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Context statement

The place of the German language and culture in Australia and in the world
German is an official language of Germany, Austria, Switzerland and Liechtenstein, Belgium, Luxembourg and in South Tyrol in Italy.

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PDF documents

Resources and support materials for the Australian Curriculum: Languages - German are available as PDF documents. 
Languages - German: Sequence of content
Languages - German: Sequence of Achievement - F-10 Sequence
Languages - German: Sequence of …

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Years 9 and 10

Years 9 and 10 Band Description

The nature of the learners

At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences. They are considering future pathways and options, including how German could be part of these.

German language learning and use

Learners interact with peers, teachers and other German speakers in immediate and local contexts relating to their social and learning worlds, and with unfamiliar German-speaking communities and cultural resources through a range of physical, virtual and online environments. This is a period of language exploration and vocabulary expansion, and of experimentation with a wider range of modes of communication, for example, digital, collaborative performance and group discussions. Greater control of language structures and systems, and understanding of the variability of language use increase confidence and interest in communicating in a growing range of contexts. Learners use German to initiate, sustain and extend interactions in situations such as negotiating a resolution to a disagreement; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; to develop, analyse, interpret and translate a wider range of texts and experiences; and to reflect on and evaluate learning experiences. They use German more fluently, with a greater degree of self-correction and repair, and reference the accuracy of their target language use against a stronger frame of knowledge of grammar. They demonstrate understanding of language variation and change; of how intercultural experience, technology, media and globalisation influence language use and forms of communication. Task characteristics and conditions are more complex and challenging. They provide opportunities for collaborative language planning and performance, the development of translating and interpreting tools, and strategic use of language and cultural resources.

Contexts of interaction

The contexts for learning and using German are regularly extended beyond the classroom. Learners interact with teachers, peers and members of German-speaking communities face-to-face and via online technologies. They have opportunities to engage with German speakers and cultural events in the wider community, such as in the media, guest speakers, exchange assistants/students, film festivals, community events or in-country travel.

Texts and resources

Learners build on and extend their knowledge of different types of text and language functions through balancing focused attention to language forms and structures with text creation and performance. They work with a wider range of fiction and nonfiction texts, which allows for exploration of themes of personal and societal relevance, for example, global issues, identity and relationships, diversity and inclusivity. They develop additional analytical tools, including consideration of literary form and devices, and ways in which language choices empower, build identity and are influenced by audience, context and purpose. They identify how texts shape perspectives and meaning.

Features of German language use

Learners expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. In-depth investigation of the links between German, English and other languages they know strengthens learners’ intercultural capability. They examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways.

Level of support

Learners are increasingly aware of and responsible for their own learning, working independently and collaboratively to address their learning needs. Resources are required to support this process, such as technological support for vocabulary expansion, graphic organisers, modelled texts, dictionaries and teacher feedback. Students require continued explicit instruction on the grammatical system and opportunities to discuss, practise and apply their knowledge. They monitor their own progress and learning, such as through the use of e-journals or folios, using these to reflect on their language learning and intercultural experience.

The role of English

While sustained use of German is expected at this level, English continues to be used when necessary for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning German and to express ideas, views and experiences at a level beyond their current level of proficiency in German. English may be used in conjunction with German to conduct research, to translate or to communicate bilingually.


Years 9 and 10 Content Descriptions

Socialising

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

[Key concepts: perspectives, future, past; Key processes: sustaining interactions, discussing, justifying, proposing] (ACLGEC171 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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
Engage in a range of shared activities such as managing events and arguing for a course of action by persuading others to change their opinion and/or behaviour

[Key concepts: information exchange, issues, collaboration; Key processes: planning, negotiating, communicating] (ACLGEC172 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • organising a real or simulated forum to raise awareness of environmental, social or ethical issues such as persuading fellow students to act in a more environmentally friendly or socially aware manner, for example, Was können wir für die Umwelt machen? Wie kann man den Obdachlosen/Asylanten helfen?
    • Sustainability
  • creating a collaborative communications project, for example, via social media or a daily news segment for a community television or radio station, using appropriate terms to introduce, identify and summarise, for example, Wir ihr alle wisst… Es ist nötig, dass wir… Wollt ihr auch nicht…?
  • applying for opportunities such as student exchange programs or scholarships, giving details of education, work experience, skills and interests such as in a Lebenslauf or by writing a formal letter to apply for a position, using appropriate language conventions, for example, Sehr geehrte/r …; Mit freundlichen Grüßen; Ich bin für diese Position geeignet, da ich….
  • role-playing formal/informal negotiations, for example, a teacher/parent and teenager resolving a disagreement about Ausgehen, Freunde or Noten in der Schule
  • participating in a simulated Vorstellungsgespräch, persuading a prospective employer of their suitability for a part-time job
Extend language to describe and reflect on the experience of learning and using German

[Key concepts: reflection, metalanguage; Key processes: reflecting, expressing, evaluating] (ACLGEC173 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • 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 gelernt, dass …
  • interacting with peers to compare experiences and challenges and identify successful learning strategies, for example, Am schwierigsten finde ich die deutsche Grammatik. Und du?; Ich sehe deutsche Filme, um meine Aussprache zu verbessern
  • reviewing others’ work, providing and justifying comments on general and specific points, for example, Ich finde deinen Artikel sehr informativ und überzeugend. Zum Beispiel hast du viele Unterschiede und Ähnlichkeiten erwähnt

Informing

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

[Key concepts: representation, community, world issues; Key processes: researching, synthesising, evaluating, representing] (ACLGEC174 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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
Convey ideas, information and views from multiple sources, using different modes of presentation to suit different audiences and to achieve different purposes

[Key concepts: representation, discovery, interconnection; Key processes: presenting, representing, reporting] (ACLGEC175 - Scootle )

  • Literacy
  • Numeracy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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

Creating

Engage with a variety of imaginative texts, analysing the main ideas, values and techniques, and discussing issues and themes, using evidence from the texts to support their views

[Key concepts: imagery, metaphor, emotion, themes; Key processes: analysing, comparing, persuading] (ACLGEC176 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • expressing emotional or aesthetic responses to a range of digital and other texts, such as short stories, poems, cartoons, films and songs, and identifying how mood is created and narrative is developed through language and expression
  • identifying and commenting on techniques and linguistic choices which build action, develop character and position the reader, using modelled descriptive and analytic language
  • comparing lyrics, themes and styles of popular German- and English-language songs, and tracking similarities and differences in genres and modes of expression, for example, by comparing winners of popular television singing competitions in Europe and Australia
  • investigating popular films, books or computer games in German and English to identify common themes and issues in contemporary imaginative texts
  • analysing an imaginative text for the descriptive language and literary devices used in reference to a character, place or event to consider how they are portrayed
Create a variety of imaginative texts using different devices such as imagery and sound effects to engage a range of audiences

[Key concepts: imagination, perspectives, setting, character; Key processes: entertaining, composing, performing] (ACLGEC177 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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
    • Aboriginal and Torres Strait Islander Histories and Cultures
  • creating texts with various settings, characters and events, such as animated stories, games or short films, using a range of devices to entertain

Translating

Interpret and/or translate German and English texts, identifying and explaining culture-specific aspects and expressions that do not translate easily

[Key concepts: culture, context, idioms; Key processes: interpreting, translating, comparing, analysing] (ACLGEC178 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • viewing excerpts of German/English subtitled films, evaluating the effectiveness of the translations, and explaining aspects of culture
  • 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.
  • experimenting with the translation of popular German expressions or idioms, for example, Du spinnst! schwarzfahren, and explaining the potential for misunderstanding
  • examining German versions of equivalent English texts, such as traditional tales and legends, advertisements, songs and jokes, and analysing linguistic and cultural differences, and translation challenges and solutions
Create bilingual texts which reflect and explain aspects of culture and language for different German-speaking and Australian audiences

[Key concepts: interconnection, assumptions, sensitivity; Key processes: explaining, translating, relating interculturally] (ACLGEC179 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • creating bilingual digital texts to give advice, for example, to German-speaking tourists about safe travel in the Australian outback
  • explaining the origin, significance, traditions and terms associated with national or local celebrations and events such as Australia Day, the Ashes, Anzac Day, Melbourne Cup, State of Origin
  • creating digital bilingual survival guides on language and etiquette for visitors to Australia or a German-speaking country, providing advice for specific scenarios, for example, at the supermarket, at a party, in the classroom

Reflecting

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

[Key concepts: judgement, reciprocity, cultural behaviour; Key processes: questioning, modifying behaviour, taking responsibility] (ACLGEC180 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • 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
Explore and express own identity and ability to act as a cultural mediator between German speakers and Australians

[Key concepts: cultural mediation, perspective, diversity; Key processes: evaluating, exploring, explaining] (ACLGEC181 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • evaluating own experiences of using and learning German and other languages across diverse contexts over time, for example, through keeping a reflective journal based on questions such as: Wann und warum benutze ich Englisch/Deutsch? Wie fühlte ich mich früher und jetzt als Englisch-, Deutsch-, X-sprechende(r)? Warum ist es wichtig, dass ich eine neue Sprache lerne?
  • analysing the key influences (people and events) on a person’s identity by interviewing an older German speaker or researching the life of a famous person
  • explaining important cultural information that a German-speaking visitor would need to know to behave appropriately on a visit to Australia, such as when participating in a meal with a host family, attending an Australian Rules football or rugby game or a barbecue, for example, in a blog or short film clip
  • developing an annotated digital itinerary of events for a visitor from a German-speaking country to give them a sense of Australian cultural diversity

Systems of language

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

[Key concepts: stress, rhythm, application; Key processes: exploring, reproducing, applying] (ACLGEU182 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • 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!
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

[Key concepts: syntax, mood, modality, grammar patterns; Key processes: classifying, applying, experimenting, manipulating] (ACLGEU183 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • 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
Describe the interrelationship between text types, language choices, audience, context and purpose, and identify the role culture plays in the creation and interpretation of texts

[Key concepts: connections, textual conventions, text types; Key processes: structuring, applying, describing, transforming] (ACLGEU184 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Intercultural Understanding
  • applying knowledge of text structure and organisation and the interrelationship of audience, context and purpose to assist in comprehension of texts and in creating own texts
  • understanding, creating and transforming texts with different purposes (to persuade, to entertain), different audiences (children, adolescents, German speakers, Australians) and different forms (an editorial, a blog)
  • identifying how grammatical choices, words and images combine in a text to achieve particular intentions and effects, for example, the positioning of the reader in advertisements by the use of personal pronouns, imperative/interrogative verb forms and emotive language and aspirational images
  • 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

Language variation and change

Analyse and explain how and why language is used differently in a range of texts, considering features such as dialects and register

[Key concepts: register, constraints; Key processes: analysing, comparing, explaining] (ACLGEU185 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Intercultural Understanding
  • comparing features of German in a range of spoken texts from different countries and regions, for example, variations in vocabulary such as Kartoffel = Krombeere (auf Schwäbisch) = Gummel (auf Schweizerdeutsch) = Erdapfel (auf Österreichisch), and reflecting on national/regional variations and the use of dialects in formal and informal contexts
  • applying appropriate register and conventions to produce spoken or written texts for real or simulated situations, such as a job interview or a formal letter complaining about faulty goods
  • analysing ways in which the level of formality in a text may be decreased, such as by using contractions and slang, for example, in an informal conversation or email, or increased by applying key features such as appropriate layout and structure, formal register and subordinate clauses, for example, in a job application letter
  • comparing two versions of the same dialogue, one containing contractions and ellipsis and another containing the full linguistic forms, analysing the contexts and impact of their use, and reflecting on the different effects
Understand the influence of language on people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity

[Key concepts: influence, power, diversity; Key processes: reflecting, understanding] (ACLGEU186 - Scootle )

  • Literacy
  • Critical and Creative Thinking
  • Ethical Understanding
  • Intercultural Understanding
  • 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

Role of language and culture

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

[Key concepts: culture, connections, perceptions; Key processes: reflecting, analysing, discussing] (ACLGEU187 - Scootle )

  • Literacy
  • Information and Communication Technology (ICT) Capability
  • Critical and Creative Thinking
  • Personal and Social Capability
  • Ethical Understanding
  • Intercultural Understanding
  • 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)

Years 9 and 10 Achievement Standards

By the end of Year 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, initiate conversations and discussions, debate a course of action, share learning strategies and comment on the contribution of others, for example, Meinen Sie, dass …? Was würdest du an meiner Stelle tun? Simon hat Unrecht. Meiner Meinung nach ist Kims Geschichte am lustigsten. Ich sehe deutsche Filme, um meine Aussprache zu verbessern. They describe plans and aspirations using future tense, for example, Wir werden bald in Deutschland sein. Ich werde sicher die 12. Klasse zu Ende machen, und dann werde ich hoffentlich studieren. They state facts and relate experiences, such as, Wir haben fast alle unsere Lernziele für das Halbjahr erreicht. Mit 5 Jahren spielte ich mit Puppen und konnte lesen., using past tense forms, Perfekt and Imperfekt, of regular and irregular verbs. When speaking, they use appropriate pronunciation, intonation and stress in a range of sentence types, including variations such as contractions. They locate, synthesise and evaluate information on local and global issues from a range of perspectives and sources. They present ideas, information and views in a range of texts selected to suit audience, purpose and context. They analyse the main ideas and themes in imaginative texts and use evidence to support their views. They plan, draft and present imaginative texts using literary devices (imagery, similes, onomatopoeia) to engage a range of audiences. When creating informative, persuasive and imaginative texts, students use a variety of conjunctions, relative clauses and other cohesive devices to build cohesion, for example, Ich skype oft mit den Austauschschülern, die letztes Jahr bei uns waren. They specify and describe people, places and objects by applying knowledge of the case system to articles, common demonstratives and possessives followed by adjectives, for example, Ich habe mit meinem neuen Computer große Probleme. They interpret and/or translate excerpts from German texts, identifying and explaining culture-specific aspects, and create texts that reflect and explain aspects of culture and language for different German-speaking and Australian audiences. They identify and challenge their own assumptions and take responsibility for modifying language and behaviours in relation to different cultural perspectives.

Students identify ways that language influences people’s actions, values and beliefs, and appreciate the scale and importance of linguistic diversity. They explain the roles of different German cases (nominative, accusative, dative and genitive) and tenses, and variations in spoken and written German in relation to pronunciation, spelling and punctuation. They explain the relationship between text type, audience and purpose. They identify the role culture plays in the creation and interpretation of texts, and explain how language and text features (layout, structure and formal/informal register) are used differently in a range of texts. They explain ways in which language and culture are interrelated and influence each other.


Years 9 and 10 Work Sample Portfolios