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• VCDEC163

  Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses

  Elaborations

  • participating in cultural experiences, such as eating at a Swiss restaurant/café in Australia, watching a German soccer match or Austrian skiing competition, or listening to a pop group performance on Radio Liechtenstein, and reflecting on cultural similarities and differences that are manifested through language
  • reflecting on how some personal or community ideas and actions in the Australian context may be perceived by German speakers, for example, being able to go camping all year round or taking into account the vastness of Australia when planning a holiday, and discussing possible implications
  • observing and recording aspects of language (such as register and use of the imperative) and cultural behaviour that need to be modified when communicating in German, depending on audience and social context
  • reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, such as the use of Sie and titles (Herr Dr. Meier), wearing of Hausschuhe, placing payment and receiving change on a tray rather than in the hand in a shop
  • providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker

  VCDEC163 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

• German - F–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. They examine the processes involved in learning and using a different language, recognising cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | F–10 Sequence

• German - 7–10 Sequence: Levels 9 and 10 description

  Students expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. They examine the processes involved in learning and using a different language, recognising the cognitive, cultural, personal and linguistic processes. They...

  Level description | Languages | German | 7–10 Sequence

• VCDEU031

  Identify, comprehend and create a range of different text types, including simple narrative, informative and persuasive texts such as diary entries, letters, advertisements and articles, incorporating appropriate linguistic, textual and cultural elements

  Elaborations

  • applying knowledge of the interrelationship of audience, context and purpose and using knowledge of text types and their purpose to predict the meaning of unfamiliar vocabulary in texts
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements through the use of personal pronouns, imperative/interrogative verb forms and emotive language and images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs or recipes, noticing differences or similarities in imagery or focus that might be culturally significant
  • analysing structural and linguistic differences through reading, viewing, listening to and/or performing texts with common content, such as print, radio and television advertisements for the same product
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms, including digital (short speech, blog)

  VCDEU031 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU184

  Describe the interrelationship between text types, language choices, audience, context and purpose, and identify the role culture plays in the creation and interpretation of texts

  Elaborations

  • applying knowledge of text structure and organisation and the interrelationship of audience, context and purpose to assist in comprehension of texts and in creating own texts
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (an editorial, a blog)
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements by the use of personal pronouns, imperative/interrogative verb forms and emotive language and aspirational images
  • comparing German and English versions of texts with easily recognisable language features, such as love songs, recipes or horoscopes, noticing differences or similarities in imagery or focus that might be culturally significant

  VCDEU184 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• Languages | German: Rationale and Aims

  Rationale

  Students acquire communication skills in German. They develop  understanding about the role of language and culture in communication. Their reflections on  language use and language learning are applied in other learning contexts.

  Learning languages broadens students’ horizons...

  Overview material | German

• VCDEC162

  Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community

  Elaborations

  • creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
  • discussing problems associated with online translators by comparing different versions of translations and suggesting causes for differences and mistranslations, considering the need to go beyond literal meaning
  • creating vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements

  VCDEC162 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC160

  Create individual and shared texts about imagined people, places and experiences, to entertain others

  Elaborations

  • creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
  • dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
  • creating texts to entertain younger audiences, such as an ebook, an alphabet or number book, a puppet play or short film depicting an aspect of contemporary teenage life, considering different cultural perspectives and selecting appropriate language, rhythms and images to enrich the listening or visual experience
  • composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde

  VCDEC160 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEU013

  Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, objects, actions, events and relationships

  Elaborations

  • understanding that German has multiple words for ‘the’ and ‘a/an’ according to the gender of the relevant noun, and noticing that the articles for masculine nouns sometimes change (nominative to accusative), for example, Die Frau hat einen BMW.; Der Film hat ein Happy End
  • comparing pluralisation of nouns in German and English, for example, die for plural nouns
  • using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
  • noticing the relationship between gender, article, adjective and case when using pre-nominal (attributive) adjectives to describe people, objects, places and events, for example, Ich habe einen kleinen Bruder.
  • noticing that as well as the articles (for masculine nouns), some pronouns change after certain verbs (accusative direct object), for example, Wir sehen heute den Film.; Es gibt einen neuen Schüler in Klasse 8A.; Ich mag dich.
  • noticing that articles and pronouns change after particular prepositions (dative), such as those associated with location and destination, for example, Wir sind in der Stadt.; Die Party ist im Garten.; Wie kommst du zur Schule?
  • using common prepositional phrases formulaically, for example, nach Hause, zu Hause
  • using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
  • understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
  • expressing a relationship to a person or object using some possessive adjectives in the nominative and accusative case, for example, Seine Familie kommt aus Afrika.; Ich liebe meinen Hund .
  • recognising that in German a subject + verb can have multiple English translations, for example, wir spielen can mean ‘we play’, ‘we are playing’, ‘we do play’, ‘we shall/will play’ and ‘we’re going to play’, and applying this understanding when formulating own German sentences
  • understanding the concept of regular and irregular verbs (spielen and lesen) and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
  • conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
  • understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
  • using common modal verbs such as können to describe capabilities (Ich kann gut schwimmen., and Ich möchte and Darf ich… ?) or to make polite requests
  • gaining awareness of a limited number of routine past tense expressions including some with war and hatte and the present perfect, for example, Sabine war gestern krank. Das hat Spaβ gemacht. Habt ihr ein schönes Wochenende gehabt?
  • negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
  • understanding the subject-verb-object (SVO) word order, for example, Ich spiele Basketball., and the need for subject-verb inversion to keep the verb as the second idea/element in the sentence, for example, Heute Abend spiele ich Basketball.
  • joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
  • understanding how to form a question, using subject-verb inversion, for example, Hast du Geschwister? and with interrogatives such as wann, was, wer, wie, wie viel, wie viele, wo, woher, warum, welche(-r/s/n) and wohin
  • locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
  • using ordinal numbers to give the date or a birthday, for example, Heute ist der erste Ma.i; Seine Mutter hat am 22. April Geburtstag.
  • understanding and locating events in time (days, months, seasons), including the use of the 24-hour clock, prepositions such as nach and vor, and adverbs and formulaic expressions such as heute, vorgestern, früher, später, am Wochenende, in den Ferien
  • referring to quantities of people and things, including money, using cardinal numbers up to a billion, as well as decimals, common fractions and negative numbers, for example, Deutschland hat 81,9 Millionen Einwohner.; Die Tagestemperatur liegt bei minus 3 Grad.; Ich habe eine Halbschwester.
  • building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU013 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEU114

  Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds

  Elaborations

  • building phonic awareness by recognising and experimenting with sounds and rhythms, focusing on those that are novel and initially difficult such as ch (ich or acht), u (du), r (rot) and z (zehn)
  • developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
  • developing familiarity with the German alphabet and sound–letter correspondence through singing das Alphabetlied, identifying and naming letters, tracing words, and playing alphabet and spelling games such as Ich sehe was, was du nicht siehst using initial sounds or Galgenmännchen
  • 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)
  • noticing that all nouns are capitalised in German

  VCDEU114 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEC174

  Investigate, synthesise and evaluate information from different perspectives on local and global issues, identifying how context and culture affect how information is presented

  Elaborations

  • analysing and explaining how spoken, written and digital texts convey cultural as well as factual information, for example, regional news headlines, local community announcements, advertisements, notices in public spaces
  • researching a topic of global significance, such as Umweltprobleme, Armut or Denglish, and identifying and explaining how texts reflect different perspectives and priorities
  • comparing and analysing advertisements produced in different countries for Stellenangebote or an item such as a mobile phone, soft drink or fast food, considering why particular images have been selected for the advertisements and why, and identifying both culture-specific and universal features
  • analysing reports of an event from multiple sources to identify different perspectives and interpretations, for example, statements from the victim of and witnesses to a crime

  VCDEC174 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• German - F–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students use written and spoken German to interact with teachers, peers and others; to make decisions, solve problems and negotiate transactions; and to exchange and justify ideas, opinions and views. When interacting, they use both rehearsed and spontaneous language to...

  Level description | Languages | German | F–10 Sequence | Levels 7 and 8

• VCDEC180

  Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on and explaining aspects of language and cultural behaviour that need to be modified when communicating in German, evaluating how own language choices may be perceived by German speakers and making adjustments to enhance meaning, for example, the overuse of ‘polite’ phrases such as Können Sie mir bitte … ? and Aber meiner Meinung nach … rather than expressing wishes or responding to a suggestion in a more direct manner
  • challenging own assumptions and offering different perspectives to new language-learning contexts and situations

  VCDEC180 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC021

  Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts

  Elaborations

  • listening to and viewing short informative texts such as television news items (Deutsche Welle), promotional videos or documentaries, and using tools such as guided note-taking or a concept map to extract key information to reuse in own texts
  • gathering information from appropriate sources about a topic of interest, for example, use of technology, healthy lifestyles, or aspects of life in German-speaking countries (sporting clubs, travel and holiday destinations)
  • compiling and comparing information and views/opinions from a range of spoken or written reports, for example, from interviews and evaluation forms related to a Schüleraustausch or Arbeitspraktikum
  • listening to, reading or viewing interviews with ordinary people, sports stars, musicians, environmentalists or politicians, and summarising and recording information and opinions, for example, writing a journal entry or blog describing a typical day and working conditions in a particular profession
  • using print and digital resources such as dictionaries, grammar references and encyclopaedias to support comprehension and research

  VCDEC021 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC126

  Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports

  Elaborations

  • collaborating to create and perform a new version of a traditional or contemporary text, for example, the script of a play for the German fairy tale Die Bremer Stadtmusikanten
  • creating and performing a puppet play involving a German character and an Australian character, such as die Maus (Die Sendung mit der Maus) meeting Bananas in Pyjamas or an Igel meeting an echidna, using modelled German language
  • using digital technologies to create and illustrate short imaginative texts designed to amuse or entertain, such as Mein Traumhaus (Ich wohne in einem Schloss. Mein Schloss ist sehr alt, groβ und schön.) or fantasy stories featuring imaginary creatures
  • producing and presenting illustrated or multimodal texts using a modelled structure, for example, an acrostic poem based on their first name or Elfchen

  VCDEC126 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Creating

• German - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and...

  Level description | Languages | German | 7–10 Sequence | Levels 7 and 8

• VCDEU116

  Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes

  Elaborations

  • understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer
  • recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes
  • comparing similar texts in German and English, such as counting games or simple maps, identifying elements in the German texts which look or sound different
  • 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

  VCDEU116 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• VCDEU117

  Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people

  Elaborations

  • recognising different forms of address and greeting, depending on time of day and the gender and social status of participants, for example, first names with peers (Tag, Luke!) and Guten Morgen, Frau Stein! for the teacher
  • recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
  • understanding that the level of detail required can vary depending on the context, for example, Ich bin 5; Ich bin 6 Jahre und 3 Monate alt; Ich bin fast 7.

  VCDEU117 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Language variation and change