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 (2) | ACLGEU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEU133

Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes[Key concepts: text function, structure, features of …

Elaborations ScOT Terms

ACLGEU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC159

Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts[Key concepts: plot, character, emotions; Key processes: expressing, reviewing, comparing]

Elaborations ScOT Terms

ACLGEC159 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC026

Create bilingual texts such as captions, glossaries or footnotes to interpret cultural and linguistic aspects of texts[Key concepts: representation, meaning, culture; Key processes: translating, interpreting]

Elaborations ScOT Terms

ACLGEC026 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 9 and 10

By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 3 and 4

By the end of Year 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related …

Achievement Standard | Achievement Standards | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 9 and 10

By the end of Year 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact …

Achievement Standard | Achievement Standards | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

Achievement Standard German Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, …

Achievement Standard | Achievement Standards | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 5 and 6

By the end of Year 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask …

Achievement Standard | Achievement Standards | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Years 7 and 8

By the end of Year 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they …

Achievement Standard | Achievement Standards | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEU153

recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as desirable

Elaboration | ACLGEU153 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEC175

using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes

Elaboration | ACLGEC175 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEU014

identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture

Elaboration | ACLGEU014 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum

ACLGEU150

Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced[Key concepts: context, audience, functionality; …

Elaborations ScOT Terms

ACLGEU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

ACLGEC176

Engage with a variety of imaginative texts, analysing the main ideas, values and techniques, and discussing issues and themes, using evidence from the texts to support their views[Key concepts: imagery, metaphor, emotion, themes; Key processes: analysing, …

Elaborations ScOT Terms

ACLGEC176 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEU116

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

Elaboration (1) | ACLGEU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEC128

creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

Elaboration (2) | ACLGEC128 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (2) ACLGEU133

identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic

Elaboration (2) | ACLGEU133 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (1) ACLGEC145

creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German

Elaboration (1) | ACLGEC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration ACLGEU150

identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy tales, sports reports or recipes

Elaboration | ACLGEU150 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum