for example, fascinante/fascinating, arquitectura/architecture, doctor/doctor, enciclopedia/encyclopedia, cancelar/cancel, bicicleta/bicycle

identifying Spanish words borrowed from different languages across time and through political, historical and social changes, such as words of Arabic origin that start with the prefix al-, for example, almanaque, alcachofa, algodón, algebra and alcohol, and some common interjections such as ¡hola!, ¡ojalá! and ¡olé! also derived from Arabic

understanding the conventions of several types of texts in Spanish and comparing these with English, for example, the use of abbreviations in text messages, tq = te quiero, formulaic greetings in telephone conversations, Aquí, Hola, ¿Sí? ¿Aló?, typical phrases for greeting cards, Muchas felicidades por …, language in menus, entrada, platos de fondo/primer plato/segundo plato, postres, menú del día

recognising that language and cultural practices are interconnected, for example, identifying the religious origins or connotations of many common Spanish names such as Jesús María, Dolores, and expressions such as ¡Qué Dios te bendiga!; and changes reflecting social values such as the adoption of some feminine forms of professional titles, for example, la doctora/el doctor, la abogada/el abogado, la jefa/el jefe

identifying levels of formality in spoken and written texts and considering what these reveal about social relationships and processes, such as reflection of status, authority, respect or intimacy, for example, Perdone que le interrumpa, Presidenta. ¿Podría …? Disculpe, ¿podría decirme ...? Eres el amor de mi vida ...

noticing components of Spanish language that reflect cultural histories and influences, for example, technological and scientific terms derived from classical Latin and Greek, continente, vegetación, bacteria, biología, protocolo and mecánico

examining language variation in relation to vocabulary and grammatical forms in Spanish-speaking communities compared with Spanish-speaking in Spain, for example, ‘strawberries’ are fresas in Spain and frutillas in Argentina; ‘bus’ is colectivo in Venezuela, ómnibus in Peru, camión in Mexico and guagua in Cuba; and the use of the pronoun vos in Central America/Argentina/Uruguay

considering the value of the influence of Spanish language and culture(s), including food, film, fashion, music and dance, on the English language and other cultures, for example, churros, tortilla, pupusas, tapas, salsa, flamenco

applying appropriate register and modifying behaviour, language and etiquette in a variety of familiar and unfamiliar contexts, for example, meeting and greeting an important guest, as opposed to meeting a friend, ¿Cómo está usted? ¿Qué tal? Mucho gusto or muchísimo gusto. Encantado/a.

interviewing class members to elicit opinions on personal experiences and significant events from their past, and identifying common themes or reactions, for example, ¿Estás interesado/a en …/te interesa? ¿Dónde naciste?

maintaining and extending conversations by following up on others’ contributions, for example, Creo que tú tienes razón pero … Me gustaría agregar que …

using language to achieve different purposes in interactions, for example, the use of contractions and acronyms in text messages for the purpose of speed and economy, and the use of slang, ¡holi! para=pa, pq=porque

interacting in role-plays or spontaneous skits about travelling, for example, in a lost property office, asking for directions, asking for recommendations, complaining about service, He perdido mi bolso, Por favor ayúdame a encontrarlo. Estoy perdido. ¿Dónde está la estación de tren?

playing a true and false game relating to past experiences, future aspirations or topics of interest, taking turns to say 3 statements, 2 true and 1 false, with others guessing the information that is false, for example, en el futuro quiero ser doctor, Me rompí la pierna cuando tenía 12 años, voy al gimnasio todos los dias a las 6 de la mañana

participating in a discussion, exchanging different viewpoints using strategies such as sentences starters, for example, Tienes otro punto de vista, Ese aspecto lo veo de la siguiente manera …, asking for repetition or clarification ¿Qué quieres decir …? or inviting further elaboration ¿Cómo? ¿A qué te refieres? Eso quiere decir que …

interacting in class discussion and debates by taking turns, expressing agreement/disagreement and providing encouragement, for example, Es mi turno ahora, Estoy de acuerdo contigo … No comparto esa opinión … Me parece una idea estupenda

negotiating arrangements, weighing up alternatives and reaching shared decisions in relation to planned activities such as competing in a travel game in a Spanish-speaking country, for example, Entonces nosotros reservamos un hotel de cinco estrellas – No, eso es muy caro, ¿Por qué no un hostal?

participating in collaborative projects such as a segment for a young people’s community radio or television program, sharing responsibility for different elements regarding news items or sports reports, and using appropriate terms to introduce and summarise, for example, Estamos transmitiendo en directo desde …, Esta edición escolar se trata de …, Ahora pasamos a las noticias del día …

using argument and expressive or persuasive language to discuss topical issues such as La sostenibilidad, Los derechos humanos, el calentamiento global, for example, como sabemos … es evidente que … nadie puede negar …

comparing different perspectives about an environmental issue, from a tourist company/profit perspective versus an environmental protection perspective, and incorporating information into a multimodal text to raise awareness, for example, environmental threats to the Great Barrier Reef, La Gran Barrera de Coral está muriendo, ¡tenemos que salvarla!

exploring persuasive and informative texts such as articles and reports, to recognise fact versus opinion, and presenting findings to the class, for example, Nosotros deberíamos cuidar el medio ambiente. El 30% de la población piensa que tenemos que cuidar el medio ambiente.

reading an advertisement and responding appropriately, for example, applying for a part-time job or for a student exchange program, addressing key criteria, Yo sería un buen candidato/a porque …, Estoy libre de lunes a miércoles

summarising information from print or secure digital sources regarding an issue of interest, determining what information is most important/interesting, and presenting the information to others, stating their own perspectives, for example, El impacto de los medios sociales en la vida cotidiana. El vestuario y la identidad, La influencia de la música en los jóvenes

locating and researching information from reliable sources to inform decisions, by weighing up options and making an ‘advantages and disadvantages’ table about a range of topics, for example, the best time of year to visit a Spanish-speaking country, a country that may best suit them, No me gusta el frío así que me preferiría ir a Costa Rica

synthesising information from a range of sources in order to group and present ideas, themes and issues in a logical and coherent manner, for example, Los uniformes son importantes. El horario escolar debería reducirse.

adapting and changing texts to suit different contexts, purpose and audiences, such as changing a formal email to an informal message to a friend, for example,  La directora dijo que tenemos que llevar el uniforme para los exámenes …

analysing published accounts of an event such as a sports match, a concert or a street party, and reporting results and highlights, for example, El Real Madrid ganó el partido con un resultado de 3-0

composing a short review of a film, story or documentary, and expressing opinions about different perspectives and viewpoints, for example, Este video no muestra la realidad de la posición de la mujer, Los personajes de este texto se sienten felices

expressing responses to a personal or peer’s experience of an event such as a concert, party, camp, exam, job interview, using evaluative and expressive language to convey reactions such as excitement, appreciation or boredom, for example, Me encantó esa canción, ¡Aprecio tus palabras! ¡Qué aburrido! Eso suena muy dificil …

reflecting on the difficulty of achieving equivalence in translations of creative texts such as poems and songs, and identifying words and phrases that require elaboration or explanation, for example, Es una tarde parda y fría de invierno …, from the poem Recuerdo infantil by Antonio Machado

experimenting with translations of popular expressions or idioms in Spanish, noticing when this creates the potential for confusion, for example, En todas partes se cuecen habas (everywhere beans are cooked) = everyone has a skeleton in the closet. Meter la pata (put your leg in something) = to put your foot in it

creating bilingual texts that present aspects of culture(s) and way of life in Australia for Spanish-speaking students and parents, for example, a print leaflet or digital display about Australian national holidays, animals, and food such as Australian versions of tacos

creating a multimodal presentation such as a Venn diagram, flow chart or digital display, comparing different perspectives of a topical issue, for example, la deforestación, los derechos de los pueblos indígenas, la tecnología, los jóvenes y el sueño

composing different types of social media texts such as blogs, advertisements, webpages, magazine articles, interviews, to present views on particular issues, using appropriate protocols to acknowledge sources of reference and commentary, for example, using reported speech El científico Dr. Sanabria dijo que hay que usar autos eléctricos

writing the script for, and presenting role-plays or plays with characters, themes, settings and plots likely to appeal to specific audiences, for example, a magic show such as la historia del trilero, for young learners of Spanish

composing and performing speeches or dialogues that reference significant celebrations or historical events in Spanish-speaking communities or Australia, for example, El Día Internacional de la Mujer, La Feria de Sevilla, Anzac Day, Fiestas patrias, Festivales folclóricos

telling a story from several different perspectives and observations such as first-, second- and third-person points of view, for example, in third-person narration, relating the actions of the characters by referring to their names or by pronouns, for example, María fue al concierto y tardó 5 horas en autobús …

applying correct pronunciation to challenging letter combinations in Spanish, such as ae in aeropuerto, au in Australia, ll in ballena, r in pero, rr in perro, d in bondad, the soft t in té, and eu in Europa

understanding how tone can convey emotions, modify meaning and give clues about what is happening, for example, ¡Vamos ya! ¡Corre! ¡Tengo miedo del tigre! ¿Te gustaría ir al cine? ¡No te enojes!

reciting tongue twisters to develop pace and fluency, for example, Buscaba el bosque Francisco, un vasco bizco, muy brusco, y al verlo le dijo un chusco, ¿Busca el bosque, vasco bizco?, De generación en generación las generaciones se degeneran con mayor degeneración

understanding and using indefinite adjectives and pronouns such as alguno/a/os/as, ninguno/a/os/as, otros/as, todos/as, alguien, nadie, nada, algo, todo

applying constructions with a double negative, for example, No hay nadie en clase, No tenemos nada

understanding the difference between a reflexive verb and the corresponding non-reflexive verb, for example, Gerardo se lava la cara and Gerardo lava su carro

using modelled subjunctive mood to express doubt, uncertainty or emotion, for example, Dudo que María visite a su abuelo todos los domingos ...

expressing hypothetical events using modelled conditional voice structures, for example, Sería interesante estudiar chino or Yo viajaría, pero no tengo dinero

using cohesive devices to extend sentence complexity and sophistication, such as aunque, a pesar de, mientras que, for example, Aunque no me gustan los animales, quisiera estudiar biología.

extending their understanding and use of symbols, acronyms, abbreviations and colloquial shortenings of words, for example, MERCOSUR, UE, ONU, OVNI, C/ – calle, EE. UU – U.S.A., d – dia, A. C. – B.C.

recognising the different usage of imperative forms such as persuading, encouraging and advising, for example, vaya a la cancha, vamos al descanso, piénsalo bien, piénselo bien

using numbers for a range of purposes and contexts, for example, in transactions or explaining historical or biographical events in time using years/dates such as a timeline, Juana La Loca nació el 6 de noviembre de 1479 en Toledo. Murió el 12 de abril de 1555

using the passive, impersonal form with se, for example, Se venden casas. ¿Cómo se dice ...?

beginning a sentence with an opening inverted exclamation mark ¡ and ending it with a question mark?, or vice versa, for statements that are questions but also have a clear sense of exclamation or surprise such as ¡Y tú, quién te crees?/Y tú !¿quién te crees?!

identifying common textual conventions, for example, the salutation in an email "Hola Luis", informal language in blogs, or rhetorical language in political pamphlets

sharing reflections on their experiences of learning Spanish and on different reactions to aspects of the language and culture, for example, Tengo problemas pronunciando la doble r, es difícil para mí …, Me gustaría poder hablar más rápidamente en español

understanding how language variation can reflect cultural and social identity, and inclusion or exclusion, for example, los refugiados versus/frente a los ilegales; the use of jargon or jergas, for example, currar, laburar, estar al loro, ir de marcha, mala onda, tipo, chavo, pibe to include or exclude; and the inclusive language of political speeches, for example, los ciudadanos y ciudadanas ...

examining the meaning of proverbs and how they reflect historical cultural views and attitudes, for example, Lo cortés no quita lo valiente, El hábito no hace al monje, and idioms, for example, me puse las botas, no pidas peras al olmo

exploring how word choices such as selection of particular nouns and adjectives can indicate attitudes and values, for example, Ese joven no sirve para nada/Es un joven valiente. Ellos son ilegales/Ellos son los refugiados