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
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
ACLGEC113 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
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
ACLGEU152 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (2) | ACLGEU165 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC129
noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
Elaboration (3) | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (7) ACLGEU149
giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
Elaboration (7) | ACLGEU149 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
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) | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
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) | ACLGEC124 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (1) | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 | ACLGEU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (4) | ACLGEC147 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU151
using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!
Elaboration | ACLGEU151 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 (3) | ACLGEU185 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
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) | ACLGEU131 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
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 …
Elaboration (2) | ACLGEU134 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC146
reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, …
Elaboration (2) | ACLGEC146 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum