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• VCDEC154

  Initiate and participate in interactions with peers and adults to discuss and exchange views and experiences

  Elaborations

  • 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?
  • 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.
  • 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?

  VCDEC154 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Socialising

• VCDEC112

  Notice similarities and differences when using German compared to own language, such as how it feels, sounds and looks, and involves behaviours as well as words

  Elaborations

  • recognising that some German language use is similar to English, such as greetings used according to the time of day and the formality of a situation, for example, Guten Morgen and Morgen! Tag! Hallo!
  • noticing similarities and differences in cultural practices and stating own reactions to the language used, for example, Das ist anders/gleich when noticing such things as how a child beginning school is celebrated in a German-speaking country with a Schultüte or how a German speaker wishes others luck with Daumen drücken
  • describing how it feels to use German, such as when singing a song or hearing German spoken by others, and noticing differences in behaviour, voice or body language when speaking German
  • comparing aspects of Australian and German children’s lifestyles, for example, ways of playing games, buying or eating food, interacting with family members and participating in school life

  VCDEC112 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Reflecting

• VCDEC023

  Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects

  Elaborations

  • 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
  • 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
  • writing a review of a film, television episode or performance for an entertainment guide
  • 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’

  VCDEC023 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCDEC157

  Access, summarise and analyse information and opinions from a range of sources relating to topical issues of shared interest

  Elaborations

  • accessing and using print and online resources such as dictionaries, grammar references and encyclopaedias to support understanding of texts
  • 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
  • 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
  • collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
  • 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

  VCDEC157 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Informing

• VCDEU186

  Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity

  Elaborations

  • 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
  • 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
  • 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
  • establishing a deeper understanding of diversity and reflecting on own experience of what linguistic and cultural diversity means

  VCDEU186 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEU150

  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

  Elaborations

  • identifying the purpose, context and intended audience of a range of familiar texts, for example, fairy tales, sports reports or recipes
  • 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
  • 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.)
  • transforming a text such as a poem into another text type, such as a conversation, cartoon or SMS

  VCDEU150 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• VCDEC106

  Identify key words and information in simple shared texts related to personal worlds

  Elaborations

  • recognising symbols, words and phrases of written German, for example, labels, titles and captions
  • recognising key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • demonstrating understanding by labelling, pointing, matching, clicking, dragging, drawing, miming, facial expressions and actions
  • 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)
  • 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 …

  VCDEC106 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCDEC006

  Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas

  Elaborations

  • 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
  • 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.
  • 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.
  • 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
  • performing a song or poem in response to an imagined experience, incorporating actions and props to enhance meaning and to entertain

  VCDEC006 | Languages | German | 7–10 Sequence | Levels 7 and 8 | Communicating | Creating

• VCDEC110

  Share with peers and family what they know in German, identifying different words and expressions, moving between languages depending on the audience

  Elaborations

  • 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
  • comparing greetings and terms for numbers, family members and familiar objects in German, English and other known/common languages, and noting similarities
  • comparing the words on bilingual signs around the school, such as Spielplatz/playground, Schulkantine/tuckshop
  • interpreting/translating from German into English greetings and other learnt language items for new students or non-German speakers
  • teaching a family member some German, for example, greetings, how to play a German game or sing a German song

  VCDEC110 | Languages | German | F–10 Sequence | Foundation to Level 2 | Communicating | Translating

• 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

• 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

• VCDEC022

  Present information and opinions in different modes and familiar text types appropriate to audience, context and purpose, applying conventions of text types

  Elaborations

  • 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
  • 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
  • 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
  • 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

  VCDEC022 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Informing

• VCDEC124

  Present information in modelled spoken and written texts relating to personal, social and natural worlds

  Elaborations

  • 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
  • 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
  • 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)

  VCDEC124 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Informing

• VCDEC174

  Investigate, synthesise and evaluate information from different perspectives on local and global issues, identifying how context and culture affect how information is presented

  Elaborations

  • analysing and explaining how spoken, written and digital texts convey cultural as well as factual information, for example, regional news headlines, local community announcements, advertisements, notices in public spaces
  • researching a topic of global significance, such as Umweltprobleme, Armut or Denglish, and identifying and explaining how texts reflect different perspectives and priorities
  • comparing and analysing advertisements produced in different countries for Stellenangebote or an item such as a mobile phone, soft drink or fast food, considering why particular images have been selected for the advertisements and why, and identifying both culture-specific and universal features
  • analysing reports of an event from multiple sources to identify different perspectives and interpretations, for example, statements from the victim of and witnesses to a crime

  VCDEC174 | Languages | German | F–10 Sequence | Levels 9 and 10 | Communicating | Informing

• 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

• VCDEC163

  Participate in intercultural experiences, demonstrating awareness of the importance of shared understanding, and reflecting on adjustments made as a result of reactions and responses

  Elaborations

  • 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
  • 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
  • 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
  • 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
  • providing advice for others in intercultural situations where it is difficult to make oneself understood clearly or to understand the other speaker

  VCDEC163 | Languages | German | F–10 Sequence | Levels 7 and 8 | Communicating | Reflecting

• VCDEC027

  Interact with a range of German speakers and texts, being aware of audience and context, and recognising that intercultural communication involves shared responsibility for meaning-making

  Elaborations

  • exploring the reciprocal nature of intercultural communication, the two-way process of noticing and responding to differences in perceptions, understandings or behaviours such as the degree of formality or directness
  • reflecting in discussions or journals on critical incidents in the course of learning and using German, for example, breakdowns or breakthroughs in communication, and discussing repair and recovery strategies and insights gained
  • reflecting on how language choices might be interpreted by German speakers and making adjustments to help convey intended meaning, for example, more often using the generalised pronoun man or a passive construction rather than du/wir/sie or (alle) Leute
  • considering how own cultural practices, values and body language may be interpreted by German peers, for example, personal space and physical contact, personal and family habits and behaviours
  • exploring and challenging own assumptions and offering different perspectives to new situations/learning/language, including challenging stereotypes, for example, by making video clips of cultural bloopers an Australian visitor to a German-speaking country might make, and vice versa

  VCDEC027 | Languages | German | 7–10 Sequence | Levels 9 and 10 | Communicating | Reflecting

• 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