Years 5 to 6
Languages
ASLANGERF10Y56
Years 5 to 6 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 6, students initiate and use strategies to maintain interactions in German language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences. They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in German or English, adjusting their response to context, purpose and audience. They create texts, selecting and using a variety of vocabulary and sentence structures to suit context. They sequence information and ideas, and use conventions appropriate to text type.
Students apply rules of pronunciation and intonation in spoken German. They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in German. They compare language structures and features in German and English, using some metalanguage. They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Foundation to Year 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 6, students initiate and use strategies to maintain interactions in German language that are related to their immediate environment.
Content descriptorAC9LG6C01 Communicating meaning in German
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (9)
- Elaboration exchanging information with others in a secure online environment, in writing or face-to-face, about daily routines and leisure activities, using modelled language associated with time and sequence, for example, Was machst du am Wochenende? Ich stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
- Elaboration sharing opinions in a secure online exchange with German-speaking peers, about school subjects and rules, for example, Wie findest du Mathe? Mathe ist toll. Man muss eine Uniform tragen. Das ist doof. Was denkst du?
- Elaboration using communication strategies such as active listening skills and interjections, for example, ja, ja ich verstehe, ach ja das stimmt, genau, turn-taking cues, and requests for clarification or more detail to support interaction, Ich verstehe nicht, Wie heißt das auf Englisch?
- Elaboration giving and receiving instructions, for example, Mach(t) die Tür zu! Trink(t) mehr Wasser!
- Elaboration describing significant people such as family members, friends and teachers, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich habe meinen Bruder lieb.
- Elaboration asking and responding to modelled questions to request further detail, using intonation and stress patterns, for example, Welche Farbe hat dein Haustier? Wie ist es? Wo wohnt es?
- Elaboration identifying and discussing learning strengths and experiences, for example, Ich mag Deutsch. Deutsch macht Spaß. Ich lerne gern Deutsch.
- Elaboration apologising and expressing concern or sympathy to friends and family members, for example, Tut mir leid. Schade! Du Arme(r)!
- Elaboration expressing feelings, for example, Wie geht’s? Es geht mir nicht gut. Ich bin krank, using adjectives such as aufgeregt, glücklich, nervös, sauer, traurig
They use appropriate sound combinations, intonation and rhythm in spoken texts.
Content descriptorAC9LG6C01 Communicating meaning in German
initiate and sustain modelled exchanges in familiar contexts related to students’ personal worlds and school environment
Elaborations (9)
- Elaboration exchanging information with others in a secure online environment, in writing or face-to-face, about daily routines and leisure activities, using modelled language associated with time and sequence, for example, Was machst du am Wochenende? Ich stehe um 7.30 Uhr auf. Dann frühstücke ich. Ich schwimme und surfe oft.
- Elaboration sharing opinions in a secure online exchange with German-speaking peers, about school subjects and rules, for example, Wie findest du Mathe? Mathe ist toll. Man muss eine Uniform tragen. Das ist doof. Was denkst du?
- Elaboration using communication strategies such as active listening skills and interjections, for example, ja, ja ich verstehe, ach ja das stimmt, genau, turn-taking cues, and requests for clarification or more detail to support interaction, Ich verstehe nicht, Wie heißt das auf Englisch?
- Elaboration giving and receiving instructions, for example, Mach(t) die Tür zu! Trink(t) mehr Wasser!
- Elaboration describing significant people such as family members, friends and teachers, using simple descriptive and expressive modelled language, for example, Das ist mein Bruder. Er ist sehr sportlich und intelligent. Er spielt sehr gern Fuβball und liest gern Comics. Ich habe meinen Bruder lieb.
- Elaboration asking and responding to modelled questions to request further detail, using intonation and stress patterns, for example, Welche Farbe hat dein Haustier? Wie ist es? Wo wohnt es?
- Elaboration identifying and discussing learning strengths and experiences, for example, Ich mag Deutsch. Deutsch macht Spaß. Ich lerne gern Deutsch.
- Elaboration apologising and expressing concern or sympathy to friends and family members, for example, Tut mir leid. Schade! Du Arme(r)!
- Elaboration expressing feelings, for example, Wie geht’s? Es geht mir nicht gut. Ich bin krank, using adjectives such as aufgeregt, glücklich, nervös, sauer, traurig
Content descriptorAC9LG6C04 Communicating meaning in German
apply strategies to interpret and convey meaning in German language in familiar non-verbal, spoken and written cultural contexts
Elaborations (9)
- Elaboration observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames Spitznamen and various uses of diminutives -chen, -lein
- Elaboration identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? not voll, and Es geht mir gut, not Ich bin gut, or Ich bin krank literally translating as I am sick
- Elaboration noticing the use of, and evaluating whether or not to adopt German expressions and gestures when interacting with people from German-speaking communities, for example, exclamations Ach so! Echt!, pressing your thumbs inside fists for good luck, compared with crossing fingers, and thumbs up having the similar meaning of great or good
- Elaboration using German-English cognates to predict meaning, for example, Brot, kalt, Maske, trinken
- Elaboration explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!
- Elaboration communicating politely by using Sie with unfamiliar adults, for example, Guten Morgen, wie heißen Sie?
- Elaboration creating and using bilingual resources for language learning, for example, glossaries or personal German-English and English-German word lists with examples and explanations of parts of speech and language use
- Elaboration recognising long compound words, collecting and analysing interesting examples such as das Schlagzeug, babyleicht, Seehund, and discussing how best to translate them into English
- Elaboration understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness
They collaborate in spoken and written activities that involve the language of planning and problem-solving to share information, ideas and preferences.
Content descriptorAC9LG6C02 Communicating meaning in German
participate in activities that involve planning and negotiating with others, using language that expresses information, preferences and ideas
Elaborations (9)
- Elaboration participating in real or simulated transactions such as buying food, for example, Ich nehme ein Käsebrötchen. Was kostet ein Eis? Das macht 6,50 Euro.
- Elaboration organising and conducting collaborative activities, a Deutsch macht fit session for a younger class, using language such as Lauft schnell! Springt zehnmal!
- Elaboration participating in an activity for a school assembly, school or class event or performance, using language related to people, items, time and numbers to create promotional materials, for example, producing a poster or video to encourage recycling, Trinkt lieber Wasser! Recycelt alle Dosen!
- Elaboration checking on peer 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 consulting online catalogues and websites, comparing prices and value, and discussing potential purchases, for example, Das Handy ist zu teuer. Der Pullover ist preiswert and using modelled phrases such as Der Hut sieht gut aus.
- Elaboration asking peers to do something politely and responding to requests, for example, giving and receiving things, Gib mir bitte den Stift! bitte schön, danke schön
- Elaboration discussing and creating class and school rules and, using modelled language, using the modal verbs müssen and dürfen, for example, Dürfen wir auf dem Boden sitzen? Wir müssen immer aufpassen, Wir dürfen in der Klasse nicht texten.
- Elaboration sharing ideas about the experience of learning and using German, identifying own strengths and preferred learning styles, for example, Ich kann gut Deutsch sprechen.
- Elaboration exchanging and comparing currencies, for example, converting Euro or Schweizer Franken into Australian dollars
They use strategies to locate and interpret information and ideas in texts, and demonstrate understanding by responding in German or English, adjusting their response to context, purpose and audience.
Content descriptorAC9LG6C03 Communicating meaning in German
locate and process information and ideas in a range of spoken, written and multimodal texts, and respond in different ways to suit purpose
Elaborations (10)
- Elaboration viewing or reading informative texts and sequencing steps in a process, for example, watching a short video about the water cycle in German and labelling a diagram with vom Meer zum Land, Regen, Fluss, Grundwasser
- Elaboration viewing a news item or short documentary about a festival in a German-speaking country, such as die Basler Fasnacht or Karneval in Köln, and describing and giving an opinion about the main aspects, for example, Ich finde die Fasnacht in Basel super. Ich mag die Masken und die Musik.
- Elaboration responding to a text such as a poem, by selecting an appropriate image to illustrate an aspect such as message or mood, and explaining choice, for example, Das ist die Sonne. Die Sonne ist heiß und gelb. Die Sonne scheint im Sommer. Ich freue mich, wenn die Sonne scheint.
- Elaboration listening to or viewing First Nations Australian authors’ stories in English and responding to them using words, formulaic expressions and modelled sentences in German
- Elaboration researching topics (recycling, the water cycle, the solar system, geographical features in German-speaking countries, etc.), using a range of sources (magazine articles, books, websites, etc.) and organising and sharing the information in print or secure digital format in modelled German texts
- Elaboration viewing subtitled media such as music clips or informative texts on different German-speaking communities, and identifying new vocabulary and expressions for use in shared texts
- Elaboration identifying information in German texts such as advertisements, conversations, brochures and announcements, and sharing this information with others in another format, for example, presenting a chart of favourite television programs, leisure activities or food preferences
- Elaboration compiling and presenting information from a survey of peers and displaying results, for example, using graphs showing mode of transport to school zu Fuβ, mit dem Rad/Bus/Auto, mit der Bahn/Fähre and reporting whether it is environmentally friendly
- Elaboration using modelled structures such as Das Ende war lustig/traurig/blöd or Die Hauptperson war sehr mutig/schön/schlau to express a personal opinion on aspects of a text such as the beginning, ending, plot and characters
- Elaboration producing a timeline of main events in a story or creating storyboards to represent key events in different types of imaginative texts, including captions or word bubbles to fit moods or feelings
Content descriptorAC9LG6C04 Communicating meaning in German
apply strategies to interpret and convey meaning in German language in familiar non-verbal, spoken and written cultural contexts
Elaborations (9)
- Elaboration observing how language use reflects politeness and the closeness of social relationships, such as different levels of formality through the use of du/ihr/Sie, and familiarity with friends, for example, nicknames Spitznamen and various uses of diminutives -chen, -lein
- Elaboration identifying when literal translation is or is not possible, for example, in idiomatic expressions such as Bist du satt? not voll, and Es geht mir gut, not Ich bin gut, or Ich bin krank literally translating as I am sick
- Elaboration noticing the use of, and evaluating whether or not to adopt German expressions and gestures when interacting with people from German-speaking communities, for example, exclamations Ach so! Echt!, pressing your thumbs inside fists for good luck, compared with crossing fingers, and thumbs up having the similar meaning of great or good
- Elaboration using German-English cognates to predict meaning, for example, Brot, kalt, Maske, trinken
- Elaboration explaining in English the use and meaning of German expressions such as Gesundheit, Hals und Beinbruch, Toi, toi, toi!
- Elaboration communicating politely by using Sie with unfamiliar adults, for example, Guten Morgen, wie heißen Sie?
- Elaboration creating and using bilingual resources for language learning, for example, glossaries or personal German-English and English-German word lists with examples and explanations of parts of speech and language use
- Elaboration recognising long compound words, collecting and analysing interesting examples such as das Schlagzeug, babyleicht, Seehund, and discussing how best to translate them into English
- Elaboration understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing intercultural experiences, for example, Fast Food, Fairness
They create texts, selecting and using a variety of vocabulary and sentence structures to suit context.
Content descriptorAC9LG6C05 Communicating meaning in German
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (9)
- Elaboration creating a multimedia factual self-profile for a group of young German speakers or writing a blog entry for a youth website, for example, including information about Freizeit, Schule, Freunde
- Elaboration creating a video clip to present information or ideas to a particular audience, using empathy to consider elements which may be unfamiliar to German-speaking students, for example, a virtual tour of the school or classroom for exchange student groups that may also demonstrate that Australian students generally do not bring their school bags into the classroom
- Elaboration presenting about German-speaking countries and Australia, for example, population statistics and physical size, daily temperatures, types of housing, pet ownership or most popular leisure activities
- Elaboration producing a class print or digital poster, locating and describing, in German, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration recording a multimedia presentation or writing a diary about a real or imaginary trip to a German-speaking country or region, incorporating some famous places they visited and cultural experiences, for example, Das ist eine alte Kirche in Hamburg, Hier bin ich, ich esse eine Brezel.
- Elaboration creating and presenting an adapted text such as a story, and presenting it to a younger audience, for example, introducing new elements such as changing the main character or the setting, adding a new character or dilemma
- Elaboration role-playing characters from different areas in German-speaking communities and demonstrating regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, and cultural events such as Weichnachtsmarkt and Christkindlmarkt
- Elaboration creating and performing a new version of a familiar song or poem, for example, using secure digital tools and apps for video editing and voice recording
- Elaboration inventing a board game focusing on key language and using expressions for playing games, for example, Du bist dran, Schade, Gut gemacht, Ich gewinne
They sequence information and ideas, and use conventions appropriate to text type.
Content descriptorAC9LG6C05 Communicating meaning in German
create and present a range of informative and imaginative spoken, written and multimodal texts using a variety of modelled sentence structures to sequence information and ideas, and conventions appropriate to text type
Elaborations (9)
- Elaboration creating a multimedia factual self-profile for a group of young German speakers or writing a blog entry for a youth website, for example, including information about Freizeit, Schule, Freunde
- Elaboration creating a video clip to present information or ideas to a particular audience, using empathy to consider elements which may be unfamiliar to German-speaking students, for example, a virtual tour of the school or classroom for exchange student groups that may also demonstrate that Australian students generally do not bring their school bags into the classroom
- Elaboration presenting about German-speaking countries and Australia, for example, population statistics and physical size, daily temperatures, types of housing, pet ownership or most popular leisure activities
- Elaboration producing a class print or digital poster, locating and describing, in German, a specific First Nations Country/Place location in a local or regional context, or elsewhere in Australia
- Elaboration recording a multimedia presentation or writing a diary about a real or imaginary trip to a German-speaking country or region, incorporating some famous places they visited and cultural experiences, for example, Das ist eine alte Kirche in Hamburg, Hier bin ich, ich esse eine Brezel.
- Elaboration creating and presenting an adapted text such as a story, and presenting it to a younger audience, for example, introducing new elements such as changing the main character or the setting, adding a new character or dilemma
- Elaboration role-playing characters from different areas in German-speaking communities and demonstrating regional variations in German language use, for example, in greetings such as the Swiss Grüezi and Austrian Servus, and cultural events such as Weichnachtsmarkt and Christkindlmarkt
- Elaboration creating and performing a new version of a familiar song or poem, for example, using secure digital tools and apps for video editing and voice recording
- Elaboration inventing a board game focusing on key language and using expressions for playing games, for example, Du bist dran, Schade, Gut gemacht, Ich gewinne
Students apply rules of pronunciation and intonation in spoken German.
Content descriptorAC9LG6U01 Understanding language and culture
apply knowledge of combinations of sounds, syllables, pronunciation and intonation patterns to develop fluency and rhythm to known words and phrases
Elaborations (5)
- Elaboration applying phonic and grammatical knowledge to spell, write and say unfamiliar words containing, for example, ch, j, w and z, and diphthongs such as au, ei, eu and ie
- Elaboration using phrasing and intonation to link multiple sentences when reading a short text aloud or holding a reciprocal conversation with a partner
- Elaboration identifying differences in regional accents and dialects to begin understanding language variation across German-speaking communities, for example, the commonalties with other geographically adjacent languages or the pronunciation of ch in different dialects such as the potentially different pronunciations of ch in Technologie and ich
- Elaboration practising different intonation for statements, questions, exclamations and instructions, for example, Du trinkst Wasser. Du trinkst Wasser? Du trinkst Wasser! Du, trinkst Wasser!
- Elaboration reciting well-known German tongue twisters, applying knowledge of pronunciation patterns and working on fluency, for example, Zehn Ziegen zogen zehn Zentner Zucker, Acht alte Ameisen
They apply conventions of spelling and punctuation, and use modelled structures, when creating and responding in German.
Content descriptorAC9LG6U02 Understanding language and culture
use knowledge of modelled grammatical structures and formulaic expressions to compose and respond to texts, using appropriate punctuation and textual conventions
Elaborations (13)
- Elaboration understanding and applying punctuation rules, including the meaning and use of full stops and commas in ordinal and decimal numbers, for example, die 3. Klasse, 9,50 Euro, etc., and noticing distinctive punctuation features of personal correspondence in German, Hallo Annette!, Lieber Klaus, etc., followed respectively by upper or lower case for the beginning of the first sentence
- Elaboration referring to a person, place or object using the nominative and accusative definite and indefinite articles, for example, Ich habe einen Bruder, Der Hund hat den Ball, and negating using kein and noting the differences in structure from English, for example, Ich habe keinen Bruder, means “I have no brother”, rather than “I don’t have a brother”
- Elaboration recognising and understanding the different forms of ‘you’, du, Sie and plural informal ihr when addressing one person or more , for example, Setzt dich, Setzen Sie, Setzt euch, Was meint ihr? Hört gut zu!
- Elaboration making connections between possessive adjectives and context, for example, mein/e, dein/e, sein/e, ihr/e; Mein/Dein Bruder ist 12. Seine/Ihre Lieblingsfarbe ist blau.
- Elaboration making comparisons using simple structures and limited forms of modal verbs mögen and können, for example, Er mag Kricket , Ich kann gut schwimmen, Ich mag Erdbeeren lieber als Kiwis, Ich kann laufen besser als Radfahren.
- Elaboration locating and describing events in time, using the 12-hour clock and including to the half hour, such as Die Schule beginnt um halb neun, using prepositions such as nach and vor, and formulaic expressions such as später, am Wochenende, in den Ferien
- Elaboration referring to quantities of people, objects and prices using cardinal numbers up to 100, including Meter, Kilometer; Quadratmeter, Quadratkilometer for length/height/distance and area, decimals, and common fractions, for example, 85,5 Prozent haben eine Katze. Die Tagestemperatur liegt bei minus 8 Grad. Ich habe eine Halbschwester.
- Elaboration referring to a date, including the year, for an event such as a birth date, for example, Meine Oma ist am elften April 1956 geboren.
- Elaboration describing current actions using a range of regular and irregular verbs such as kaufen, bringen, tragen, lesen, sehen, fahren, essen and describing experiences in the simple past of sein, for example, Ich war krank. Der Film war interessant. Es war windig.
- Elaboration noticing that articles and pronouns change after certain verbs, Ich danke dir, and after particular prepositions associated with location, for example, Wir gehen in die Stadt. Wir sind in der Stadt.
- Elaboration understanding the meaning of the conjunctions dass and weil and noticing what happens to the verb when they are used
- Elaboration understanding questions using warum and responding with a simple sentence, for example, Warum bist du müde? Ich bin krank.
- Elaboration describing location using simple formulaic prepositional phrases such as im Wasser, in der Luft, auf dem Land, or neben dem Tisch
They compare language structures and features in German and English, using some metalanguage.
Content descriptorAC9LG6U03 Understanding language and culture
compare some German language structures and features with those of English, using some familiar metalanguage
Elaborations (8)
- Elaboration discovering some English words used by German speakers, such as das Internet, die App, Stopp! Sorry!, and considering if they are the same kinds of words as those borrowed from German by English speakers
- Elaboration identifying the context, purpose and intended audience of a range of familiar German and English texts, for example, fairytales, sports reports or recipes, noticing similarities and differences
- Elaboration reading, viewing and/or listening to different digital and other texts with a common topic, and discussing structural and linguistic similarities and differences, for example, comparing a print, radio, television and social media announcement for the same event
- Elaboration building metalanguage to comment on grammar and vocabulary, for example, Substantive/Nomen, Verben, Ordinalzahlen, Präpositionen, Fragewörter, groβ/klein schreiben, comparing with equivalent English terms
- Elaboration understanding the concept of regular and irregular verbs and noticing that this is a feature of both German and English, for example, sein/ich bin, du bist and to be/I am, you are
- Elaboration comparing the meaning of the modal verbs müssen, sollen, mögen and können with English equivalents
- Elaboration comparing the German and Australian ways of writing a postal address, for example, in German the Hausnummer appears after the street name and the Postleitzahl appears before the suburb/town
- Elaboration providing feedback to support peers, using metalanguage, for example, editing each other’s written or spoken texts and justifying reasons for editing or changing text
They show understanding of how some language reflects cultural practices and consider how this is reflected in their own language(s), culture(s) and identity.
Content descriptorAC9LG6U04 Understanding language and culture
recognise that language reflects cultural practices, values and identity, and that this impacts on non-verbal and spoken communication
Elaborations (10)
- Elaboration recognising that language use can have connections to cultural practices, for example, comparing traditional song ‘Wie schön, dass du geboren bist’ and ‘Happy birthday to you’, and considering how birthdays are celebrated in German-speaking countries or communities
- Elaboration discussing situations of culturally inappropriate language use and noticing what makes them inappropriate and how this may be addressed, for example, addressing an adult who is not a family member with du instead of Sie
- Elaboration noticing the impact of own assumptions about people from German-speaking countries, their language and culture, and considering how German speakers may also make assumptions and generalisations about Australians
- Elaboration exploring, in German or English, how language and culture are expressed through First Nations Australians’ song, dance or artworks, considering similarities and differences in an aspect of the cultural expressions of German-speaking people or communities
- Elaboration understanding the required level of politeness, depending on the relationship between speakers, in a range of familiar contexts such as in a school, on the street or at home
- Elaboration identifying examples of current and historical influences of German-speaking countries and regions’ language and culture in the local and broader community, for example, in family heritage, place names, restaurants, businesses, food and other products
- Elaboration exploring how geography and language are connected to lifestyle, education and language use, for example, school students’ break time activities, languages learnt in schools, and school systems such as Realschule, Gymnasium, Gesamtschule
- Elaboration recognising that texts such as stories have a social and cultural purpose, for example, the moral of a story such as Die Bremer Stadtmusikanten, and comparing personal characteristics that are depicted in texts
- Elaboration appreciating that gestures differ across cultures, for example, shaking hands is generally more common in German-speaking countries than in Australia and omission to do so may be considered impolite from a German perspective
- 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 5 to 6 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 |
|---|---|---|---|
| Communicating meaning in German | Interacting in German | 2 | 18 |
| 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 | 10 |
| Total | 9 | 82 | |
Frequently Asked Questions
What should students know by the end of Years 5 to 6 German?
By the end of Year 6, students initiate and use strategies to maintain interactions in German language that are related to their immediate environment. They use appropriate sound combinations, intonation and rhythm in spoken texts. Read the full standard
How many Content Descriptors support this standard?
9 Content Descriptors support this Achievement Standard (Communicating meaning in German: 5, Understanding language and culture: 4).
How does this compare to Years 3 to 4?
The Years 3 to 4 German standard (ASLANGERF10Y34) covers the preceding curriculum level. Standards build progressively, with Years 5 to 6 expectations extending what was introduced in Years 3 to 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.