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Elaboration (2) ACLGEC158

organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks

Elaboration ACLGEC138

organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)

Elaboration ACLGEC172

organising a real or simulated forum to raise awareness of environmental, social or ethical issues such as persuading fellow students to act in a more environmentally friendly or socially aware manner, for example, Was können wir für die Umwelt machen? …

Elaboration (3) ACLGEC129

noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture

Elaboration ACLGEC158

presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such …

Elaboration (3) ACLGEC158

classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key vocabulary

Elaboration (2) ACLGEC103

sharing ideas about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.

Elaboration (2) ACLGEC154

communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?

Elaboration (4) ACLGEC159

listening to or viewing digital and other texts, such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences

Elaboration ACLGEU170

recognising that different expressions are used across cultures to communicate ideas, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)

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 (3) ACLGEC139

sharing ideas about the experience of learning and using German, and comparing what they can and cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.

Elaboration (1) ACLGEC163

reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round or taking into account the vastness of Australia when planning a holiday, …

Elaboration (10) ACLGEU166

linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause

Elaboration (1) ACLGEU136

recognising that language carries cultural ideas, for example, Sommerbeginn, which is officially 1 December in Australia but 21/22 June in Europe; hitzefrei (‘heat-free’), referring to the practice of dismissing students early from school if a certain …

Elaboration (7) ACLGEU183

connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses such as relative clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder …

Curriculum Types

Curriculum Elements Types

Cross Curriculum Priorities