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• VCDEC027

  Interact with a range of German speakers and texts, being aware of audience and context, and recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours such as the degree of formality or directness
  • reflecting in discussions or journals on critical incidents in the course of learning and using German, for example, breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on how language choices might be interpreted by German speakers and making adjustments to help convey intended meaning, for example, more often using the generalised pronoun man or a passive construction rather than du/wir/sie or (alle) Leute
  • considering how own cultural practices, values and body language may be interpreted by German peers, for example, personal space and physical contact, personal and family habits and behaviours
  • exploring and challenging own assumptions and offering different perspectives to new situations/learning/language, including challenging stereotypes, for example, by making video clips of cultural bloopers an Australian visitor to a German-speaking country might make, and vice versa

  VCDEC027 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC025

  Translate and interpret aspects of informative and imaginative texts, identifying and explaining some of the challenges involved and adjustments required when transferring meaning between languages and cultures

  Elaborations

  • comparing, analysing and explaining some common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’), Ohrwurm (‘A tune you can't get out of your head’)
  • translating into English a public notice or advertisement for an event in a German-speaking country, for example, Basler Fasnacht or Salzburger Jugendtag, Kerwoche, then comparing own translation with peers’, discussing differences between versions and considering reasons for these
  • finding and comparing equivalent similes and metaphors in German and English, and suggesting possible reasons for differences, for example, Ich verstehe nur Bahnof (‘I can't understand anything’), einen Bärenhunger haben (‘I'm so hungry I could eat a horse’)
  • explaining terms for common features of schooling in German-speaking countries, such as those related to curriculum or assessment and reporting (die erste/zweite Fremdsprache, Pflichtfächer, AGs, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben), and comparing them with similar terms used in Australian schools
  • discussing issues associated with using online translators by comparing different versions of a translated text and suggesting reasons for differences and mistranslations

  VCDEC025 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• German - F–10 Sequence: Levels 5 and 6 description

  Students increase their range of German vocabulary, pronunciation, and grammar and textual knowledge. They use present tense forms of regular and irregular verbs, including some modal verbs and common separable verbs, and use plural forms of nouns and possessive adjectives. They add detail and...

  Level description | Languages | German | F–10 Sequence

• VCDEU168

  Identify features of German that vary according to audience, context and purpose in familiar spoken and written texts

  Elaborations

  • identifying differences in register and style when using language in different contexts, for example, language in songs and graffiti, and teacher feedback on a test or in a formal school report
  • comparing German and English language use in similar situations and in texts with similar content such as advertisements, or student blogs about school issues
  • understanding particular functions of speech such as making a request or expressing pleasure or dissatisfaction, and considering how it is realised with different speakers (strangers, acquaintances, friends, family members), and possible consequences, including compliance, giving offence or being accepted into a group
  • recognising that different situations require different levels of politeness depending on the context and speaker, such as thanking a host parent or a peer for a gift or apologising to a teacher or a family member for being late
  • understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)
  • recognising textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung!, dubido = du bist doof, sz = schreib zurück, sTn = schöner Tag noch

  VCDEU168 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEU032

  Identify and analyse linguistic features of German that vary according to audience, context and purpose in familiar modelled spoken and written texts

  Elaborations

  • understanding that the level of formality in a text may be decreased by using some contractions and slang, for example, in an informal conversation or email, or increased by applying key features such as appropriate layout and structure, formal register and subordinate clauses, for example, in a job application letter
  • analysing differences in register and style when using language in different contexts, for example, watching video clips showing introductions, greetings and farewells in different situations, or noticing the use of youth language in songs, graffiti and text messages
  • interpreting, explaining and using textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung!, dubido = du bist doof, sz = schreib zurück, sTn = schöner Tag noch
  • identifying key differences in regional dialects and accents
  • analysing linguistic choices in situations of potential conflict involving an apology and acceptance of an apology (complaining about poor service or faulty goods, or apologising for forgetting someone’s birthday), or dealing with a contentious issue and expressing agreement and disagreement in different ways, for example, Ich bin nicht damit einverstanden;. Das stimmt nicht ganz.; Spinnst du?

  VCDEU032 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• 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

• Languages | German: Structure

  Sequences of learning

  The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | German

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

  Students gain more control of grammatical and textual elements such as the case system, prepositions and tenses, using the present perfect (Perfekt) tense of verbs conjugated with haben and sein and the simple past (Imperfekt) tenses. They use German with increasing accuracy and fluency, drafting...

  Level description | Languages | German | F–10 Sequence

• German - F–10 Sequence: Foundation to Level 2 achievement standards

  By the end of Level 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, they use short formulaic...

  Level description | Languages | German | F–10 Sequence | Foundation to Level 2

• 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

• 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

• German - F–10 Sequence: Levels 5 and 6 achievement standards

  By the end of Level 6, students use written and spoken German for classroom interactions, to carry out transactions, and to share ideas and opinions, relate experiences and express feelings. They use complete sentences in familiar contexts to ask questions such as, Bist du fertig? Was machst du...

  Level description | Languages | German | F–10 Sequence | Levels 5 and 6

• VCDEC144

  Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English

  Elaborations

  • identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? (not voll) or Es geht mir gut. (not Ich bin)
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
  • recognising long compound words, collecting and analysing interesting examples (das Schlagzeug, babyleicht, abenteuerlustig), and discussing how best to translate them into English
  • explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!

  VCDEC144 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEC111

  Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English

  Elaborations

  • collecting German and English words that are similar or identical in spelling and have the same meaning but are pronounced differently, for example, Baby, singen, braun, Klasse
  • making and displaying labels for common objects in the classroom and home
  • compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary

  VCDEC111 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• VCDEU167

  Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements

  Elaborations

  • applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
  • analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
  • identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
  • describing relationships between language, structure and textual purpose, for example, in a personal text using informal register, such as a thank-you email to a friend (Liebe Grüße; du; Dein(e) X)

  VCDEU167 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEU186

  Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity

  Elaborations

  • examining how language can reinforce stereotypes, such as those related to gender, and how changes in the language occur over time to combat this, for example, die Krankenschwester → der Krankenpfleger, die Krankenpflegerin; die Stewardess → der Flugbegleiter, die Flugbegleiterin
  • considering how language indicates respect, values and attitudes, and includes and excludes, for example, the use of titles or first names (Herr Doktor Schmidt, Herr Schmidt, Georg), different words for the same entity (foreigner/immigrant/refugee), the gendered nature of professional titles (der Lehrer, die Lehrerin; das Kindermädchen), and access to community information for non-English speakers
  • reflecting on the impact of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar German words; being locked out of conversations, or being a newcomer or an outsider in a social group
  • establishing a deeper understanding of diversity and reflecting on own experience of what linguistic and cultural diversity means

  VCDEU186 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEC178

  Interpret and/or translate German and English texts, identifying and explaining culture-specific aspects and expressions that do not translate easily

  Elaborations

  • viewing excerpts of German/English subtitled films, evaluating the effectiveness of the translations, and explaining aspects of culture
  • comparing, analysing and explaining German and English idiomatic expressions, finding ways to convey the meaning and cultural significance, such as by paraphrasing, for example, Ich verstehe nur Bahnhof, wenn ich überhaupt nichts verstehen kann.
  • experimenting with the translation of popular German expressions or idioms, for example, Du spinnst! schwarzfahren, and explaining the potential for misunderstanding
  • examining German versions of equivalent English texts, such as traditional tales and legends, advertisements, songs and jokes, and analysing linguistic and cultural differences, and translation challenges and solutions

  VCDEC178 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEU029

  Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks

  Elaborations

  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
  • recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects (mood, suggesting relationships) in spoken texts such as stories, poems, songs and conversations
  • listening to and/or viewing excerpts of authentic German conversations, noting examples of contractions and the impact of their use
  • comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, and the style of quotation marks for direct speech
  • applying German punctuation and spelling rules to edit own and others’ written work systematically

  VCDEU029 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEC006

  Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas

  Elaborations

  • engaging with imaginative texts to respond to questions about characters, events and ideas, for example, producing a profile of a character or a timeline of the main events
  • responding to an imaginative text in various ways, such as using a thinking tool to give opinions about the characters and express reactions to the text, for example, Ich finde das Mädchen sehr lustig. Das Ende ist traurig.
  • selecting images to illustrate a piece of text, such as a picture, colour, symbol or emoticon to reflect the content or mood, and explaining choice, for example, Das Lied ist optimistisch/aggressiv.
  • listening to and viewing performances such as music video clips or extracts from films, sharing reactions with peers, noticing ideas and comparing aspects that may be similar or different across cultures
  • performing a song or poem in response to an imagined experience, incorporating actions and props to enhance meaning and to entertain

  VCDEC006 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating