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Elaboration (3) ACLGEC129

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

communicating about identity and language use within the family context, such as positioning self within the family and identifying own and family members’ heritage, for example, Ich bin Australier/-in. Mein Opa kommt aus Griechenland.

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 (3) ACLGEU132

describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e

Elaboration (3) ACLGEU133

discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning

Elaboration (3) ACLGEU134

exploring questions such as why we have greetings and what different greetings tell us, for example, time of day, relationship with the speaker, and background of the speaker

Elaboration (3) ACLGEU136

learning how to communicate about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’

Elaboration (3) ACLGEC137

describing key friends or family members, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich liebe meinen Bruder.

Elaboration (3) ACLGEC138

exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars

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 (3) ACLGEC140

compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication …

Elaboration (3) ACLGEC141

creating a factual self-profile using Voki or VoiceThread for a group of young German speakers

Elaboration (3) ACLGEC142

creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to capture moods or feelings, for example, using a digital cartoon tool

Elaboration (3) ACLGEC144

explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!

Elaboration (3) ACLGEC146

noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions

Elaboration (3) ACLGEC147

exploring the idea of stereotypes associated with languages and identity discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate

Elaboration (3) ACLGEU148

applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie

Elaboration (3) ACLGEU149

understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)

Elaboration (3) ACLGEU150

transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS

Elaboration (3) ACLGEU151

being aware of some regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland

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Cross Curriculum Priorities