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Elaboration (8) ACLGEU115

gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.

Elaboration (9) ACLGEU115

gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

Elaboration ACLGEU116

understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer

Elaboration (1) ACLGEU116

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

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 (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

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