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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

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 7 and 8 German

The nature of the learners These years represent a transition to secondary school. Students in this sequence bring with them an established capability to interact in different situations, to engage with a variety of texts and to communicate with some …

Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum

Achievement Standard German Foundation to Year 2

By the end of Year 2, students interact with teachers and peers through action-related talk and play. They introduce themselves, exchange greetings and farewells, for example, Ich heiße … Auf Wiedersehen! and express likes and dislikes. When interacting, …

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 …

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

ACLGEU186

Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity[Key concepts: influence, power, diversity; Key processes: reflecting, understanding]

Elaborations ScOT Terms

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) ACLGEC129

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

Elaboration (1) ACLGEU167

analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used

Elaboration (1) ACLGEC181

analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person

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 (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 (4) ACLGEC130

identifying family traditions and possessions that stem from another culture, such as opening presents on Christmas Day or Heiligabend, learning folk dancing, or having a German grandparent’s name

Elaboration ACLGEU132

recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er

Elaboration ACLGEU133

classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in …

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 (4) ACLGEU182

analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!

Elaboration (2) ACLGEC124

selecting information gained from print, visual or digital texts to design a class book or digital display, for example, details of animals and their habitats and/or food from a zoo website or a children’s documentary film about wild animals (Der Affe …

Elaboration (1) ACLGEC137

expressing feelings (Wie geht’s? Es geht mir nicht gut. Ich bin krank.) using adjectives (aufgeregt, glücklich, nervös, sauer, traurig)

Curriculum Types

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