Years 7 to 8
Languages
ASLANGERF10Y78
Years 7 to 8 German Achievement Standard
9 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 initiate and maintain interactions in German language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use German to collaborate and problem-solve, and adjust language in response to others. They interpret information, ideas and opinions in texts. They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses. They select and use vocabulary, sentence structures and expressions to create texts.
Students apply the conventions of spoken German to develop fluency. They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning. They comment on structures and features of German text, using metalanguage. They reflect on how the German language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Foundation to Year 10 sequence
The 9 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 initiate and maintain interactions in German language in familiar and some unfamiliar contexts related to a range of interests and experiences.
Content descriptorAC9LG8C01 Communicating meaning in German
initiate and sustain exchanges in familiar and some unfamiliar contexts related to students’ experiences, feelings and views, adjusting their language in response to others
Elaborations (9)
- Elaboration communicating in face-to-face or secure online guided discussions with peers and German-speaking contacts, to share information and ideas about familiar and some unfamiliar topics such as clothing, housing, social and cultural practices, for example, Was trägst du zur Party? Was isst man zum Frühstück in deinem Land? Wie feierst du deinen Geburtstag?
- Elaboration discussing and giving opinions on familiar topics such as school life, neighbourhood, entertainment, sport and leisure, for example, Hast du ein Lieblingsfach? Ja, ich mag Deutsch. Wie findest du Mathe? Ich finde Sozi interessant. Und du? Ich wohne gern auf dem Land. Es gibt in der Nähe einen Fluss und einen Fußballplatz. Leider haben wir kein Kino. Gibt es einen Supermarkt, wo du wohnst?
- Elaboration participating in conversations with peers using strategies such as active listening, asking for repetition, clarification and confirmation to sustain interactions, for example, Was denkst du? Was bedeutet das? Meinst du …? Was habt ihr gemacht?
- Elaboration giving instructions to one or more peers, for example, Gib mir das Buch!
- Elaboration recounting social and cultural experiences with others, for example, Wir haben eine Reise nach Neuseeland gemacht. Und ihr? Unser Campingplatz war direkt am See und wir sind jeden Tag geschwommen.
- Elaboration posing and responding to questions about future plans, for example, Was wirst du in den Ferien machen? Wir werden zu Hause bleiben.
- Elaboration discussing and sharing learning strategies, for example, Lerne jeden Tag zehn neue Wörter! Ich lerne Vokabeln am besten, wenn ich sie in einem Satz schreibe.
- Elaboration writing texts using textual conventions popular with young German speakers, such as the use of contractions, abbreviations and acronyms in text messages, for example, 4u = für dich = for you, brb = bin gleich wieder da = be right back, 8ung = Achtung! sz = schreib zurück, sTn = schönen Tag noch
- Elaboration contrasting aspects of past events in their everyday lives with others, for example, Du siehst sehr müde aus! Was hast du gestern gemacht? Hat der Film dir gut gefallen? Wollen wir ihn heute noch mal schauen?
They use German to collaborate and problem-solve, and adjust language in response to others.
Content descriptorAC9LG8C02 Communicating meaning in German
collaborate in activities that involve the language of transaction, negotiation and problem-solving to plan projects and events
Elaborations (10)
- Elaboration transacting and negotiating in real or simulated situations such as shopping, or comparing similar offers for goods in online catalogues on German language internet sites, including commenting on price, for example, Ich möchte diese Hose anprobieren. Haben Sie Größe 38? Das ist sehr preiswert.
- Elaboration participating in collaborative learning experiences with peers to organise an event such as a trip to the market, weekend activities or a class excursion, for example, Wir können mit dem Zug oder mit dem Bus zum Markt fahren. Was wollen wir am Wochenende machen?
- Elaboration promoting awareness for the school community, regarding a particular issue, event or behaviour, by working with others to create posters, a blog or advertisement for topics such as Nachhaltigkeit, gesundes Essen, Sport und Bewegung
- Elaboration stating a problem and asking for advice, Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man am besten Vokabeln?
- Elaboration planning and conducting a group activity such as a live or digital Modeschau with a theme, for example, Sommerferien, Wintersport, damals und heute
- Elaboration initiating interactions and participating in classroom activities and discussions to manage shared learning experiences, for example, assigning roles to others, Patrick, du kannst den Text schreiben! Sarah, du machst die Fotos!, and commenting on the contributions and views of others, for example, Ja, das stimmt. Sie hat Recht. Ich bin anderer Meinung.
- Elaboration agreeing or disagreeing with a suggestion, Ja, das wäre super or Nein, das wäre blöd, and accepting or declining an offer or invitation, for example, Danke für die Einladung, aber ich habe freitagabends Klavierunterricht. Hast du am Montag Zeit?
- Elaboration participating in an exchange of opinions to form conclusions or solve issues on topics relating to their personal worlds, for example, Wohin sollen wir reisen? Welches Tier ist am coolsten? Junkfood oder gesundes Essen?
- Elaboration complaining about unsatisfactory goods or services, for example, Meine Nudeln sind zu kalt! Es gibt kein heißes Wasser! Ich möchte mein Geld zurück!
- Elaboration asking, giving and following directions to real or virtual locations using street maps, apps or secure digital sources, for example, Wo liegt das Schwimmbad? Es ist in der Schillerstraße. Wie komme ich am besten zum Bahnhof? Können Sie mir helfen? Ich suche …
They interpret information, ideas and opinions in texts.
Content descriptorAC9LG8C03 Communicating meaning in German
interpret information, ideas and opinions in a range of spoken, written and multimodal texts, and respond appropriately to cultural context, purpose and audience
Elaborations (9)
- Elaboration locating and interpreting key information in informative and persuasive texts, for example, creating a summary table, locating key information and supporting details of a text and the author’s implied meaning
- Elaboration analysing and summarising information and viewpoints, for example, information from a news report about social media, a documentary on early German settlement in Australia, or an interview with an older person who speaks German on the topic of their Kindheit und Jugend, using tools such as guided note-taking, timelines and/or concept maps
- Elaboration listening to or reading about issues that concern young people such as Schule und Freunde, Soziale Medien, Jugendkultur, and sharing opinions and feelings
- 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 appropriate sources such as a class survey, video or interviews about a topic of interest, and reporting about the information, reflecting on their own opinion, for example, Schuluniform, beste Lebensorte, Lieblingsfreizeitsaktivitäten
- Elaboration listening to or viewing digital and other texts such as songs, raps, or film and video clips, noticing ideas, comparing aspects that may be similar or different across cultures, and making connections with own experiences
- Elaboration identifying differences in register, purpose and audience when using language in different contexts, for example, language in songs and graffiti, an online article, email to the teacher, interview or essay
- Elaboration collecting information on topics related to lifestyle choices, explaining changes in focus and perspective over different periods, for example, Rauchen oder nicht?
- Elaboration investigating and reporting on evidence of current and historical influences of German-speaking communities’ language and culture in the local and broader community of Australia, for example, place names such as Heidelberg, Hahndorf, Leichhardt; food such as restaurants or bakeries; festivals and celebrations such as film festivals, community festivals, Weihnachtsmärkte, and organisations such as language learning institutes, community schools and German radio stations
Content descriptorAC9LG8C04 Communicating meaning in German
interpret and adjust non-verbal, spoken and written language to convey meaning in German language in familiar and some unfamiliar cultural contexts
Elaborations (9)
- Elaboration interpreting and using expressions associated with politeness, social protocols 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, such as -chen, -lein
- Elaboration comparing different versions of translations from online translators or reference materials and selecting correct meanings, considering the need to go beyond literal meaning
- Elaboration researching young people’s lifestyles across German-speaking cultures and contexts, for example, Wintersport, Reiseziele, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environments, using a graphic organiser to present the information
- Elaboration examining culturally specific terms, phrases and expressions and discussing differences and cultural influences and possible equivalent terms in English, for example, Frühjahrsmüdigkeit, so alt wie ein Baum/Stein, einen Bärenhunger haben
- Elaboration interpreting and adjusting non-verbal communication to the cultural context and situation, for example, adopting local expectations such as keeping to the right-hand side of the footpath or escalator, and not walking on the bicycle path
- Elaboration translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen.
- Elaboration creating bilingual resources appropriate to cultural contexts, for example, vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements
- Elaboration creating German captions, commentaries or subtitles for English multimodal texts, or vice versa
- Elaboration researching and explaining terms associated with practices or features of schools in German-speaking communities and drawing comparisons with similar terms used in Australian schools, for example, sitzenbleiben, Schultüten, Abitur, aspects of assessment and reporting such as das Notensystem, der blaue Brief
They demonstrate understanding of similarities and differences between languages, in both familiar and some unfamiliar cultural contexts, by adjusting and reorganising responses.
Content descriptorAC9LG8C04 Communicating meaning in German
interpret and adjust non-verbal, spoken and written language to convey meaning in German language in familiar and some unfamiliar cultural contexts
Elaborations (9)
- Elaboration interpreting and using expressions associated with politeness, social protocols 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, such as -chen, -lein
- Elaboration comparing different versions of translations from online translators or reference materials and selecting correct meanings, considering the need to go beyond literal meaning
- Elaboration researching young people’s lifestyles across German-speaking cultures and contexts, for example, Wintersport, Reiseziele, comparing information from different cultural contexts to identify the influence of factors such as geography, climate, and social and community environments, using a graphic organiser to present the information
- Elaboration examining culturally specific terms, phrases and expressions and discussing differences and cultural influences and possible equivalent terms in English, for example, Frühjahrsmüdigkeit, so alt wie ein Baum/Stein, einen Bärenhunger haben
- Elaboration interpreting and adjusting non-verbal communication to the cultural context and situation, for example, adopting local expectations such as keeping to the right-hand side of the footpath or escalator, and not walking on the bicycle path
- Elaboration translating and discussing common idiomatic expressions in both German and English, for example, Ich drücke dir die Daumen.
- Elaboration creating bilingual resources appropriate to cultural contexts, for example, vocabulary lists and annotated cultural explanations for German-speaking visitors to events such as Australian sports days, swimming carnivals or family events, explaining culture-specific elements
- Elaboration creating German captions, commentaries or subtitles for English multimodal texts, or vice versa
- Elaboration researching and explaining terms associated with practices or features of schools in German-speaking communities and drawing comparisons with similar terms used in Australian schools, for example, sitzenbleiben, Schultüten, Abitur, aspects of assessment and reporting such as das Notensystem, der blaue Brief
They select and use vocabulary, sentence structures and expressions to create texts.
Content descriptorAC9LG8C05 Communicating meaning in German
create and present spoken, written and multimodal, informative and imaginative texts for specific purposes, selecting vocabulary, expressions, grammatical structures, features and conventions appropriate to text type and context
Elaborations (8)
- Elaboration creating and presenting informative texts for a specific purpose and audience, such as to advertise a social event in the local community or organising and presenting information to raise awareness, for example, a video advertisement, a recycling infographic, or a poster for an environmental campaign
- Elaboration explaining a procedure or activity using simple language and supporting graphics, materials and gestures, for example, how to play a game or sport, a cooking show segment, or fashion tips
- Elaboration presenting information and ideas using language appropriate to text type and context, for example, using reflective language in diary and journal entries, persuasive language in advertisements, or music lyrics and punchlines to engage with controversial ideas or provoke reactions
- 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 an imaginative text such as a picture storybook, puppet play, short film, song or poem, with particular themes or for imagined occasions, to entertain an audience, for example, Elfchen, a string poem or Konkrete Poesie, creating the next scene, a new character or an alternative ending for imaginative texts such as a story, drama or film script
- Elaboration creating an imaginative interaction incorporating communicative styles and social behaviours observed in German texts, for example, a digital persona or avatar in a German-speaking fantasy world or imagining they are the ‘characters’ in a painting and creating a scenario and dialogue
- Elaboration describing an imagined experience using a familiar text type, for example, a diary entry describing the first day as an exchange student in a German school, or a guide for a great birthday party
- Elaboration reviewing a film, computer game, novel or performance for a radio segment or for a friend
Students apply the conventions of spoken German to develop fluency.
Content descriptorAC9LG8U01 Understanding language and culture
apply knowledge of conventions of spoken German to enhance fluency, and to respond to and create texts in familiar and some unfamiliar contexts
Elaborations (6)
- Elaboration applying correct pitch and stress in context, such as expressing emotions and Schadenfreude, for example, Du bist gemein! Das ist ausgezeichnet! Ha, ha, er hat verloren.
- Elaboration recognising and reproducing rhythms in complex sentences using pauses, intonation and emphasis
- Elaboration exploring the German pronunciation of a range of loan words from English and other languages, for example, Job, Restaurant, Pizza
- Elaboration adjusting and applying intonation for statements, questions, exclamations and instructions
- Elaboration identifying key differences and examining pronunciation variations across different German-speaking countries, regions and dialects
- Elaboration applying pronunciation, rhythm and pace to enhance meaning, and creating effects in spoken texts such as stories, poems, songs and conversations
They demonstrate understanding that spoken, written and multimodal texts use different language conventions, structures and features to convey meaning.
Content descriptorAC9LG8U02 Understanding language and culture
apply understanding of grammatical structures and expressions to compose and respond to texts
Elaborations (15)
- Elaboration noting that German grammar underwent changes in spelling and punctuation in the official Rechtschreibreform, requiring, for example, β to be used only after long vowel sounds or diphthongs, such as Fuβball, Spaβ, weiβ, except in Switzerland and Liechtenstein, which do not use the β
- Elaboration applying German punctuation and spelling rules in writing and systematically editing their own and others’ written work
- Elaboration applying knowledge of the German case system (nominative, accusative, dative and some genitive), and using definite and indefinite articles, personal pronouns, including man, and possessive, demonstrative and interrogative adjectives such as ihr, sein, unser, dieser, jeder and welcher
- Elaboration selecting and using the appropriate forms of personal pronouns such as du/ ihr/ Sie, and its possessive adjective equivalents dein/ euer/ Ihr, according to the audience, for example, Sind Sie Frau Wagner? Hast du dein Geld mit? and 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 understanding the relationship between word gender, article and case and the adjectival ending, and applying this when describing people, objects, places and events, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring, Es gibt keinen Sportplatz.
- Elaboration making comparisons, including the superlative, for example, Deutsch ist schwieriger als Englisch aber Mathe ist am schwierigsten, Ich esse lieber Salat als Fleisch, Kaffee ist nicht so gesund wie Wasser
- Elaboration using adverbs of frequency to describe events in the past, for example, vorgestern, früher, immer, ab und zu, niemals
- Elaboration referring to quantities of people, time and things using cardinal numbers up to a billion and the 24-hour clock, for example, Es gibt 7,3 Millionen Einwohner, Das Konzert beginnt um 21.45 Uhr
- Elaboration describing current, recurring and future actions using regular, irregular and modal verbs in the present tense, and past actions using a limited range of common verbs in present perfect tense, for example, Er sieht viel fern. Ich muss meine Hausaufgaben machen. Nächstes Jahr bekommen wir neue Laptops. Ich habe meine Hausaufgaben nicht gemacht, denn ich war am Wochenende krank.
- Elaboration using reflexive verbs in present tense with their appropriate accusative reflexive pronouns to describe daily routines and express emotions and interests, for example, Ich wasche mich morgens, Interessierst du dich für Geschichte? Wir freuen uns auf die Ferien
- Elaboration selecting and conjugating a range of German modal verbs, for example, Wir müssen eine Schuluniform tragen, Man darf hier nicht essen, Du kannst Volleyball spielen
- Elaboration applying understanding of a limited range of separable and inseparable verbs and recognising that the prefix alters the meaning of the base verb, for example, Er kommt um 17.15 Uhr, Kommst du mit?, Ich bekomme manchmal Geld zum Geburtstag
- Elaboration understanding and applying the ‘verb as second element’ and ‘subject-time-object-manner-place’ (STOMP) word order rules for main clauses and realising that German word order is flexible, allowing other elements apart from the subject to begin the sentence, for example, Langsam verstehe ich mehr Deutsch, Zu Hause ist es oft sehr laut.
- Elaboration understanding and using prepositions, including dative and accusative prepositions in high-frequency contexts, for example, Ich komme aus Australien, Das Eis ist für mich, Der Junge geht zum Bahnhof, and understanding the meaning of and how to use Wechselpräpositionen, for example, Wir gehen ins Kino, Wir sitzen im Kino
- Elaboration linking and sequencing events and ideas using a range of cohesive devices, including adverbs such as dann, früher, danach, vorher and coordinating conjunctions such as und, oder, aber, denn, sondern, and common subordinating conjunctions such as als, dass, obwohl, wenn, weil, usually with the subordinate clause after the main clause
They comment on structures and features of German text, using metalanguage.
Content descriptorAC9LG8U03 Understanding language and culture
reflect on similarities and differences between German and English language structures and features, using metalanguage
Elaborations (8)
- Elaboration comparing and contrasting German and English language use in similar situations and in texts with similar content, such as advertisements or student blogs about school issues
- Elaboration reflecting on the interrelationship of context, purpose and audience, using knowledge of text types in German and English to predict the meaning of unfamiliar vocabulary in texts, for example, analysing types of personal, informative and persuasive texts, or different samples of a particular text type, to determine the targeted audience(s), and describing the techniques and conventions
- Elaboration understanding and observing that texts have different purposes, for example, to persuade, to inform or to entertain different audiences such as children, young people, German speakers, people living in Australia
- Elaboration extending understanding of metalanguage to communicate in German and English about case, word order, verb tenses, for example, Dativ, Wechselpräpositionen, das Perfekt, Hilfsverben, trennbare Verben
- 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 comparing German and Australian English language examples of a particular genre for cultural and stylistic differences, for example, iconic television series such as a crime series
- Elaboration interpreting and evaluating textual conventions popular with young German speakers and making comparisons with their use in English, for example, the use of contractions, abbreviations and acronyms in text messages, 4u = für dich = for you, brb =bin gleich wieder da = be right back, 8ung = Achtung! sz = schreib zurück, sTn = schönen Tag noch
- Elaboration describing relationships between language, structure and textual purpose, for example, in a personal text using informal register such as a thank-you email to a friend, Liebe Grüße; du; Dein(e) X and comparing this with English
They reflect on how the German language, culture and identity are interconnected, and compare this with their own language(s), culture(s) and identity.
Content descriptorAC9LG8U04 Understanding language and culture
reflect on and explain how identity is shaped by language(s), culture(s), attitudes, beliefs and values
Elaborations (10)
- Elaboration participating in cultural experiences and reflecting on cultural similarities and differences that are manifested through language, for example, eating at a Swiss restaurant/café in Australia, watching a German soccer match or Austrian skiing competition, or listening to a music performance on a radio station from Liechtenstein or Luxembourg
- Elaboration reflecting on and explaining which aspects of culture and language use can be comfortably adopted and where adjustments should be made, for example, the use of Sie and titles, wearing of Hausschuhe, placing payment and receiving change on a tray rather than in the hand in a shop
- Elaboration exploring the impact of own assumptions about people from German-speaking communities, their language and culture, and considering how German speakers may also make assumptions and generalisations about Australians
- 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 variation across German-speaking countries and regions
- Elaboration identifying different situations that require different levels of politeness depending on the context and speaker, for example, thanking a host parent or a peer for a gift, or apologising to a teacher or a family member for being late
- Elaboration exploring how origin, geography and religion are integrally connected with lifestyle, daily practices and language use, Recycling, Kaffee und Kuchen, Wandern, Stehcafé, religious/public holidays, choice of Fremdsprachen offered in schools
- Elaboration discussing in English the issue of identity and gender-inclusive language in German, for example, Schüler, Schüler und Schülerinnen, SchülerInnen/ Lernende
- Elaboration understanding that German, like all languages, is constantly expanding to include new words and expressions in response to changing environments, due to globalisation, technology, language shifts and exchange, and intercultural experiences, for example, googeln, texten, chillen
- Elaboration comparing the use and cultural significance of gestures and body language in German and other languages, for example, not putting hands in pockets while talking with someone, and maintaining eye contact when appropriate
- Elaboration identifying changes in own ways of thinking about culture and identity, as a result of learning German
This achievement standard describes the expected learning for Years 7 to 8 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 | 19 |
| Communicating meaning in German | Mediating meaning in and between languages | 2 | 18 |
| Communicating meaning in German | Creating text in German | 1 | 8 |
| Understanding language and culture | Understanding systems of language | 3 | 29 |
| Understanding language and culture | Understanding the interrelationship of language and culture | 1 | 10 |
| Total | 9 | 84 | |
Frequently Asked Questions
What should students know by the end of Years 7 to 8 German?
By the end of Year 8, students initiate and maintain interactions in German language in familiar and some unfamiliar contexts related to a range of interests and experiences. They use German to collaborate and problem-solve, and adjust language in response to others. 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 5 to 6?
The Years 5 to 6 German standard (ASLANGERF10Y56) covers the preceding curriculum level. Standards build progressively, with Years 7 to 8 expectations extending what was introduced in Years 5 to 6.
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.