Your search for "English" returned 189 result(s)
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ACLFWC052

Transcribe, translate and interpret texts from the language into other languages of the region and into English and vice versa, considering and explaining factors that influenced the translation from one language and discussing issues related to translating …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC052 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | First Language Learner Pathway (L1) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC159

Translate simple texts from the language to English and vice versa, identifying elements which require interpretation rather than translation and involve cultural references[Key concepts: equivalence, meaning, translation; Key processes: translating, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFWC159 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC181

Translate and interpret texts from the language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding[Key concepts: equivalence, representation, meaning, interpretation, …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC181 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Language Revival Learner Pathway (LR) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC095

Translate simple texts from the target language into English and vice versa, identifying elements which require interpretation rather than translation and involve cultural references[Key concepts: equivalence, meaning; Key processes: translating, predicting, …

literacy critical-creative personal-social intercultural-understanding aboriginal-torres Elaborations ScOT Terms

ACLFWC095 | Content Descriptions | Years 3 to 6 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFWC116

Translate and interpret a range of texts from the target language to English and vice versa, comparing their versions and considering how to explain elements that involve cultural knowledge or understanding[Key concepts: equivalence, representation, meaning, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFWC116 | Content Descriptions | Years 7 to 10 | Years F–10 Sequence | Second Language Learner Pathway (L2) | Framework for Aboriginal Languages and Torres Strait Islander Languages | Languages | F-10 curriculum

ACLFRC008

Translate simple French words, phrases and gestures for family and friends, noticing how they may have similar or different meanings in English or other known languages[Key concepts: language, vocabulary, meaning; Key processes: demonstrating, explaining, …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC009

Create simple print or digital texts that use both French and English, such as labels, word banks, wall charts or ID cards[Key concepts: vocabulary, translation, meaning; Key processes: naming, comparing, copying]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC044

Translate simple texts from French to English and vice versa, noticing which words or phrases require interpretation or explanation[Key concepts: meaning, translation, word borrowing; Key processes: comparing, interpreting, translating]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC044 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC064

Reflect on cultural differences between French and English communicative styles and on how these affect intercultural interactions[Key concepts: values, perspective, respect; Key processes: reflecting, analysing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLFRC064 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRU088

Explore changes to both French and Australian English, and identify reasons for these changes, such as technology, popular culture and intercultural exchange[Key concepts: globalisation, exchange, influence; Key processes: mapping, classifying, analy …

literacy information-communication critical-creative personal-social intercultural-understanding asia-australia Elaborations ScOT Terms

ACLFRU088 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | French | Languages | F-10 curriculum

ACLFRC098

Translate short texts from French to English and vice versa, noticing which words or phrases translate easily and which do not[Key concepts: translation, equivalence; Key processes: comparing, translating, interpreting, explaining]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLFRC098 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | French | Languages | F-10 curriculum

ACLGEC111

Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English[Key concepts: vocabulary, representation; Key processes: sorting, matching, noticing]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLGEC111 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEU117

Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people[Key concepts: register, language conventions, social practice; Key processes: noticing, comparing]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC127

Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family[Key concepts: meaning, interconnection; Key processes: comparing, interpreting, explaining]

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC128

Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community[Key concepts: vocabulary, translation; Key processes: labelling, matching, translating]

literacy information-communication critical-creative intercultural-understanding Elaborations ScOT Terms

ACLGEC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC144

Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English[Key concepts: equivalence, meaning; Key processes: interpreting, explaining, predicting]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC178

Interpret and/or translate German and English texts, identifying and explaining culture-specific aspects and expressions that do not translate easily[Key concepts: culture, context, idioms; Key processes: interpreting, translating, comparing, analysi …

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC008

Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences[Key concepts: representation, equivalence; Key processes: interpreting, translating, explai …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLGEC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

ACLHIC008

Explain the meaning of simple Hindi words, phrases and gestures, noticing similarities or differences with English or other known languages[Key concepts: language, meaning, translation; Key processes: noticing, comparing, translating, explaining]

literacy critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC008 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

ACLHIC009

Create simple spoken, print or digital texts for the classroom that combine Hindi and English, such as songs, captions, picture dictionaries, wall charts or labels[Key concepts: bilingualism, vocabulary, translation; Key processes: creating, comparing, …

literacy information-communication critical-creative personal-social intercultural-understanding Elaborations ScOT Terms

ACLHIC009 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | Hindi | Languages | F-10 curriculum

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