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• VCDEC180

  Make choices while using German, recognising own assumptions and responsibility for modifying language and behaviours in relation to different cultural perspectives

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours, for example, attitudes to interruptions, personal space and physical contact, and degree of formality or directness
  • reflecting on learning and using German, such as breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on and explaining aspects of language and cultural behaviour that need to be modified when communicating in German, evaluating how own language choices may be perceived by German speakers and making adjustments to enhance meaning, for example, the overuse of ‘polite’ phrases such as Können Sie mir bitte … ? and Aber meiner Meinung nach … rather than expressing wishes or responding to a suggestion in a more direct manner
  • challenging own assumptions and offering different perspectives to new language-learning contexts and situations

  VCDEC180 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• VCDEC009

  Create and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories

  Elaborations

  • creating and using bilingual resources for language learning, such as glossaries or personal German–English and English–German print and digital word lists and dictionaries with examples and explanations of language use and parts of speech
  • creating bilingual texts for specific audiences, for example, a Big Book or game for young learners of German, invitations to a class event or posters for a performance, noticing how meaning needs to be tailored to audience and cultural perspectives
  • creating bilingual signs and notices for the school and local community, such as Bücherei – Library, Sporthalle – Gymnasium
  • designing and maintaining a bilingual website with a partner school or contact group of English learners in a German-speaking community, making choices about when to use German or English depending on the context, topic and nature of the interaction

  VCDEC009 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Translating

• VCDEC177

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

  Elaborations

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

  VCDEC177 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

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

  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...

  Level description | Languages | German | F–10 Sequence | Levels 7 and 8

• Languages | German: Learning in German

  German language learning

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

  Overview material | German

• VCDEU182

  Explore the features of spoken and written language, and apply variations in relation to features such as stress, pronunciation and contractions

  Elaborations

  • 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
  • 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
  • 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)
  • recognising and reproducing rhythms in complex sentences, using pausing and intonation to signal clause boundaries and emphasis
  • analysing and comparing the use of contractions in English and in German, for example, Ich hab keine Lust or Mach’s gut!

  VCDEU182 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEC024

  Create a variety of imaginative texts to entertain, convey ideas and express emotions

  Elaborations

  • 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
  • composing and performing short songs with particular themes or for imagined occasions, for example, Liebe, Ferien, Austausch
  • 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
  • creating an imaginative text to entertain a younger audience, such as a picture storybook, puppet play or short film
  • creating a digital persona or avatar in a German-speaking fantasy world, incorporating communicative styles and social behaviours observed in German texts

  VCDEC024 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEC175

  Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

  Elaborations

  • using models of texts such as television news reports and social media to create original texts, and explaining how ideas and information are selected, structured and sequenced to achieve different purposes
  • creating a web page to provide information for young German-speaking job seekers in different regional and cultural contexts (Farmarbeit in Queensland, Kindermädchen im Outback, Küchenhilfe an der Ostküste), using formats such as databases, charts, maps and video clips
  • designing texts pitched to specific age or interest groups, making and explaining choices in relation to vocabulary, structure, and visual and cultural elements, for example, relationship advice for teens, tips for healthier living, local information for backpackers
  • summarising and presenting information related to topics or themes studied in other curriculum areas, using different modes of presentation to cater for different learning styles, for example, using charts, diagrams, recorded spoken commentary or demonstration to explain historical events, ecosystems or recycling

  VCDEC175 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• German - 7–10 Sequence: Levels 9 and 10 achievement standards

  By the end of Level 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and...

  Level description | Languages | German | 7–10 Sequence | Levels 9 and 10

• VCDEU187

  Understand that language and culture are interrelated and that they shape and are shaped by each other

  Elaborations

  • 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
  • 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 …
  • 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)

  VCDEU187 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Role of language and culture

• VCDEC019

  Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action

  Elaborations

  • sharing suggestions with peers to organise class displays and events such as a German Kabarett or Karneval (Wer organisiert die Musik?; Wir können Poster machen), and agreeing or disagreeing with a suggestion, for example, Gute Idee!; Das ist/wäre super/blöd!
  • participating in scenarios related to travelling or living in a German-speaking country, for example, staying with a host family or using transport
  • completing tasks involving authentic or simulated transactions, such as shopping for clothes or comparing similar offers for goods in online catalogues on German-language internet sites, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38?; 30 Euro? Das ist sehr preiswert.
  • completing an application form for services such as online memberships or for opportunities such as student exchange programs or scholarships, and explaining reasons for applying
  • discussing and negotiating a resolution to a problem, such as a disagreement with a parent, sibling or classmate about having to share a room or computer (Was soll ich tun? Ich kann es nicht haben, wenn … .), or making a complaint about unsatisfactory goods or services (Ich habe eine vegetarische Pizza bestellt, aber … .; Die Hose ist die falsche Gröβe. Ich möchte mein Geld zurück.

  VCDEC019 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCDEC018

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

  Elaborations

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

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

• German - F–10 Sequence: Levels 9 and 10 achievement standards

  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,...

  Level description | Languages | German | F–10 Sequence | Levels 9 and 10

• Languages | German: Structure

  Sequences of learning

  The German curriculum recognises that there are different entry points into language learning across F–10, which reflects current language teaching practice.

  There are two possible learning sequences:

  • F–10 sequence for students who begin to learn the language...

  Overview material | German

• VCDEC122

  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

  Elaborations

  • 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?
  • 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?
  • commenting on own and others’ learning, for example, Super! Tolle Arbeit! Gut gemacht!

  VCDEC122 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Socialising

• VCDEC026

  Create bilingual texts such as captions, glossaries or footnotes to interpret cultural and linguistic aspects of texts

  Elaborations

  • 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
  • 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
  • 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)’
  • creating English captions, commentaries or subtitles for German multimodal texts to explain cultural and linguistic aspects

  VCDEC026 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Translating

• VCDEU014

  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

  Elaborations

  • 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
  • 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)
  • 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
  • understanding how to create textual cohesion by using elements such as coordinating conjunctions (und, aber, oder) to link ideas

  VCDEU014 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Understanding | Systems of language

• VCDEU152

  Understand why language is important and recognise that languages and cultures change over time and influence one another

  Elaborations

  • 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
  • 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
  • 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

  VCDEU152 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Language variation and change

• VCDEC113

  Express aspects of self, such as family, school/class, age and language(s), noticing how these are part of one’s sense of identity

  Elaborations

  • identifying self as part of a family, class or peer group, and representing these relationships in a variety of ways, such as through drawing pictures or by adding captions to photos
  • describing what languages they know and are learning, for example, Ich kann Englisch und Arabisch. Ich lerne Deutsch
  • eliciting and giving personal information that signals identity within home and school contexts, including age and appearance, characteristics, class and school, for example, Ich bin sechseinhalb.; Ich habe braune Haare. Ich bin in Klasse 1F
  • investigating the question ‘Where do I belong at school?’ by analysing and describing various ways that schools identify different groups within a school, such as by class levels (Foundation to Year 6), different classroom teachers, different play areas, wearing of school uniform, or changing rights and responsibilities

  VCDEC113 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC142

  Share and compare responses to characters, events and ideas in imaginative texts, making connections with own experience and feelings

  Elaborations

  • producing a timeline of the main events of an imaginative text or creating a sociogram illustrating how the main character links with other characters
  • 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.
  • 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
  • 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

  VCDEC142 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Creating