Curriculum Types

Curriculum Elements Types

General Capabilities
Your search for "english as a second language" returned 31 result(s)
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Elaboration (2) ACLGEC111

compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

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

Foundation to Year 2 German

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

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

Elaboration (3) ACLGEC110

interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers

Elaboration (3) | ACLGEC110 | 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

Elaboration ACLGEC112

recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!

Elaboration | ACLGEC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEC110

comparing greetings and terms for numbers, family members and familiar objects in German, English and other known/common languages, and noting similarities

Elaboration (1) | ACLGEC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU118

exploring the different languages used by their family or peers, for example, by creating a language map with greetings in each language represented in the class

Elaboration (1) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | 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

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

ACLGEU118

Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other[Key concepts: multilingualism, culture, community; Key processes: observing, exploring, reco …

literacy critical-creative intercultural-understanding Elaborations ScOT Terms

ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (4) ACLGEC108

reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences

Elaboration (4) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC110

distinguishing between German and English in spoken and written form (Ist das Deutsch oder Englisch?), considering factors such as pronunciation, capitalisation of nouns, and the use of cursive script in some texts for children

Elaboration | ACLGEC110 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC111

collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse

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

ACLGEC112

Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words[Key concepts: language, culture, difference; Key processes: noticing, comparing, observin …

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

ACLGEC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEC109

creating short dialogues, for example, between dolls, puppets and toys, using familiar modelled language

Elaboration (2) | ACLGEC109 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU118

recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia

Elaboration (2) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC104

Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions[Key concepts: play, performance, action learning; Key processes: participating, taking turns]

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

ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC113

Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity[Key concepts: self, identity; Key processes: expressing, describing, noticing]

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

ACLGEC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEU116

Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes[Key concepts: structure, form; Key processes: noticing, recognising, comparing]

literacy numeracy information-communication critical-creative Elaborations ScOT Terms

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

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