Elaboration (3) ACLGEU184
comparing German and English versions of texts with easily recognisable language features, such as love songs, recipes or horoscopes, noticing differences or similarities in imagery or focus that might be culturally significant
Elaboration (3) | ACLGEU184 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC008
using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, trinken/‘to drink’
Elaboration (1) | ACLGEC008 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEC011
participating in a discussion in English about an aspect of identity, for example, considering the impact of a school uniform on personal identity and exploring how German students might view wearing a school uniform
Elaboration (3) | ACLGEC011 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (11) ACLGEU013
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)
Elaboration (11) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (25) ACLGEU013
building metalanguage to comment on grammar and vocabulary (for example, Nomen, Verben, Zahlen, Fragewörter, groβ/klein schreiben), comparing with equivalent English terms
Elaboration (25) | ACLGEU013 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEU016
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
Elaboration | ACLGEU016 | Content Descriptions | Years 7 and 8 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (4) ACLGEU030
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. Du musst das nicht essen.
Elaboration (4) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (17) ACLGEU030
extending metalanguage to communicate in German and English about case, word order, verb tenses and moods (for example, Dativ, Wechselpräpositionen, das Imperfekt, der Imperativ, Hilfsverben, trennbare Verben)
Elaboration (17) | ACLGEU030 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (5) ACLGEC108
responding in German or English to questions about a text, for example, Wer ist das?; War das eine gute Idee?; Und dann … ?
Elaboration (5) | ACLGEC108 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU114
understanding that although German and English use the same alphabet there are additional symbols in German: the Umlaut to alter the pronunciation of particular vowels (ä, ö, ü) and the Eszett (β)
Elaboration (3) | ACLGEU114 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (3) ACLGEU118
recognising that English and other languages have borrowed German words, for example, Hamburger, Kindergarten and Glockenspiel, and that many words are shared across languages, for example, ‘computer’, ‘bus’, ‘taxi’ and ‘auto’
Elaboration (3) | ACLGEU118 | Content Descriptions | Foundation to Year 2 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC127
listening to the way animal sounds are represented in German, such as in Das kleine Küken animation, and comparing them with English and other languages, for example, Ein Hahn macht, kikeriki, ein Hund macht, wau wau
Elaboration (1) | ACLGEC127 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration ACLGEC129
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
Elaboration | ACLGEC129 | Content Descriptions | Years 3 and 4 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC144
using German–English cognates to predict meaning, for example, Brot/‘bread’, kalt/‘cold’, Maske/‘mask’, trinken/‘to drink’
Elaboration (1) | ACLGEC144 | Content Descriptions | Years 5 and 6 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC161
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’)
Elaboration (2) | ACLGEC161 | Content Descriptions | Years 7 and 8 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (1) ACLGEC178
comparing, analysing and explaining German and English idiomatic expressions, finding ways to convey the meaning and cultural significance, such as by paraphrasing, for example, Ich verstehe nur Bahnhof, wenn ich überhaupt nichts verstehen kann.
Elaboration (1) | ACLGEC178 | Content Descriptions | Years 9 and 10 | Years F–10 Sequence | German | Languages | F-10 curriculum
Elaboration (10) ACLGEU013
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 …
Elaboration (10) | 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 (1) ACLGEC025
translating into English a public notice or advertisement for an event in a German-speaking country, for example, Basler Fasnacht or Salzburger Jugendtag, then comparing own translation with peers’, discussing differences between versions and considering …
Elaboration (1) | ACLGEC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum
Elaboration (2) ACLGEC025
finding and comparing equivalent similes and metaphors in German and English, and suggesting possible reasons for differences, for example, so alt wie ein Baum/Stein (‘as old as the hills’), einen Bärenhunger haben (‘to be as hungry as a horse’)
Elaboration (2) | ACLGEC025 | Content Descriptions | Years 9 and 10 | Years 7–10 (Year 7 Entry) Sequence | German | Languages | F-10 curriculum