Pre-primary year syllabusTest
Pre-primary year syllabus
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to German: Second Language with little to no prior experience of the German language and culture.
In Pre-primary students communicate in German, interacting and exchanging greetings and simple information about themselves with their teacher and peers, through action-related talk and structured play. They participate in shared activities facilitated by movement and gestures, to perform rhymes, songs and stories or to respond to teacher talk and instruction in German. Students recognise pictures, key words and phrases and written German in rhymes, songs and titles and convey factual information about themselves, using gestures and familiar words. They engage by listening to and viewing short imaginative texts, through action and other forms of expression and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.
Students become familiar with the systems of the German language, recognising and experimenting with reproducing the sounds and rhythms of spoken German, by singing, reciting and repeating words and phrases in context. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for purposeful interaction.
In Pre-primary students recognise that while English is the official language spoken in Australia, German is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between German and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn German in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.
Communicating
Socialising
Interact with the teacher and peers using action-related talk and structured play, to exchange greetings such as Guten Morgen!; Auf Wiedersehen!; Danke!
Introduce and share information about themselves, for example, Wie heißt du?; Ich heiße ... und du? Magst du...?; Ja; Nein; Wie geht’s? Gut/Schlecht/Es geht
(ACLGEC103)
Participate in shared action with the teacher and peers using simple, repetitive key words, images, movement and songs such as Kopf, Schulter, Knie und Fuß
(ACLGEC104)
Respond to teacher talk and instruction, for example, Steh auf; sieh mich an; hört zu, genau hinhören!; im Kreis; Können Sie bitte langsamer sprechen? Wie sagt man ... auf Deutsch?
(ACLGEC105)
Informing
Recognise pictures, symbols, key words and phrases of spoken and written German in rhymes, songs, labels and titles related to their personal worlds
(ACLGEC106)
Convey factual information about their personal worlds using songs, rhymes, gestures, pictures, labels, captions and familiar words
(ACLGEC107)
Creating
Engage by listening to and viewing a range of short, imaginative texts and respond through action, dance, singing, drawing, movement and other forms of expression
(ACLGEC108)
Participate in the shared performance of songs or rhymes, playing with sound patterns, rhyming words and non-verbal forms of expression
(ACLGEC109)
Translating
Share with others familiar German words, phrases, sounds and gestures, noticing how they may have similar or different meanings in English or other known languages
(ACLGEC110)
Reflecting
Begin to notice how German feels/sounds different when speaking, singing a song or hearing it spoken by others compared with using and hearing their own language(s)
(ACLGEC112)
Understanding
Systems of language
Recognise and experiment with reproducing the sounds and rhythms of spoken German such as ch (ich or acht), u (du), r (rot) and z (zehn), by singing, reciting and repeating words and phrases in context
Notice that all nouns are capitalised in German
(ACLGEU114)
Notice and use context-related vocabulary to generate language
Recognise some first elements of grammar, including:
- noticing that German has multiple words for ‘the’
- identifying people, animals and things using an article and a concrete noun, for example, der Lehrer, eine Freundin, or a pronoun, for example, ich, du, er, sie, es, wir
- understanding and describing actions using verbs such as gehen, kommen, machen, malen, lesen, schreiben, sehen, singen, spielen and wohnen
- understanding and using some question words and the intended/related answer in limited contexts, including was (an object) and
wer (a person) - gaining awareness of terms referring to quantities of people and things, including cardinal numbers 0–10
- using simple adjectives to describe things such as braun, rot, blau, groβ, klein, schnell, langsam
- gaining awareness of vocabulary referring to time of the day such as Morgen, Nachmittag, Mittag, days, months and seasons
(ACLGEU115)
Recognise that language is organised as ‘text’ that can be spoken, written, digital, visual or multimodal
(ACLGEU116)
Language variation and change
Recognise that in German, as in English and other languages, there are different ways of greeting and interacting with people, for example, first names with peers Tag, Luke! and Guten Morgen, Frau Stein! for the teacher
(ACLGEU117)
Role of language and culture
Recognise that German is one of many languages spoken in Australia, including Aboriginal languages and Torres Strait Islander languages, Asian languages and world languages
(ACLGEU118)
Achievement standard
At standard, students interact in German with their teacher and each other through action-related talk, structured play, classroom instructions and routines to exchange simple greetings and to provide information about themselves such as Ich heiße ... und du?, Auf Wiedersehen, Danke! and Ich wohne ... . They participate in shared performance of familiar stories, songs and other forms of expression. Students identify most keywords and some phrases of spoken German relating to their personal worlds and convey some simple, factual information through verbal and non-verbal forms of expression. They participate in shared performance of imaginative texts, such as familiar songs and rhymes, and respond, with guidance, through verbal and non-verbal forms of expression. They share with others familiar German words, phrases and gestures related to their personal worlds and explore how these may have similar or different meanings in English. They begin to talk about how German feels/sounds different when speaking or hearing it spoken by others.
Students recognise and occasionally experiment with reproducing key vowel sounds and rhythms of spoken German, sometimes with guidance, with a satisfactory level of accuracy. They recognise and use words and expressions and write simple texts, such as such as lists and labels, using vocabulary and some first elements of grammar with a satisfactory level of accuracy. Students comment on how language is organised as ‘text.’They recognise that German uses the same alphabet. They notice that German has multiple words for ‘the,’ can use simple adjectives to describe and identify people, animals and objects using an article and a concrete noun such as eine Freundin, or a pronoun such as ich, du, er, sie, es and wir. Students describe actions using verbs, understand and use some question words. They show an awareness of terms referring to quantities of people and things, including cardinal numbers 0–10, and of vocabulary referring to time of the day, days, months and seasons. They begin to show an awareness of culture and notice that German speakers communicate in some ways different to their own. They identify that there are different ways of greeting, addressing and interacting with people, and usually act accordingly. Students recognise that German is one of many languages spoken in Australia and around the world, and that languages people use relate to who they are and where and how they live.
Year Level Description
Students enter the early years of school with established communication skills in one or more languages and varying degrees of early literacy capability. Typically, students come to German: Second Language with little to no prior experience of the German language and culture.
In Pre-primary students communicate in German, interacting and exchanging greetings and simple information about themselves with their teacher and peers, through action-related talk and structured play. They participate in shared activities facilitated by movement and gestures, to perform rhymes, songs and stories or to respond to teacher talk and instruction in German. Students recognise pictures, key words and phrases and written German in rhymes, songs and titles and convey factual information about themselves, using gestures and familiar words. They engage by listening to and viewing short imaginative texts, through action and other forms of expression and participate in shared performance of short imaginative texts, playing with sound patterns and non-verbal forms of expression.
Students become familiar with the systems of the German language, recognising and experimenting with reproducing the sounds and rhythms of spoken German, by singing, reciting and repeating words and phrases in context. They notice and use context-related vocabulary and recognise some first elements of grammar to generate language for purposeful interaction.
In Pre-primary students recognise that while English is the official language spoken in Australia, German is one of many languages, including Aboriginal languages and Torres Strait Islander languages, which is spoken in Australia. They also notice similarities and differences between German and English and begin to develop curiosity around the ideas of language and culture. Creative play in the classroom provides opportunities for exploring these differences.
Students learn German in the early years through rich language input. Regular opportunities to revisit, recycle and review, and continuous feedback, response and encouragement assist students in the language learning process.