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Elaboration ACLFRU102

developing awareness of French sounds, rhythms and intonation patterns, including those with no English equivalents, for example, -u (tu), -r (très vite) and -ion (attention)

Elaboration (1) ACLFRU102

becoming familiar with the vowel system in French, including nasalised vowels such as plein, bon, and semi-vowels such as famille, oui

Elaboration (5) ACLFRU108

reflecting on own tastes, interests and language use that have been shaped by intercultural influences, for example, Japanese manga or anime, or American fashion, music and dance

Elaboration (2) ACLGEC103

sharing ideas about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.

Elaboration ACLGEC104

participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei

Elaboration (2) ACLGEC105

using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)

Elaboration (2) ACLGEC108

drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …

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

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 (1) ACLGEU115

identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)

Elaboration (4) ACLGEU115

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

Elaboration (8) ACLGEU115

gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.

Elaboration (9) ACLGEU115

gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

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 (3) ACLGEU116

identifying familiar text types such as songs, rhymes, picture books, games, family trees and tables, and naming key features, for example, Titel, Seite and Bild

Elaboration ACLGEC127

comparing and matching key words in German and English, such as names for German-speaking countries and some cities (Deutschland/Germany, Wien/Vienna) and animals

Elaboration (3) ACLGEC127

comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town

Elaboration (2) ACLGEU132

comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel

Elaboration (6) ACLGEU132

using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’

Elaboration (8) ACLGEU132

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

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Cross Curriculum Priorities