Foundation German Achievement Standard
3 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 the Foundation year, students use play and imagination to interact and create German texts, with support. They identify that German and English look and sound different. They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Foundation to Year 10 sequence
The 3 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 the Foundation year, students use play and imagination to interact and create German texts, with support.
Content descriptorAC9LGF01
with support, recognise and communicate meaning in German
Elaborations (7)
- Elaboration greeting others using appropriate forms of address, for example, Guten Morgen Frau Schulz, Tag Hannah, Wie geht’s?, Wie heißt du?, and using body language such as eye contact and shaking hands
- Elaboration participating in routine exchanges such as responding to the class roll, expressing thanks, greeting and taking leave, and describing the day’s weather, for example, Danke schön, Auf Wiedersehen, Tschüss, Es ist heiß/kalt/sonnig/windig
- Elaboration participating in songs and chants by singing and performing actions, for example, Brüderchen, komm tanz mit mir
- Elaboration responding to classroom instructions, for example, Melde dich!, Ruhe bitte, Komm nach vorne!, Mach die Tür bitte zu!
- Elaboration responding to German language texts such as stories, rhymes and songs through play-acting or movement, illustrating characters, events or scenes
- Elaboration using numbers 0–10, for example, sorting counters into groups, counting aloud and tracing numbers on paper, in the air or in sand
- Elaboration participating in simple dialogues through play-acting (playing shops using classroom objects such as toys and books), practising a greeting and simple phrases, for example, Guten Tag, Das bitte (and pointing to the object), Danke schön
They identify that German and English look and sound different.
Content descriptorAC9LGF02
explore, with support, language features of German noticing similarities and differences between German and English
Elaborations (5)
- Elaboration singing alphabet songs and noticing similarities and differences between the use of the Roman alphabet in German and English
- Elaboration singing popular children’s songs in German and comparing them with the English versions, for example, singing Funkel, funkel, kleiner Stern and comparing with English, asking, “Which word do you think might mean ‘twinkle, twinkle’?”
- Elaboration rehearsing familiar onomatopoeia for a performance, for example, animal sounds Das Schaf macht mäh mäh, die Katze macht miau, miau
- Elaboration reproducing the sounds and rhythms of German rhymes and songs by reciting, singing and imitating, for example, Alle meine Entchen
- Elaboration tracing simple words in both German and English, noticing similarities and differences
They recognise that there are languages and cultures as well as their own, and that aspects of language and culture contribute to their own and others’ cultural identity.
Content descriptorAC9LGF03
explore connections between language and culture
Elaborations (6)
- Elaboration exploring different languages and cultures of class members and identifying different ways of expressing common terms such as yes/no, hello/goodbye
- Elaboration sharing with the class words and phrases they know in other languages and cultures
- Elaboration engaging with traditions, customs, costumes, food, etc. in German-speaking communities, for example, receiving a Schultüte when starting school, decorating a classroom with a Osterzweig/Osterbaum or participating in a class Laternenumzug, making a mask and participating in a school assembly for Karneval/Fastnacht/Fasching
- Elaboration using the Australian Institute of Aboriginal and Torres Strait Islander Studies (AIATSIS) map of the languages of Australia to notice the language(s) of First Nations Australians in their local area and/or across Australia
- Elaboration noticing how local names of streets, places and landmarks can have their origins in language(s) of First Nations Australians or sometimes a connection to German heritage
- Elaboration locating German-speaking countries and countries/places of significance to students in the class on a digital or print world map
This achievement standard describes the expected learning for Foundation German · Foundation to Year 10 sequence. Use it to plan teaching and assessment with the Australian Curriculum v9.
At a Glance
| Strand | Substrand | CDs | Elaborations |
|---|---|---|---|
| Foundation German | — | 3 | 18 |
| Total | 3 | 18 | |