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• VCDEU119

  Notice that the languages people use relate to who they are and where and how they live

  Elaborations

  • exploring the meaning of ‘culture’, how it involves visible elements, such as ways of eating or symbols such as flags, and invisible elements, such as how people live, what they value, and how they think about themselves and others
  • understanding that learning German involves ways of using language that may be unfamiliar, for example, using Guten Appetit before commencing a meal or using danke when refusing an offer
  • noticing expressions and terms that are used in Australian contexts, such as for foods, animals, sports and activities, for example, ‘sausage roll’, ‘Vegemite’, ‘joey’, ‘possum’, ‘Little Athletics’
  • 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

  VCDEU119 | Languages | German | F–10 Sequence | Foundation to Level 2 | Understanding | Role of language and culture

• 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

• VCDEC146

  Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments

  Elaborations

  • observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames (Spitznamen) and various uses of diminutives (-chen, -lein)
  • noticing the use of and evaluating whether or not to adopt German expressions such as exclamations (Ach so! Echt!), and gestures such as indicating approval with ‘thumbs up’ (comparing with the use of one thumb to indicate the number ‘one’) and ‘applauding’ by rapping knuckles on the table
  • reflecting on how own cultural etiquette and behaviour such as gestures affect interactions and may be interpreted, for example, noticing similarities and differences in body language when interacting with people from German-speaking countries (shrugging, nodding one’s head)
  • noticing own reaction (level of comfort/discomfort) to different cultural practices such as asking Wie geht’s? and not expecting a detailed response about health and current medical conditions
  • recognising aspects of own language use that reflect own cultural perspective and experiences, for example, references to climate and environment, animals, activities and routines such as chores, and celebrations and events

  VCDEC146 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Reflecting

• VCDEC179

  Create bilingual texts which reflect and explain aspects of culture and language for different German-speaking and Australian audiences

  Elaborations

  • creating bilingual digital texts to give advice, for example, to German-speaking tourists about safe travel in the Australian outback
  • explaining the origin, significance, traditions and terms associated with national or local celebrations and events such as Australia Day, the Ashes, Anzac Day, Melbourne Cup, State of Origin
  • creating digital bilingual survival guides on language and etiquette for visitors to Australia or a German-speaking country, providing advice for specific scenarios, for example, at the supermarket, at a party, in the classroom

  VCDEC179 | Languages | German | F–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

• 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

• 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

• VCDEC139

  Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning

  Elaborations

  • politely asking peers to do something and responding to requests, for example, giving and receiving things (Gib mir itte den Stift! bitte schön; danke schön)
  • discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
  • checking on progress during learning tasks or activities, using comments and questions such as Kein Problem! Das schaffen wir. Was machst du jetzt? Verstehst du das?
  • sharing ideas about the experience of learning and using German, and comparing what they can and cannot do, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig.

  VCDEC139 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• 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

• 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

• 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

• 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

• 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

• 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

• VCDEC177

  Create a variety of imaginative texts using different devices such as imagery and sound effects to engage a range of audiences

  Elaborations

  • using a familiar text type such as a social media post or a blog to describe an imagined experience such as their first day as an exchange student in a German-speaking community
  • composing a journal entry from the perspective of a teenager living in a different time and/or place, for example, im Jahr 2050, in der Kriegszeit, Berlin 1989
  • composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, for example, selecting appropriate imagery and experimenting with onomatopoeia
  • creating performances that reflect on significant German or Australian celebrations or historical events, for example, Tag der Deutschen Einheit, Schweizer Bundestag, Maifeiertag, National Sorry Day, Anzac Day
  • creating texts with various settings, characters and events, such as animated stories, games or short films, using a range of devices to entertain

  VCDEC177 | Languages | German | F–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

• 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

• VCDEC155

  Engage in tasks and transactions that involve negotiation and problem-solving

  Elaborations

  • participating in collaborative learning experiences with peers to organise class events such as an excursion to the market or contribution to a local festival, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir für das Straßenfest organisieren?
  • planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
  • agreeing or disagreeing with a suggestion (Gute Idee!; Wozu? Das wäre super/blöd!), and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Judo. Hast du am Montag Zeit?
  • transacting and negotiating in real or simulated situations, such as shopping or comparing similar offers for goods in online catalogues on German-language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
  • asking, giving and following directions to real or virtual locations (Wo ist das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche…), using electronic information devices, apps, street maps or directories
  • complaining about unsatisfactory goods or services, for example, making a phone call about a cancelled concert and asking for a refund or substitute tickets for another event (Ich möchte mich beschweren. Ich möchte mein Geld zurück!)

  VCDEC155 | Languages | German | F–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