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Elaboration (2) ACLGEC113

eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F

Elaboration (3) ACLGEC113

investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, …

Elaboration ACLGEU114

building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)

Elaboration (1) ACLGEU114

developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context

Elaboration (2) ACLGEU114

developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial …

Elaboration (3) ACLGEU114

understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)

Elaboration (4) ACLGEU114

noticing that all nouns are capitalised in German

Elaboration ACLGEU115

noticing that German has multiple words for ‘the’ and ‘a/an’

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 (2) ACLGEU115

using the possessive adjectives mein/e and dein/e or a form of haben and an indefinite article to express a relationship to a person or object, for example, Das ist mein Bleistift; Ich habe einen Bruder

Elaboration (3) ACLGEU115

describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein; Der Bär ist braun; Das Buch ist neu

Elaboration (4) ACLGEU115

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

Elaboration (5) ACLGEU115

negating verbs and adjectives using nicht

Elaboration (6) ACLGEU115

understanding and using some question words and the intended/related answer in limited contexts, including was (an object), wer (a person), wie (manner), wo (a place), wann (a time) and wie viele (quantity)

Elaboration (7) ACLGEU115

understanding the location or origin of a person or object, such as hier, links and rechts, and prepositions such as auf, aus, hinter, in, neben and unter

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 (1) ACLGEU116

recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes

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

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Curriculum Elements Types

Cross Curriculum Priorities