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• 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

• VCDEC145

  Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community

  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 parts of speech and language use
  • creating bilingual texts for the school community, such as a virtual tour for a school website, or a translation of the school canteen menu into German
  • creating bilingual/multilingual texts for specific audiences, for example, a Big Book or game for young learners of German, or invitations, posters, programs or menus for a class event, performance or celebration, such as a Deutschabend or Maskenfest

  VCDEC145 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Translating

• VCDEC128

  Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community

  Elaborations

  • making and using individual word lists, and print and digital dictionaries, for example, using digital tools
  • producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
  • creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items

  VCDEC128 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• VCDEC001

  Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences

  Elaborations

  • exchanging simple greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Danke! Alles Gute zum Geburtstag! Frohe Ostern! Guten Appetit!
  • introducing and describing self, others and possessions, for example, Ich heiße … und du? Das ist …, sie ist nett.; Ich bin … Jahre alt und meine Augen sind braun.; Ich wohne in … .; Ich komme aus … .; Das ist mein Vater/meine Freundin/mein Handy.
  • interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
  • expressing likes, dislikes and preferences, for example, Ich mag Rot; Meine Lieblingsband heißt … .; Ich lese gern.; Ich esse gern Pizza, aber ich esse lieber Nudeln.
  • expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
  • exchanging information about daily routine, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto.; Wann stehst du auf? Um sechs Uhr.
  • sharing and comparing information about own and classmates’ interests with German-speaking teenagers, such as in an e-pal project or via social media, considering local sports seasons, co-curricular activities, length of school day, and national and regional preferences

  VCDEC001 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC018

  Initiate and maintain interactions with peers and adults by seeking and offering ideas, opinions and feelings as well as information related to relationships, school experience, community and future plans

  Elaborations

  • participating in conversations using strategies to sustain interactions, such as asking for repetition, clarification and confirmation, for example, Wiederholen Sie die Frage, bitte! Was bedeutet das? Meinen Sie… ?
  • discussing and giving opinions on aspects of school life, such as timetables, subjects, teachers and uniforms, for example, Wann haben wir montags Deutsch?; Ich finde Mathe interessant, aber meine Mathelehrerin ist sehr streng. Und du, findest du Mathe auch interessant?
  • exchanging personal information and views in digital communications with peers about their school, family and friends, for example, Ich finde meine Schule sehr gut, obwohl… ; Ich komme gut mit meinem Bruder aus, weil … .
  • describing own Wohnort and commenting on advantages and disadvantages of living there, such as whether there are sporting or shopping facilities nearby, for example, Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
  • recounting events and describing activities and personal experiences from the past, for example, Gestern Abend hat Bayern-Műnchen gegen Mainz gewonnen. Hast du das Spiel gesehen?; Wir sind in den Ferien zum Strand gefahren.
  • comparing own characteristics, weaknesses and strengths with those of others, and describing the ideal friend, for example, Ich bin fleiβig, unabhängig und abenteuerlustig. Leider bin ich aber auch stur und unordentlich.; Ein guter Freund muss treu und ehrlich sein.
  • posing and responding to questions, such as about future plans and aspirations, for example, Was wirst du in den Ferien machen? Wir werden zu Hause bleiben.; Was sind deine Zukunftspläne? Nach der 12. Klasse werde ich vielleicht Betriebswirtschaft studieren. Und du, was hast du vor?

  VCDEC018 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEU115

  Understand some first elements of German grammar, such as simple verb forms, definite articles and pronouns, to identify and describe people and objects in the family and school domains

  Elaborations

  • noticing that German has multiple words for ‘the’ and ‘a/an’
  • identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
  • using the possessive adjectives mein/e and dein/e or a form of haben and an indefinite article to express a relationship to a person or object, for example, Das ist mein Bleistift; Ich habe einen Bruder
  • 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
  • understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
  • negating verbs and adjectives using nicht
  • understanding and using some question words and the intended/related answer in limited contexts, including was (an object), wer (a person), wie (manner), wo (a place), wann (a time) and wie viele (quantity)
  • understanding the location or origin of a person or object, such as hier, links and rechts, and prepositions such as auf, aus, hinter, in, neben and unter
  • gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
  • gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e

  VCDEU115 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Systems of language

• Languages | German: Resources

  A range of resources to assist teachers implementing the Victorian Curriculum F–10 are available. Please visit the following websites to access these resources (links open in a new window). For general advice and information regarding the Victorian Curriculum F–10, FAQs, professional...

  Overview material | German

• Languages | German: Learning in German

  German language learning

  German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy. It is also used as an official regional or auxiliary language in a number of other countries in Europe, and in Namibia in Africa. As one of...

  Overview material | German

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

  Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short...

  Level description | Languages | German | 7–10 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

• 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

• 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

• VCDEC005

  Present in modelled spoken and written texts information relating to own world and that of other teenagers

  Elaborations

  • presenting information, orally and in writing, on aspects of their immediate environment or personal world (a school/community event, celebration or excursion, or a new student), supported by the use of visuals
  • creating simple persuasive and informative texts for a targeted audience, for example, an advertisement for an event, a virtual tour of their own and/or a partner school, a notice for a school excursion, or a report on a favourite band or type of music
  • presenting statistics related to Australia and other countries, including German-speaking countries, for example, population and physical size, daily temperatures, number and type of dwellings, percentage of students learning one or two foreign languages
  • presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on such topics as the range of leisure activities undertaken by classmates; favourite apps/electronic games, TV series, food, music or pets; or amount of time spent using social media

  VCDEC005 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC130

  Describe their own experiences of learning and using German and explore their sense of identity, including elements such as family, cultural heritage and friends

  Elaborations

  • comparing own experiences of learning German with peers’, and imagining what aspects of English a German speaker might find challenging and why
  • participating in an online discussion about learning and using another language, reflecting on the experience of becoming bilingual (or, in the case of some learners, plurilingual), and considering what advantages this brings and whether it impacts on identity
  • comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday
  • 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.
  • 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

  VCDEC130 | Languages | German | F–10 Sequence | Levels 3 and 4 | 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

• VCDEU170

  Reflect on different aspects of the cultural dimension of learning and using German

  Elaborations

  • recognising that different expressions are used across cultures to communicate ideas, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
  • exploring how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, Stehcafé, religious/public holidays, choice of Fremdsprachen offered in schools
  • discussing the use of appropriate gestures and body language when communicating in German, for example, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact
  • identifying changes in own ways of thinking about culture and identity as a result of learning German

  VCDEU170 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Role of language and culture

• VCDEC112

  Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words

  Elaborations

  • recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!
  • noticing similarities and differences in cultural practices and stating own reactions to the language used, for example, Das ist anders/gleich when noticing such things as how a child beginning school is celebrated in a German-speaking country with a Schultüte or how a German speaker wishes others luck with Daumen drücken
  • describing how it feels to use German, such as when singing a song or hearing German spoken by others, and noticing differences in behaviour, voice or body language when speaking German
  • 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

  VCDEC112 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC147

  Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is similar/different and easy/difficult

  Elaborations

  • participating in a discussion in English about the impact of a school uniform on personal identity, and imagining how German students might view wearing a school uniform
  • preparing a digital ‘language passport’ documenting different stages in learning German, intercultural experiences and reflections on the impact of learning German on self and others, and considering possible reasons for perceived similarities and differences between experiences or degree of difficulty
  • evaluating own preferred learning style, identifying own strengths, and contributing to a class list of German Fachleute/Experten for others to consult for advice, in areas such as Aussprache, Technologie and Vokabeln
  • exploring the idea of stereotypes associated with languages and identity discussing how groups of people tend to think about themselves and others, and how stereotypes affect attitudes and communication and can be inaccurate
  • comparing own ways of using language with those of peers, considering how family and community shape identity and communication, for example, using more than one language, expressing feelings or celebrating in various ways
  • considering whether learning and using German impacts on identity either in or out of the classroom

  VCDEC147 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDEC123

  Obtain and process information from peers and texts related to personal, social and natural worlds

  Elaborations

  • gathering information about a fellow student or German speaker relating to family, home, interests and abilities, and compiling the information in a modelled format, such as Steckbrief
  • obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
  • collecting information about different animal species (Haustiere, Wildtiere, Waldtiere, australische Tiere), and creating a display with names and appropriate adjectives, for example, Der Löwe ist mutig und stark.
  • 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
  • comparing information about activities and practices across cultures, for example, reading, viewing or listening to texts related to aspects of school life such as timetables, canteen menus, extracurricular activities and sports
  • working in groups to obtain and use factual information from texts related to other learning areas, for example, completing a simple science experiment, naming countries and significant land features, or recording distances using geography skills

  VCDEC123 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing