Spanish
Resources including scope and sequences, units and assessment tasks with marking guidelines to help you plan, program and assess Spanish 7 to 10.
In 2024, implementation of the Modern Languages K–10 Syllabus (2022)External link commenced in schools, with:
- 7–10 mandatory 100-hour courses
- new 100 and 200-hour elective courses.
Modern Languages K–10 Syllabus – support for Spanish (2022)
Scope and sequences and sample units.
Stage 4
Sample scope and sequence, and teaching resources. Sample units and resources are aligned to these scope and sequences.
This 10-week unit introduces students to foods and drinks, meals and dietary preferences. Students will learn the language skills and intercultural capability related to foods and drinks, including expressing preferences, comparing and explaining food choices and discussing mealtimes. Students will explore the connections between food and cultural events and will learn how to order in a restaurant.
As indicated, resources can be for teachers or students. Remember to remove the answer section from student-facing resources, before sharing with students.
Weeks 1 to 3
- What do we eat and drink (teacher) (PPTX 20.58 MB)
- Food and drinks – vocabulary activities (student-facing) (DOCX 5.2 MB)
- Food and drinks – activity cards (teacher) (DOCX 4.6 MB)
- I like (student-facing) (DOCX 11 MB)
- Sentence builders and conversation scaffolds (student-facing) (PPTX 1.38 MB)
- Adjectives (student-facing) (DOCX 4.2 MB)
- I like it a lot, I don't like it at all (student-facing) (DOCX 3.7 MB)
- Spot the mistake (student-facing) (DOCX 3.7 MB)
- What do you like to eat? (student-facing) (DOCX 3.2 MB)
- Mini task 1 – understanding task (student-facing) (DOCX 3.2 MB)
Weeks 4 to 6
- Mealtimes (student-facing) (DOCX 4 MB)
- What do we eat and drink? (teacher) (PPTX 20.58 MB)
- Story cubes (teacher) (DOCX 3.1 MB)
- Weekly menu (student-facing) (DOCX 5 MB)
- Battleship (teacher) (DOCX 4.6 MB)
- Sentence builders and conversation scaffolds (student-facing) (PPTX 1.38 MB)
- Me too (student-facing) (DOCX 11.4 MB)
- Blog – What do you like to eat? (student-facing) (DOCX 4.4 MB)
- It's more ... than ... (student-facing) (DOCX 4.6 MB)
- Mini task 2 – scaffold (student-facing) (DOCX 3.7 MB)
Weeks 7 to 10
- What do we eat and drink? (teacher) (PPTX 20.58 MB)
- Sentence builders and conversation scaffolds (student-facing) (PPTX 1.01 MB)
- What's it like? (student-facing) (DOCX 3.9 MB)
- Describing preferences – card game (student-facing) (DOCX 11.1 MB)
- Menu of the day (student-facing) (DOCX 4.2 MB)
- I would like – one pen one dice (student-facing) (DOCX 3.6 MB)
- A conversation at the restaurant (student-facing) (DOCX 4.2 MB)
- Restaurant relay (teacher) (DOCX 4.9 MB)
- Mini task 3 – menu (student-facing) (DOCX 3.8 MB)
Stage 5
Sample scope and sequence, and teaching resources. Sample units and resources are aligned to these scope and sequences.
This 10-week unit introduces students to celebrations, clothing and shopping phrases. Students will explore the celebration of cultural events and learn the language skills and intercultural capability related to going out, including accepting and refusing an invitation to an event. Students will describe and compare clothing items and negotiate the purchase of an item of clothing.
Weeks 1 to 2
- Celebraciones (PPTX 7.57 MB)
- Spanish festivals (DOCX 3.51 MB)
- Fiestas y celebraciones (DOCX 3.09 MB)
- El Día de los Muertos – reading comprehension (DOCX 3.92 MB)
- Las actividades (PPTX 4.65 MB)
- Fiestas y actividades (DOCX 7.01 MB)
- En el festejo – one pen, one dice (DOCX 3.98 MB)
- Mini task 2 – scaffold (DOCX 3.5 MB)