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Elaboration (3) ACTDIP029

using structured English to express algorithmic instructions, for example using conventional statements such as ‘while’ and ‘endwhile’ in a ‘while loop’ when describing interactive instruction

Elaboration ACTDIP040

designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL

Elaboration (2) ACLARU116

comparing similar texts in Arabic and English and noticing how they are the same or different, for example, a counting song, street sign, labels at a supermarket, or a cover of a picture book

Elaboration (2) ACLARC127

translating short, simple texts from Arabic into English and vice versa, using cues to interpret meaning, such as layout, headings and familiar vocabulary

Elaboration (3) ACLARC161

paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning

Elaboration (3) ACLARC009

producing a parallel bilingual word list by relating known Arabic words or expressions to English equivalents and vice versa, noticing that direct translation is sometimes inappropriate

understanding that particular Australian-English terms and expressions have no equivalent in Arabic, for example, ‘billabong’ and ‘the bush’, and that terms such as ‘the movies’, ‘footy’ and ‘backyard’ reflect aspects of Australian lifestyles

Elaboration (3) ACLARC025

paraphrasing English words or expressions that have no specific equivalent in Arabic, such as ‘mufti day’ or ‘fundraiser’, and annotating them in order to convey their intended meaning

Elaboration (2) ACLFRU014

comparing similar texts in French and English such as counting games or street signs, identifying elements in the French texts which look or sound different

Elaboration (3) ACLFRU124

understanding that languages increasingly blend to create new forms and functions, for example by comparing traditional creole languages in English-speaking and francophone communities

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 (3) ACLGEC144

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

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 (5) ACLGEU149

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

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 ACLHIC009

creating and performing bilingual versions of nursery rhymes such as धोबी और चिड़िया; alternating verses in Hindi and English

Elaboration ACLHIU016

recognising that languages borrow words and expressions from each other and that Hindi includes many words that originated in languages such as Persian, Arabic and English

Elaboration (1) ACLHIC026

identifying Hindi words or expressions that do not easily translate into English, for example, आँखों का तारा

Elaboration (4) ACLHIC028

comparing how they communicate in Hindi, English or other languages when they are interacting with different people, such as elders, friends, strangers, parents, small children

Elaboration ACLHIU034

understanding the influence on Hindi of different languages over different times, for example, the use of English words such as ‘post-box’, ‘railway station’, ‘bus’, ‘school’

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