Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "intercultural understanding" returned 63 result(s)
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Elaboration (11) ACLGEU149

understanding the meaning of the conjunctions dass and weil

Elaboration (11) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC157

accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts

Elaboration | ACLGEC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU186

establishing a deeper understanding of diversity and reflecting on own experience of what linguistic and cultural diversity means

Elaboration (3) | ACLGEU186 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (4) ACLGEU168

understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)

Elaboration (4) | ACLGEU168 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU184

understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (an editorial, a blog)

Elaboration (1) | ACLGEU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC139

Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning[Key concepts: process, progress, outcome; Key processes: discussing, monitoring, …

literacy critical-creative personal-social Elaborations ScOT Terms

ACLGEC139 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEU152

Understand why language is important and recognise that languages and cultures change over time and influence one another[Key concepts: change, borrowing, impact; Key processes: discovering, exploring, understanding]

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

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

ACLGEU169

Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge[Key concepts: change, globalisation, evolution; Key processes: investigating, analysing, understand …

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

ACLGEU169 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEU186

Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity[Key concepts: influence, power, diversity; Key processes: reflecting, understanding]

literacy critical-creative ethical-understanding intercultural-understanding Elaborations ScOT Terms

ACLGEU186 | Content Descriptions | Years 9 and 10 | Years F–10 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 (4) ACLGEU115

understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen

Elaboration (4) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEU116

understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer

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

Elaboration (3) ACLGEU119

understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

Elaboration (3) | ACLGEU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU131

understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Du bist acht. Du bist acht? Du bist acht!)

Elaboration (2) | ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (8) ACLGEU132

understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken

Elaboration (8) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (9) ACLGEU132

understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte

Elaboration (9) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (11) ACLGEU132

understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst

Elaboration (11) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (13) ACLGEU132

understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel

Elaboration (13) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU149

understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen

Elaboration (2) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (12) ACLGEU149

understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.

Elaboration (12) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

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