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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

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, …

Elaboration (3) ACLGEU114

understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)

Elaboration (3) ACLGEU115

describing people, animals or objects using bin/bist/ist and an adjective, for example, Ich bin klein; Der Bär ist braun; Das Buch ist neu

Elaboration (3) ACLGEU116

identifying familiar text types such as songs, rhymes, picture books, games, family trees and tables, and naming key features, for example, Titel, Seite and Bild

Elaboration (3) ACLGEU118

recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’

Elaboration (3) ACLGEU119

understanding that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective

Elaboration (3) ACLGEC120

exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form

Elaboration (3) ACLGEC121

conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?

Elaboration (3) ACLGEC123

identifying points of information in short spoken texts with some unfamiliar language, for example, the name and number on a recorded phone message, the age of a child interviewed, some items on a recorded shopping list

Elaboration (3) ACLGEC125

using a thinking tool to respond to an imaginative text in various ways, such as describing what emotions they feel listening to the story, for example, Das macht mich glücklich/traurig/nervös

Elaboration (3) ACLGEC126

producing and presenting illustrated or multimodal texts using a modelled structure, for example, an acrostic poem based on their first name or Elfchen

Elaboration (3) ACLGEC127

comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town

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) ACLGEC130

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

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General Capabilities

Cross Curriculum Priorities