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• VCDEC178

  Interpret and/or translate German and English texts, identifying and explaining culture-specific aspects and expressions that do not translate easily

  Elaborations

  • viewing excerpts of German/English subtitled films, evaluating the effectiveness of the translations, and explaining aspects of culture
  • comparing, analysing and explaining German and English idiomatic expressions, finding ways to convey the meaning and cultural significance, such as by paraphrasing, for example, Ich verstehe nur Bahnhof, wenn ich überhaupt nichts verstehen kann.
  • experimenting with the translation of popular German expressions or idioms, for example, Du spinnst! schwarzfahren, and explaining the potential for misunderstanding
  • 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

  VCDEC178 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEC144

  Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English

  Elaborations

  • identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? (not voll) or Es geht mir gut. (not Ich bin)
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
  • recognising long compound words, collecting and analysing interesting examples (das Schlagzeug, babyleicht, abenteuerlustig), and discussing how best to translate them into English
  • explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!

  VCDEC144 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDEC008

  Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences

  Elaborations

  • translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
  • recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
  • translating public signs from German to English and vice versa, noticing similarities and differences
  • interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’

  VCDEC008 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU165

  Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation

  Elaborations

  • exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
  • recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
  • applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work

  VCDEU165 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDTCD052

  Design algorithms represented diagrammatically and in structured English and validate algorithms and programs through tracing and test cases

  Elaborations

  • designing algorithms to solve real-world problems and describing algorithms using flow charts and structured English, for example START, END, IF and UNTIL
  • recognising that different algorithms can solve a problem with different trade-offs
  • tracing algorithms to predict results and program state for a given input, for example desk checking or using an interactive debugging tool
  • using tracing techniques to test algorithms, for example desk checking an algorithm for a given input by stepping through the algorithm while keeping track of contents of the variables
  • developing test cases that correspond to the requirements of the specifications, for example validating program behaviour on a range of valid and invalid user input

  VCDTCD052 | Technologies | Digital Technologies | Levels 9 and 10 | Creating Digital Solutions

• VCDTCD032

  Design, modify and follow simple algorithms represented diagrammatically and in English, involving sequences of steps, branching, and iteration

  Elaborations

  • following a diagram of a simple method of sorting numbers or words
  • following, modifying and describing the design of a game involving simple algorithms represented diagrammatically or in English, for example creating a flowchart with software that uses symbols to show decisions, processes and inputs and outputs
  • experimenting with different ways of representing an instruction to make a choice, for example branches in a tree diagram or using an ‘IF’ statement to indicate making a choice between two different circumstances using a spreadsheet or a visual program
  • experimenting with different ways of representing an instruction to make a repetition, for example loops in a flowchart diagram or using a ‘REPEAT’ statement
  • designing the instructions for a robot vacuum cleaner to clean a room
  • using different design tools to record ways in which digital solutions will be developed, for example creating storyboards or flowcharts to record relationships or instructions about content or processes

  VCDTCD032 | Technologies | Digital Technologies | Levels 5 and 6 | Creating Digital Solutions

• VCDTCD042

  Design algorithms represented diagrammatically and in English, and trace algorithms to predict output for a given input and to identify errors

  Elaborations

  • investigating and designing some common algorithms, such as to search, sequence, sort, merge and control data structures
  • checking the accuracy of an algorithm before it is implemented, for example desk checking it with test data to see if the instructions produce the expected results
  • using diagrams to describe key decisions, for example creating flowcharts using digital systems to describe a set of computational instructions
  • 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

  VCDTCD042 | Technologies | Digital Technologies | Levels 7 and 8 | Creating Digital Solutions

• VCEALA223

  Use home language and/or mime to seek assistance from teachers or peers with writing English words or phrases

  Elaborations

  • miming actions or showing a picture to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English

  VCEALA223 | Curriculum content | English as an Additional Language (EAL) | Level BL | Writing | Cultural and Plurilingual Awareness

• VCEALA385

  Use knowledge of written or spoken home language texts to form new English texts

  Elaborations

  • applying characters, stereotypes, settings or events that are well known in home language stories to new stories written in English
  • following text structures or patterns of expression from home language text types, such as an indirect argument style or deferral to expert authority

  VCEALA385 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Writing | Cultural and Plurilingual Awareness

• VCEALA172

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • asking questions in home language about classroom activities and topics
  • seeking instructions from same language peers before beginning classroom tasks
  • understanding responses from peers that combine elements of English, home language and gesture

  VCEALA172 | Curriculum content | English as an Additional Language (EAL) | Level BL | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA767

  Compare connotations of synonyms and antonyms in English and home language, referring to a dictionary or thesaurus in each language

  Elaborations

  • using a bilingual dictionary, thesaurus or online tool to search for synonyms and antonyms for a known word in one language
  • crosschecking meaning in home language and English to confirm accurate choice of vocabulary
  • contributing to class word lists with vocabulary found using dictionaries and other resources

  VCEALA767 | Curriculum content | English as an Additional Language (EAL) | Level C4 | Reading and Viewing | Cultural and Plurilingual Awareness

• VCEALA094

  Transfer knowledge of spoken discourse patterns from home language to English, with some issues of cultural appropriateness

  Elaborations

  • using home language discourse patterns, for example calling the teacher ‘Teacher’ rather than using their name or title
  • using home language social practices in interactions, such as avoiding eye contact or not voicing opinion

  VCEALA094 | Curriculum content | English as an Additional Language (EAL) | Level A2 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA554

  Check understanding of classroom English by asking for clarification from other home language speakers

  Elaborations

  • formulating questions in English and home language to clarify classroom instructions or new ideas and vocabulary
  • drawing on a range of shared languages to negotiate meaning and clarify information

  VCEALA554 | Curriculum content | English as an Additional Language (EAL) | Level C1 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALA532

  Use home language and/or mime to seek assistance from teachers or peers with an English word or phrase

  Elaborations

  • miming actions or showing an image to explain the meaning of the word sought in English
  • talking to language peers to explain the idea in home language and ask for a translation into English
  • asking peers or the teacher to write the word in English after hearing the translation

  VCEALA532 | Curriculum content | English as an Additional Language (EAL) | Level CL | Writing | Cultural and Plurilingual Awareness

• VCEALA683

  Explain the home language meaning of unfamiliar English words and phrases to home language peers

  Elaborations

  • assisting home language peers through English and shared languages by explaining words and concepts
  • collaborating with home language peers to access resources such as bilingual dictionaries or online translation tools

  VCEALA683 | Curriculum content | English as an Additional Language (EAL) | Level C3 | Speaking and Listening | Cultural and Plurilingual Awareness

• VCEALC324

  Comprehend social English in most familiar contexts, and use conversation partners to support understanding

  Elaborations

  • using support from conversation partners, including gestures, modified speech, provision of wait-time
  • repeating and adapting another speaker’s words to formulate responses, such as Student 1: ‘Where did you plant the seeds?’ Student 2: ‘Plant the seeds in a pot’

  VCEALC324 | Curriculum content | English as an Additional Language (EAL) | Level B2 | Speaking and Listening | Communication

• VCELA164

  Understand that English is one of many languages spoken in Australia and that different languages may be spoken by family, classmates and community

  Elaborations

  • learning that different languages exist; discussing the various languages encountered in the community and at school; acknowledging the home languages of students who speak another language, and valuing the ability to speak more than one language
  • recognising that some texts can include both Standard Australian English and elements of other languages including Aboriginal and Torres Strait Islander languages

  VCELA164 | Curriculum content | English | Foundation Level | Speaking and Listening | Language

• VCELA362

  Understand that different social and geographical dialects or accents are used in Australia in addition to Standard Australian English

  Elaborations

  • recognising that there are more than 150 Aboriginal languages and two Torres Strait Islander languages and that they relate to geographic areas in Australia
  • recognising that all languages and dialects are of equal value, although we use different ones in different contexts, for example the use of Standard Australian English, Aboriginal English and forms of Creole used by some Torres Strait Islander groups and some of Australia’s near neighbours

  VCELA362 | Curriculum content | English | Level 6 | Speaking and Listening | Language

• VCELA452

  Understand that Standard Australian English is a living language within which the creation and loss of words and the evolution of usage is ongoing

  Elaborations

  • identifying some of the changes in the grammar of English over time, for example from thee and thou to you
  • exploring examples of ‘Globish’ English

  VCELA452 | Curriculum content | English | Level 9 | Speaking and Listening | Language