Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "scope and sequence for english" returned 107 result(s)
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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

ACLGEU135

Recognise that German and English are related languages and that German is an important European and global language[Key concepts: global language, culture, identity; Key processes: identifying, exploring, researching]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLGEU135 | 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

ACLGEU165

Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation[Key concepts: pronunciation, punctuation, systems; Key processes: comparing, making connections, noti …

literacy critical-creative Elaborations ScOT Terms

ACLGEU165 | Content Descriptions | Years 7 and 8 | 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

ACLGEU016

Recognise that German and English are related languages and that German is an important European and global language[Key concepts: relationships, global language; Key processes: recognising, comparing]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU152

discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English

Elaboration (1) | ACLGEU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU016

recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers

Elaboration (1) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 5 and 6

By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU116

comparing similar texts in German and English, such as counting games or simple maps, identifying elements in the German texts which look or sound different

Elaboration (2) | ACLGEU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEC144

explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!

Elaboration (3) | ACLGEC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC147

participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform

Elaboration | ACLGEC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (5) ACLGEU149

comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents

Elaboration (5) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEC164

discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

Elaboration (3) | ACLGEC164 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEC178

examining German versions of equivalent English texts, such as traditional tales and legends, advertisements, songs and jokes, and analysing linguistic and cultural differences, and translation challenges and solutions

Elaboration (3) | ACLGEC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU031

comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant

Elaboration (2) | ACLGEU031 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

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