Year 10 SyllabusTest
Year 10 Syllabus
Year Level Description
Year 10 German: Second Language builds on the skills, knowledge and understanding required of students to communicate in German developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the German language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how German may feature in these.
Students communicate in German, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.
Students understand the systems of the German language when encountered in spoken and written texts. They increase control of regular and irregular elements of the German sound system, recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects, and reproduce rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the German grammatical system, including using the present, present perfect, simple past and future tenses with a range of modal, regular and irregular separable and inseparable verbs. Students continue to build a metalanguage in German to talk about vocabulary and grammar concepts. They engage with German speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.
In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using German in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.
Communicating
Socialising
Initiate and participate in sustained interactions with others orally and in writing to exchange ideas, opinions, experiences and thoughts about making choices for today and in the future, including health and physical activity, having a part-time job, learning a language and my future, for example, Ich esse gern Gemüse und gehe gern joggen, um gesund zu bleiben.; Was wirst du nächstes Jahr tun?; Was sind deine Zukunftspläne? Nach der 12. Klasse werde ich vielleicht Betriebswirtschaft studieren. Und du, was hast du vor? Wenn ich gute Noten bekomme, möchte ich Jura studieren.; Ist es schwierig für dich, Deutsch zu lernen?; Wie finden Sie ...?; Ich denke, dass ...
Engage in individual and collaborative tasks, such as planning or debating with peers to initiate a school campaign to promote awareness of a wellbeing issue for teenagers, or organising a real or simulated forum to raise awareness of the use of social media at school, or presenting a speech on their language learning experiences
Use classroom language to question, elicit and offer opinions, compare ideas and participate in reflective activities and evaluations, for example, Ich bin nicht Ihrer Meinung.; Ich meine/Ich finde …; Ich stimme dir nicht zu.
Informing
Identify information and ideas from a range of texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas
Convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience
Creating
Respond to traditional and/or contemporary imaginative texts by discussing ideas and considering how these relate to contemporary society and own culture
Create own imaginative texts in different modes and formats, using imaginary characters, places and/or experiences, to entertain, or express ideas, attitudes and/or perspectives
Translating
Translate and interpret texts from German to English and vice versa, identifying how cultural concepts are embedded in language and explaining differences in meaning
Reflecting
Engage with German speakers and texts, recognising how own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments
Reflect on the experience of learning and using German and how it might add further dimension to own identity
Understanding
Systems of language
Explore the features of spoken and written language and apply variations in relation to features, such as stress, pronunciation and contractions, for example, Ich hab keine Lust.; Mach’s gut!
Recognise the role of pronunciation, rhythm and pace in enhancing meaning and creating effects (mood, suggesting relationships), and reproduce rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis
Generate language for a range of purposes in spoken and written texts, by continuing to extend understanding and use of context-related vocabulary and elements of the German grammatical system, including:
- indicating contradiction using doch
- using nominative, accusative and dative cases with definite and indefinite articles and personal pronouns
- using nominative, accusative and dative cases with possessive, demonstrative and interrogative adjectives, such as ihr, sein, unser, dieser, jeder and welcher
- noticing use of the genitive case, mainly in written texts, for example, Deutschlands Schulen; die Rolle der Frau; der Gebrauch des Genitivs
- using accusative and dative prepositions, for example, Ich lerne Französisch seit einem Jahr.
- using the indefinite pronoun man with third person singular of verb
- using werden + infinitive to describe future actions, for example, Nächtes Jahr werde ich in den Sommerferien viel babysitten.
- using the present, present perfect, simple past and future tenses with a range of modal, regular and irregular separable and inseparable verbs
- giving commands to peers and adults, for example, Mach dein Buch zu, Angela!; Freunde, helft mir! Hilf mir!; Machen Sie das Fenster bitte zu, Frau Berger!
- becoming aware of dative verbs, for example, Ich helfe der Umwelt.; Ich glaube dir.
- expressing opinions using, for example, meiner Meinung nach ...; Ich glaube, dass ...; Wir sind dagegen/dafür, denn ...
- using a range of comparative and superlative adverbs, for example, Welches Auto ist am sichersten?
- using some two-way prepositions, for example, Mein Pass ist im Büro.; Stellen Sie Ihr Pass in die Maschine!
Continue to build metalanguage to talk about vocabulary and grammar concepts
Apply understanding of the interrelationship between text structures and language features to different types of texts, including simple narrative, informative and persuasive texts
Language variation and change
Analyse how German is used in varying ways to achieve different purposes, and changes over time and place
Understand that language has power and changes over time as a result of influences, such as contact with other languages, globalisation and new technologies and knowledge
Role of language and culture
Explore the nature of the relationship between language, culture and communication and how it impacts on attitudes and beliefs
Achievement standard
To be developed in 2021 using (assessment) work sample evidence to ‘set’ standards through paired comparisons
Year Level Description
Year 10 German: Second Language builds on the skills, knowledge and understanding required of students to communicate in German developed in Year 9 and focuses on extending their oral and written communication skills and their understandings of the German language and culture. Students have a growing awareness of the wider world, including the diversity of languages, cultures and forms of intercultural communication. They are considering future pathways and prospects, including how German may feature in these.
Students communicate in German, initiating and participating in sustained interactions with others to exchange ideas, opinions, experiences and thoughts about making choices for today, and in the future. They engage in individual and collaborative tasks that involve debating with peers to exchange views and justify opinions, organising a forum or presenting a speech. Students identify information and ideas from texts related to aspects of their personal and social worlds, and establish how culture and context influence the presentation of ideas. They convey information, ideas and experiences, and compare diverse perspectives on texts related to aspects of their personal and social worlds, using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by discussing ideas, and considering how these relate to contemporary society and their culture. They create imaginative texts in different modes and formats to entertain, or express ideas, attitudes and/or perspectives.
Students understand the systems of the German language when encountered in spoken and written texts. They increase control of regular and irregular elements of the German sound system, recognising the role of pronunciation, rhythm and pace in enhancing meaning and creating effects, and reproduce rhythms in complex sentences, using pausing and intonation to signal clause sequence and emphasis. They generate language for a range of purposes in spoken and written texts by continuing to extend their understanding and use of context-related vocabulary and elements of the German grammatical system, including using the present, present perfect, simple past and future tenses with a range of modal, regular and irregular separable and inseparable verbs. Students continue to build a metalanguage in German to talk about vocabulary and grammar concepts. They engage with German speakers and texts, recognising how their own cultural assumptions, practices and beliefs influence language and content, and choosing whether and how to make adjustments.
In Year 10, students are expanding the range and nature of their learning experiences, and the contexts in which they communicate with others, and are challenged to engage with some independent learning experiences. While they are becoming increasingly autonomous when using German in familiar contexts, they require continued scaffolding, modelling and monitoring when using the language in less familiar contexts.