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

  By the end of Level 10, students interact in written and spoken Turkish to exchange and compare views and experiences on personal, local and global issues, for example, liseyi bitirince Türkiye’de üniversiteye gitmek istiyorum, okulu bitirdikten sonra seyahat etmek istiyorum. They us...

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

• 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

• VCESC135

  Create bilingual texts such as action games, songs, stories or photo captions, and identify and discuss aspects of culture represented in the texts

  Elaborations

  • creating simple bilingual storybooks modelled on texts such as Cuentos de la selva by creating captions for a series of images, and noting differences and similarities between ways of interacting in Spanish or English
  • creating simple illustrated bilingual texts that can be used by young learners of either English or Spanish, presenting key information on a topic of interest such as el reciclaje or animales salvajes
  • creating simple action songs and games that include alternating repetitive phrases in Spanish and English, for example, Simón dice/Amanda manda/Simon Says, Piedra, papel o tijeras/Rock, Paper, Scissors

  VCESC135 | Languages | Spanish | F–10 Sequence | Levels 3 and 4 | Communicating | Translating

• 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

• VCFRU125

  Understand the symbolic nature of language in local and global contexts

  Elaborations

  • identifying the function and power of cultural expressions such as stories, symbols, icons and anthems, for example, le tricolore, la Marseillaise, le fleur de lys, the Dreamtime, Aboriginal and Australian flags
  • considering how language marks respect, values and attitudes, and includes and excludes, for example, the language of law and medicine, the (changing) gendered nature of some professional titles in French (un médecin, un chef, une professeure), and access to community information for second language speakers
  • reflecting on the power of language in relation to own and others’ experience, for example, winning an argument or working out the meaning of unfamiliar French words; being locked out of conversations, or being a newcomer or an outsider in a social group

  VCFRU125 | Languages | French | 7–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEU183

  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

  Elaborations

  • 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.
  • 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
  • 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.
  • 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
  • describing plans and aspirations using werden and a single infinitive, for example, In der Zukunft werde ich mehr Sport treiben.
  • using the different imperative forms of verbs for peers and adults, for example, SpielSpielt/Spielen Sie mit! Sei/Seid/Seien Sie willkommen!
  • indicating contradiction using doch
  • 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
  • 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?
  • noticing and experimenting with compound forms such as common da- and wo(r)- constructions, for example, Was machst du damit? Woran erinnerst du dich?
  • 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
  • modifying meaning through the use of adverbs and adverbial phrases, for example, Das haben sie schon gemacht. Lauft so schnell wie möglich zum Supermarkt!
  • using a range of expressions for indefinite quantities, for example, einige, manche, mehrere
  • 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

  VCDEU183 | Languages | German | F–10 Sequence | Levels 9 and 10 | Understanding | Systems of language

• VCDEU149

  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

  Elaborations

  • 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.
  • 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.
  • understanding and describing current, recurring and future actions, including by using common separable verbs such as aufstehen, ausgehen, aussehen, fernsehen, mitkommen and mitnehmen
  • 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)
  • 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.
  • comparing the meaning of the modal verbs wollen, sollen, mögen and können with their English equivalents
  • making comparisons using simple structures such as Ich mag Erdbeeren lieber als Kiwis. Radfahren ist besser als Autofahren.
  • giving instructions to one or more peers, for example, Trink(t) mehr Wasser!
  • 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.
  • 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.
  • describing frequency using adverbs and adverbial expressions such as oft, manchmal, jeden Tag, ab und zu and nie
  • understanding the meaning of the conjunctions dass and weil
  • understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich habe heute Fuβball gespielt.
  • 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.
  • 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
  • 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.
  • building metalanguage to comment on grammar and vocabulary (for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms

  VCDEU149 | Languages | German | F–10 Sequence | Levels 5 and 6 | Understanding | Systems of language

• 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

• VCDEC139

  Use simple questions, statements and responses to participate in and support classroom interactions and learning activities, and to indicate understanding and monitor own learning

  Elaborations

  • 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)
  • discussing and creating shared class rules and procedures, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen.
  • 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?
  • 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.

  VCDEC139 | Languages | German | F–10 Sequence | Levels 5 and 6 | Communicating | Socialising

• VCESC112

  Locate specific words and expressions in simple print, spoken and digital texts such as charts, lists, songs, rhymes and stories, and use information to complete guided spoken and written tasks

  Elaborations

  • listening for key words in stories, rhymes or songs, using intonation and visual cues such as gestures and facial expressions to assist understanding
  • recognising symbols, words and phrases in written Spanish such as titles, labels and captions
  • participating in shared reading of print and digital texts such as Big Book stories about familiar events or contexts (Los tres cerditos, Tico tango), using pictures, intonation and contextual clues to predict meaning and identify key information
  • demonstrating comprehension of individual words and phrases in simple spoken, written and digital texts by actions such as labelling, drawing, miming or onscreen pointing, clicking or dragging
  • responding to questions about participants and objects that elicit details such as size, colour, quantity or place, for example, ¿De qué color es la casa…? La casa es azul. ¿Dónde está el gato? El gato está en Lima. ¿Cuántos cerdos hay? ¿Tico es grande o pequeño?

  VCESC112 | Languages | Spanish | F–10 Sequence | Foundation to Level 2 | Communicating | Informing

• VCFRC040

  Gather and compare information from a range of sources relating to social and cultural worlds

  Elaborations

  • extracting points of information from sources such as websites, books and magazines on social and environmental issues such as le recyclage or la conservation de l’eau, and recording key phrases and vocabulary for use in group projects
  • conducting surveys with peers and family members to report on social behaviours such as preferred modes of communication, for example, le téléphone, le courriel, les conversations face à face, les textos
  • drawing from a range of informative texts such as videos, books and websites to collect and compare information on topics such as family life, housing or schooling in different cultural contexts, for example, la campagne, les villes, les appartements
  • viewing subtitled video clips on different francophone communities, commenting on key facts and features, and recording new vocabulary and expressions for use in shared texts
  • working with simple informative texts such as advertisements, video clips or features in teen magazines to share impressions of the lifestyles of young French speakers in different contexts

  VCFRC040 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Informing

• VCFRC073

  Discuss and compare young people’s interests, behaviours and values across cultural contexts, using formal and informal registers

  Elaborations

  • using different forms of communication, including formal debates and informal exchanges, to discuss young people’s experience in contemporary culture, for example, la santé des jeunes, la vie des banlieues, les rapports avec les parents
  • initiating and sustaining conversation by introducing topics, inviting contributions or asking for clarification, for example, je n’ai pas bien compris … si on parlait de…? qu’est-ce que vous en pensez?
  • focusing on oral fluency and accuracy, exploring how rhythm, pitch and the use of connectives (for example, normalement…à vrai dire…) and gestures contribute to maintaining momentum and increasing confidence and engagement
  • contributing to online discussions with young people in French-speaking contexts, comparing aspects of school and home life, for example, les examens, le stress, les sports, les droits, les responsabilités

  VCFRC073 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Socialising

• VCFRC078

  Analyse how expressive and imaginative texts create aesthetic, humorous or emotional effects in ways that reflect cultural influence

  Elaborations

  • expressing emotional or aesthetic responses to texts such as short stories, poems, cartoons, films and songs (for example, c’est émouvant, c’est troublant, ils sont mélancoliques, c’est trop beau, c’est amusant, ça fait rire), and identifying how mood is created and narrative is developed through language and expression
  • talking about how imaginative texts use structure, language and mood to build action, develop character and position the reader, using modelled descriptive and analytic language, for example, Les adjectifs et les adverbes sont très évocatifs; il y a un rythme qui crée un atmosphère de tristesse; la voix du narrateur calme le lecteur
  • comparing lyrics, themes and styles of popular French- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example by comparing winners of Australian Idol and Francouvertes or La Voix
  • reading, viewing or listening to extracts from expressive contemporary texts such as poems, songs, dance, street art and performance, identifying elements of expression that reflect French cultural traditions or experience

  VCFRC078 | Languages | French | F–10 Sequence | Levels 9 and 10 | Communicating | Creating

• VCFRC043

  Present, reinterpret or create alternative versions of songs or stories, adapting events or characters to different modes or contexts

  Elaborations

  • introducing new elements to a familiar story, for example, a new neighbour in Astérix’s village in Gaul, an additional ailment for Nicolas in Le Petit Nicolas: Je suis malade, or an alternative ending to a traditional tale such as Cendrillon
  • teaching younger children French versions of familiar nursery rhymes and songs with repetitive phrases and actions, for example, comptines such as A vous dirais-je Maman, La chanson de l’alphabet
  • illustrating and captioning alternative versions of traditional stories or songs such as La Fée Quenotte or Les Trois Petits Cochons, for example, transposing them to contemporary or Australian contexts
  • adapting French children’s stories, songs or cartoons to suit particular audiences, for example, scripting, rehearsing and performing a puppet show version of Pirouette Cacahuète or children’s songs such as Ah les crocrocro…, Coucou, Petit Loulou

  VCFRC043 | Languages | French | F–10 Sequence | Levels 5 and 6 | Communicating | Creating

• VCFRU089

  Identify examples of French language used to influence social and cultural relationships and practices

  Elaborations

  • finding examples of language used for social commentary or to influence actions or beliefs, (for example, emotive language and images in reports on cruelty to children or to animals [la violence, la négligence, l’intimidation, l’abus; menacer, blesser, battre])
  • understanding how language variation can reflect cultural and social identity, inclusion or exclusion, (for example, inclusive language of political speeches (Nous les pères et les mères des futurs citoyens de notre belle France…), or inclusion and exclusion through the use of langage codifié (le verlan d’une sous-culture: zyva — vas-y; ouf — fou; zarbi-bizarre)
  • examining how specialised language associated with professional, commercial or cultural ways of speaking or writing can create barriers for some members of a language community, (for example, legal or medical terms, arts-related expressions, or bureaucratic language)

  VCFRU089 | Languages | French | F–10 Sequence | Levels 9 and 10 | Understanding | Language variation and change

• VCDEC171

  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

  Elaborations

  • 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?
  • 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 … ?
  • 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.
  • 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?
  • 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

  VCDEC171 | Languages | German | F–10 Sequence | Levels 9 and 10 | 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

• VCDEC129

  Notice and describe what looks or feels similar or different to own language and culture when interacting in German

  Elaborations

  • 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
  • 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
  • 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’
  • noticing that there are alternative ideas and ways of interacting to those offered by one’s own language and culture
  • 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

  VCDEC129 | Languages | German | F–10 Sequence | Levels 3 and 4 | Communicating | Reflecting