Foundation
Languages
ASLANSPAF10FY
Foundation Spanish Achievement Standard
3 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of the Foundation year, students use play and imagination to interact and create Spanish texts, with support. They identify that Spanish and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of the Foundation year, students use play and imagination to interact and create Spanish texts, with support.
Content descriptorAC9LSF01
with support, recognise and communicate meaning in Spanish
Elaborations (12)
- Elaboration using common greetings and gestures, for example, ¡Hola! ¡Buenos días! ¡Buenas tardes! ¡Adiós!
- Elaboration 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
- Elaboration participating in class activities, routines and following instructions, for example, Presente, aquí. ¿Baño? Gracias. Lo siento. Por favor. ¡Siéntate! ¡Levántate!
- Elaboration 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
- Elaboration contributing to class activities and resources that involve naming, illustrating and matching, for example, placing keywords in Spanish and pictures on a wall display or collage, and adding to it throughout the year
- Elaboration 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
- Elaboration 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?
- Elaboration 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.
- Elaboration 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!
- Elaboration 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!
- Elaboration exploring simple numbers and counting through activities such as Snap, Bingo and circle games, placing candles on a picture cake to show how old they are or forming groups according to the number called
- Elaboration imitating appropriate pronunciation and incorporating appropriate gestures, facial expressions and body language when interacting with others
They identify that Spanish and English look and sound different.
Content descriptorAC9LSF02
explore, with support, language features of Spanish noticing similarities and differences between Spanish and English
Elaborations (8)
- Elaboration tracing letters and common words in Spanish and English, identifying some similarities and differences
- Elaboration playing alphabet games and songs, imitating sounds, intonation patterns and tongue placement and shape of mouth to pronounce letters
- Elaboration noticing words that have similar pronunciation in Spanish and English, for example, cognates like mango, melón, kiwi, coco, cereal
- Elaboration 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
- Elaboration participating in Spanish versions of children’s songs, games and rhymes, identifying some similarities and differences compared with English versions, for example, characters, tunes, keywords and cognates
- Elaboration observing simple noun+adjective word order differences, for example, perro grande and big dog
- Elaboration demonstrating early literacy skills by noticing phonetic similarities and differences between Spanish and English, for example, ñ, trilled r, ll
- Elaboration using simple negation patterns with formulaic language and gestures, for example, No me gusta ... with thumbs down or crossing hands or shaking head
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9SF03
explore connections between language and culture
Elaborations (8)
- Elaboration exploring the use of formal ways of addressing unfamiliar people such as an adult, and informal ways of addressing familiar people such as friends, and understanding that language can convey manners and respect
- Elaboration understanding that the Spanish language is spoken in many places in the world
- Elaboration exploring different languages and cultures of class members and identifying different ways of greeting and expressing common terms such as yes/no, hello/goodbye, etc.
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians
- Elaboration engaging with a range of authentic visual resources such as videos, animations, pictures, books and posters to explore Spanish-speaking countries’ celebrations, customs, costumes and food, and common expressions and language related to these events
- Elaboration looking at some familiar words for foods and their origins, for example, tacos, tortilla, paella, churros
- Elaboration understanding that there are many different languages in the world, and that Spanish is spoken by different communities of speakers, and that some people may speak more than one language
This achievement standard describes the expected learning for Foundation Spanish · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation Spanish | — | 3 | 28 |
| Total | 3 | 28 | |
Frequently Asked Questions
What should students know by the end of Foundation Spanish?
By the end of the Foundation year, students use play and imagination to interact and create Spanish texts, with support. They identify that Spanish and English look and sound different. Read the full standard
How many Content Descriptors support this standard?
3 Content Descriptors support this Achievement Standard (Foundation Spanish: 3).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.