Elaboration (3) ACLGEU166
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.
Elaboration (3) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEU166
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.
Elaboration (5) | ACLGEU166 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC172
role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
Elaboration (3) | ACLGEC172 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC173
expressing individual learning goals (Lernziele) in relation to skills and understanding for learning German, for example, Ich möchte unbedingt Deutsch besser sprechen., and monitoring progress towards achieving these goals, for example, Heute habe ich …
Elaboration | ACLGEC173 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEU182
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; …
Elaboration (2) | ACLGEU182 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEU013
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?
Elaboration (5) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (23) ACLGEU013
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 Ferie …
Elaboration (23) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU016
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!
Elaboration (3) | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (8) ACLGEU030
noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
Elaboration (8) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC103
sharing ideas about people and belongings, for example, Mein Teddy heiβt … Das ist meine Schwester/mein Ball.
Elaboration (2) | ACLGEC103 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC104
participating in songs, rhymes and chants by singing and using actions, for example, Kopf, Schulter, Knie und Fuß; 1, 2, Polizei
Elaboration | ACLGEC104 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC105
using German for everyday routines such as roll call (Hier bin ich) or naming the day of the week (Es ist Montag)
Elaboration (2) | ACLGEC105 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC108
drawing their favourite character or scene from stories, rhymes, songs or cartoons such as Schnappi and attaching/writing a simple evaluative statement, for example, … ist fantastisch. Ich mag …
Elaboration (2) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEC108
reading or viewing English and German versions of a familiar print or digital text such as ‘Spot’/Flecki or ‘Bob the Builder’/Bob der Baumeister, and noticing similarities and differences
Elaboration (4) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC112
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!
Elaboration | ACLGEC112 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEU115
identifying people, animals and things using an article and a concrete noun (der Lehrer, eine Freundin) or a pronoun (ich, du, er, sie, es, wir)
Elaboration (1) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU115
understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
Elaboration (4) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (8) ACLGEU115
gaining awareness of vocabulary referring to time, such as days, months, time of day (Morgen, Nachmittag, Mittag) and o’clock time, for example, Es ist drei Uhr.
Elaboration (8) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (9) ACLGEU115
gaining awareness of terms referring to quantities of people and things, including cardinal numbers (0–20) and mehr, viel/e, nichts and kein/e
Elaboration (9) | ACLGEU115 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU116
understanding that texts can be spoken, written, digital, visual or multimodal, and that they can be very short (Stopp!, or a hand gesture to signal Komm her!) or much longer
Elaboration | ACLGEU116 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum