The Spanish program explores not only the Spanish Language, but also draws upon and understanding of the cultures and celebrations of Spanish speaking countries.  Below is an example of the learning students access throughout the program.

Prep students will be

• Listening for key words in stories and songs.
• Recognising symbols, words and phrases in written Spanish.
• Singing songs, playing games, dancing and exploring colours, numbers, animals and simple phrases.
• Identifying Spanish as one of many languages spoken in Australia and the world.
• Giving examples of words that English and Spanish have borrowed from each other
• Identifying Spanish as one of many languages spoken in Australia and the world.
• Verbally conveying likes and dislikes
• Filling in the blanks of a personal profile expressing name, age, favourite colour and fruit
• using simple repetitive language and responding to simple instructions when participating in classroom routines
• introducing themselves and exchanging greetings and farewells
• responding to the story There Was An Old Lady
• using vocabulary related to animals and travel to be used during Spanish Day Prep T3
• introducing themselves
• responding to and creating simple spoken and written texts
• using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language.

Year 1 students will be

• Creating a bilingual family word bank to practise the family vocabulary and help with introducing family members in Spanish.
• Asking the question “¿Cuántos hermanos tienes tú?” How many brothers and sisters do you have? and learning numbers 1-12 to be able to understand when answered.
• Singing songs, playing games, dancing and exploring key words and phrases related to family and pets..
• Identifying Spanish as one of many languages spoken in Australia and the world.
• Giving examples of words that English and Spanish have borrowed from each other
• Identifying Spanish as one of many languages spoken in Australia and the world.
• Verbally conveying likes and dislikes
• Filling in the blanks of a personal profile expressing name, age, favourite colour and fruit.
• Using simple repetitive language and responding to simple instructions when participating in classroom routines.
• Introducing themselves and exchanging greetings and farewells.
• Responding to and creating simple spoken and written texts.
• Using vocabulary related to animals and travel to be used during Spanish Day Y1 T 4
• Introducing themselves and others
• Responding to and creating simple spoken and written texts about the weather
• Making culturally appropriate comparisons. E.g. comparing different weather conditions between Spanish speaking countries and Australia.

Year 2 students will be:

• Practising common classroom commands and objects.
• Practising how to describe themselves.
• Creating a self-portrait with a description of themselves.
• Identifying the gender of words in the descriptions they make about themselves.
• Asking and answering the question, “¿Cómo estás?” How are you? and use “y tú?” and you? to ask in return.
• Asking and answering “¿Cuántos años tienes tú? How old are you?
• Giving examples of words that English and Spanish have borrowed from each other
• Identifying Spanish as one of many languages spoken in Australia and the world.
• Verbally conveying likes and dislikes
• Creating a personal profile expressing name, age, favourite colour and fruit
• Using simple repetitive language and responding to simple instructions when participating in classroom routines
• Introducing themselves and exchanging greetings and farewells
• Responding to and creating simple spoken and written texts
• Using vocabulary related to animals and travel to be used during Spanish Day
• Introducing themselves and others
• Responding to and creating simple spoken and written texts . E.g.. They practise expressing what common activities they like and dislike, verbally and in written form.
• Using visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce distinctive sounds of the Spanish language

Year 3 students will be:

• Practicing numbers 0-45.
• Practicing weather expressions to describe weather.
• Learning how to express whether they are cold or hot.
• Asking and answering “¿Cuántos años tienes tú? How old are you?
• Practicing common classroom commands and vocabulary.
• Using vocabulary related to family and home
• Asking and answer questions related to family and home
• Naming some of the many languages spoken in Australia and identify languages spoken in their class and community
• Using common classroom vocabulary regularly and independently
• Using formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others, requesting help and seeking permission
• Making simple statements about characters, themes and their own reactions in response to imaginative texts
• Using modelled sentence structures to compose short original texts.
• Using vocabulary related to school and travel to be used during Spanish Day
• Making culturally appropriate comparison about food and healthy eating
• Making simple statements about characters, themes and their own reactions in response to imaginative texts. E.g. Role-playing about ordering food in Spanish.
• Approximating Spanish pronunciation and intonation in simple statements

Year 4 students will be:

• Introducing themselves and saying where they are from.
• Identifying descriptive words to help them to create descriptions of people.
• Creating a description of a famous Spanish speaking person.
• Practicing classroom commands and common classroom vocabulary.
• Using vocabulary related to family and home
• Asking and answer questions related to family and home
• Naming some of the many languages spoken in Australia and identify languages spoken in their class and community
• Using formulaic expressions when participating in classroom routines and collaborative activities, such as complimenting others, requesting help and seeking permission
• Making simple statements about characters, themes and their own reactions in response to imaginative texts
• Using modelled sentence structures to compose short original texts
• Using vocabulary related to school and travel to be used during Spanish Day
• Making simple statements about characters, themes and their own reactions in response to imaginative texts. E.g. Talking about clothing.
• Using modelled sentence structures to compose short original texts to express likes and dislikes about clothing.
• Approximating Spanish pronunciation and intonation in simple statements.

Year 5 students will be:

• Practising identifying and naming popular sports.
• Practising how to say what sports they like.
• Asking and answering “¿Te gusta…? Do you like..?
• Creating a profile of the sports they like.
• Practising classroom commands and common classroom objects.
• Asking and answering questions related to culture
• Recognising the ways in which Spanish language has its own rules for pronunciation and grammar
• Identifying Spanish as a global language and describing where Spanish is spoken
• Using common classroom vocabulary regularly and independently
• Using written and spoken Spanish for classroom interactions and to share information about personal interests and express feelings
• Using modelled sentence structures to ask and respond to questions
• Learning vocabulary related to travel to be used during Spanish Day in Week 10
• Creating short imaginative texts using structured models and descriptive and expressive vocabulary.
• Using regular verbs in present tense.
• Using modelled sentence structures to ask and respond to questions
• Creating short imaginative texts using structured models and descriptive and expressive vocabulary. E.g. Design an ideal house and describe its contents.
• Using different verb expressions to describe the rooms in a house.

Year 6 students will be:

• Describing their hobbies and what they like to do in their spare time.
• Exploring the ending of verbs to express correctly what they do in their spare time.
• Practising the day of the week.
• Asking and responding to questions about their hobbies.
• Investigating how popular their favourite sports are in their classroom to make a graph about it.
• Asking and answering questions related to culture
• Recognising the ways in which Spanish language has its own rules for pronunciation and grammar
• Identifying Spanish as a global language and describing where Spanish is spoken
• Using common classroom vocabulary regularly and independently
• Using written and spoken Spanish for classroom interactions and to share information about personal interests and express feelings
• Using modelled sentence structures to ask and respond to questions
• Learn vocabulary related to travel to be used during Spanish Day
• Creating short imaginative texts using structured models and descriptive and expressive vocabulary
• Using regular verbs in present tense.
• Using written and spoken Spanish for classroom interactions and to share information about personal interests and express feelings.
• Using modelled sentence structures to ask and respond to questions to share information about their preferred leisure activities.
• Creating short imaginative texts using structured models and descriptive and expressive vocabulary. E.g. a poster or a booklet about what they do in their free time.