AC9LS2U02 Year 1 Languages

AC9LS2U02 – Year 1 Languages: Understanding systems of language

Strand

Understanding language and culture

Substrand

Understanding systems of language

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.

Content Descriptor

recognise that the Roman alphabet and features of language are used to construct meaning in Spanish

Elaborations

• differentiating the alphabet used in Spanish from other alphabets or scripts, for example, those represented in languages used within the class
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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?
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noticing that the personal pronoun can be omitted in Spanish, for example, Me llamo … can be used instead of Yo me llamo …
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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
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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.
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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
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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

Show 8 more elaborations

• observing that days of the week and months of the year are written with lower-case letters, except at the start of sentences
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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
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using y to list more than one item, for example, mi gusta el perro y el gato.
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recognising and using definite and indefinite articles with nouns, for example, la mesa, una mesa; el niño, un niño
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recognising that Spanish sentences have a similar structure to English sentences, for example, Vivo en …, Tengo un perro
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recognising the use of tilde in subject pronouns and using some pronouns to identify people, objects or animals, for example, Yo, tú, él, ella
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using singular possessive adjectives such as mi casa, mi hermano, tu amiga, to show ownership, for example, este es mi lápiz

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 1 ASLANSPAF10Y12

Year 1 Languages Achievement Standard

By the end of Year 2, students use Spanish language to interact and share information related to the classroom and themselves. They use cues to respond to questions and instructions, and use simple formulaic language. They locate and convey key items of information in texts using non-verbal, visual and contextual cues to help make meaning. They use familiar words and modelled language to create texts. Students imitate the sounds and rhythms of spoken Spanish. They demonstrate understanding that Spanish has conventions and rules for non-verbal communication, pronunciation and writing. They give examples of similarities and differences between some features of Spanish and English. They understand that language is connected with culture, and notice how this is reflected in their own language(s) and culture(s).