Year 9 SyllabusTest
Year 9 Syllabus
Year Level Description
Year 9 German: Second Language builds on the skills, knowledge and understanding required of students to communicate in German developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of German language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in German, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better 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 examples in spoken German of variation in features, such as pronunciation, rhythm and stress, and the use of contractions. They generate language for a range of purposes in spoken and written texts by extending their understanding and using of context-related vocabulary and elements of the German grammatical system, including understanding the relationship between gender, article, case and the adjectival ending and describing past events and experiences in the present perfect and simple past tenses. Students continue to build a metalanguage in German to talk about vocabulary and grammar concepts. They engage with German speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.
Communicating
Socialising
Initiate and maintain interactions with others orally and in writing to discuss and compare events of significance in the lives of young people, including holidays, special events and travel, for example, Wohin sind Sie in den Ferien gefahren?; Wir sind in den Ferien zum Strand gefahren.; Wie feiern Sie Silvester? Normalerweise treffen wir uns mit unseren Freunden und unserer Familie zum Abendessen. Letztes Jahr haben wir bis Mitternacht auf dem Balkon Karten gespielt und dann das Feuerwerk angeschaut.; Wer kann am Samstag zu meiner Geburtstagsparty kommen?; Was machst du für die Osterferien? Ich bleibe bei meinen Großeltern. Sie wohnen in Österreich. Dort kann man wandern oder Skifahren.
Engage in individual and collaborative tasks, such as exchanging information, making arrangements or obtaining goods or services, for example, when travelling or in a German-speaking country, arranging an outing, purchasing souvenirs or using transport
Develop classroom language to contribute to structured discussions and reflect on learning experiences by making suggestions, asking questions for clarification and expressing agreement or disagreement, for example, Meiner Meinung nach muss man ...; Ich widerspreche, weil …
Informing
Identify information and ideas from a range of texts related to aspects of their personal and social worlds, state opinions, compare views and present information in different formats to inform or interest others
Convey information, ideas and opinions 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 summarising, expressing opinions, or modifying aspects, such as characters, events and/or ideas
Create own imaginative texts in different modes and formats, using imaginary characters, to inform or entertain, or to convey experiences or express ideas
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, reflecting on how interaction involves culture as well as language and being aware of audience and context
Reflect on the experience of learning and using German and how it might add further dimension to own identity
Understanding
Systems of language
Recognise examples in spoken German of variation in features, such as pronunciation, rhythm and stress, and the use of contractions
Compare punctuation rules in English and German, considering aspects, such as the functions of commas, the style of quotation marks for direct speech and the writing of numbers less than one million as one word
Generate language for a range of purposes in spoken and written texts, by extending understanding and use of context-related vocabulary and elements of the German grammatical system, including:
- understanding the relationship between gender, article, case and the adjectival ending, for example, Mein Freund hat lange, schwarze Haare und trägt einen kleinen Ohrring.; Es gibt kein groβes Einkaufszentrum in dieser Stadt.
- using possessive adjectives in nominative and accusative cases, for example, Unsere Familie fährt jeden Sommer nach Victoria.
- comparing the meanings and use of the German modal verbs with their English equivalents, for example, Wir müssen eine Schuluniform tragen.; Man darf hier nicht essen.; Du musst das nicht essen.
- describing past events and experiences in the present perfect and simple past tenses using a limited range of common verbs, including sein and haben, for example, Ich bin allein nach Albany gefahren.; Ich habe ein neues Kleid im Internet gekauft.; Als ich in Österreich war, hatte ich den Schnupfen.; Ich konnte gestern nicht mitkommen.
- using more coordinating and subordinating conjunctions, such as denn, sondern, bis, während, als
- noticing that some verbs can be combined with a separable or inseparable prefix which alters the meaning, for example, Er kommt um 17.15 Uhr.; Kommst du mit?; Ich bekomme manchmal Geld zum Geburtstag.
- giving instructions by applying the different forms for single/plural addressees and informal/formal register, for example, Mach dein Buch zu, Angela!; Freunde, helft mir!; Machen Sie das Fenster bitte zu, Frau Berger!
- linking and sequencing events and ideas using a range of cohesive devices, including adverbs dann, früher, danach, vorher, and common subordinating conjunctions als, dass, obwohl, wenn, weil, usually with the subordinate clause after the main clause
- asking and answering questions using a range of interrogatives, including warum to elicit reasons and wozu to clarify purpose
- using the present tense + an adverb to indicate the future, for example, Morgen fährt er nach Bamberg.
- describing current, recurring and future actions using regular, irregular, modal, separable and inseparable verbs, for example, Er sieht viel fern.; Ich muss meine Hausaufgaben machen.; Morgen ist unser letzter Schultag.
- using the ‘verb as second element’ and the subject-time-object-manner-place (STOMP) word order rules for main clauses
- beginning to use accusative and dative prepositions, for example, Das Eis ist für mich.; Ich komme aus Australien.; Der Junge geht zum Bahnhof.
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
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 ways in which language and culture are used to establish relationships, indicate social values and enhance intercultural exchange
L, C, P, E, IU
Achievement standard
At standard, students use mostly familiar language when participating in spoken and written interactions in German to describe and discuss events of significance in the lives of young people, and to reflect on learning experiences. They identify and present information and ideas, opinions and views in German texts to inform or interest others and convey these considering audience, purpose and context. They attempt to modify aspects of German imaginative texts and adapt familiar language to create own imaginative texts that convey experiences and ideas, to inform or entertain. When translating and interpreting texts, students identify how culture is embedded in language and they describe differences in meaning. They identify aspects of language, culture, personal identity and experiences of learning German, and how these may help when engaging with German speakers and texts.
Students use features of German pronunciation and intonation with a satisfactory level of accuracy and identify most differences in punctuation rules in English and German. When speaking or writing texts in German, they use familiar vocabulary related to events of significance in the lives of young people, and use elements of grammar, spelling and punctuation, with a satisfactory level of accuracy. Students use some metalanguage to describe grammatical forms and functions. They describe the relationship between text structures and language features in texts. Students identify varying ways German language and culture are used to establish relationships and in intercultural exchange.
Year Level Description
Year 9 German: Second Language builds on the skills, knowledge and understanding required of students to communicate in German developed in Year 8 and focuses on extending their oral and written communication skills and their understandings of German language and culture. They expand the range and nature of their learning experiences, and the contexts within which they communicate with others.
Students communicate in German, initiating and maintaining interactions with others to discuss and compare events of significance in the lives of young people, including holidays, special events and travel. They engage in individual and collaborative tasks that involve exchanging information, making arrangements or obtaining goods or services. Students identify information and ideas from texts related to aspects of their personal and social worlds, comparing views and presenting information to inform or interest others. They convey information, ideas and opinions using different modes of presentation that take account of context, purpose and audience. Students respond to traditional and/or contemporary imaginative texts by summarising, expressing opinions, or modifying aspects. They create imaginative texts to inform or entertain, or to convey experiences or express ideas.
Students better 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 examples in spoken German of variation in features, such as pronunciation, rhythm and stress, and the use of contractions. They generate language for a range of purposes in spoken and written texts by extending their understanding and using of context-related vocabulary and elements of the German grammatical system, including understanding the relationship between gender, article, case and the adjectival ending and describing past events and experiences in the present perfect and simple past tenses. Students continue to build a metalanguage in German to talk about vocabulary and grammar concepts. They engage with German speakers and texts, reflecting on how interaction involves culture as well as language, and being aware of audience and context.
In Year 9 learning is characterised by consolidation and progression. Students work increasingly independently to analyse, reflect on and monitor their language learning and intercultural experiences; however, they still require guidance through modelling, scaffolding and monitoring.