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Foundation to Year 2 German

The nature of the learners Children enter the early years of schooling with established oracy skills in one or more languages and varying degrees of early literacy capability. For young students, learning typically focuses on their immediate world of …

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

Years 5 and 6 German

The nature of the learners At this level, students are expanding their social networks, experiences and communication repertoire in both their first language and German. They continue to need guidance and participate in structured, collaborative tasks …

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

Years 7 and 8 German

The nature of the learners Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in …

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

Context statement German

The place of the German language and culture in Australia and in the world German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official …

Context statement | German | Languages | F-10 curriculum

Elaboration (2) ACLGEC006

selecting images to illustrate a piece of text, such as a picture, colour, symbol or emoticon to reflect the content or mood, and explaining choice, for example, Das Lied ist optimistisch/aggressiv.

ACLGEC113

Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity[Key concepts: self, identity; Key processes: expressing, describing, noticing]

Elaborations ScOT Terms

ACLGEU152

Understand why language is important and recognise that languages and cultures change over time and influence one another[Key concepts: change, borrowing, impact; Key processes: discovering, exploring, understanding]

Elaborations ScOT Terms

Elaboration (2) ACLGEU165

comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word

Elaboration (3) ACLGEC129

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

Elaboration (7) ACLGEU149

giving instructions to one or more peers, for example, Trink(t) mehr Wasser!

Elaboration (1) ACLGEC146

noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ …

Elaboration (1) ACLGEC124

collecting information about one another’s likes, dislikes or interests, using checklists, surveys or question cues to present a class profile, chart or database, for example, Lieblingstiere, Lieblingssport, Lieblingsserie, Lieblingsmusik

Elaboration (1) ACLGEC129

noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns

Elaboration ACLGEU134

noticing that the teacher uses different words for ‘you’ when addressing one or more students, for example, Setz dich, Peter! Setzt euch, Kinder!

Elaboration (4) ACLGEC147

comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways

Elaboration ACLGEU151

using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!

Elaboration (3) ACLGEU185

comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects

Elaboration (2) ACLGEC005

presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign langu …

Elaboration (3) ACLGEU131

encoding and decoding familiar German words using alphabetic knowledge of single letters, consonant clusters (sch) and vowel combinations (au, ei, eu, ie), applying learnt memory aids such as ‘when E and I go walking, the second one does the talking’

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 …

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