AC9LG10EC04 Year 9 Languages

AC9LG10EC04 – Year 9 Languages: Mediating meaning in and between languages

Strand

Communicating meaning in German

Substrand

Mediating meaning in and between languages

This Content Descriptor from Year 9 Languages provides the specific knowledge and skills students should learn. Use it to plan lessons, create learning sequences, and design assessments that align with the Australian Curriculum v9.

Content Descriptor

interpret information, ideas and perspectives in a wide range of spoken, written and multimodal texts and respond appropriately to cultural context, purpose and audience

Elaborations

• reading tourist brochures and websites detailing lifestyles in diverse locations in German-speaking communities, identifying features of local lifestyles that reflect modernity or tradition, and evaluating the information for relevance, appropriateness, audience and significance
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listening to and viewing short informative texts such as television news items or documentaries, for example, Deutsche Welle, and using tools such as guided note-taking or a concept map to extract key information to use in a summary, infographic, article or promotional/informative video
• listening to, reading or viewing interviews with people, sports stars, musicians, environmentalists or politicians, and summarising and recording information and opinions, for example, writing a journal entry or blog describing a typical day or working conditions in a particular profession
• listening to or reading First Nations Australians' stories in English, and creating a profile of them in German
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responding to a stimulus such as a documentary or article on global issues and using descriptive and expressive language to exchange views, for example, Klimawandel, Soziale Medien, Jugendkultur
• gathering information from appropriate sources about a topic of interest and reporting about the information, reflecting on their own opinion, for example, use of technology, healthy lifestyles, or aspects of life in German-speaking communities, such as sporting clubs, travel and holiday destinations
• listening to, reading and viewing texts such as songs, stories, television programs and films with German subtitles, and responding by expressing views or by modifying key aspects, for example, creating a new scene, continuing the story, recreating a video clip using parody, role-playing an interview with a character, or retelling or performing the text from the perspective of one of the minor characters

Show 2 more elaborations

• writing a review of a film, television series or performance for an entertainment guide
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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

Achievement Standard This Supports

This Content Descriptor contributes to the following Achievement Standard:

Year 9 ASLANGER7_10Y910

Year 9 Languages Achievement Standard

By the end of Year 10, students initiate and sustain German language to exchange and compare ideas and experiences about their own and others’ personal worlds. They communicate using non-verbal, spoken and written language to collaborate, plan and reflect on activities and events. They interpret and analyse information and ideas in texts and demonstrate understanding of different perspectives. They synthesise information and respond in German or English, adjusting language to convey meaning and to suit context, purpose and audience. They use structures and features of spoken and written German to create texts. Students apply features and conventions of spoken German to enhance fluency. They select and apply knowledge of language conventions, structures and features to interact, make meaning and create texts. They support discussion of structures and features of texts, using metalanguage. They reflect on their own language use and cultural identity, and draw on their experience of learning German, to discuss how this learning influences their ideas and ways of communicating.