Curriculum Mapping Template: German 5 and 6

Curriculum Mapping Template: German – 5 and 6

Instruction: List the title of the unit of work in the first column and then tick the check box of the content description/s addressed by it, which can be done electronically. Once completed, fill out the ‘Assessment Tasks’ table. For detailed notes regarding the purpose of this template and further instructions for completion, refer here

Soc iali Inform Creati sin ing ng g Inte Participa Use Gather, compare and respond to information from different sources Share and compare responses to ract te in simple relating to social and natural worlds characters, events and ideas in usin guided question (VCDEC140) imaginative texts, making connections g tasks s, with own experience and feelings des such as stateme (VCDEC142) cript planning nts and ive and respons and organisi es to expr ng participa essi events te in and ve and support lang completi classroo uag ng m e to transacti interacti shar ons ons and e (VCDEC1 learning info 38) activities rma , and to tion indicate abo understa ut nding dail and y monitor life, own rela learning te (VCDEC1 exp 39) erie nce s and expr ess feeli ngs (VC DEC 137 )

Ac hi ev e Achievem m ent Achievement en CD CD Achievement standard # CD Unit standard standard # t # st an da rd #

Strand Syste Language ms of Sub-strand variation and langua change ge Explain Develop and Recognise that Recognise that Understand why and apply knowledge different types of there are language is apply of German texts, such as variations in important and basic grammatical narratives, German as it is recognise that rules for elements such recounts and used in different languages and German as verb tenses, informative and contexts by cultures change pronunc modal verbs and procedural texts, different people, over time and Content iation, case, combining have certain such as influence one Description intonati them with an conventions and formal/informal another on, increasing range can take register and (VCDEU152) spelling of nouns, different forms regional and adjectives and depending on variations punctua adverbs to the context in (VCDEU151) tion construct which they are (VCDEU sentences produced 148) (VCDEU149) (VCDEU150) Semester/Yea Achievement Achievement Unit CD CD CD r standard # standard #

See next page for Achievement Standards and Assessments section

Levels 5 and 6 Achievement Standard Levels 3 and 4 Achievement Standard Separated by line. Number in brackets, e.g. (3), can be used as an identifier in various parts of the template.

 Students interact with teachers and peers in classroom routines, action-related talk  Students use written and spoken German for classroom interactions, to carry out and play. transactions, and to share ideas and opinions, relate experiences and express  They respond to instructions and use formulaic expressions to interact, ask questions, feelings. (1) seek assistance, and make statements related to their personal worlds, for  They use complete sentences in familiar contexts to ask questions such as, example, bitte schön; Ich bin dran; Welche Farbe? Wie viele Geschwister hast du? fertig? Was machst du jetzt? Verstehst du das? Mein Lieblingsspiel ist Lotto. experiences of learning, for example,  They reproduce German short and long single vowel and diphthong sounds, und Schreiben schwierig. (2) including Umlaute, and Eszett, and initial consonants and blends, for  They use descriptive and expressive vocabulary, including adjectives such example, Post/los, mein, die,Bruder/Brüder, heißen, ja, rot, singen, Sport, Winter,zwei. as aufgeregt, glücklich, nervös, sauer  They answer questions related to their personal worlds with factual information, and statements such as Ich nehme ein Käsebrötchen respond to imaginative texts by identifying favourite elements, sequencing main  They use appropriate intonation for simple statements, questions and exclamations, events and producing short scaffolded summaries. and correct pronunciation, for example, for the two different pronunciations of  They create short, simple sentences from modelled language and use coordinating  They gather and compare information from different sources about social and natural conjunctions, for example, und, aber,oder, to compose short original texts. worlds, and convey information and opinions in different formats to suit specific  They use some forms of common regular verbs in the present tense, (for audiences and purposes. (5) example, heißen, kosten, spielen, wohnen), some irregular verb forms, (for  They describe characters, events and ideas encountered in texts, and re-create example, bin, bist, ist, sind,hast, hat), and limited forms of modal verbs, (for imaginative texts to reflect their imaginative experience. (6) example, kann, mag, möchte, muss), simple past tense verbs, (for  When creating texts, they manipulate modelled language to describe current, example, hatte, ging, war) and the accusative case, (for example, Ich habe einen recurring and future actions, for example, Hund.). du mit? Es geht mir nicht gut. and produce original sentences with common regular  They respond to and use interrogatives, such as was,wann, wer, wie, wie and irregular verbs in the present tense, including limited forms of the modal viele, wo and some ja/neinquestions. verbsdürfen and müssen and some common separable verbs such  They refer to time, manner and place using familiar words and phrases, for as mitbringen and fernsehen. (7) example, morgen,sehr gut, im Wald.  They use adjectives, adverbs and adverbial phrases to qualify meaning, for  They compare aspects of German and English language and culture that are reflected example, viel Wasser, neue Schuhe;lieber, oft, jeden Tag in texts they have viewed, listened to or read and they create texts in German and  They explain aspects of German language and culture, recognising that there are not English for the classroom and school community. always equivalent expressions in English, and create a range of bilingual texts to  They identify ways in which culture influences aspects of communication in routine support their own language learning and the school community. (9) exchanges such as greetings, and describe their own sense of identity, including  They describe aspects of their intercultural interactions that are unfamiliar or elements such as family, cultural heritage and friends. uncomfortable, and discuss their own reactions and adjustments. (10)  Students identify German as an important European and global language and give  Students give examples of how German language and culture are continuously examples showing how it is related to English. changing and are influenced by other languages and cultures. (11)  They differentiate statements, questions, imperatives and exclamations according to  They identify and apply some of the systematic sentence structure and word order intonation, sentence structure and punctuation. rules of German.  They identify the purpose of the Eszett and show how theUmlaut alters the  They identify rules for pronunciation and apply phonic and grammatical knowledge to pronunciation of particular vowels (ä, ö, ü). spell and write unfamiliar words, for example, words containing  They identify single letters, some consonant clusters (sch) and vowel combinations diphthongs such as au, ei, eu and ie. (12) (au, ei, eu, ie).  They apply the conventions of commonly used text types, and identify differences in  They identify the audience and purpose of familiar personal, informative and language features and text structures. (13) imaginative texts.  They give examples of the variety of ways German is used by different people in  They give examples of how language use varies according to the participants, different contexts. (14) purpose and context of an exchange.  They make connections between culture and language use, and identify ways that  They give examples of how language and culture are intrinsically linked, and identify language use is shaped by and reflects the values, ideas and norms of a community. cultural values, traditions or practices that are conveyed in words and expressions (15) they and others use.

Assessments Unit (Title) Assessment Achievement Standard/s