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F–10 Sequence Foundation to Level 2

Foundation to Level 2 Description

Students become familiar with the sounds and rhythms of German, approximating the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, and diphthongs such as au, ei, eu and ie. They use simple basic sentence structures and familiar vocabulary for everyday functions such as greetings, asking and answering questions, responding...

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Foundation to Level 2 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact and socialise with peers and teacher to exchange greetings and information about self and family, and express likes and dislikes (VCDEC103)
    1. 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!
    2. using simple statements to describe themselves and to express likes and dislikes, for example, Ich bin fünf. Ich wohne in … Ich mag … (nicht).
    3. sharing ideas about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.
  2. Participate in guided group activities using simple repetitive language in songs, rhymes, games and transactions (VCDEC104)
    1. participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
    2. 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)
    3. following a model to create a shared digital/online text, such as adding key information on a class invitation (Wann? Was? Wer? Wo?)
    4. 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?
  3. Recognise and respond to instructions and questions about activities, games and classroom routines, and make polite requests (VCDEC105)
    1. responding with actions/gestures to questions such as Wo ist … ? and instructions such as Bitte aufstehen, (Klasse 1)! Hände auf den Kopf! Alle zusammen! Achtung!
    2. recognising and responding to simple questions, using supporting intonation and gestures, for example, Wer/Was ist das? Das ist ? Ist das … ? Nein, das ist ...
    3. using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)
    4. following simple directions supported by gestures to locate items in the classroom or playground, for example, links, rechts, auf dem Boden, hinter Peter, unter dem Tisch
    5. responding to and making polite requests, for example, Ich möchte … , bitte. Bitte schön!
Informing Elaborations
  1. Identify key words and information in simple shared texts related to personal worlds (VCDEC106)
    1. recognising symbols, words and phrases of written German, for example, labels, titles and captions
    2. recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
    3. demonstrating understanding by labelling, pointing, matching, clicking, dragging, drawing, miming, facial expressions and actions
    4. locating specific words and expressions, for example, in spoken texts by clapping or raising hands, and in written texts by pointing to or highlighting the word(s)
    5. ordering/matching items of information in relation to different texts, such as responding to questions about story, for example, Wer ist das? Er hat drei Brüder und wohnt in …
  2. Convey factual information about self, family and possessions through pictures, labels, captions and short descriptions, using familiar words and modelled language (VCDEC107)
    1. using key words and simple phrases to annotate a picture, diagram or photo for public display
    2. 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)
    3. 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.
    4. 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.
Creating Elaborations
  1. Engage with a range of imaginative texts through action, dance, singing, drawing, shared reading and collaborative retelling (VCDEC108)
    1. responding to imaginative print and digital texts, such as stories, rhymes or cartoons, by performing excerpts of texts or creating their own texts, using repetitive actions, gestures and words/sentences, and sequencing pictures from the text to reflect the correct order of events
    2. expressing a personal opinion of a text, for example, Das ist lustig/komisch/langweilig
    3. drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
    4. performing the story of a book, for example, Wir gehen auf Bärenjagd, Der Baum und das Mädchen, Weißt du wie lieb ich dich hab?
    5. reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
    6. responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
    7. contributing to a collaborative retelling of a text using prompts such as pictures, cut-outs or puppets
  2. Express ideas and experiences in a variety of ways using familiar words and modelled language, such as through imaginative role-play, mime, drawing, oral discussion or scaffolded writing activities (VCDEC109)
    1. using story maps to share an imaginative experience such as what they would eat over a week, for example, like the caterpillar in Die kleine Raupe Nimmersatt, using digital technologies
    2. creating and presenting own Big Books in German based on a familiar Australian text such as ‘Tiddalick’ or ‘Kookaburra sits in the old gum tree’
    3. creating short dialogues, for example, between dolls, puppets and toys, using familiar modelled language
Translating Elaborations
  1. Share with peers and family what they know in German, identifying different words and expressions, moving between languages depending on the audience (VCDEC110)
    1. distinguishing between German and English in spoken and written form (Ist das Deutsch oder Englisch?), considering factors such as pronunciation, capitalisation of nouns, and the use of cursive script in some texts for children
    2. comparing greetings and terms for numbers, family members and familiar objects in German, English and other known/common languages, and noting similarities
    3. comparing the words on bilingual signs around the school, such as Spielplatz/playground, Schulkantine/tuckshop
    4. interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers
    5. teaching a family member some German, for example, greetings, how to play a German game or sing a German song
  2. Create print or digital texts such as labels, posters, word banks and wall charts for the immediate learning environment in both German and English (VCDEC111)
    1. 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
    2. making and displaying labels for common objects in the classroom and home
    3. compiling and displaying illustrated class German–English and English–German dictionaries or alphabet posters of classroom language and key vocabulary
Reflecting Elaborations
  1. 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 (VCDEC112)
    1. 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!
    2. 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
    3. 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
    4. 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
  2. Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity (VCDEC113)
    1. 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
    2. describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
    3. 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
    4. 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

Understanding

Systems of language Elaborations
  1. Recognise and reproduce the sounds and rhythms of spoken German, including distinctive sounds (VCDEU114)
    1. 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)
    2. developing pronunciation, phrasing and intonation skills by singing, reciting and repeating words and phrases in context
    3. 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
    4. 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)
    5. noticing that all nouns are capitalised in German
  2. 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 (VCDEU115)
    1. noticing that German has multiple words for ‘the’ and ‘a/an’
    2. 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)
    3. 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
    4. 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
    5. understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
    6. negating verbs and adjectives using nicht
    7. 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)
    8. 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
    9. 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.
    10. gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e
  3. Understand that language is organised as ‘texts’, which take different forms and use different structures and features to achieve their purposes (VCDEU116)
    1. 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
    2. recognising that different types of texts have different features, for example, rhythm and repetition in action songs and rhymes
    3. 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
    4. 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
Language variation and change Elaborations
  1. Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people (VCDEU117)
    1. 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
    2. recognising that there can be different forms of address for the same person, for example, Mama, Mutti, Mami, Mutter
    3. 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.
  2. Recognise that Australia has speakers of many different languages, including German, and that German and English borrow words and expressions from each other (VCDEU118)
    1. exploring the range of languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
    2. exploring the different languages used by their family or peers, for example, by creating a language map with greetings in each language represented in the class
    3. recognising that German is an important world language spoken in many countries in the world apart from Germany, including Australia
    4. recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’
Role of language and culture Elaborations
  1. Notice that the languages people use relate to who they are and where and how they live (VCDEU119)
    1. 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
    2. 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
    3. 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’
    4. 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

Foundation to Level 2 Achievement Standard

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 expressions, for example, Morgen! Danke! Alles Gute zum Geburtstag! Frohe Weihnachten! Guten Appetit! and make simple statements, such as Das ist … Ich wohne in … Ich mag … They use repetitive language and respond to simple instructions when participating in games, shared activities and classroom routines. They use visual, non-verbal and contextual cues such as intonation, gestures and facial expressions to help make meaning, and reproduce some distinctive sounds and rhythms of spoken German, including ch, u, r and z. Students identify specific words and information, such as names of people, places or objects, in simple shared texts related to personal worlds. They convey factual information about self, family and possessions at word and simple sentence level. They respond to and create simple spoken and written texts, using modelled examples and formulaic language. They use short phrases and simple...

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F–10 Sequence Levels 3 and 4

Levels 3 and 4 Description

Students notice features of German communication such as the use of gestures, facial expressions and intonation patterns. They become familiar with the idea of grammatical gender and become familiar with how to use singular and plural forms. As they encounter German language and culture they make comparisons with their own language(s) and culture(s) and consider their own ways of communicating.

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Levels 3 and 4 Content Descriptions

Communicating

Socialising Elaborations
  1. Share information with peers and teacher about aspects of their personal worlds such as friends, home, favourite objects and activities (VCDEC120)
    1. exchanging information about their siblings, homes, pets and activities, for example, Ich habe einen Bruder und zwei Schwestern. Wir haben einen Hund und vier Vögel. Kannst du gut schwimmen? Ich wohne in einer Wohnung und ich habe eine Katze.
    2. using common responses to frequently asked questions or comments (sehr gut, das stimmt, ich auch, ich nicht, igitt!), imitating modelled intonation and stress patterns
    3. asking and answering questions relating to concepts such as time, place, number, days of the week, months and seasons, for example, Wann spielst du Basketball? Wer hat im August Geburtstag? Wo spielst du Hockey? Wie viele Hobbies hast du?
    4. exchanging simple correspondence such as notes, invitations or birthday cards in print or digital form
  2. Participate collaboratively in shared class experiences and transactions (VCDEC121)
    1. creating a shared digital photo story after a class activity or event such as a visit to a German restaurant
    2. following procedures and instructions with peers, for example, how to create a Hampelmann or Lebkuchenhaus
    3. preparing a German item for a school performance, for example, Schnappi or Kleiner Hai song, Hänsel und Gretel play
    4. conducting real or simulated transactions such as a ‘picture swap’ or choosing a present for a friend, for example, Lara mag Puppen. Was kostet die Puppe?
  3. Participate in everyday classroom activities, responding to questions, instructions and requests, asking for clarification or assistance and making simple statements about own and others’ learning (VCDEC122)
    1. asking and responding to questions related to a learning activity or lesson, for example, Wie bitte? Ich verstehe das nicht. Welche Seite? Wie sagt man das auf Deutsch? Wie spät ist es? Bist du fertig?
    2. apologising, making polite requests (including attracting attention), and asking for assistance and permission, for example, Tut mir Leid! Entschuldigung, Frau Lenz! Hilfe, bitte!; Darf ich bitte auf dieToilette gehen?
    3. commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!
Informing Elaborations
  1. Obtain and process information from peers and texts related to personal, social and natural worlds (VCDEC123)
    1. 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
    2. obtaining information about lifestyles in German-speaking countries (homes, schools, climate, pets, geography) from shared and independent reading of simple digital texts
    3. 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.
    4. 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
    5. 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
    6. 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
  2. Present information in modelled spoken and written texts relating to personal, social and natural worlds (VCDEC124)
    1. 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
    2. 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
    3. 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)
Creating Elaborations
  1. 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 (VCDEC125)
    1. 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.
    2. creating a profile of a favourite character from a text, including features such as Name, Alter, mag/mag … nicht, Aussehen and Bild
    3. creating a timeline of the main events of a story using pictures, words and/or simple sentences
    4. 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
    5. acting out a text with a repetitive plot and/or dialogue, for example, Das Rübenziehen
  2. Create imaginative texts such as simple plays, poems and stories, using formulaic expressions and modelled language as well as simple visual supports (VCDEC126)
    1. 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
    2. 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
    3. 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
    4. producing and presenting illustrated or multimodal texts using a modelled structure, for example, an acrostic poem based on their first name or Elfchen
Translating Elaborations
  1. Compare aspects of German and English language, such as vocabulary, sounds and rhymes, and cultural information, and share with peers and family (VCDEC127)
    1. comparing and matching key words in German and English, such as names for German-speaking countries and some cities (Deutschland/Germany, Wien/Vienna) and animals
    2. listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wauʻ
    3. sharing an item relating to German language and culture through the school newsletter, at an assembly or in a library display, such as an Ostereierwettbewerb and Osterbaum, or electronically displaying links to digitally produced student items such as movies or photo-text collages
    4. comparing the Australian and German ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town
  2. Produce texts such as signs, class word lists and picture dictionaries in both German and English for the classroom and school community (VCDEC128)
    1. making and using individual word lists, and print and digital dictionaries, for example, using digital tools
    2. producing classroom signs such as Bitte mach die Tür zu! Hier sind die Scheren/Klebestifte/Stifte!
    3. creating bilingual texts for the classroom or school community, such as posters, library displays or online newsletter items
Reflecting Elaborations
  1. Notice and describe what looks or feels similar or different to own language and culture when interacting in German (VCDEC129)
    1. recognising that there are similarities and differences between German and English ways of showing politeness, for example, the use of family names after Frau and Herr, responding to danke schön with bitte schön, shaking hands
    2. noticing how own language use influences expectations about German language use, for example, wanting to use one word for ‘you’, and not expecting to capitalise all nouns
    3. considering how aspects of own language might be understood from a German perspective, for example, culture-specific expressions such as ‘school assembly’, ‘kick a footy’, or eating ’brekky’
    4. noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
    5. exploring how language is linked to a place, time and people, and what they do together, for example, by examining the meanings and associations they make with words and expressions such as zu Hause, Pausenbrot and Spielplatz
  2. Describe their own experiences of learning and using German and explore their sense of identity, including elements such as family, cultural heritage and friends (VCDEC130)
    1. comparing own experiences of learning German with peers’, and imagining what aspects of English a German speaker might find challenging and why
    2. 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
    3. comparing learning a language at school with another context for learning a language, such as at home, at community language school or on holiday
    4. 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.
    5. 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

Understanding

Systems of language Elaborations
  1. Experiment with the pronunciation of vowel sounds, letter combinations and intonation patterns, and recognise and write high-frequency words and expressions in familiar contexts (VCDEU131)
    1. recognising and practising short and long vowel sounds, initial consonants and blends, for example, ja, rot, singen, Sport, Winter, zwei
    2. recognising and using the Umlaut and Eszett to pronounce and write familiar German words
    3. understanding that intonation patterns create different meanings, as in the distinction between statements, questions and exclamations (Du bist acht. Du bist acht? Du bist acht!)
    4. encoding and decoding familiar German words using alphabetic knowledge of single letters, consonant clusters (sch) and vowel combinations (au, ei, eu, ie), applying learnt memory aids such as ‘when E and I go walking, the second one does the talking’
  2. Notice and apply elements of German grammar such as gender and singular/plural forms, adjectives, adverbs, pronouns and word order in simple spoken and written texts (VCDEU132)
    1. recognising the link between a noun’s gender and its definite/indefinite article and nominative pronoun in relation to people, for example, der Bruder, ein Bruder, er
    2. using the nominative and accusative indefinite articles to denote an unspecified person or object, for example, Rotkäppchen hatte einen Korb.
    3. comparing pluralisation of nouns in German and English, and using die for plural nouns in German, for example, der Apfel/die Äpfel
    4. describing a relationship using a possessive adjective, for example, mein/e, dein/e, sein/e, ihr/e
    5. understanding and using pronouns to refer to people, for example, ich, du, er, sie (singular); wir, ihr, sie (plural); Sie heißt Anna. Sie heißen Ben und Sarah.
    6. using the correct verb form associated with a noun or pronoun or combination thereof, for example, Die Lehrerin singt ein Lied; Herr Schwarz trinkt Kaffee; Sie spielt Tennis; Mein Freund und ich sprechen Englisch.
    7. using present tense forms of irregular verbs such as haben and sein and recognising similarities to the English verbs ‘to have’ and ‘to be’
    8. describing capabilities and preferences using limited forms of the modal verbs können and mögen, for example, Ich kann gut schwimmen. Er mag Cricket. Wir möchten eine Party machen.
    9. understanding and describing current and recurring actions using verbs such as essen, fliegen, fressen, laufen, leben, schwimmen, sprechen and trinken
    10. understanding and describing past events using the simple past tense of familiar verbs such as war, hatte, ging, sah, spielte and machte
    11. joining words, phrases and sentences using und, oder and aber
    12. understanding the meaning of and using common time phrases and cohesive devices, for example, gestern, heute, dann and zuerst
    13. understanding and formulating questions using subject–verb inversion, for example, Magst du Sport?
    14. understanding and using a range of question words and the intended/related answer, for example, woher, welcher and wie viel
    15. locating events in time with regard to days, months, seasons and ‘half past’ time, for example, Ich spiele im Winter Fußball. Die Schule beginnt um halb neun.
    16. describing location formulaically using prepositional phrases such as im Wasser, in der Luft, auf dem Land, neben dem Tisch or auf der linken Seite
    17. using ordinal numbers to give the date, for example, Heute ist der dritte Juli. Er hat am siebten August Geburtstag.
    18. referring to quantities of people and things (including money) using cardinal numbers up to 100
  3. Identify the purposes of familiar personal, informative and imaginative texts such as maps, calendars and fairy tales, and explain how particular features of such texts help to achieve these purposes (VCDEU133)
    1. classifying a range of digital and other texts such as fairy tales, recipes, instructions, advertisements, greeting cards, maps or songs according to their purpose(s) (such as to entertain, describe or instruct), discussing and justifying choices in English
    2. comparing wall calendars from a German-speaking country and Australia in terms of structure, public holidays, pictorial representation of seasons, and cultural influences
    3. identifying and comparing the features of different types of texts, such as a cookery book, a picture storybook or a comic
    4. discussing the structure of shared reading texts, identifying sentences, questions, answers and greetings (Satz, Frage, Antwort and Gruß), and recognising how different textual elements such as title, layout, script and images combine to make meaning
Language variation and change Elaborations
  1. Recognise some of the common variations in German as it is used in different contexts by different people (VCDEU134)
    1. noticing that the teacher uses different words for ‘you’ when addressing one or more students, for example, Setz dich, Peter! Setzt euch, Kinder!
    2. comparing ways in which language changes according to purpose and text type, for example, differences in amount of language, tone and layout between a dialogue and a list of instructions
    3. investigating the different names used to address the one person in various contexts (‘James Brown from 3M’, ‘Jimmy’, ‘mate’, ‘kid’), and considering when, by whom and why different names are used, reflecting on the effect a name choice can have on shaping the relationship between the speakers
    4. exploring questions such as why we have greetings and what different greetings tell us, for example, time of day, relationship with the speaker, and background of the speaker
  2. Recognise that German and English are related languages and that German is an important European and global language (VCDEU135)
    1. exploring some similarities between Germanic languages, such as Dutch, English and German cognates
    2. recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland, Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
    3. finding examples of German used at home or in the community and creating a class collection or display, for example, products, labels or words used in English language advertisements, shop signs, recipe books or menus
Role of language and culture Elaborations
  1. Make connections between culture and language use, for example, by identifying vocabulary and expressions that reflect cultural values, traditions or practices (VCDEU136)
    1. comparing terms across German-speaking cultures, for example, Liebchen/Liebling, mein Schatz, Spitznamen
    2. recognising that language carries cultural ideas, for example, Sommerbeginn, which is officially 1 December in Australia but 21/22 June in Europe; hitzefrei (‘heat-free’), referring to the practice of dismissing students early from school if a certain temperature is reached or forecast; or Wald, the setting in many German fairy tales
    3. recognising character traits and values, such as those of animal characters in German stories, for example, the wolf in Rotkäppchen, and comparing them with familiar Australian stories
    4. learning how to communicate about culture and language using terms such as ‘meaning’, ‘difference’ and ‘behaviour’
    5. discussing parallel expressions such as ‘G’day’/Tag, ‘morning tea’/Kaffeepause and ‘Bless you’/Gesundheit

Levels 3 and 4 Achievement Standard

By the end of Level 4, students interact with teachers and peers in classroom routines, action-related talk and play. They respond to instructions and use formulaic expressions to interact, ask questions, seek assistance, and make statements related to their personal worlds, for example, bitte schön; Ich bin dran; Welche Farbe? Wie viele Geschwister hast du? Mein Lieblingsspiel ist Lotto. They reproduce German short and long single vowel and diphthong sounds, including Umlaute, and Eszett, and initial consonants and blends, for example, Post/los, mein, die, Bruder/Brüder, heißen, ja, rot, singen, Sport, Winter, zwei. They answer questions related to their personal worlds with factual information, and respond to imaginative texts by identifying favourite elements, sequencing main events and producing short scaffolded summaries. They create short, simple sentences from modelled language and use coordinating conjunctions, for example, und, aber, oder, to compose short original texts. They use some forms of common regular verbs in the present tense, (for example, heißen, kosten, spielen, wohnen), some irregular verb forms, (for example, bin, bist, ist, sind, hast, hat), and limited...

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F–10 Sequence Levels 5 and 6

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 expand simple sentences by using adverbs, phrases and some conjunctions. They move between statement...

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Levels 5 and 6 Content Descriptions

Communicating

Socialising Elaborations
  1. Interact using descriptive and expressive language to share information about daily life, relate experiences and express feelings (VCDEC137)
    1. exchanging information with peers and adults (online, in writing or face-to-face) about daily routines and leisure activities, using modelled language associated with time, sequence and location, for example, Ich stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
    2. expressing feelings (Wie geht’s? Es geht mir nicht gut. Ich bin krank.) using adjectives (aufgeregt, glücklich, nervös, sauer, traurig)
    3. using communication strategies such as active listening skills, turn-taking cues, and requests for clarification or more detail to support interaction, for example, Und du, was meinst du? Stimmt das? Warum?
    4. describing key friends or family members, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich liebe meinen Bruder.
    5. recounting social and cultural experiences with family and friends, for example, Wir haben eine Reise nach Neuseeland gemacht. Unser Campingplatz war direkt am See und wir sind jeden Tag geschwommen.
    6. apologising and expressing concern or sympathy to friends and family members, for example, Tut mir Leid. Schade! Du Arme(r)!
  2. Participate in guided tasks such as planning and organising events and completing transactions (VCDEC138)
    1. 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!)
    2. 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.
    3. 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.
    4. exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars
  3. Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning (VCDEC139)
    1. 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)
    2. discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
    3. 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?
    4. 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.
Informing Elaborations
  1. Gather, compare and respond to information from different sources relating to social and natural worlds (VCDEC140)
    1. collecting and comparing information from a range of informative print media and digital texts on topics related to social and environmental issues, for example, family life, schooling in different cultural contexts, endangered animals, or innovative technology
    2. obtaining information from simple texts such as advertisements or features in teen magazines to share impressions of the lifestyles of young German speakers in different contexts
    3. viewing subtitled video clips on different German-speaking communities, identifying key facts and features, and recording new vocabulary and expressions for use in shared texts
    4. compiling information from a survey of peers and adults on social behaviours and reporting on results, for example, mode of transport to school/work (zu Fuβ, mit dem Rad/Bus/Auto) and how environmentally friendly it is, or preferred modes of communication (Hast du ein Handy? Wie oft telefonierst/simst du? Wie oft schaust du einen YouTube clip an?)
    5. viewing a news item or short documentary about a festival in a German-speaking country, such as die Basler Fasnacht or Karneval in Köln, describing and giving an opinion on the main aspects, for example, Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik. Aber ich möchte nicht um 4 Uhr aufstehen.
  2. Convey information and opinions in different formats to suit specific audiences and purposes, selecting appropriate print and multimodal elements (VCDEC141)
    1. 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.)
    2. writing a blog entry for a youth website discussing an aspect of social behaviour, for example, Partys
    3. 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
    4. creating a factual self-profile using Voki or VoiceThread for a group of young German speakers
    5. 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
Creating Elaborations
  1. Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings (VCDEC142)
    1. producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
    2. 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.
    3. 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
    4. 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
  2. Present, reinterpret or create alternative versions of imaginative texts, adapting events, characters or settings (VCDEC143)
    1. creating and performing a new version of a familiar song or poem, for example, using digital tools and apps for movie making and voice recording
    2. creating dialogue/lines for characters from a text, describing in spoken or written form their opinions and emotional responses, for example, as an interview, email or diary entry
    3. creating and presenting an adapted text such as a story, for example, by introducing new elements (changing the gender of the main character or the setting, adding a new character or dilemma), and presenting it to a younger audience
Translating Elaborations
  1. Explain aspects of German language and culture for family or peers, noticing that there are not always equivalent expressions in English (VCDEC144)
    1. 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)
    2. using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
    3. recognising long compound words, collecting and analysing interesting examples (das Schlagzeug, babyleicht, abenteuerlustig), and discussing how best to translate them into English
    4. explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!
  2. Create a range of bilingual texts such as notices, announcements, photo stories, dialogues and instructions for language learning and the school community (VCDEC145)
    1. 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
    2. 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
    3. 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
Reflecting Elaborations
  1. Engage in intercultural interactions, describing aspects of language and culture that are unfamiliar or uncomfortable, and discussing own reactions and adjustments (VCDEC146)
    1. 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)
    2. 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
    3. 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)
    4. 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
    5. 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
  2. Reflect on aspects of own identity and language use, commenting on and suggesting reasons for what is similar/different and easy/difficult (VCDEC147)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
    6. considering whether learning and using German impacts on identity either in or out of the classroom

Understanding

Systems of language Elaborations
  1. Explain and apply basic rules for German pronunciation, intonation, spelling and punctuation (VCDEU148)
    1. applying basic pronunciation rules, such as the two different pronunciations of ch
    2. applying different intonation for statements, questions, exclamations and instructions
    3. understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
    4. applying phonic and grammatical knowledge to spell and write unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
    5. noticing distinctive punctuation features of personal correspondence in German, such as Hallo Annette!/Lieber Klaus, followed respectively by upper or lower case for the beginning of the first sentence
    6. understanding and applying punctuation rules (full stops, question marks, exclamation marks, commas, quotation marks) in German, including the meaning and use of full stops and commas in ordinal and decimal numbers (die 3. Klasse and 9,50 Euro), and capitalisation rules
  2. Develop and apply knowledge of German grammatical elements such as verb tenses, modal verbs and case, combining them with an increasing range of nouns, adjectives and adverbs to construct sentences (VCDEU149)
    1. referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Das Mädchen hat einen Hockeyschläger. Der Film hat ein Happy End.
    2. noticing how articles and pronouns change after certain verbs (Ich danke dir.) and after particular prepositions associated with location, for example, Wir sind in der Stadt. Die Party ist bei Stefan im Garten.
    3. understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
    4. understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English (and other languages, such as French, Italian and Spanish)
    5. understanding and expressing obligation and permission using the modal verbs müssen and dürfen, such as in descriptions of school rules, for example, Wir dürfen in der Klasse nicht texten. Wir müssen eine Uniform tragen.
    6. comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
    7. making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
    8. giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
    9. understanding and speaking about past events by adapting modelled sentences in the present perfect tense and using knowledge of common verbs in the simple past tense, for example, Ich habe heute meine Hausaufgaben nicht gemacht. Wir sind nach Bali geflogen. Früher konnte ich Klavier spielen.
    10. noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr. Kommst du mit? Ich bekomme $50 zum Geburtstag.
    11. describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
    12. understanding the meaning of the conjunctions dass and weil
    13. understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
    14. referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
    15. understanding and locating events in time, including the use of the 24-hour clock, prepositions such as nach and vor, and formulaic expressions such as früher, später, am Wochenende, in den Ferien
    16. referring to quantities of people and things (including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area) using cardinal numbers up to 10 000 including decimals, common fractions and negative numbers, for example, 85,5 Prozent haben ein Handy. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
    17. building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
  3. Recognise that different types of texts, such as narratives, recounts and informative and procedural texts, have certain conventions and can take different forms depending on the context in which they are produced (VCDEU150)
    1. identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy tales, sports reports or recipes
    2. reading, viewing and/or listening to different digital and other texts with a common topic and discussing structural and linguistic similarities and differences, for example, comparing a print, radio, TV and social media announcement for the same event
    3. describing key features of different text types, for example, a shopping list serves as a reminder to self and consists of items and quantities (6 Brötchen, 500 g Butter, Marmelade), whereas a shopping transaction involves interaction and negotiation and more extended language (Ich möchte eine Bratwurst mit Pommes, bitte. Noch etwas? Das macht 5,80 Euro bitte.)
    4. transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS
Language variation and change Elaborations
  1. Recognise that there are variations in German as it is used in different contexts by different people, such as formal/informal register and regional variations (VCDEU151)
    1. using the plural informal ihr when addressing more than one person, for example, Was meint ihr? Hört gut zu!
    2. noticing when the more polite Sie is used, for example, by children to unknown adults
    3. recognising that there are differences in what people say when answering the family landline or their own mobile phone, for example, Schmidt, Guten Tag! or Hallo Lisa!
    4. being aware of some regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, or the lack of the Eszett in Switzerland
    5. comparing diversity in accents, dialects and vocabulary in German-speaking communities with similar diversity in the use of English within and beyond Australia
  2. Understand why language is important and recognise that languages and cultures change over time and influence one another (VCDEU152)
    1. exploring the function of language in social and educational life, for example, listing and discussing how, where and why they use language in the course of a day
    2. discovering some of the English words used by German speakers (das Internet, die App, Stopp!, Sorry!) and considering if they are the same kinds of words as those borrowed from German by English
    3. understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness
Role of language and culture Elaborations
  1. Understand that own and others’ language use is shaped by and reflects the values, ideas and norms of a community (VCDEU153)
    1. recognising that texts such as stories have a social and cultural purpose, for example, the moral of a fairy tale (Aschenputtel) and comparing the kinds of personal characteristics that are depicted in texts as desirable
    2. recognising that language use can have connections to cultural practices, such as expressions from family or religious celebrations, or from outdoor activities such as sports, for example, Gott sei Dank!, ‘Howzat!’, ‘fair go’
    3. discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
    4. noticing the impact of own assumptions about people from German-speaking countries, their language and culture, when listening to, reading and viewing texts, and considering how German speakers too may make assumptions and generalisations about Australians

Levels 5 and 6 Achievement Standard

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 jetzt? Verstehst du das? respond to requests and share experiences of learning, for example, Ich kann gut sprechen, aber ich finde das Lesen und Schreiben schwierig. They use descriptive and expressive vocabulary, including adjectives such as aufgeregt, glücklich, nervös, sauer and traurig, to express feelings and make statements such as Ich nehme ein Käsebrötchen. They use appropriate intonation for simple statements, questions and exclamations, and correct pronunciation, for example, for the two different pronunciations of ch. They gather and compare information from different sources about social and natural worlds, and convey information and opinions in different formats to suit specific audiences and purposes. They describe characters, events and ideas encountered in texts, and re-create imaginative texts to reflect their imaginative experience. When creating texts, they manipulate...

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F–10 Sequence Levels 7 and 8

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 and editing texts to improve structure and effect and to clarify meaning. Students analyse the relationship...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences (VCDEC154)
    1. discussing and giving opinions on various topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluβ und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
    2. recounting events and describing activities and personal experiences, for example, Gestern Abend hat Karly bei The Voice gewonnen. Hast du sie gesehen? Wir sind in den Ferien zum Strand gefahren.
    3. communicating in face-to-face or online guided discussions with peers and German-speaking contacts to seek or share information and ideas about social, cultural and environmental issues, for example, Was recyceln Sie, Herr Meier?
  2. Engage in tasks and transactions that involve negotiation and problem-solving (VCDEC155)
    1. 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?
    2. planning and conducting a group activity such as a live or online Modeschau with a theme, for example, Sommerferien, Wintersport, ‘Damals und heute’
    3. 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?
    4. 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.
    5. 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
    6. 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!)
  3. Interact in classroom activities and discussions through asking and responding to open-ended questions, giving opinions and making suggestions (VCDEC156)
    1. initiating interactions in a class or group activity, such as by assigning roles to others, for example, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!
    2. stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
    3. 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.
    4. 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.
Informing Elaborations
  1. Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest (VCDEC157)
    1. accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
    2. analysing and summarising information and viewpoints on a range of issues, such as information from a television news report about social media, a documentary on early German settlement in Australia, or an interview with an older German speaker on the topic of her/his Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
    3. accessing, collating and summarising information on youth-related issues such as Musik, Schulsport or Fernsehen from sources such as the internet, magazines and personal communications
    4. collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
    5. researching young people’s lifestyles across German-speaking cultures and contexts, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environment, for example, Wintersport, Reiseziele
  2. 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 (VCDEC158)
    1. 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
    2. contrasting aspects of everyday life past and present, for example, Heute haben wir Twitter und Facebook. Damals gab es nur die Post.
    3. 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
    4. 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
    5. 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
Creating Elaborations
  1. Respond to a range of imaginative texts by expressing opinions and feelings about key ideas and making connections with personal experiences and other texts (VCDEC159)
    1. conducting a mock interview with a character from a text such as a short story or episode from a television series, or with a music or movie star, about their experience
    2. reviewing a film, computer game, novel or performance for a radio segment or to recommend to a friend
    3. comparing Australian and German-language examples of a particular genre for cultural and stylistic differences, for example, iconic television series such as Gute Zeiten, schlechte Zeiten and ‘Home and Away’
    4. creating a persuasive text promoting a new television show, book, film or song for a targeted audience, for example, a poster, book or CD cover or social media post for German-speaking peers
    5. listening to or viewing digital and other texts, such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences
  2. Create individual and shared texts about imagined people, places and experiences, to entertain others (VCDEC160)
    1. creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
    2. dramatising a text, for example, performing a poem or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
    3. 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
    4. composing and performing short songs with particular themes or for real or imagined occasions, for example, Liebe, Ferien, Freunde
Translating Elaborations
  1. Interpret and/or translate for friends or visitors terms associated with German or own culture (VCDEC161)
    1. translating expressions associated with politeness and social protocols in German, for example, responding to requests or thanks, or signing cards (Dein Fritz/Deine Anna), and comparing with typical expressions in similar messages in English
    2. translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen (‘I’ll keep my fingers crossed for you’)
    3. comparing and finding equivalent phrases and expressions in German and English, discussing differences and cultural influences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
    4. explaining terms associated with practices or features of schools in German-speaking countries, such as hitzefrei or aspects of assessment and reporting, for example, das Notensystem, die mündliche Note, der blaue Brief, sitzenbleiben, and drawing comparisons with similar terms used in Australian schools
  2. Create bilingual resources such as games, vocabulary cards, glossaries, word lists and labelled posters for language learning and the wider community (VCDEC162)
    1. creating English captions, commentaries or subtitles for German multimodal texts, or vice versa
    2. 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
    3. 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
Reflecting Elaborations
  1. Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses (VCDEC163)
    1. 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
    2. 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
    3. 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
    4. 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
    5. providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker
  2. Consider how personal experiences, family origins, traditions and beliefs impact on identity and shape intercultural experiences (VCDEC164)
    1. mapping their own linguistic and cultural profile, for example, by creating a chart, timeline or web profile to highlight formative elements such as family languages, key relationships and intercultural experiences
    2. reflecting on the experience of learning and using German, considering how it might add a further dimension to own sense of identity
    3. discussing how they would represent Australia in a cultural forum, for example, what they would wear or take along to an International Students Day function held in Austria
    4. discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler; Schüler und Schülerinnen; SchülerInnen

Understanding

Systems of language Elaborations
  1. Recognise the pronunciation of loan words, and understand and apply knowledge of similarities and differences between German and English punctuation (VCDEU165)
    1. exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
    2. recognising the role of and relationship between pronunciation, rhythm and pace in creating effects in spoken texts such as stories, poems, songs and conversations
    3. comparing punctuation rules in English and German, considering aspects such as the distribution and functions of commas, the style of quotation marks for direct speech, and writing numbers less than one million as one word
    4. applying German punctuation and spelling rules to own writing and learning to systematically edit own and others’ written work
  2. Extend knowledge of elements of the German grammatical system, including prepositions, reflexive verbs, adverbial phrases and subordinating conjunctions, to specify and describe people, objects and places, sequence events and qualify opinions (VCDEU166)
    1. specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, kein, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as sein, unser, dieser, jeder and welcher
    2. noticing the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein bester Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt hier keinen Sportplatz.
    3. selecting and using the appropriate form of ‘you’ (du, ihr, Sie) and its possessive adjective equivalents (dein, euer, Ihr) according to the audience, for example, Sind Sie Frau Wagner?; Hast du dein Geld mit?
    4. selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön; Ich habe ihn bei … gekauft.
    5. comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen.
    6. noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
    7. describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs in the present tense, for example, Wir spielen morgen nicht mit., Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops.
    8. describing past events and experiences in present perfect and/or simple past tense using a limited range of common verbs, for example, Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
    9. using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens. Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien.
    10. understanding and applying the ‘verb as second element’ (Wir kommen morgen or Morgen kommen wir) and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses (Ich spiele jetzt Basketball.), and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch. Zu Hause ist es oft sehr laut.
    11. linking and sequencing events and ideas using a range of cohesive devices, including adverbs (danach, vorher, dann, früher) and common conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
    12. expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
    13. understanding and using wozu? to clarify purpose
    14. understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
    15. describing destinations using prepositions including some ‘two-way’ prepositions (Wechselpräpositionen), for example, Wir fahren nach Adelaide. Der Junge geht zum Bahnhof. Sie sind in die Stadt gefahren.
    16. experimenting (using models) with different structures to make comparisons, for example, Englisch ist schwieriger als Mathe. Welches Auto ist am sichersten? Kaffee ist nicht so gesund wie Wasser
    17. referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
    18. extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)
  3. Understand the structures and conventions associated with different types of personal, informative and persuasive texts such as emails, news items and advertisements (VCDEU167)
    1. applying knowledge of text types and their purposes to identify the gist and predict the meaning of unfamiliar vocabulary in texts
    2. analysing different samples of a particular text type such as advertisements to determine the targeted audience(s), and describing the techniques used
    3. identifying the structure and conventions of a range of texts, such as a diary entry, a weather report and a news report
    4. 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)
Language variation and change Elaborations
  1. Identify features of German that vary according to audience, context and purpose in familiar spoken and written texts (VCDEU168)
    1. 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
    2. comparing German and English language use in similar situations and in texts with similar content such as advertisements, or student blogs about school issues
    3. 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
    4. 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
    5. understanding that texts have different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (short speech, blog)
    6. 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
  2. Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge (VCDEU169)
    1. investigating and reporting on evidence of current and historical influence of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
    2. understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, skypen
    3. understanding that English grammar used to be more similar to German grammar but that English has changed, for example, the Old English ‘What thinkest thou?’ and Was denkst du?
    4. noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
Role of language and culture Elaborations
  1. Reflect on different aspects of the cultural dimension of learning and using German (VCDEU170)
    1. recognising that different expressions are used across cultures to communicate ideas, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
    2. 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
    3. 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
    4. identifying changes in own ways of thinking about culture and identity as a result of learning German

Levels 7 and 8 Achievement Standard

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 ask and respond to open-ended questions and express, compare and justify opinions, for example, Sie glaubt, dass … Ich bin dafür, weil … They apply rules of pronunciation, rhythm, stress and intonation to a range of sentence types and words, including loan words from English. They obtain, summarise and evaluate information from a range of sources. They express opinions and feelings in response to imaginative texts, and make connections with their own experiences and other texts. They plan, draft and present original imaginative and informative texts, following models to link and sequence events and ideas using both adverbs such as danach, dann, früher, vorher and common subordinating conjunctions, for example, als, wenn, weil, dass. They use some modal verbs and imperative forms, for example, Was soll ich machen? Du kannst … Kauf die neue App! They refer to a person, object or place using...

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F–10 Sequence Levels 9 and 10

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 explore the reciprocal nature of intercultural communication: how moving between different languages...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCDEC171)
    1. 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?
    2. 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 ?
    3. 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.
    4. 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?
    5. 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
  2. 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 (VCDEC172)
    1. 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?
    2. 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…?
    3. 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… .
    4. role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
    5. participating in a simulated Vorstellungsgespräch, persuading a prospective employer of their suitability for a part-time job
  3. Extend language to describe and reflect on the experience of learning and using German (VCDEC173)
    1. expressing individual learning goals (Lernziele) in relation to skills and understanding for learning German, for example, Ich möchte unbedingt Deutsch besser sprechen., and monitoring progress towards achieving these goals, for example, Heute habe ich gelernt, dass …
    2. interacting with peers to compare experiences and challenges and identify successful learning strategies, for example, Am schwierigsten finde ich die deutsche Grammatik. Und du?; Ich sehe deutsche Filme, um meine Aussprache zu verbessern
    3. reviewing others’ work, providing and justifying comments on general and specific points, for example, Ich finde deinen Artikel sehr informativ und überzeugend. Zum Beispiel hast du viele Unterschiede und Ähnlichkeiten erwähnt
Informing Elaborations
  1. Investigate, synthesise and evaluate information from different perspectives on local and global issues, identifying how context and culture affect how information is presented (VCDEC174)
    1. 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
    2. researching a topic of global significance, such as Umweltprobleme, Armut or Denglish, and identifying and explaining how texts reflect different perspectives and priorities
    3. 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
    4. 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
  2. Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes (VCDEC175)
    1. 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
    2. 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
    3. 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
    4. 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
Creating Elaborations
  1. 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 (VCDEC176)
    1. 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
    2. identifying and commenting on techniques and linguistic choices which build action, develop character and position the reader, using modelled descriptive and analytic language
    3. 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
    4. investigating popular films, books or computer games in German and English to identify common themes and issues in contemporary imaginative texts
    5. 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
  2. Create a variety of imaginative texts using different devices such as imagery and sound effects to engage a range of audiences (VCDEC177)
    1. 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
    2. 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
    3. composing and performing poems, songs, monologues or dialogues to evoke amusement, sympathy or surprise, for example, selecting appropriate imagery and experimenting with onomatopoeia
    4. 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
    5. creating texts with various settings, characters and events, such as animated stories, games or short films, using a range of devices to entertain
Translating Elaborations
  1. Interpret and/or translate German and English texts, identifying and explaining culture-specific aspects and expressions that do not translate easily (VCDEC178)
    1. viewing excerpts of German/English subtitled films, evaluating the effectiveness of the translations, and explaining aspects of culture
    2. 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.
    3. experimenting with the translation of popular German expressions or idioms, for example, Du spinnst! schwarzfahren, and explaining the potential for misunderstanding
    4. 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
  2. Create bilingual texts which reflect and explain aspects of culture and language for different German-speaking and Australian audiences (VCDEC179)
    1. creating bilingual digital texts to give advice, for example, to German-speaking tourists about safe travel in the Australian outback
    2. 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
    3. 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
Reflecting Elaborations
  1. Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives (VCDEC180)
    1. 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
    2. reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
    3. 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
    4. challenging own assumptions and offering different perspectives to new language-learning contexts and situations
  2. Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians (VCDEC181)
    1. evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
    2. analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
    3. explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
    4. developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

Understanding

Systems of language Elaborations
  1. Explore the features of spoken and written language, and apply variations in relation to features such as stress, pronunciation and contractions (VCDEU182)
    1. recognising ways in which written language is different to spoken language, such as being more crafted, precise, elaborated and complex, for example, the use of interrelated clauses and support detail
    2. recognising the interactive, fluid and less permanent nature of spoken language, identifying features such as interactivity, and the use of repetition, pauses, interruptions, contractions, incomplete sentences and reliance on non-verbal elements and vocal expression
    3. recognising and responding to challenges associated with clarity and pace in audio texts, such as railway station or airport announcements or recorded phone messages, and variations or differences in pronunciation to ensure clarity, for example, zwei/zwo; Juli (pronounced as Julei)
    4. recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause boundaries and emphasis
    5. analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!
  2. Understand and apply in complex sentences a range of vocabulary and grammatical structures, including future tense, imperative mood and some relative pronouns, for the purposes of interaction, narration, description, persuasion, argument and exposition (VCDEU183)
    1. specifying and describing people, places and objects by applying knowledge of the case system to articles, common demonstratives, and possessives followed by adjectives, for example, Jedes deutsche Kind isst gern Kartoffelpuffer.; Ich habe mit meinem neuen Computer große Probleme.
    2. recognising instances of the genitive case mainly in written texts, for example, Omas Leben, die Rolle der Frau, der Gebrauch des Genitivs, understanding its function to indicate possession and using the more common ‘von + dative case + noun’ as an alternative, for example, das Haus von meinen Eltern/das Haus meiner Eltern
    3. noticing that relative pronouns have gender and case and are usually the same as definite articles, and understanding the difference in function, for example, Der Mann, der am Tisch sitzt, ist Koch.; Das ist der Beruf, den ich am interessantesten finde.
    4. understanding and using the appropriate tense (present, present perfect, simple past, future) with a range of regular and irregular verbs, including:
      • common reflexive verbs, including some with dative reflexive pronoun and noun direct object, for example, Ich wasche mir die Hände.
      • transitive and intransitive verbs
      • modal verbs
      • verbs with separable and inseparable prefixes
    5. describing plans and aspirations using werden and a single infinitive, for example, In der Zukunft werde ich mehr Sport treiben.
    6. using the different imperative forms of verbs for peers and adults, for example, SpielSpielt/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!
    7. indicating contradiction using doch
    8. connecting and contrasting ideas, events and actions using a variety of conjunctions and cohesive devices, including embedded clauses such as relative clauses, and noticing the word order, for example, Um Geld zu haben, muss man einen Job finden.; Entweder werde ich Klempner oder Elektriker. Der Film, den du sehen willst, läuft jetzt im Kino
    9. understanding the difference between interrogatives which incorporate a preposition and refer to people and those which refer to objects, for example, Mit wem gehst du zur Party?; Worüber schreibst du deinen Englischaufsatz?
    10. noticing and experimenting with compound forms such as common da- and wo(r)- constructions, for example, Was machst du damit? Woran erinnerst du dich?
    11. understanding and using the accusative, dative and ‘two-way’ prepositions accurately with regard to case and meaning, including a limited range of common idiomatic prepositional phrases, for example, Meine Eltern sind mit 21 aus Deutschland ausgewandert. Sie denkt oft an ihre Kindheit
    12. modifying meaning through the use of adverbs and adverbial phrases, for example, Das haben sie schon gemacht. Lauft so schnell wie möglich zum Supermarkt!
    13. using a range of expressions for indefinite quantities, for example, einige, manche, mehrere
    14. understanding and using formulaically common subjunctive forms (Konjunktiv II) such as hätte and wäre and würde + infinitive, for example, Wenn ich reich wäre, würde ich ein schnelles Auto kaufen. Er tut so, als ob er keine Zeit hätte
  3. 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 (VCDEU184)
    1. 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
    2. 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)
    3. 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
    4. 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
Language variation and change Elaborations
  1. Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register (VCDEU185)
    1. comparing features of German in a range of spoken texts from different countries and regions, for example, variations in vocabulary such as Kartoffel = Krombeere (auf Schwäbisch) = Gummel (auf Schweizerdeutsch) = Erdapfel (auf Österreichisch), and reflecting on national/regional variations and the use of dialects in formal and informal contexts
    2. applying appropriate register and conventions to produce spoken or written texts for real or simulated situations, such as a job interview or a formal letter complaining about faulty goods
    3. analysing ways in which the level of formality in a text may be decreased, such as by using 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
    4. comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects
  2. Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity (VCDEU186)
    1. 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
    2. 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
    3. 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
    4. establishing a deeper understanding of diversity and reflecting on own experience of what linguistic and cultural diversity means
Role of language and culture Elaborations
  1. Understand that language and culture are interrelated and that they shape and are shaped by each other (VCDEU187)
    1. reflecting on the experience of moving between cultures in and out of school, in local and virtual environments, and through the experience of learning and using German
    2. reflecting on how learning German has impacted on own assumptions about German language, culture or identity and on awareness of own communicative and cultural behaviours and of how these may be interpreted by others, for example, Früher dachte ich, dass die Schweizer … Jetzt verstehe ich, dass
    3. analysing how language use and culture reflect and shape relationships, practices and attitudes, such as expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi)

Levels 9 and 10 Achievement Standard

By the end of Level 10, students use written and spoken German to initiate and sustain interactions with teachers, peers and others in a range of settings and for a range of purposes. They use language spontaneously in the classroom environment to seek clarification and advice, assist others, initiate conversations and discussions, debate a course of action, share learning strategies and comment on the contribution of others, for example, Meinen Sie, dass …? Was würdest du an meiner Stelle tun? Simon hat Unrecht. Meiner Meinung nach ist Kims Geschichte am lustigsten. Ich sehe deutsche Filme, um meine Aussprache zu verbessern. They describe plans and aspirations using future tense, for example, Wir werden bald in Deutschland sein. Ich werde sicher die 12. Klasse zu Ende machen, und dann werde ich hoffentlich studieren. They state facts and relate experiences, such as, Wir haben fast alle unsere Lernziele für das Halbjahr erreicht. Mit 5 Jahren spielte ich mit Puppen und konnte lesen., using past tense forms, Perfekt and Imperfekt, of regular and irregular verbs. When speaking, they use appropriate pronunciation, intonation and stress in a range of sentence types, including variations...

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7–10 Sequence Levels 7 and 8

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 phrases, including distinctive sounds such as ch, r, th, u and z, diphthongs such as au, ei, eu and ie, a...

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Levels 7 and 8 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCDEC001)
    1. 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!
    2. 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.
    3. interacting in class activities and (electronic) games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran!; Ich gewinne! Du mogelst!
    4. 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.
    5. expressing how they are feeling, for example, Es geht mir nicht gut. Ich bin krank.; Ich bin glücklich.
    6. 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.
    7. 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
  2. Make plans and arrangements to carry out activities together and obtain goods or services, through transacting with others in simple and guided real or simulated situations (VCDEC002)
    1. making arrangements with a friend, for example, Ich gehe am Samstag zum Fußball. Kommst du mit?
    2. planning for a class celebration or performance, for example, following a model to create an invitation or program (Wann? Was? Wer? Wo?) or to write a shopping list, such as for a Grillfest
    3. accepting or declining an invitation, for example, a short message, Liebe/r X, danke für deine Einladung. Ich kann am Freitag nicht mitkommen. Ich habe Basketballtraining.
    4. participating in collaborative projects, for example, making and playing a vocabulary game such as Domino, Memory or Quartett, or producing and sharing a digital alphabet or number book for a younger audience
    5. following procedures and instructions together, for example, participating in sport/dance/craft activities or using a recipe in German to make Rösti or Kartoffelpuffer
    6. participating in real or simulated situations, such as buying a bus/cinema ticket or food, for example, Ich nehme ein Käsebrötchen; Was kostet ein Eis?; Das macht 6,50 Euro.
  3. Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests (VCDEC003)
    1. responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
    2. using repair strategies such as asking for repetition or details of tasks and expressing lack of knowledge, for example, Wie bitte?; Welche Seite?; Wie sagt man das auf Deutsch?; Ich verstehe das nicht .
    3. apologising, for example, Entschuldigung!, Es tut mir leid
    4. making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?
Informing Elaborations
  1. 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 (VCDEC004)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Present in modelled spoken and written texts information relating to own world and that of other teenagers (VCDEC005)
    1. 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
    2. 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
    3. 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
    4. 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
Creating Elaborations
  1. Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas (VCDEC006)
    1. 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
    2. 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.
    3. 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.
    4. 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
    5. performing a song or poem in response to an imagined experience, incorporating actions and props to enhance meaning and to entertain
  2. Reinterpret or adapt a familiar text and/or use a modelled structure and language to create simple and original imaginative texts (VCDEC007)
    1. inventing a new aspect of a text, such as a new character, a different setting or an alternative ending
    2. 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
    3. creating and performing imagined interactions, for example, between avatars (using apps) or meeting a character from a text for the first time
    4. 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
Translating Elaborations
  1. Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences (VCDEC008)
    1. translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
    2. using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
    3. recognising compound words, and collecting and analysing interesting examples (der Schulsport, die Realschule, babyleicht), noting that compound nouns take the gender of the last noun in the compound
    4. translating public signs from German to English and vice versa, noticing similarities and differences
    5. interpreting for and explaining to peers and family members aspects of German language and culture (in texts such as emails and conversations) that are interesting and/or different, for example, that when addressing teachers in German you use family names after the titles Frau and Herr, unlike the English use of just ‘Miss’ or ‘Sir’
  2. Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories (VCDEC009)
    1. 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
    2. 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
    3. creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
    4. 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
Reflecting Elaborations
  1. Engage with German speakers and texts, noticing how interactions involve culture as well as language (VCDEC010)
    1. reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, for example, the use of family names with titles (Guten Tag, Frau Stein) and formal/informal register (du/ihr/Sie), and comparing these with English and other known languages
    2. observing interactions between German speakers in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion (bitte schön; Entschuldigung; Wie schön!; Du bist gemein!), gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface
    3. participating in cultural experiences, such as eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition, and reflecting on cultural similarities and differences that are manifested through language
    4. 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
    5. comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into own interactions when communicating in German, for example, shaking hands as a common greeting, not putting hands in pockets while talking with someone (as this may be considered rude), and maintaining eye contact
  2. Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange (VCDEC011)
    1. sharing ideas about the experience of learning and using German, including any perceived changes in levels of confidence, or in attitudes to culture and intercultural communication, for example, ‘How did I feel when I first heard/spoke German? How do I feel now?’
    2. preparing a class profile to exchange with German-speaking students, showing cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
    3. annotating a family tree with information about family members, such as significant places or languages spoken, identifying own heritage (Ich bin Australier/-in. Mein Opa kommt aus Griechenland.), and reflecting on how own background has shaped identity
    4. participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
    5. comparing aspects of identity that may be important across cultures, such as state, country, ethnic group, language, religion, age, gender, and position in family

Understanding

Systems of language Elaborations
  1. Recognise and use key features of the German sound system, including pronunciation, rhythm, stress and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German (VCDEU012)
    1. noticing and imitating German sounds, and developing awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z; consonant blends and clusters such as sch; short and long vowel sounds and diphthongs such as au, ei, eu and ie; the impact of the Umlaut on a, o and u; and ß
    2. applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie (she/they)
    3. understanding that β can only be used in lower case, otherwise SS, and that ä, ö and ü can be written as ae, oe and ue respectively, for example, in upper case signs or word puzzles such as crosswords
    4. understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, for example, die 8. Klasse; 9,50 Euro; 15.30 Uhr
    5. learning to pronounce the German alphabet by singing das Alphabetlied, and using the German alphabet for spelling out names and other words
    6. practising pronunciation of particular sounds and rhythms by saying tongue twisters, rhymes and short poems
    7. recognising differences in intonation and rhythm between statements, questions and commands
  2. 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 (VCDEU013)
    1. 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
    2. comparing pluralisation of nouns in German and English, for example, die for plural nouns
    3. using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
    4. 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.
    5. 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.
    6. 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?
    7. using common prepositional phrases formulaically, for example, nach Hause, zu Hause
    8. using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
    9. understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
    10. 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 .
    11. 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
    12. 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)
    13. conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
    14. understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
    15. 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
    16. 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?
    17. negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
    18. describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
    19. 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.
    20. joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
    21. 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
    22. locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
    23. 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.
    24. 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
    25. 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.
    26. building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
  3. Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips (VCDEU014)
    1. identifying and analysing the purpose, intended audience and key features of familiar texts in German, such as signs, instructions, postcards, advertisements, songs and conversations, and comparing these with texts in own language and culture
    2. examining how texts are constructed, including textual features (greetings in correspondence), grammatical structures such as parts of speech (adjectives and prepositions), and visual cues (images in brochures)
    3. transforming a simple text such as a short poem into another text type, such as a conversation or a cartoon, and applying the key features of the second text type
    4. understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas
Language variation and change Elaborations
  1. Recognise some of the common variations in German as it is used in different contexts and locations by different people (VCDEU015)
    1. using appropriate forms of address and greetings/salutations for peers and teacher, depending on gender (Lieber/Liebe… and Dein/Deine/Eure … in a letter) and social status (Guten Morgen, Herr Schiller; Hallo, Tim!) of participants, and recognising the effects of inappropriate choices, for example, greeting peers with Guten Morgen, Frau Mary!
    2. observing telephone interactions in film clips and real life and practising telephone etiquette when answering mobile phones in comparison with the family landline (surname only) and ending phone call with Auf Wiederhören
    3. noticing that in public announcements and/or on the phone certain words are pronounced differently or varied slightly to ensure clarity, for example, zwei/zwo, Juli (pronounced as Julei)
    4. recognising different registers, such as the different words for ‘you’, for example, Was machst du, Peter? Was macht ihr, Kinder (Klasse 7)? Setz dich, Peter! Setzt euch Kinder! Kommen Sie bitte herein, Herr Berger!
    5. being aware of some regional variations in language, such as in greetings (the Swiss Grüezi and Austrian Servus) or the lack of the Eszett in Switzerland
    6. comparing written and spoken modes of a particular language function such as an invitation, noticing language structures used and varying levels of formality
    7. comparing the concept of diversity in accents, dialects and vocabulary in German-speaking communities with similar diversity in the use of English within and beyond Australia
  2. Recognise that German and English are related languages and that German is an important European and global language (VCDEU016)
    1. noticing that German and English share many words, for example, Computer, Bus, Taxi and Auto, and understanding that this is a result of historical events as well as the dynamic nature of languages
    2. recognising that English and other languages have borrowed German words, for example, Hamburger, kaputt, Kindergarten, Glockenspiel and Mischmasch, and comparing how these words are pronounced by German and English speakers
    3. understanding that English grammar used to be more similar to German grammar but that English has changed, for example, recognising the link between the Middle English ‘What thinkest thou?’ and Was denkst du?
    4. recognising that the German language continuously borrows and adapts words and expressions from other languages, including English, for example, das Internet, die App, häppi, joggen, shoppen, simsen/texten, Stopp! and Sorry!
    5. recognising that German is an official language of the ‘DACHL’ countries (Germany, Austria, Switzerland and Liechtenstein) as well as in Belgium, Luxembourg and South Tyrol
Role of language and culture Elaborations
  1. Understand that language use is shaped by and reflects the values, ideas and norms of a community (VCDEU017)
    1. investigating connections between language and significant cultural values or practices in Australia and German-speaking countries, for example, individual rights, shared social responsibility, respect for the environment, Reconciliation, anti-racism, ‘fair go’
    2. developing language to analyse and explain the nature of the relationship between language and culture, using terms such as ‘meaning’, ‘perspective’, ‘values’, ‘assumptions’ and ‘difference’
    3. examining examples of cultural representation in language, symbols and behaviour, such as die Märchenstraβe, (lack of) speed limits on the Autobahn, national flags, and the ‘visibility’ of the European Union through placement of its logo (for example, on car numberplates)
    4. recognising that there are different and/or multiple expressions that communicate ideas across cultures, for example, when describing Brot or school excursions (Klassenfahrt, Wandertag)
    5. exploring how origin, geography and religion are directly connected to lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, religious/public holidays, choice of Fremdsprachen offered in schools
    6. participating in guided discussion on the nature and role of ‘culture’ and its relationship with language, with reference to German, English and other known languages

Levels 7 and 8 Achievement Standard

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 simple expressions to ask and respond to familiar questions and give and respond to instructions, such as, Hört gut zu!; Hol’ einen Laptop!; Wer ist das?; Woher kommt dein Vater?; Hast du Geschwister?, request help or permission, for example, Ich möchte … , bitte.; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?, ask for information, clarification or assistance, such as, Wie bitte? Hast du mein Buch? Wie sagt man das auf Deutsch?, and clarify answers, for example, Das ist meine Freundin und sie kommt aus China. ... Ja, ich habe zwei Brüder, sie heißen Nick und Max.. When socialising, they make simple statements such as Ich mag Fuβball, aber Toms Lieblingssport ist Basketball. They use key features of pronunciation, stress and intonation, including short and long vowel sounds, single consonants, blends and diphthongs, in different words, phrases and sentences, such as,ja, rot, singen...

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7–10 Sequence Levels 9 and 10

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 explore how moving between different languages and cultural systems impacts on ways of thinking...

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Levels 9 and 10 Content Descriptions

Communicating

Socialising Elaborations
  1. 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 (VCDEC018)
    1. 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… ?
    2. 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?
    3. 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 … .
    4. 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?
    5. 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.
    6. 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.
    7. 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?
  2. 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 (VCDEC019)
    1. 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!
    2. participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
    3. 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.
    4. 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
    5. 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.
  3. 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 (VCDEC020)
    1. stating a problem and asking for advice, for example, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
    2. 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.
    3. 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.
Informing Elaborations
  1. Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts (VCDEC021)
    1. 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
    2. 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)
    3. 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
    4. 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
    5. using print and digital resources such as dictionaries, grammar references and encyclopaedias to support comprehension and research
  2. Present information and opinions in different modes and familiar text types appropriate to audience, context and purpose, applying conventions of text types (VCDEC022)
    1. 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
    2. 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
    3. 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
    4. 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
Creating Elaborations
  1. Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects (VCDEC023)
    1. listening to, reading and viewing digital and other texts such as songs, stories, television programs and films with subtitles, and responding by expressing views or by modifying key aspects, for example, creating a new scene, continuing the story, re-creating a video clip using parody, role-playing an interview with a character, or retelling or performing the text from the perspective of one of the minor characters
    2. comparing contemporary German and Australian music by reading music blogs or online magazines, viewing video clips and listening to music stations, and identifying similarities and differences in expression, themes and styles of performance
    3. writing a review of a film, television episode or performance for an entertainment guide
    4. comparing Australian and German examples of a particular television genre for cultural and stylistic similarities and differences, such as the German and Australian versions of Top Gear, The X Factor/Deutschland sucht den Superstar or Home and Away/Gute Zeiten, schlechte Zeiten’
  2. Create a variety of imaginative texts to entertain, convey ideas and express emotions (VCDEC024)
    1. 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
    2. composing and performing short songs with particular themes or for imagined occasions, for example, Liebe, Ferien, Austausch
    3. 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
    4. creating an imaginative text to entertain a younger audience, such as a picture storybook, puppet play or short film
    5. creating a digital persona or avatar in a German-speaking fantasy world, incorporating communicative styles and social behaviours observed in German texts
Translating Elaborations
  1. 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 (VCDEC025)
    1. 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’)
    2. 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
    3. 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’)
    4. 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
    5. discussing issues associated with using online translators by comparing different versions of a translated text and suggesting reasons for differences and mistranslations
  2. Create bilingual texts such as captions, glossaries or footnotes to interpret cultural and linguistic aspects of texts (VCDEC026)
    1. providing bilingual captions for images of scenes from Australia and German-speaking countries to explain cultural aspects, for example, bush, forest, mountain, beach or city images
    2. creating websites or printed guides for international students intending to attend Australian schools, highlighting key terms and expressions associated with traditions, curricula, schedules or routines, and including footnotes as necessary
    3. providing vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family barbecues, explaining terms such as ‘BYO (food/chair)’
    4. creating English captions, commentaries or subtitles for German multimodal texts to explain cultural and linguistic aspects
Reflecting Elaborations
  1. 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 (VCDEC027)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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
  2. Reflect on self as a language user and discuss own and others’ cultural identity, considering how it is both shaped by and influences ways of communicating and thinking (VCDEC028)
    1. reflecting on the experience of learning German and considering how this might add a further dimension to own sense of identity, for example, by creating a persuasive text about the benefits of knowing another language
    2. mapping own linguistic and cultural profile, such as by creating a web profile or a timeline of major milestones, highlighting formative elements such as family languages, key relationships and intercultural experiences, for example, Wann und warum benutze ich Englisch/Deutsch/X? Wie fühlte ich mich früher und wie fühle ich mich jetzt als Englisch-, Deutsch-, Xsprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
    3. noticing and exploring how identity is expressed through languages spoken by people in various cultural contexts, including languages spoken by classmates and family or community members
    4. exploring how cultural identity is manifested, for example, through family occasions, community events and festivals
    5. discussing how they would represent being Australian in a cultural forum, for example, what they would wear or take to an International Students Day function held in Switzerland

Understanding

Systems of language Elaborations
  1. 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 (VCDEU029)
    1. recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
    2. 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
    3. listening to and/or viewing excerpts of authentic German conversations, noting examples of contractions and the impact of their use
    4. 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
    5. applying German punctuation and spelling rules to edit own and others’ written work systematically
  2. Extend grammatical knowledge, including of cases, demonstrative and interrogative adjectives, prepositions, common subordinating conjunctions, and past and future tenses, to describe, situate and link people, objects and events in time and place (VCDEU030)
    1. specifying a person, object or place using knowledge of the German case system (nominative, accusative and dative), and using definite and indefinite articles, personal pronouns (including man), and possessive, demonstrative and interrogative adjectives such as ihr, sein, unser, dieser, jeder and welcher
    2. noticing use of the genitive case mainly in written texts, for example, Deutschlands Schulen, die Rolle der Frau, der Gebrauch des Genitivs
    3. understanding the relationship between gender, article and case and the adjectival ending when describing people, objects, places and events, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt kein groβes Einkaufszentrum in dieser Stadt.
    4. selecting the correct personal pronoun for ‘it’ (er/sie/es; ihn) for objects, for example, Woher hast du den Hut? Er ist sehr schön. Ich habe ihn bei … gekauft.
    5. comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen. Man darf hier nicht essen. Du musst das nicht essen.
    6. describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs, for example, Er sieht viel fern.; Ich muss meine Hausaufgaben machen.; Morgen ist unser letzter Schultag. Wir werden nächstes Jahr in der 11. Klasse sein.
    7. describing past events and experiences in the present perfect and/or simple past tense using a limited range of common verbs, for example, Ich bin gestern Skateboard gefahren.; Als Kind trank ich gern Milch.
    8. using reflexive verbs in present tense with their appropriate reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich dusche mich morgens.; Interessierst du dich für Geschichte?; Wir freuen uns auf die Ferien.; Erinnerst du dich an … ?
    9. noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
    10. understanding and giving instructions, applying the different forms for single/plural addressees and informal/formal register, for example, Mach dein Buch zu, Angela! Freunde, helft mir! Hilf mir! Machen Sie das Fenster bitte zu, Frau Berger!
    11. linking and sequencing events and ideas using a range of cohesive devices, including adverbs (dann, früher, danach, vorher) and common subordinating conjunctions (als, dass, obwohl, wenn, weil), usually with the subordinate clause after the main clause
    12. expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass ... ; Wir sind dagegen/dafür, denn ...
    13. asking and answering questions using a range of interrogatives, including warum to elicit reasons and wozu to clarify purpose
    14. understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch.; In der Schule gibt es viele Umweltaktionen.
    15. understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus Australien.; Das Eis ist für mich.; Der Junge geht zum Bahnhof.
    16. understanding the meaning of and using ‘two-way‘ prepositions (Wechselpräpositionen), for example, Wir gehen ins Kino.; Sie wohnen in der Schweiz.
    17. making comparisons using a range of structures, for example, Ich esse lieber Salat als Fleisch. Welches Auto ist am sichersten?; Kaffee ist nicht so gesund wie Wasser. using appropriate units of measurement, for example, for height/length, area, time and velocity (Meter, Kilometer; Quadratmeter, Quadratkilometer; Jahrzehnt, Jahrhundert, Jahrtausend; Stundenkilometer)
    18. extending metalanguage to communicate in German and English about case, word order, verb tenses and moods (for example, Dativ, Wechselpräpositionen, das Imperfekt, der Imperativ, Hilfsverben, trennbare Verben)
  3. 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 (VCDEU031)
    1. 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
    2. 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
    3. 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
    4. 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
    5. 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)
Language variation and change Elaborations
  1. Identify and analyse linguistic features of German that vary according to audience, context and purpose in familiar modelled spoken and written texts (VCDEU032)
    1. 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
    2. 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
    3. 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
    4. identifying key differences in regional dialects and accents
    5. 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?
  2. Understand that language has power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge (VCDEU033)
    1. considering how language marks values and attitudes such as respect and equality, 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 fornon-English speakers
    2. noting that although German grammar has not changed as much as English over the centuries, it did relatively recently undergo changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs (Fuβball, Spaβ, weiβ), and ss to be used after short vowels (dass, Klasse)
    3. investigating and reporting on evidence of current and historical influences of German language and culture in the local and broader Australian community, for example, German/Austrian/Swiss place names (Heidelberg, Hahndorf, Leichhardt, Grindelwald), food (cafés, restaurants, bakeries, market stalls), festivals and celebrations (German Film Festival, Swiss Festival, Weihnachtsmarkt), and organisations (Goethe-Institut, SBS German Radio, clubs, churches, companies)
    4. considering the concept of ‘ecology’ in relation to German and other languages; that is, the interaction of the language with constantly changing environments due to globalisation, technology, and language shifts and exchange
Role of language and culture Elaborations
  1. Explore the dynamic nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs (VCDEU034)
    1. establishing a deeper understanding of diversity, and reflecting on what own experience of linguistic and cultural diversity means for them
    2. sharing ideas about how culture ‘works’ as a combination of beliefs, values and practices, and examining own personal and community cultural frames of reference and how and why these change over time
    3. reflecting, through personal journals and group discussions, on how learning German has impacted on own assumptions about German language, culture or identity
    4. considering how the experience of learning a new language has impacted on their awareness of their own communicative and cultural behaviours and of how these may be interpreted by others
    5. analysing how language use and culture reflect and construct relationships, practices and attitudes, including expressions and concepts in German related to education, social equality, national identity and commitment to world peace, for example, Fremdsprache, Ausbildung/Erziehung; Nationalismus/Heimat; those related to Ausländer in German-speaking countries and those within Germany, such as Nord–Süd/Ost–West (Ossi/Wessi) identity

Levels 9 and 10 Achievement Standard

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 negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language. They ask and respond to familiar questions, for example, Wir sind in den Ferien oft ins Schwimmbad gegangen. Was hast du gemacht? Ich finde meine Schule gut, und du? Wie findest du deine Schule? and make comparisons, such as, Meine Freundin ist fleiβiger als ich. They give opinions explain problems and ask for advice or clarification, for example, Ich wohne gern auf dem Land, weil ... , Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man die deutschen Verben?. They apply rules of pronunciation, intonation and stress, including variations such as contractions. They locate, analyse and record information, feelings and opinions from a range of texts. They respond to and re-create imaginative texts, and use descriptive and expressive vocabulary to communicate...

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