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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

recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher

Elaboration (1) ACLGEU117

recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter

Elaboration (2) ACLGEU117

understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

Elaboration ACLGEU118

exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages

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 (2) ACLGEU118

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

Elaboration (3) ACLGEU118

recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’

Elaboration ACLGEU119

exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others

Elaboration (1) ACLGEU119

understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer

Elaboration (2) ACLGEU119

noticing expressions and terms that are used in Australian contexts, such as for foods, animals, sports and activities, for example, ‘sausage roll’, ‘Vegemite’, ‘joey’, ‘possum’, ‘Little Athletics’

Elaboration (3) ACLGEU119

understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

Elaboration ACLGEC120

exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.

Elaboration (1) ACLGEC120

using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns

Elaboration (2) ACLGEC120

asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?

Elaboration (3) ACLGEC120

exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

Elaboration ACLGEC121

creating a shared digital photo story after a class activity or event such as a visit to a German restaurant

Elaboration (1) ACLGEC121

following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus

Elaboration (2) ACLGEC121

preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play

Elaboration (3) ACLGEC121

conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities