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• VCDEC138

  Participate in guided tasks such as planning and organising events and completing transactions

  Elaborations

  • organising and conducting collaborative activities, for example, a Deutsch macht fit session for a younger class, or designing badges or bilingual posters on healthy eating or recycling (Trinkt lieber Wasser!; Recycelt eure Dosen!)
  • participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
  • participating in sourcing goods and services, such as budgeting for virtual shopping expeditions, consulting online catalogues and websites, comparing prices and value, and discussing intended purchases, for example, Dieses Handy ist zu teuer. Der Hut passt dir gut.
  • exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars

  VCDEC138 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCDEC024

  Create a variety of imaginative texts to entertain, convey ideas and express emotions

  Elaborations

  • describing an imagined experience using a familiar text type, for example, a diary entry describing the first day as an exchange student in a German school, or a ‘recipe’ for a great birthday party
  • composing and performing short songs with particular themes or for imagined occasions, for example, Liebe, Ferien, Austausch
  • dramatising a text, for example, performing a poem using a given format, such as Elfchen, a string poem or Konkrete Poesie, or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating an imaginative text to entertain a younger audience, such as a picture storybook, puppet play or short film
  • creating a digital persona or avatar in a German-speaking fantasy world, incorporating communicative styles and social behaviours observed in German texts

  VCDEC024 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEC175

  Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

  Elaborations

  • using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes
  • creating a web page to provide information for young German-speaking job seekers in different regional and cultural contexts (Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Ostküste), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, for example, relationship advice for teens, tips for healthier living, local information for backpackers
  • summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or demonstration to explain historical events, ecosystems or recycling

  VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC158

  Convey information and ideas on different topics, issues and events, describing and comparing views, perspectives and experiences, and using modes of presentation to suit different audiences

  Elaborations

  • presenting information and ideas using language appropriate to text type and topics or themes, such as using reflective language in diary and journal entries, persuasive language in advertisements, emotive images and captions to highlight issues such as Kinderrechte, or rap rhythms and punchlines to engage with controversial ideas or provoke reactions
  • contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
  • organising and presenting information to raise awareness or invite action in relation to social or community issues, using multimodal forms of presentation such as sound and visual images or websites with hyperlinks
  • classifying information obtained from different print and electronic resources in a shared database of categories, themes and genres, showing relationships between ideas, topics and key vocabulary
  • combining modes of presentation such as displays, videos or music to compare social and cultural themes, for example, Australien und Asien/Deutschland und Europa im 21. Jahrhundert

  VCDEC158 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • 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, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC004

  Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers

  Elaborations

  • identifying key details, expressions and information in conversations and announcements, and using obtained information in new ways, for example, listening to an interview with a German teenager about family and completing a family tree
  • reading and viewing a range of simple texts (promotional brochures, signs, websites and cards) to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
  • locating, classifying and summarising data such as results of class surveys or information from notices, timetables and announcements, and presenting findings to others, for example, in a digital visual presentation, poster or wall chart
  • gathering information about people, time and activities in German-speaking contexts, and using the information, for example, to create a profile or timetable/timeline to show a sequence of activities/events
  • compiling a list of questions and interviewing a German speaker, such as a visiting exchange student, about family, home, interests and abilities, and presenting the responses in Steckbrief format

  VCDEC004 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC107

  Convey factual information about self, family and possessions through pictures, labels, captions and short descriptions, using familiar words and modelled language

  Elaborations

  • using key words and simple phrases to annotate a picture, diagram or photo for public display
  • contributing to a digital photo story on Meine Klasse, for example, writing and recording captions to own photos (Das bin ich. Ich heiße… und ich bin… Das ist meine Mami. Sie ist nett)
  • using simple sentence structures, familiar vocabulary, supporting resources and gestures to communicate about self and the immediate environment, for example, Ich bin im Kindergarten. Ich bin in Klasse 1. Das ist mein Kissen.
  • 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.

  VCDEC107 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC142

  Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings

  Elaborations

  • producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
  • responding to a text such as a poem by selecting an appropriate image to illustrate an aspect (message, mood) and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich bin glücklich, wenn die Sonne scheint.
  • using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text, such as the beginning, ending, plot and characters
  • 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

  VCDEC142 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCDEC104

  Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions

  Elaborations

  • participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
  • playing games such as Hatschi Patschi, Hier ist Platz, Lotto and Stille Post and using associated language, for example, related to turn-taking (Wer ist dran? Ich bin dran) and forming groups using numbers or colours (Blau ist hier; Gruppe 2 ist hier)
  • following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
  • 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?

  VCDEC104 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC103

  Interact and socialise with peers and teacher to exchange greetings and information about self and family, and express likes and dislikes

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Ich heiße ... und du? Guten Morgen! Auf Wiedersehen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit!
  • using simple statements to describe themselves and to express likes and dislikes, for example, Ich bin fünf. Ich wohne in … Ich mag … (nicht).
  • sharing ideas about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.

  VCDEC103 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Socialising

• VCDEC171

  Initiate and participate in sustained interactions, using formal and informal registers, to seek and give advice, to describe past events, future aspirations and social issues, and to express and justify opinions

  Elaborations

  • initiating and sustaining conversation by introducing topics, inviting contributions, asking for clarification or confirmation, and expressing agreement or surprise, for example, Was sagt ihr dazu?; Ich bin damit einverstanden; Ist das dein Ernst?; Wie meinen Sie das?
  • sharing personal information and views with peers and adults about family and friends, school and leisure activities, for example, Was machst du gern in deiner Freizeit? Wie finden Sie australischen Fußball? Als Sie jünger waren, haben Sie … ?
  • discussing future plans such as career, family, further education and travel, for example, Ich werde sicher die 12. Klasse zu Ende machen und dann werde ich hoffentlich Zahnmedizin studieren. Es kommt aber auf meine Noten an.
  • asking for advice on issues related to family, friends or school and suggesting possible solutions to others’ problems, for example, Du solltest mit deinem Freund sprechen, weil ... Was würdest du an meiner Stelle machen?
  • exchanging information and opinions with peers about a range of social and cultural issues, for example, blogging about die Schule der Zukunft or the causes and effects of Jugendarbeitslosigkeit, and giving reasons for opinions

  VCDEC171 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC022

  Present information and opinions in different modes and familiar text types appropriate to audience, context and purpose, applying conventions of text types

  Elaborations

  • presenting information in a range of persuasive and informative texts, such as advertisements, websites and magazine articles, using visual images and/or sound effects to enhance meaning for different target audiences
  • explaining a procedure or practice, using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips
  • creating a web page for young German-speaking travellers looking for work in Australia, indicating different regional employment possibilities and providing key points of information about each region, for example, Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Südküste
  • conveying information, opinions and ideas by aligning choice of language and text structure to topics and themes, for example, using emotive images and captions to highlight issues such as Jugendarbeitslosigkeit, or rap rhythms and slogans to provoke reactions or to entertain

  VCDEC022 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC125

  Respond to imaginative print and digital texts in a variety of ways such as by acting out events, identifying favourite elements and making simple statements about characters

  Elaborations

  • using modelled structures and picture prompts to retell the basic plot of a narrative, or making simple summary statements, for example, Shrek und Fiona sind im Schloss.
  • creating a profile of a favourite character from a text, including features such as Name, Alter, mag/mag … nicht, Aussehen and Bild
  • creating a timeline of the main events of a story using pictures, words and/or simple sentences
  • 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
  • acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen

  VCDEC125 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• VCDEC176

  Engage with a variety of imaginative texts, analysing the main ideas, values and techniques, and discussing issues and themes, using evidence from the texts to support their views

  Elaborations

  • expressing emotional or aesthetic responses to a range of digital and other texts, such as short stories, poems, cartoons, films and songs, and identifying how mood is created and narrative is developed through language and expression
  • identifying and commenting on techniques and linguistic choices which build action, develop character and position the reader, using modelled descriptive and analytic language
  • comparing lyrics, themes and styles of popular German- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example, by comparing winners of popular television singing competitions in Europe and Australia
  • investigating popular films, books or computer games in German and English to identify common themes and issues in contemporary imaginative texts
  • analysing an imaginative text for the descriptive language and literary devices used in reference to a character, place or event to consider how they are portrayed

  VCDEC176 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEC124

  Present information in modelled spoken and written texts relating to personal, social and natural worlds

  Elaborations

  • introducing family members and friends, identifying relationships and cultural backgrounds (Das ist mein Opa. Er kommt aus China.), using simple descriptive language and supporting resources to enhance meaning
  • 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
  • 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 wohnt im Dschungel)

  VCDEC124 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC020

  Develop classroom language to contribute to structured discussions and monitor learning by giving and following instructions and advice, making suggestions, asking questions for clarification, and expressing agreement or disagreement

  Elaborations

  • stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
  • discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
  • participating in classroom activities and discussions to manage shared learning experiences, considering and commenting on the contributions and views of others, for example, Ja, das stimmt. Sie hat Recht. Ich bin anderer Meinung.

  VCDEC020 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC019

  Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action

  Elaborations

  • sharing suggestions with peers to organise class displays and events such as a German Kabarett or Karneval (Wer organisiert die Musik?; Wir können Poster machen), and agreeing or disagreeing with a suggestion, for example, Gute Idee!; Das ist/wäre super/blöd!
  • participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
  • completing tasks involving authentic or simulated transactions, such as shopping for clothes or comparing similar offers for goods in online catalogues on German-language internet sites, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38?; 30 Euro? Das ist sehr preiswert.
  • completing an application form for services such as online memberships or for opportunities such as student exchange programs or scholarships, and explaining reasons for applying
  • discussing and negotiating a resolution to a problem, such as a disagreement with a parent, sibling or classmate about having to share a room or computer (Was soll ich tun? Ich kann es nicht haben, wenn … .), or making a complaint about unsatisfactory goods or services (Ich habe eine vegetarische Pizza bestellt, aber … .; Die Hose ist die falsche Gröβe. Ich möchte mein Geld zurück.

  VCDEC019 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC141

  Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements

  Elaborations

  • analysing and presenting the results of a class survey, for example, by creating a poster or digital presentation using graphs showing what foods students buy and/or would like to be able to buy at the school canteen (27 Schüler kaufen Süßigkeiten. 34 Schüler wollen andere Getränke.)
  • writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
  • creating a website for a contact group of German-speaking students, posting information on own interests and experiences, for example, Ferien, Freunde, Freizeit, Schule, Medien, and highlighting elements which may be unfamiliar to the intended audience using sound, visuals or graphics
  • creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
  • recording, comparing and representing statistics related to German-speaking countries and Australia, for example, population and physical size, daily temperatures, number and type of dwellings, pet ownership, most popular leisure activities

  VCDEC141 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCDEC172

  Engage in a range of shared activities such as managing events and arguing for a course of action by persuading others to change their opinion and/or behaviour

  Elaborations

  • organising a real or simulated forum to raise awareness of environmental, social or ethical issues such as persuading fellow students to act in a more environmentally friendly or socially aware manner, for example, Was können wir für die Umwelt machen? Wie kann man den Obdachlosen/Asylanten helfen?
  • creating a collaborative communications project, for example, via social media or a daily news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, for example, Wir ihr alle wisst… Es ist nötig, dass wir… Wollt ihr auch nicht…?
  • applying for opportunities such as student exchange programs or scholarships, giving details of education, work experience, skills and interests such as in a Lebenslauf or by writing a formal letter to apply for a position, using appropriate language conventions, for example, Sehr geehrte/r … ; Mit freundlichen Grüßen; Ich bin für diese Position geeignet, da ich… .
  • role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
  • participating in a simulated Vorstellungsgespräch, persuading a prospective employer of their suitability for a part-time job

  VCDEC172 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC007

  Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts

  Elaborations

  • inventing a new aspect of a text, such as a new character, a different setting or an alternative ending
  • creating own version of familiar texts to entertain others, using a model and/or a list of key words, for example, a digital comic strip or Big Book for younger students, a rap or role-play to present to parents, or a poem for an online newsletter
  • creating and performing imagined interactions, for example, between avatars (using apps) or meeting a character from a text for the first time
  • creating a profile of an unknown person, for example, based on a photo, imagining aspects such as Name, Alter, Beruf, Familie, Freunde, Herkunft, Interessen and Wohnort

  VCDEC007 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating