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) 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 (2) | ACLGEU114 | 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 (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
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 (2) | ACLGEU117 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU118
recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia
Elaboration (2) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (2) | ACLGEU119 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC121
preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
Elaboration (2) | ACLGEC121 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC122
commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!
Elaboration (2) | ACLGEC122 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC123
collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
Elaboration (2) | ACLGEC123 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC124
selecting information gained from print, visual or digital texts to design a class book or digital display, for example, details of animals and their habitats and/or food from a zoo website or a children’s documentary film about wild animals (Der Affe …
Elaboration (2) | ACLGEC124 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC125
creating a timeline of the main events of a story using pictures, words and/or simple sentences
Elaboration (2) | ACLGEC125 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC126
using digital technologies to create and illustrate short imaginative texts designed to amuse or entertain, such as Mein Traumhaus (Ich wohne in einem Schloss. Mein Schloss ist sehr alt, groβ und schön) or fantasy stories featuring imaginary creature …
Elaboration (2) | ACLGEC126 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC127
sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as …
Elaboration (2) | ACLGEC127 | Content Descriptions | Years 3 and 4 | 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) 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 (2) ACLGEC130
comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday
Elaboration (2) | ACLGEC130 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU131
understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Du bist acht. Du bist acht? Du bist acht!)
Elaboration (2) | ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (2) | ACLGEU132 | 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