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...
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, question and imperative forms and use simple negative constructions. They develop metalanguage to comment on grammar and vocabulary.
As students use German to interact in different situations and to engage with different resources, students develop an understanding of how language and culture influence each other. They learn to recognise how language features and expressions reflect cultural values and experiences, and how grammatical forms or vocabulary choices can affect the ‘meaning’ that is made. Students consider their own ways of communicating and using language.
Students use German with one another and the teacher for an increasing range of purposes including exchanging information and expressing ideas and feelings. Students’ ability to communicate fluently and accurately within familiar contexts is developing. Their pronunciation, intonation and phrasing are more confident, and they control and access wider vocabulary resources and use an increasing range of strategies to negotiate meaning. Attention is given to language structures and systems, literacy skills development, and the exploration of cultural elements of communication.
Oracy development includes active listening to a range of input from different sources and building more elaborated conversational and interactional skills. This involves turn-taking, ‘reading’ language for cultural and contextual meaning, building on others’ contributions, and making appropriate responses and adjustments. Students begin to engage in debate and discussion. Individual and group oral presentation and performance skills are developed through researching and organising information; structuring, rehearsing and resourcing the content of presentations; and selecting appropriate language to engage particular audiences.
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...
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 modelled language to describe current, recurring and future actions, for example, Wir gehen morgen schwimmen. Kommst du mit? Es geht mir nicht gut. and produce original sentences with common regular and irregular verbs in the present tense, including limited forms of the modal verbs dürfen and müssen and some common separable verbs such as mitbringen and fernsehen. They use adjectives, adverbs and adverbial phrases to qualify meaning, for example, viel Wasser, neue Schuhe; lieber, oft, jeden Tag. They explain aspects of German language and culture, recognising that there are not always equivalent expressions in English, and create a range of bilingual texts to support their own language learning and the school community. They describe aspects of their intercultural interactions that are unfamiliar or uncomfortable, and discuss their own reactions and adjustments.
Students give examples of how German language and culture are continuously changing and are influenced by other languages and cultures. They identify and apply some of the systematic sentence structure and word order rules of German. They identify rules for pronunciation and apply phonic and grammatical knowledge to spell and write unfamiliar words, for example, words containing ch, j, w and z, and diphthongs such as au, ei, eu and ie. They apply the conventions of commonly used text types, and identify differences in language features and text structures. They give examples of the variety of ways German is used by different people in different contexts. They make connections between culture and language use, and identify ways that language use is shaped by and reflects the values, ideas and norms of a community.
The VCAA has recently published the Victorian Curriculum F–10 Version 2.0. To view the revised curriculum, familiarisation resources and support material, go to the Victorian Curriculum F–10 Version 2.0 website.
