Years 7 to 8
Languages
ASLANGER7_10Y78
Years 7 to 8 German Achievement Standard
10 statements aligned to content descriptors and elaborations
Achievement standard (as ACARA publishes it)
Achievement standard
Click any sentence to jump to its statement and linked content descriptors.
By the end of Year 8, students use German language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. They recognise relationships between spoken and written forms. They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning. They respond in German or English, and demonstrate understanding of context, purpose and audience in texts. They use familiar language, and modelled sentence and grammatical structures to create texts.
Students approximate pronunciation and intonation in spoken German. They demonstrate understanding that German has conventions and rules for non-verbal, spoken and written communication. They comment on aspects of German and English language structures and features, using metalanguage. They demonstrate awareness that the German language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Years 7 to 10 sequence
The 10 achievement standard statements
Open a statement to see the content descriptors ACARA links to it, then open a descriptor's elaborations.
By the end of Year 8, students use German language to interact and collaborate with others, and to share information and plan activities in familiar contexts.
Content descriptorAC9LG8EC01 Communicating meaning in German
interact with others using modelled language to exchange information in familiar contexts about self and personal worlds
Elaborations (10)
- Elaboration exchanging simple formal/informal greetings, thanks and good wishes using formulaic expressions, adjusting language to suit the situation and time of day, for example, Guten Morgen! Guten Abend! Auf Wiedersehen! Tschüss! Morgen! Danke! Alles Gute zum Geburtstag! Guten Appetit! Moin! Grützi! Servus!
- Elaboration introducing and describing self, others and possessions, for example, Ich heiße …, Das ist …, Sie ist nett, Ich bin … Jahre alt und meine Augen sind braun, Ich wohne in …, Ich komme aus …, Das ist mein Vater/meine Freundin/mein Handy
- Elaboration sharing and comparing information about self and others in formal and informal situations, for example, Wie heißt du? Wie heißen Sie? Wie geht’s? Wie geht es Ihnen? Wie alt bist du? Hast du ein Haustier? Hast du Geschwister?
- Elaboration exchanging information about daily routine and life, for example, Wie kommst du zur Schule? Ich komme/fahre mit dem Bus/Auto, Wann stehst du auf? Um sechs Uhr
- Elaboration expressing how they are feeling, for example, Es geht mir nicht gut, Ich bin krank, Ich bin glücklich
- Elaboration sharing and comparing information with German-speaking people, about own and others’ interests, using a conversation or written/secure digital communication, for example, discussing local seasons and foods or popular leisure activities in the area
- Elaboration using appropriate and preferred forms of address and greetings/salutations within different types of correspondence and social contexts, for example, Lieber/Liebe …, Dein/Deine/Eure …, Guten Morgen, Herr Schiller! Hallo, Tim!
- Elaboration exchanging details with peers in phone conversations, emails, text messages, notes or letters in reference to times, dates and locations of activities, for example, Wann spielen wir? Wir spielen am Montagnachmittag in der Sporthalle. Ich gehe am Samstag zum Fußball. Kommst du mit?
- Elaboration expressing likes, dislikes and preferences, for example, Ich mag Rot, Mein Lieblingsessen ist …, Ich lese gern, Ich esse gern Pizza, aber ich esse lieber Nudeln
- Elaboration practising telephone etiquette when answering phones, using their surname only, and ending phone call with Auf Wiederhören
They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges.
Content descriptorAC9LG8EC02 Communicating meaning in German
develop language to interact in exchanges, routines, tasks and responsibilities related to classroom and interests
Elaborations (5)
- Elaboration interacting in reference to classroom responsibilities, for example, Mach das Fenster zu, Stapelt die Stühle Mach das Licht aus, Auf Deutsch, bitte!
- Elaboration discussing and giving opinions on aspects of school life such as timetables, subjects, teachers and uniforms, for example, Wann haben wir montags Deutsch? Ich finde Mathe interessant, aber meine Mathelehrerin ist sehr streng. Und du, findest du Mathe auch interessant?
- Elaboration checking on progress using comments and questions such as Bist du fertig? Ich bin fertig. Verstehst du das? Ja, and responding to feedback on a written draft or class activity
- Elaboration interacting in class activities and digital games such as Leute-Lotto and Stadt, Land, Fluss, for example, Du bist dran! Ich gewinne! Du mogelst!
- Elaboration following procedures and instructions together, for example, participating in class or leisure activities such as sport/craft/dance/cooking, Hört zu, Lies … vor, Steht auf!
Content descriptorAC9LG8EC03 Communicating meaning in German
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (7)
- Elaboration 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.
- Elaboration engaging with peers to produce a bilingual publicity flyer for an upcoming event or performance to promote German learning among school community members, for example, a German-speaking Community Day, a language school assembly or infographic to introduce a new or improved recycling program at school
- Elaboration participating in scenarios, for example, being lost and asking for and giving directions or assistance including non-verbal gestures, Wie komme ich zum Bahnhof? Wo ist die Post? Geh nach links! Ich brauche Hilfe!
- Elaboration participating in collaborative projects, for example, making and playing a vocabulary game such as Dominoes, Memory or Quartett, or producing and sharing a digital alphabet or number book for a younger audience
- Elaboration planning for a class celebration, for example, creating an invitation or program using Wann? Was? Wer? Wo?, or writing a shopping list, such as for a Geburtstagsparty
- Elaboration accepting or declining an invitation, for example, using a short message, Liebe/r X, danke für deine Einladung. Ich kann am Freitag nicht mitkommen. Ich habe Basketballtraining.
- Elaboration collaborating with others such as a partner school to design a bilingual resource, making choices about when to use German or English depending on the context, topic and nature of the interaction, for example, maintaining a website, newsletter, blog, or secure digital communication space
They recognise relationships between spoken and written forms.
Content descriptorAC9LG8EC03 Communicating meaning in German
engage in modelled non-verbal, spoken and written exchanges with peers to organise activities relating to daily life and school environment
Elaborations (7)
- Elaboration 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.
- Elaboration engaging with peers to produce a bilingual publicity flyer for an upcoming event or performance to promote German learning among school community members, for example, a German-speaking Community Day, a language school assembly or infographic to introduce a new or improved recycling program at school
- Elaboration participating in scenarios, for example, being lost and asking for and giving directions or assistance including non-verbal gestures, Wie komme ich zum Bahnhof? Wo ist die Post? Geh nach links! Ich brauche Hilfe!
- Elaboration participating in collaborative projects, for example, making and playing a vocabulary game such as Dominoes, Memory or Quartett, or producing and sharing a digital alphabet or number book for a younger audience
- Elaboration planning for a class celebration, for example, creating an invitation or program using Wann? Was? Wer? Wo?, or writing a shopping list, such as for a Geburtstagsparty
- Elaboration accepting or declining an invitation, for example, using a short message, Liebe/r X, danke für deine Einladung. Ich kann am Freitag nicht mitkommen. Ich habe Basketballtraining.
- Elaboration collaborating with others such as a partner school to design a bilingual resource, making choices about when to use German or English depending on the context, topic and nature of the interaction, for example, maintaining a website, newsletter, blog, or secure digital communication space
Content descriptorAC9LG8EC04 Communicating meaning in German
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (10)
- Elaboration identifying key expressions and detail in conversations and announcements, and using information in new ways, for example, listening to an interview with a German-speaking person about family and completing a family tree
- Elaboration reading, viewing and responding to a range of simple texts such as promotional brochures, signs and websites, to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
- Elaboration locating, collecting, classifying and summarising information from notices, timetables, interviews and announcements, and presenting findings to others, for example, a digital visual presentation, poster or wall chart
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written German
- Elaboration gathering information from informative texts about people, time and activities in German-speaking communities, and using the information, for example, creating a profile or timetable/timeline to show a sequence of activities/events
- Elaboration presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on topics such as the range of leisure activities undertaken by classmates, favourite games, television series, food, music, pets, or amount of time spent on devices
- Elaboration engaging with imaginative texts by responding to questions about characters, events and ideas, for example, producing a profile of a character or a timeline of the main events
- Elaboration selecting images to illustrate a text, and explaining why qualities such as colour, a symbol or emoticon reflect the content or mood, and affect choice, for example, Er ist sauer. Das Lied ist optimistisch/aggressiv.
- Elaboration transforming a simple text into another text type, and applying the key features and conventions of the second text type, for example, changing a diary entry to a secure online blog
- Elaboration responding to an imaginative text in various ways, for example, giving opinions about the characters and expressing reactions to the text, Ich sehe ein Mädchen. Ich finde das Mädchen sehr lustig, Das Ende ist traurig.
They locate and respond to information in texts and use non-verbal, visual and contextual cues to help make meaning.
Content descriptorAC9LG8EC04 Communicating meaning in German
locate and process information and ideas in familiar spoken, written and multimodal texts, responding in ways appropriate to cultural context, purpose and audience
Elaborations (10)
- Elaboration identifying key expressions and detail in conversations and announcements, and using information in new ways, for example, listening to an interview with a German-speaking person about family and completing a family tree
- Elaboration reading, viewing and responding to a range of simple texts such as promotional brochures, signs and websites, to obtain and compile information about places, lifestyles and events, for example, information related to homes, schools, leisure activities, climate and geography
- Elaboration locating, collecting, classifying and summarising information from notices, timetables, interviews and announcements, and presenting findings to others, for example, a digital visual presentation, poster or wall chart
- Elaboration listening to, reading or viewing First Nations Australian authors’ stories in English and responding to them in spoken or written German
- Elaboration gathering information from informative texts about people, time and activities in German-speaking communities, and using the information, for example, creating a profile or timetable/timeline to show a sequence of activities/events
- Elaboration presenting the results of a class survey, for example, creating graphs and/or writing statements to report findings on topics such as the range of leisure activities undertaken by classmates, favourite games, television series, food, music, pets, or amount of time spent on devices
- Elaboration engaging with imaginative texts by responding to questions about characters, events and ideas, for example, producing a profile of a character or a timeline of the main events
- Elaboration selecting images to illustrate a text, and explaining why qualities such as colour, a symbol or emoticon reflect the content or mood, and affect choice, for example, Er ist sauer. Das Lied ist optimistisch/aggressiv.
- Elaboration transforming a simple text into another text type, and applying the key features and conventions of the second text type, for example, changing a diary entry to a secure online blog
- Elaboration responding to an imaginative text in various ways, for example, giving opinions about the characters and expressing reactions to the text, Ich sehe ein Mädchen. Ich finde das Mädchen sehr lustig, Das Ende ist traurig.
They respond in German or English, and demonstrate understanding of context, purpose and audience in texts.
Content descriptorAC9LG8EC05 Communicating meaning in German
develop and begin to apply strategies to interpret, translate and convey meaning in German in familiar contexts
Elaborations (9)
- Elaboration translating short personal texts, identifying words, phrases and word orders that can be translated literally and those that cannot, for example, Guten Appetit! Guten Tag! Ohrwurm, Er kann gut singen.
- Elaboration recognising that there are different and/or multiple expressions that communicate ideas across cultures, for example, when describing Brot, Klassenfahrt, Wandertag, Karneval, Fasching, Fastnacht
- Elaboration listening to and viewing performances such as music video clips or extracts from films, sharing reactions with peers, noticing ideas and comparing aspects that may be similar or different between German-speaking communities and Australian cultures
- Elaboration translating public signs from German to English and vice versa, noticing similarities and differences, Einbahnstraße and Sackgasse
- Elaboration noticing that in public announcements, compared with private conversations on the phone, certain words are pronounced differently or varied slightly to ensure clarity, for example, zwei/zwo
- Elaboration comparing and using different reference and translation tools such as word lists, dictionaries and online translators to interpret and convey meaning according to context
- Elaboration using German–English cognates to predict meaning, for example, Brot, kalt, Maske, trinken
- Elaboration recognising that German nouns may be formed from a combination of smaller words or different parts of speech, for example, Krankenhaus – krank, Haus; spielen – Spiel
- Elaboration noticing that bilingual resources, glossaries and dictionaries use grammatical explanations to categorise and inform the user of meaning, for example, using a verb list to create action sentences or noticing how online dictionaries denote the difference between a noun and verb to inform the user’s choice
They use familiar language, and modelled sentence and grammatical structures to create texts.
Content descriptorAC9LG8EC06 Communicating meaning in German
create spoken, written and multimodal, informative and imaginative texts using appropriate vocabulary, expressions, grammatical structures, and some textual conventions
Elaborations (9)
- Elaboration presenting information in different formats for different audiences, for example, using informative text to write an email to a penpal in a German-speaking country or introduce a new student to the class, and using persuasive text to create an advertisement for an event or present statistics related to German-speaking countries and regions
- Elaboration using different modes of presentation to report on events in their personal worlds or people or places related to German-speaking communities, for example, a multimedia presentation or podcast, a flyer about a community event or digital travel itinerary
- Elaboration compiling a list of questions and conducting an interview, for example, interviewing a German-speaking visitor about family, home, interests and abilities, and presenting the responses in Steckbrief format, podcast or newsletter
- Elaboration creating a print or digital poster in German to promote travel to a significant cultural location on a First Nations Country/Place, including what to see and do
- Elaboration creating and telling a narrative or description from a stimulus such as a photograph, and using secure digital tools to create speech bubbles, voice recordings, subtitles or captions to accompany visuals
- Elaboration creating and performing a short play or video clip to share with and entertain others, incorporating actions and props to enhance meaning and to entertain, for example, a song or role-play at a school assembly or open day for younger students
- Elaboration composing and participating in imaginary interactions, for example, a conversation between avatars or meeting a character from a German story or film for the first time
- Elaboration designing and making bilingual texts or signs for specific audiences, noticing how meaning needs to be tailored to audience and cultural perspectives, for example, a big book or game for young learners of German, school signage such as Sporthalle, Bibliothek/ Bücherei
- Elaboration presenting class information to German-speaking students, explaining cultural backgrounds, languages used in the home, interests and values, and using resources such as photos, captions, quotes and symbols
Students approximate pronunciation and intonation in spoken German.
Content descriptorAC9LG8EU01 Understanding language and culture
recognise and use features of the German sound system, including pitch, rhythm, stress, pronunciation and intonation, and demonstrate understanding of how these are represented in familiar contexts
Elaborations (7)
- Elaboration practising pronunciation of particular sounds, rhythms and intonation patterns, for example, saying tongue twisters, rhymes and short poems such as Fischers Fritze fischt frische Fische, Acht alte Ameisen, Klein aber fein! Eins, zwei, Polizei
- Elaboration identifying differences in intonation and rhythm between statements, questions, interjections and commands, for example, Du trinkst Wasser. Du trinkst Wasser? Du trinkst Wasser! Du, trink Wasser!
- Elaboration comparing pronunciation and variation in some letters, for example, singing das Alphabetlied, and using the alphabet to spell German names and other words
- Elaboration understanding that pronunciation may vary across different German-speaking communities and dialects
- Elaboration recognising that loan words in German may differ in pronunciation or follow pronunciation patterns for other languages, for example, Handy, orange, Friseur, Restaurant
- Elaboration developing an awareness of letter–sound relationships, including distinctive sounds such as those represented by the letters ch, r, th, u and z and consonant blends and clusters such as sch
- Elaboration comparing and applying German sounds, such as short and long vowel sounds, and diphthongs, such as au, ei, eu and ie, and the impact of the Umlaut on a, o and u, and the double ss sound for ß
They demonstrate understanding that German has conventions and rules for non-verbal, spoken and written communication.
Content descriptorAC9LG8EU02 Understanding language and culture
develop knowledge of, and use structures and features of, the German grammatical and writing systems to understand and create spoken, written and multimodal texts
Elaborations (9)
- Elaboration comparing punctuation rules in English and German, for example, considering aspects for direct speech, understanding quotation marks for direct speech, understanding the meaning and use of full stops and commas in German ordinal or decimal numbers, die 8. Klasse, 9,50 Euro, 15.30 Uhr and using the German quotation marks correctly, „Hallo! Ich bin Peter.“
- Elaboration applying German capitalisation rules to nouns and noticing that the capitalisation of the formal ‘you’ form Sie distinguishes it from sie ‘she/they’ form
- Elaboration 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 applying sentence structure rules for verb position, including use of some modal verbs and questions, and noting that the conjugated verb will not move when subject is inverted, for example, Am Nachmittag spiele ich Tennis. Ich kann gut schwimmen. Hast du Geschwister?
- Elaboration understanding how to create textual cohesion by using elements such as coordinating conjunctions, for example, und, aber, oder to link ideas and simple subordinating conjunctions, for example, weil
- Elaboration recognising different registers such as the different words for ‘you’, for example, Was machst du, Peter? Was macht ihr, Kinder? Setz dich, Peter! Setzt euch Kinder! Kommen Sie bitte herein, Herr Berger!
- Elaboration recognising compound words, and collecting and analysing interesting examples, noting that compound nouns take the gender of the last noun in the compound, for example, der Schulsport, die Realschule
- Elaboration developing a basic knowledge of the German case system, nominative, accusative and dative, and using definite and indefinite articles, personal pronouns, and possessive adjectives such as ihr, sein, unser
- Elaboration describing current and recurring actions selecting and conjugating some frequently used regular and irregular verbs, for example, Ich trinke Orangensaft, Sie isst einen Apfel
They comment on aspects of German and English language structures and features, using metalanguage.
Content descriptorAC9LG8EU03 Understanding language and culture
compare German language structures and features with English, using familiar metalanguage
Elaborations (10)
- Elaboration recognising and explaining to others, aspects of German language and culture that are interesting and/or different when compared with English language texts, for example, answering telephone with surname
- Elaboration understanding the concept of regular and irregular verbs, for example, 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 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
- Elaboration identifying and analysing the purpose, intended audience and key features of familiar texts such as signs, instructions, postcards, advertisements, songs and conversations in German, and comparing these with texts in English
- Elaboration comparing German and English written and spoken modes of a particular language function, noticing language structures used and varying levels of formality, for example, an invitation
- Elaboration comparing pluralisation of nouns in German and English, for example, die for plural nouns and differing ending patterns in German, for example, Maus, Mäuse; Katze, Katzen, and in English
- Elaboration understanding that English grammar used to be more closely aligned with German grammar, and that English has changed, for example, recognising the link between the Middle English “What thinkest thou?” and Was denkst du?
- Elaboration recognising that languages are dynamic and borrow and adapt words and expressions from each other, for example, English has borrowed the German words Hamburger, kaputt, Kindergarten and Glockenspiel and German has borrowed the English words das Internet, die App, joggen, shoppen, Stopp! and Sorry!, and comparing how these words are pronounced by German and English speakers
- Elaboration 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 evolving nature of languages
- Elaboration comparing the concept of diversity in accents, dialects and vocabulary in German-speaking communities, with similar diversity in the use of English within and beyond Australia
They demonstrate awareness that the German language is connected with culture and identity, and that this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LG8EU04 Understanding language and culture
recognise how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (12)
- Elaboration exploring the impact of own assumptions about people from German-speaking countries, their language and culture, and considering how German speakers may similarly make assumptions and generalisations about Australians
- Elaboration observing interactions between German-speaking people in different contexts, noticing and recording elements that reflect cultural attitudes or behaviours, such as language associated with politeness or emotion, gift-giving customs, or ways of showing collective appreciation or approval, for example, applauding by rapping on surface or stating bitte schön, Entschuldigung, Wie schön!, Ich danke dir!
- Elaboration understanding their own heritage and reflecting on their culture, language and the role of their background in shaping identity, for example, annotating a family tree with information about family members, highlighting significant places or languages spoken using modelled language such as Ich bin Australier/-in. Mein Opa kommt aus Griechenland.
- Elaboration examining, in German or English, how First Nations Australians' languages have strong connections to Country/Place locations and how these can be compared with language variations across German-speaking countries and regions
- Elaboration comparing the use and cultural significance of gestures and body language in German and other languages and selecting those that can be easily incorporated into interactions when communicating in German, for example, shaking hands as a common greeting and maintaining eye contact when appropriate
- Elaboration reflecting on choices made when using German to interact with others, considering the relationship between language, culture and behaviour, and comparing these with English and other languages, for example, considering the use of family names with titles, Guten Tag, Frau Stein and formal/informal register du/ihr/Sie
- Elaboration participating in cultural experiences and reflecting on cultural similarities and differences, for example, eating at a German/Swiss/Austrian restaurant or café in Australia or watching a German music performance, soccer match or skiing competition
- Elaboration participating in guided discussion and comparing aspects of identity that may be important across cultures, for example, state, country, ethnic group, language, religion, age, preferred gender, and position in family, Heimatland, Festtage
- Elaboration investigating connections between language and significant cultural values or practices in Australia and German-speaking communities, for example, individual rights, shared social responsibility, respect for the environment, anti-racism
- Elaboration examining examples of cultural representation in language, symbols and behaviour, for example, die Märchenstraβe, lack of speed limits on the Autobahn, national and state flags or coats of arms, and the visibility of the European Union through placement of its logo such as on car numberplates
- Elaboration exploring how origin, geography and religion are directly connected to lifestyle, daily practices and language use, for example, Recycling, Kaffee und Kuchen, Wandern, religious/public holidays, choice of Fremdsprachen offered in schools
- Elaboration gaining an awareness of some regional variations in language, for example, in greetings such as the Swiss Grüezi and Austrian or Bavarian Servus or the lack of the Eszett in Switzerland and Liechtenstein
This achievement standard describes the expected learning for Years 7 to 8 German · Years 7 to 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Communicating meaning in German | Interacting in German | 3 | 22 |
| Communicating meaning in German | Mediating meaning in and between languages | 2 | 19 |
| Communicating meaning in German | Creating text in German | 1 | 9 |
| Understanding language and culture | Understanding systems of language | 3 | 26 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 12 |
| Total | 10 | 88 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 German?
By the end of Year 8, students use German language to interact and collaborate with others, and to share information and plan activities in familiar contexts. They respond to others’ contributions, and recognise familiar gestures, questions and instructions in exchanges. Read the full standard
How many Content Descriptors support this standard?
10 Content Descriptors support this Achievement Standard (Communicating meaning in German: 6, Understanding language and culture: 4).
Is this from the latest Australian Curriculum?
Yes, this Achievement Standard is from the Australian Curriculum version 9.0 (AC v9), the most current version published by ACARA.