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• VCESC002

  Participate in collaborative activities and events that involve planning, making arrangements, transacting and negotiating

  Elaborations

  • working together to produce class reference materials such as wall charts or databases to display key vocabulary and language structures used regularly in the Spanish classroom
  • participating in class activities such as word, board or electronic games (Lotería, El ahorcado, El laberinto), negotiating and giving or asking for directions, for example, es tu turno, me toca a mí, tira los dados
  • participating in imagined scenarios such as being lost, asking for and giving directions, information and assistance, for example, ¿Dónde está la oficina de correos? A dos cuadras a la derecha. Necesito un mapa de la ciudad, ¿Dónde los venden?
  • participating in planning events such as birthday parties or excursions that involve negotiating time, place, activities and participants, for example, ¿Quieres ir de compras al mercado? ¿A qué hora sale el tren?
  • creating displays, presentations or performances for family, friends or school community to showcase their learning of Spanish
  • responding to invitations by accepting, declining or offering apologies, adjusting language to suit formal and informal contexts (No, gracias, Gracias por tu invitación pero no puedo ir, Sí claro, con mucho gusto), and participating in real or simulated transactions such as purchasing food or tickets for an event, for example, ¿cuánto cuesta? ¡qué caro! ¿tiene descuento? ¿acepta tarjeta de crédito? ¿cuánto me da por esto?

  VCESC002 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRU069

  Examine how elements of communication such as gestures, facial expressions and choice of language vary according to context and situation

  Elaborations

  • comparing and explaining the use of communicative styles in different contexts, for example, une partie de foot au Stade de France (Allez, allez les Bleus!) compared to a written bulletin scolaire (Mathilde s’exprime avec facilité, persévère au travail)
  • analysing the role of formulaic language and symbolic gestures in different contexts and communities, noticing cultural variations, for example, national mottos such as Liberté, égalité, fraternité (la France); Unité, Travail, Progrès (le Chad); ‘Advance Australia’ (l’Australie)
  • comparing elements of communication such as body language, use of personal space and silence in different cultural contexts and exchanges

  VCFRU069 | Languages | French | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

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

  Students continue to expand their range of vocabulary to domains beyond their personal experience and interests. They use a range of grammatical forms and language structures to convey more complex ideas and experiences, for example, by using reflexive, reciprocal, causative and passive verbal...

  Level description | Languages | Turkish | F–10 Sequence

• Latin: Levels 7 and 8 achievement standards

  By the end of Level 8, students use their knowledge of vocabulary, grammar and textual cues to identify and interpret information in Latin texts, such as narratives, about the daily life and attitudes of the Romans. They interpret grammatical structures such as inflected forms; identify linguistic...

  Level description | Languages | Latin | Levels 7 and 8

• VCESC164

  Engage in collaborative tasks, activities and experiences that involve negotiation, making arrangements, problem-solving and transacting

  Elaborations

  • planning and participating in learning experiences such as preparing a class outing or community performance or shopping for a lunch, stating preferences, negotiating, considering alternatives and agreeing or disagreeing, for example, Prefiero no ir a la playa contigo, Tengo ganas de ir al cine…Estoy de acuerdo contigo… Estoy en desacuerdo contigo…
  • participating in situations that involve transactions and the exchange of ideas and preferences, for example, arranging to host students on an exchange program or returning damaged articles
  • engaging in collaborative projects such as designing a web page or making a short documentary about a subject such as Mi comunidad
  • planning and completing tasks that involve asking for, giving and following directions to real or virtual locations (siga derecho... toma el bus hasta el lago… gira a la izquierda…), using resources such as digital devices, apps, street maps or directories

  VCESC164 | Languages | Spanish | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRC055

  Participate in a range of spoken and written interactions, for example, exchanging views or experiences, apologising or excusing, inviting or congratulating

  Elaborations

  • using the appropriate register when exchanging greetings, introductions, apologies or health enquiries, for example, Salut mon pote! Ça roule? Bonjour, Mademoiselle Charpent, comment allez-vous? Enchanté! Je m’excuse, Monsieur, vous vous appellez comment? Ciao, Pierre, à tout de suite!
  • using descriptive and expressive language to talk about aspects of school, home and social life, for example, Ma sœur m’ennuie parce que…; c’est bien/dûr d’être ado car…; ce que je déteste/j’adore, c’est la musique/l’informatique /les maths; s’il faut redoubler…!
  • communicating in face-to-face or online discussion and debate with peers and French-speaking contacts about social and environmental issues, such as l’influence de la musique, l’environnement digital or le recyclage, referencing community attitudes and changing practices
  • composing formal and informal versions of invitations and/or replies to invitations, taking account of the context and the relationship with the recipient of the text

  VCFRC055 | Languages | French | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU166

  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

  Elaborations

  • 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
  • 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.
  • 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?
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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.
  • 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
  • expressing opinions using, for example, meiner Meinung nach; Ich glaube, dass … Wir sind dagegen/dafür
  • understanding and using wozu? to clarify purpose
  • understanding and using dative and accusative prepositions with their core meanings, for example, Ich komme aus der Stadt. Der Kuchen ist für dich.
  • 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.
  • 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
  • referring to quantities of people and things using cardinal numbers up to a billion, for example, Deutschland hat 81,9 Millionen Einwohner.
  • extending metalanguage to communicate in German and English, for example, about case, word order and verb tenses (Dativ, Wechselpräpositionen, das Imperfekt, Hilfsverben, trennbare Verben)

  VCDEU166 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESC001

  Interact with teacher and peers to exchange information about self, family, friends and leisure activities, and to express feelings, likes and dislikes

  Elaborations

  • exchanging greetings with others using appropriate formal or informal language, for example, ¡Buenos días, clase!, Buenas tardes señor Rodríguez, ¿cómo está usted?, ¡Buenas noches señoras y señores!, Hola¿qué tal Pedro? Adiós señora, que le vaya bien ¡Hasta luego amigos!
  • describing routines, events and leisure activities using language associated with time, frequency and location, for example, Todos los días me levanto a las 7. Los fines de semana voy a la playa con mi familia. Mi fiesta de cumpleaños es el domingo
  • using present tense high-frequency verbs such as ser, estar, tener, llamarse and vivir to introduce self and others and to describe and share aspects of personal worlds, for example, Me llamo David y vivo con mi padre. Mi amigo es divertido, vive en un apartamento elegante. Mi hermana tiene 24 años y está casada
  • recounting significant or special events and comparing these to similar events for Spanish-speaking teenagers, for example, cumpleaños, vacaciones, celebraciones especiales, eventos deportivos
  • expressing likes, dislikes, preferences and feelings, for example, Me gusta jugar con el ordenador/computador. No me gusta la sopa. Me encanta la música. Mi deporte favorito es la natación. Estoy estresada..., estoy contenta..., estoy cansado ..., estoy aburrido ...

  VCESC001 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCFRU103

  Understand and use elements of the French grammatical system, including word order, gender and number variation, and present and compound forms of regular and some irregular verbs

  Elaborations

  • using and understanding nouns as core elements of sentence structure
  • using definite and indefinite articles (le, la, l’, les; un, une, des)
  • marking plural forms (le chien/les chiens, une femme/des femmes), including some irregular plural forms (l’œil/les yeux, le nez/les nez)
  • understanding and using the three main conjugations for present tense regular verbs -er, -ir and -re, and the irregular present tense conjugations of the verbs être, avoir, aller and faire
  • understanding that while some adjectives in French follow the noun (un élève intelligent, un match extraordinaire), some precede the noun (une bonne étudiante, une grande maison)
  • understanding that adjectives agree in number and gender with the noun (des élèves intelligents, de bonnes étudiantes) and that des changes to de if the adjective precedes the noun
  • understanding the form and function of subject pronouns je, tu, il, elle, nous, vous, ils and elles, how they determine verb conjugations and substitute for noun subjects (voila le frère de Michel; il est beau, n’est-ce pas?)
  • recognising and using locative prepositions à, en, au, aux and dans when describing where people live (Jean-François habite à Montréal au Canada, ma copine Juliette habite aux Phlippines, la famille Maréchal habite dans une ferme)
  • using the negative ne…pas in simple statements, questions and commands (je n’aime pas l’histoire, tu n’aimes pas le bifteck? ne recommence pas!), recognising substitution of the indefinite article with de in negative sentences (Non, je n’ai pas de frère. J’ai une sœur)
  • understanding three ways of forming a question: a simple declarative sentence with rising intonation (tu as un animal chez toi?), inverting the verb form (as-tu un animal chez toi?), and using est-ce que before a declarative sentence (est-ce que tu as un animal chez toi?)
  • gaining awareness of simple and compound tenses, using le passé composé to recount events that occurred in the past and le futur proche to describe immediate future events (il a regardé la télé, il va regarder la télé)
  • expressing ownership through the use of singular and plural possessive adjectives (mes yeux, ses cheveux, ta mère, ses copains)
  • using the imperative verb mood (mes enfants, soyez sages! va demander à ta mère)
  • recognising the function of irregular verbs such as avoir, être and faire in expressions such as avoir faim, avoir 13 ans and faire beau and as auxiliary verb forms (je suis arrivé, nous avons mangé)
  • recognising the functions of elements such as prefixes and suffixes (désagréable, la camionette, la réorganization) and how word patterns and clusters connect (triste, la tristesse; le marché, le marchand, la marchandise)
  • building metalanguage to talk about grammar and vocabulary (for example, les formes négatives, interrogatives, le futur proche, masculin, féminin, singulier, pluriel), and comparing with equivalent English terms

  VCFRU103 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEC008

  Translate and interpret texts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences

  Elaborations

  • translating short personal texts, identifying words and phrases that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm
  • using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
  • 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
  • translating public signs from German to English and vice versa, noticing similarities and differences
  • 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’

  VCDEC008 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEU016

  Recognise that German and English are related languages and that German is an important European and global language

  Elaborations

  • 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
  • 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
  • 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?
  • 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!
  • 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

  VCDEU016 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• Turkish - 7–10 Sequence: Levels 7 and 8 achievement standards

  By the end of Level 8, students interact with the teacher and peers to exchange information and express opinions, for example, Arkadaşlarımla sinemaya gitmeyi severim. They use descriptive and expressive language to share feelings and to express preferences such as Suyu gazoza tercih ederim. Student...

  Level description | Languages | Turkish | 7–10 Sequence | Levels 7 and 8

• VCDEU013

  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

  Elaborations

  • 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
  • comparing pluralisation of nouns in German and English, for example, die for plural nouns
  • using post-nominal (predicative) adjectives, for example, Unsere Deutschlehrerin ist intelligent.; Die Berge in Österreich sind sehr schön.; Meine Augen sind blau.
  • 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.
  • 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.
  • 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?
  • using common prepositional phrases formulaically, for example, nach Hause, zu Hause
  • using personal pronouns to refer to people and things, for example, Was kostet die App? Sie kostet… .
  • understanding the three German pronouns for ‘you’ (du/ihr/Sie) and when to use them
  • 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 .
  • 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
  • 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)
  • conjugating the present tense of regular verbs and some common irregular verbs, including sein and haben
  • understanding structures to express likes, dislikes and preferences, for example, Ich mag Tennis. Ich spiele nicht gern Fuβball. Ich spiele lieber Kricket.
  • 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
  • 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?
  • negating verbs and adjectives using nicht and nouns using kein/e, for example, Nein, Marcus hat keine Geschwister.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu, nie
  • 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.
  • joining words, phrases and sentences using the coordinating conjunctions und, oder, aber
  • 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
  • locating people, places and objects using adverbs such as rechts, links, oben, unten, hier, dort
  • 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.
  • 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
  • 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.
  • building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU013 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCESU014

  Recognise and describe features of familiar types of texts, and notice how these contribute to the making of meaning

  Elaborations

  • comparing English and Spanish versions of familiar types of texts, noting similarities and differences in language features and text structure, for example, ways of opening and closing formal or personal letters
  • understanding how to use cohesive devices such as conjunctions and time markers in texts to sequence, link and elaborate ideas, for example, y, o, pero, además, primero, después, de pronto
  • analysing features of common types of texts such as stories, emails, songs and slogans, identifying how the choice of language and structure works to achieve each text’s purpose
  • identifying the intended audience, purpose and key language features of familiar types of texts such as recipes, announcements, road signs or instructions, for example, Primero, se pelan las patatas..., Señores pasajeros, el tren con destino ..., SE RUEGA SILENCIO, Escribir la respuesta a las siguientes preguntas ...

  VCESU014 | Languages | Spanish | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCFRC095

  Present information and ideas relating to social worlds and natural environments in spoken, written and digital forms

  Elaborations

  • creating texts to share with a French-speaking audience such as a video or web page to capture and interpret aspects of their personal and social worlds, for example, ‘A day in our life in middle school’; les copains; mon quartier; le weekend
  • creating resources such as posters, pamphlets, websites or journals to present topics related to lifestyles, events or causes, for example, Le Jour de la Terre, Le Clean-Up Day
  • using different modes of presentation to profile significant events, characters or places related to French culture, history or environment
  • describing aspects of their own lifestyles that may interest young learners of their own age in French-speaking environments, for example, surf lifesaving, school camps or excursions, music events

  VCFRC095 | Languages | French | 7–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEC003

  Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests

  Elaborations

  • responding with actions/gestures to questions such as Wo ist … ? and instructions such as Steht auf! Alle zusammen! Mach die Tür bitte zu!
  • 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 .
  • apologising, for example, Entschuldigung!, Es tut mir leid
  • making polite requests, including for assistance and permission, for example, Ich möchte … , bitte; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen?

  VCDEC003 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC002

  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

  Elaborations

  • making arrangements with a friend, for example, Ich gehe am Samstag zum Fußball. Kommst du mit?
  • 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
  • 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.
  • 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
  • following procedures and instructions together, for example, participating in sport/dance/craft activities or using a recipe in German to make Rösti or Kartoffelpuffer
  • 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.

  VCDEC002 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEU015

  Recognise some of the common variations in German as it is used in different contexts and locations by different people

  Elaborations

  • 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!
  • 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
  • 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)
  • 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!
  • 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
  • comparing written and spoken modes of a particular language function such as an invitation, noticing language structures used and varying levels of formality
  • 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

  VCDEU015 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEU169

  Understand that German, like other languages, continues to change over time due to influences such as globalisation and new technologies and knowledge

  Elaborations

  • 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)
  • 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
  • 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?
  • 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)

  VCDEU169 | Languages | German | F–10 Sequence | Levels 7 and 8 | Understanding | Language variation and change

• VCDEC161

  Interpret and/or translate for friends or visitors terms associated with German or own culture

  Elaborations

  • 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
  • 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’)
  • 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’)
  • 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

  VCDEC161 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Translating