AC9LS2C05 Year 1 Languages

This Content Descriptor from Year 1 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

use words, familiar phrases and modelled language to create spoken, written and multimodal texts

Elaborations

• 1

  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.

• 2

  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.

• 3

  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 ...

• 4 matching bilingual captions/labels to images of First Nations Country/Place locations in their local area or elsewhere in Australia
• 5

  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

• 6

  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

• 7

  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

• 8

  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.

• 9

  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

• 10

  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.

Related Achievement Standards