Elaboration (1) ACLGEC108
expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
Elaboration (1) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (2) | ACLGEC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (2) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (6) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (7) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU117
recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
Elaboration (1) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (3) | ACLGEU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC129
considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’
Elaboration (2) | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU132
using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
Elaboration (1) | ACLGEU132 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU134
investigating the different names used to address the one person in various contexts (‘James Brown from 3M’, ‘Jimmy’, ‘mate’, ‘kid’), and considering when, by whom and why different names are used, reflecting on the effect a name choice can have on shaping …
Elaboration (2) | ACLGEU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC142
using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending, plot and characters
Elaboration (2) | ACLGEC142 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC145
creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of parts of speech and language use
Elaboration | ACLGEC145 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC146
recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events
Elaboration (4) | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC147
participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform
Elaboration | ACLGEC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU148
noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
Elaboration (4) | ACLGEU148 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU149
referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
Elaboration | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU151
using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!
Elaboration | ACLGEU151 | Content Descriptions | Years 5 and 6 | 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 (1) ACLGEC154
recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
Elaboration (1) | ACLGEC154 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC157
accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
Elaboration (2) | ACLGEC157 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum