Spanish / Year 3 and 4 / Communicating / Creating

Curriculum content descriptions

Create short imaginative texts such as dialogues and stories using modelled language

[Key concept: imagination; Key processes: experimenting, performing, creating]


  • creating simple imaginative texts to share with younger learners of Spanish, such as digital or print storybooks, anagrams or shape poems, using modelled language and digital programs such as Vokis
  • using gestures, movements and facial expressions to enhance characterisation or effect in the performance of action songs, raps or plays
  • contributing to shared writing activities such as a class story in response to an event or experience, for example, a visit to the zoo or a virtual visit to a famous place
  • creating and performing alternative versions of or endings to known stories such as Caperucita verde or action songs, using voice, rhythm and gestures to animate characters
  • experimenting with sounds, pronunciation and vocabulary to create alternative versions of familiar songs or rhymes learnt in class, for example, ‘La vaca loca’, ‘La serpiente de tierra caliente’
General capabilities
  • Literacy Literacy
  • Critical and creative thinking Critical and creative thinking
  • Personal and social capability Personal and social capability
  • ICT capability Information and Communication Technology (ICT) capability
ScOT terms

Spanish language

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CLIL: What works

Strategies to support Languages teachers to implement the CLIL approach at secondary level