Years 9 and 10 (Year 7 entry)
Summary of task
Students learnt how to talk about past events and activities, and to sequence these logically. They also learnt how to pose questions and write for a particular audience and context.
In this task, students were asked to write an informal email to a German-speaking friend to describe what they did on a recent weekend. They were asked to include:
- a place they visited and with whom
- how they went there (transport)
- what they did (activities)
- time phrases to describe when they did certain activities
- how they enjoyed it and why
- a range of questions of the German friend.
Students were then asked to send the email to a peer who would respond as their German-speaking friend. The response was to address the questions asked in the original email.
By the end of Year 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language. They ask and respond to familiar questions, for example, Wir sind in den Ferien oft ins Schwimmbad gegangen. Was hast du gemacht? Ich finde meine Schule gut, und du? Wie findest du deine Schule? and make comparisons, such as, Meine Freundin ist fleiβiger als ich. They give opinions explain problems and ask for advice or clarification, for example, Ich wohne gern auf dem Land, weil ... , Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man die deutschen Verben?. They apply rules of pronunciation, intonation and stress, including variations such as contractions. They locate, analyse and record information, feelings and opinions from a range of texts. They respond to and re-create imaginative texts, and use descriptive and expressive vocabulary to communicate about experiences and emotions. They modify meaning with a range of adverbs and adverbial phrases, such as, Wir haben das schon am Montag mit Frau Rolf gemacht. They create personal, descriptive, informative and imaginative texts for different purposes, audiences and contexts. They use a range of grammatical elements to describe, situate and link people, objects and events in time and place. They use articles, for example, der/ein, personal pronouns, some demonstrative and interrogative adjectives such as dieser, jeder and welcher, possessive adjectives in the nominative, accusative and dative case, and a range of prepositions in everyday and topic-based phrases. They use present and future tenses of a range of regular and irregular verbs, including some modal, separable and inseparable verbs. They describe past events and experiences using the present perfect and simple past tenses with a range of common verbs. They use some common reflexive verbs in the present tense, such as, Ich dusche mich morgens.; Interessierst du dich für Geschichte? They use a variety of conjunctions and cohesive devices, for example, als, dass, wenn, weil; dann, früher, danach, vorher, to create cohesion and interest. They translate and interpret excerpts from informative and imaginative texts, identifying and explaining challenges and adjustments required when transferring meaning between languages and cultures. They explain the importance of audience and context in intercultural exchanges. They explain how cultural identity is both shaped by and influences ways of communicating and thinking.
Students give examples of how language changes over time and identify reasons for change. They apply the German case system (mainly nominative, accusative, dative) and explain the relationships between noun gender, article, pronoun, adjectival ending and case. They name some grammatical terms and their functions. They identify variations in the features of spoken and written German in relation to pronunciation, spelling and punctuation. They identify textual conventions in a range of texts and explain how they shape meaning and influence responses. They identify how features of German in familiar spoken and written texts vary according to audience, context and purpose. They reflect on their own cultural identity in light of their experience of learning German, identifying how their ideas and ways of communicating are influenced by their membership of cultural groups.
Follows conventions of text type, a personal, informal email 2 Annotation 2
Commences email in a culturally appropriate manner with attention to gender 3 Annotation 3
Applies a range of past tense forms to discuss weekend activities 4 Annotation 4
Sequences events using adverbs of time, manner and place 5 Annotation 5
Expresses opinions using adjectives with appropriate endings 6 Annotation 6
Asks relevant questions to elicit responses 7 Annotation 7
Demonstrates cultural awareness in response to questions 8 Annotation 8
Predicts questions that may be asked by German friend 9 Annotation 9
Acknowledges differences in seasons/time of year and events 10 Annotation 10
Predicts likely free time activities for German people 11 Annotation 11
Responds to questions posed in original text 12 Annotation 12
Gives opinion and shares personal information 13 Annotation 13
Concludes email following text type conventions
Follows conventions of text type, a personal, informal email
Commences email in a culturally appropriate manner with attention to gender
Applies a range of past tense forms to discuss weekend activities
Sequences events using adverbs of time, manner and place
Expresses opinions using adjectives with appropriate endings
Asks relevant questions to elicit responses
Demonstrates cultural awareness in response to questions
Predicts questions that may be asked by German friend
Acknowledges differences in seasons/time of year and events
Predicts likely free time activities for German people
Responds to questions posed in original text
Gives opinion and shares personal information
Concludes email following text type conventions