Years 3-4 Spanish Syllabus
Years 3-4 Syllabus
Years 3-4 Band Level Description
In Years 3 and 4, Spanish language learning builds on each student’s prior learning and experiences with language. Students continue to communicate and work in collaboration with peers and teachers through purposeful and creative play in structured activities involving listening, speaking, viewing and some writing. They use Spanish to interact with peers and teachers and plan activities in familiar settings that reflect their interests and capabilities. In informal settings, they use local and digital resources to explore Spanish-speaking communities. They continue to receive extensive support through modelling, scaffolding, repetition and the use of targeted resources.
Students develop active listening skills and use gestures, words and modelled expressions, imitating Spanish language sounds, pronunciation and intonation. They use their literacy capabilities in English, and read and write in the Roman alphabet, to locate information, respond to, and create informative and imaginative texts. They access authentic and purpose-developed Spanish language texts, such as picture books, stories, songs, digital and animated games, timetables, recipes and advertisements. They recognise that language and culture reflect practices and behaviours.
Years 3-4 Achievement Standard
By the end of Year 4, students use Spanish language to initiate structured interactions to share information related to the classroom and their personal worlds. They use modelled language to participate in spoken and written activities that involve planning. They locate and respond to key items of information in texts using strategies to help interpret and convey meaning in familiar contexts. They use modelled language and basic syntax to create texts.
Students imitate sound combinations and rhythms of spoken Spanish. They demonstrate understanding that Spanish has non-verbal, spoken and written language conventions and rules to create and make meaning. They recognise that some terms have cultural meanings. They identify patterns in Spanish and make comparisons between Spanish and English. They understand that the Spanish language is connected with culture, and identify how this is reflected in their own language(s) and culture(s).
Content Descriptions
Interacting in Spanish
initiate exchanges and respond to modelled questions about self, others, and classroom environment, using formulaic expressions
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 …?
participate in activities that involve planning with others, using a range of familiar phrases and modelled structures
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?
Mediating meaning in and between languages
locate and respond to key information related to familiar content obtained from spoken, written and multimodal texts
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
- listening to, reading or viewing a range of texts through shared and guided participation, and 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
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
- categorising information from a range of texts such as leaflets, advertisements, menus, catalogues, short radio announcements, using tables, graphs and diagrams, for example, classifying plants/animals, natural/made items, recyclable/disposable, or by price, colour, size, etc.
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?
develop strategies to comprehend and adjust Spanish language in familiar contexts to convey cultural meaning
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
- applying knowledge of the alphabet to use a picture or online dictionary and find the meanings of simple words used in class, and comparing Spanish and English versions of each word
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
- explaining interactions, when using Spanish, which look or feel different from their ways of interacting in their own language, for example, language around mealtimes, special occasions or in the classroom
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 text in Spanish
create and present informative and imaginative spoken, written and multimodal texts using formulaic expressions, simple phrases and sentences and modelled textual conventions
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
- recreating familiar stories or fables to share with younger learners of Spanish, using modelled language and images or performance to engage the audience
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 …
Understanding systems of language
recognise and use modelled combinations of sounds, pronunciation and intonation patterns of Spanish to form words and phrases
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
recognise Spanish language conventions, grammatical structures and basic syntax in familiar texts and contexts
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
- applying modelled punctuation and capitalisation rules when writing, for example, exclamation marks; comparing capitalisation in Spanish and English, for example, nationalities
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
recognise familiar Spanish language features and compare with those of English, in known contexts
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
Understanding the interrelationship of language and culture
identify connections between Spanish language and cultural practices
- using terms such as identity, behaviour, celebrations and beliefs to talk about language and culture, for example, responding to prompts such as What does it mean when…? Why do you think people…? Do you have similar responses or behaviours?
- expressing their reactions to ways of communicating or behaving in Spanish that feel familiar, unfamiliar, enjoyable or difficult, for example, gestures such as a handshake, kiss on the cheek, and identifying similarities and differences with their own culture(s)
- reflecting on how they communicate with family and friends and with people less close to them, noticing differences in language use and forms of politeness, for example, with young children or with unfamiliar adults
- exploring representations of information used in cultural expressions of First Nations Australians and making connections with those of Spanish language and culture, for example, discovering different regional words used by First Nations groups to identify themselves, such as Zenadth Kes, Koori, Koorie, Noongar and Nunga, and finding out if similar identification occurs in Spanish-speaking cultural groups
- understanding that language carries information about the people who use it, and that common expressions and conventions often reflect cultural values, for example, the explicit expression of affection reflected in the use of diminutives primita, mami, papito, hermanito, and the importance of cultural beliefs reflected in the use of names with religious associations such as Rosario, Mercedes, Pilar
- finding examples of words and expressions that have been introduced into the Spanish language in recent times, reflecting changes in interests and access to additional cultural experiences, for example, Hacer zapping, cambiar de look, hacer footing, ir al super