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Years 9 and 10 German

The nature of the learners At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging …

Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum

Years 3 and 4 German

The nature of the learners At this level, children are developing awareness of their social world and membership of various groups, including that of the German class. They have developed initial literacy in English, and this assists to some degree in …

Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum

Elaboration (3) ACLGEU167

describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

Elaboration (10) ACLGEU132

joining words, phrases and sentences using und, oder and aber

Elaboration (10) ACLGEU149

describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie

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 (10) ACLGEU183

understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert. …

Achievement Standard German Years 9 and 10

By the end of Year 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment …

Elaboration (3) ACLGEC104

making choices in routine activities such as the selection of a song from the class songbook, for example, responding to the question Was singen wir heute?

Elaboration (3) ACLGEC105

following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch

Elaboration (3) ACLGEC106

locating specific words and expressions, for example, in spoken texts by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)

Elaboration (3) ACLGEC107

conveying aspects of shared knowledge about German language and culture, such as by pointing to places on a map or pictures of symbols or typical foods, for example, Das ist Deutschland. Die Flagge ist Schwarz-Rot-Gold.

Elaboration (3) ACLGEC108

performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?

Elaboration (3) ACLGEC110

interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers

Elaboration (3) ACLGEC112

comparing aspects of Australian and German children’s lifestyles, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life

Elaboration (3) ACLGEC113

investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, …

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