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The nature of the learners
Students are beginning their study of German and typically have had little prior exposure to the language and associated cultures. Many will have learnt an additional language in primary school, and some have proficiency in different home languages and bring existing language-learning strategies and intercultural awareness to the new experience of learning German. Students’ textual knowledge developed through English literacy learning supports the development of literacy in German. Skills in analysing, comparing and reflecting on language and culture in both languages are mutually supportive. Students may need encouragement to take risks in learning a new language at this stage of social development and to consider how the experience of learning a new language impacts on the sense of the ‘norms’ associated with their first language and culture.
German language learning and use
Learners are offered the necessary scaffolding to listen to, view, read, speak, perform and write German in a range of simple classroom interactions and transactions with the teacher and peers. The teacher speaks increasingly in German in order to provide rich language input and to maximise exposure to the target language. Learners work collaboratively and independently, pooling information, language knowledge and resources to plan, problem-solve, monitor and reflect. They use modelled and rehearsed language in guided situations with familiar contexts and roles, and begin to use and adapt the language learnt to express their own personal meanings. They reflect on intercultural perspectives and their experience of interaction and make cross-curricular connections. Opportunities are provided for real and simulated interactions with other German speakers within and beyond the school community, including via purposeful and integrated use of ICT such as social media and applications.
Contexts of interaction
The German classroom is the primary context for learning, with ICT resources and community links providing access to additional resources and learning experiences. Learners may communicate with peers in German-speaking countries using teacher-guided digital technologies such as wikis, email or online chat. They may also access German-language events or resources in the wider community, such as interschool activities, film festivals or cultural performances.
Texts and resources
Learners listen to, read, view and interact with a growing range of simple texts for a variety of purposes (social, informative, transactional, imaginative, expressive). They apply learnt processing strategies, drawing on their vocabulary and grammatical knowledge and understanding of text conventions and patterns to gain meaning and to produce texts. They plan, create and present short, simple informative and imaginative texts (personal profiles, letters, timetables, poetry, songs/raps, blogs, advertisements)
Features of German language use
Students become familiar with the sounds of German, including pronunciation, rhythm, intonation and stress. They recognise similarities with many English words, noting differences in pronunciation (Computer, Buch, Auto). They approximate the pronunciation and phrasing of single words and short phrases, including distinctive sounds such as ch, r, th, u and z, diphthongs such as au, ei, eu and ie, and the impact of the Umlaut. They understand and apply elements of German grammar such as subject-verb-object word order, simple verb forms, and gender and number agreement of nouns and pronouns. Students understand that language is organised as text and that texts use different structures and language features to achieve different purposes. They create their own short texts, mainly using the present tense of regular and common irregular verbs, enriched by the use of adjectives and adverbs. They understand that language use reflects and shapes values and attitudes, and explore how language choices determine how people, events or circumstances are represented.
Level of support
Learners rely on teacher instruction, modelling, feedback and structured opportunities for practising and understanding new language. Support resources and activities include word lists, dictionaries, visual organisers, images and gestures. Learners support one another through structured pair and group tasks that have clear roles and expectations. Opportunities are required for monitoring and evaluating their language and culture learning.
The role of English
The teacher provides rich and supported German language input, using English as a medium for most explanation and discussion. Learners are supported to use German as much as possible for classroom routines and interactions, structured learning tasks, language experimentation and practice. As their first language capabilities far exceed their proficiency in German at this stage, it is likely that they will use mainly English for discussion, clarification, explanation and analysis.
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Socialise and interact with teacher and peers to exchange greetings, good wishes, and factual information about self, family, home, school and interests, and express likes, dislikes and preferences
[Key concepts: family, relationships; Key processes: interacting, describing]
Make plans and arrangements to carry out activities together and obtain goods or services, through transacting with others in simple and guided real or simulated situations
[Key concepts: collaboration, transaction; Key processes: planning, transacting, participating]
Participate in classroom routines and exchanges by following instructions, asking and answering questions, apologising and making requests
[Key concepts: roles, routines; Key processes: participating, responding, contributing]
Identify topic, gist and specific points of information in a range of simple spoken and written texts relating to own world and that of other teenagers
[Key concepts: lifestyles, school, home; Key processes: listening, reading, identifying, classifying]
Present in modelled spoken and written texts information relating to own world and that of other teenagers
[Key concepts: personal world, community, presentation; Key processes: representing, reporting, speaking, writing]
Engage with imaginative and creative texts by identifying, describing and discussing key elements, including characters, events and ideas
[Key concepts: character, imagination, representation; Key processes: responding, describing, performing]
Reinterpret or adapt a familiarand/or use a modelled structure andtosimple and original imaginative texts
[Key concepts: interpretation, imagination, creativity; Key processes: interpreting, expressing]
Translate andtexts such as greetings, signs, emails and conversations, from German to English and vice versa, noticing similarities and differences
[Key concepts: representation, equivalence; Key processes: interpreting, translating, explaining]
and maintain individual and shared bilingual texts and resources such as signs, word lists, posters, games and photo stories
[Key concepts: resources, context, meaning; Key processes: explaining, comparing]
Engage with German speakers and texts, noticing how interactions involveas well as language
[Key concepts: exchange, awareness; Key processes: reflecting, responding, noticing]
Reflect on experiences of learning and using another language, and share aspects of own identity, such as age, interests and family background, reflecting on how these impact on intercultural exchange
[Key concepts: exchange, identity; Key processes: reflecting, comparing, connecting]
Recognise and use key features of the German sound system, including pronunciation, rhythm,and intonation, and identify main similarities and differences between the phonological and orthographic systems of English and German
[Key concepts: pronunciation, spelling, intonation; Key processes: listening, imitating, recognising]
Develop knowledge of elements of the German grammatical system, including gender and number, nominative and accusative cases, present tense of regular and some irregular verbs, personal pronouns, possessive adjectives and word order, to describe people, objects, actions, events and relationships
[Key concepts: grammar features and structures, tenses, gender, syntax; Key processes: noticing patterns, making connections, applying]
Recognise and use structures and other textual features of common spoken, written and multimodal texts such as invitations, emails, surveys, advertisements and music video clips
[Key concepts:structure, genre; Key processes: analysing, recognising, organising]
Recognise some of the common variations in German as it is used in different contexts and locations by different people
[Key concepts: variation, register, place; Key processes: comparing, observing, applying]
Recognise that German and English are related languages and that German is an important European and global language
[Key concepts: relationships, global language; Key processes: recognising, comparing]
Understand thatuse is shaped by and reflects the values, ideas and norms of a community
[Key concepts: attitudes, social norms, values; Key processes: observing, comparing, connecting]
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By the end of Year 8, students share information about their personal worlds, including personal details, family, friends, interests, likes, dislikes and preferences. They interact with others to carry out transactions, participate in class routines and socialise. They use modelled language and simple expressions to ask and respond to familiar questions and give and respond to instructions, such as, Hört gut zu!; Hol’ einen Laptop!; Wer ist das?; Woher kommt dein Vater?; Hast du Geschwister?, request help or permission, for example, Ich möchte … , bitte.; Hilfe, bitte!; Darf ich bitte auf die Toilette gehen? , ask for information, clarification or assistance, such as, Wie bitte? Hast du mein Buch? Wie sagt man das auf Deutsch? , and clarify answers, for example, Das ist meine Freundin und sie kommt aus China. ... Ja, ich habe zwei Brüder, sie heißen Nick und Max. . When socialising, they make simple statements such as Ich mag Fuβball, aber Toms Lieblingssport ist Basketball . They use key features of pronunciation, stress and intonation, including short and long vowel sounds, single consonants, blends and diphthongs, in different words, phrases and sentences, such as, ja, rot, singen, Sport, Winter, zwei, ich auch . They obtain key points of information and identify main ideas in simple texts relating to own world and that of teenagers in German-speaking countries, using contextual clues to help make meaning. They use high-frequency vocabulary to describe characters, events and ideas encountered in imaginative texts, and create short informative and imaginative texts using modelled sentence structures and formulaic expressions with present tense forms of regular and some irregular verbs, and correct word order. They use a range of grammatical elements to describe people, objects, actions, events and relationships, including articles, such as, der/ein , personal pronouns and some possessive adjectives, for example, mein, dein, sein, ihr in the nominative and accusative. They qualify meaning with reference to time, manner and place using everyday adverbs and phrases, for example, am Montag; besser; in der Schule , and link words, phrases and sentences using und, aber and oder , and other connectives such as dann, später and zuerst . They work with German and English to translate texts and create simple bilingual texts for peers and family, noticing where equivalence is not possible. They identify the relationship between language and culture, giving examples of adjustments made as a result of reactions and intercultural experiences. They explain how aspects of their own identity impact on intercultural exchange.
Students identify German as an important European and global language and that it is related to English. They identify some of the common variations in German used in different contexts by different people. They differentiate statements, questions, imperatives and exclamations according to intonation, sentence structure and punctuation. They understand and apply grammatical concepts such as gender and number, and nominative and accusative case. They identify key similarities and differences between the phonological and orthographic systems of English and German, including the Umlaut and Eszett , capitalisation, and punctuation used in numbers (ordinals, decimals). They identify features of common spoken, written and multimodal texts. They understand and give examples of how language use is shaped by and reflects the values, ideas and norms of a community.
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The nature of the learners
At this level, students bring to their learning existing knowledge of German language and culture and a range of learning strategies and experiences. They are increasingly aware of the world beyond their own and are engaging with youth-related and social and environmental issues. They require continued guidance and mentoring but work increasingly independently to analyse, reflect on and monitor their their language learning and intercultural experiences. They are considering future pathways and options, including how German could be part of these.
German language learning and use
Learners interact with peers, teachers and other German speakers in immediate and local contexts relating to their social and learning worlds, and with unfamiliar German-speaking communities and cultural resources through a range of physical, virtual and online environments. This is a period of language exploration and vocabulary expansion, and of experimentation with a wider range of modes of communication, for example, digital, collaborative performance and group discussions. Greater control of language structures and systems, and understanding of the variability of language use increase confidence and interest in communicating in a growing range of contexts. Learners use German to initiate, sustain and extend interactions in situations such as negotiating a resolution to a disagreement; to access and exchange information; to express feelings and opinions; to participate in imaginative and creative experiences; to develop, analyse, interpret and translate a wider range of texts and experiences; and to reflect on and evaluate learning experiences. They use German more fluently, with a greater degree of self-correction and repair, and reference the accuracy of their target language use against a stronger frame of grammar knowledge. They demonstrate understanding of language variation and change; of how intercultural experience, technology, media and globalisation influence language use and forms of communication. Task characteristics and conditions are more complex and challenging. They provide opportunities for collaborative language planning and performance, the development of translating and interpreting tools, and strategic use of language and cultural resources.
Contexts of interaction
Learners interact with teachers, peers and members of German-speaking communities face-to-face and via digital technologies. They may also have opportunities to engage with German speakers and cultural events in the wider community, such as in the media, guest speakers, exchange students, language assistants, film festivals, community events or in-country travel.
Texts and resources
Learners build on and extend their knowledge of different types of text and language functions through balancing focused attention to language forms and structures with text creation and performance. They work with a wider range of fiction and nonfiction texts, which allows for exploration of themes of personal and societal relevance, for example, global issues, identity and relationships, diversity and inclusivity. They develop additional analytical tools, including consideration of literary form and devices, and ways in which language choices empower, build identity and are influenced by audience, context and purpose. They identify how texts shape perspectives and meaning.
Features of German language use
Learners expand their knowledge and control of grammatical elements such as register, future tense, reflexive verbs and subordinate clauses. In-depth investigation of the links between German, English and other languages they know strengthens learners’ intercultural capability. They examine the processes involved in learning and using a different language, recognising them as cognitive, cultural and personal as well as linguistic. They explore the reciprocal nature of intercultural communication: how moving between different languages and cultural systems impacts on ways of thinking and behaving; and how successful communication requires flexibility, awareness and openness to alternative ways. They develop the capacity to ‘decentre’ from normative ways of thinking and communicating, to consider themselves through the eyes of others, and to communicate in interculturally appropriate ways.
Level of support
Learners are increasingly aware of and responsible for their own learning, working independently and collaboratively to address their learning needs. Resources are required to support this process, such as technological support for vocabulary expansion, graphic organisers, modelled texts, dictionaries and teacher feedback. Students require continued explicit instruction on the grammatical system and opportunities to discuss, practise and apply their knowledge. They monitor their own progress and learning, such as through the use of e-journals or folios, using these to reflect on their language learning and intercultural experience.
The role of English
While sustained use of German is expected at this level, English continues to be used when necessary for substantive discussion, explanation and analysis. This allows learners to communicate in depth and detail about their experience of learning German and to express ideas, views and experiences at a level beyond their current level of proficiency in German. English may be used in conjunction with German to conduct research, to translate or to communicate bilingually.
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Initiate and maintain interactions with peers and adults by seeking and offering ideas, opinions and feelings as well as information related to relationships, school experience, community and future plans
[Key concepts: routines, relationships, community; Key processes: interacting, participating, describing]
Interact with others to make decisions and solve problems to complete tasks such as obtaining goods or services, and negotiate with peers to take individual and/or collective action
[Key concepts: roles, transactions, tasks; Key processes: collaborating, negotiating, discussing]
Develop classroomto contribute to structured discussions and monitor learning by giving and following instructions and advice, making suggestions, asking questions for clarification, and expressing agreement or disagreement
[Key concepts: task, communication, learning strategies; Key processes: participating, discussing]
Access and analyse information, feelings and opinions in a range of digital, print and multimodal texts
[Key concepts: social issues, information, representation; Key processes: selecting, analysing, researching]
Present information and opinions in different modes and familiartypes appropriate to audience,and purpose, applying conventions oftypes
[Key concepts: content, audience, mode; Key processes: presenting, designing, transposing]
Respond to a range of contemporary and traditional imaginative texts (including excerpts) by summarising, reorganising, expressing reactions and opinions, or modifying aspects
[Key concepts: themes, imagination; Key processes: responding, modifying, transposing]
a variety of imaginative texts to entertain, convey ideas and express emotions
[Key concepts: expression, humour, imagination; Key processes: composing, experimenting, expressing]
Translate andaspects of informative and imaginative texts, identifying and explaining some of the challenges involved and adjustments required when transferring meaning between languages and cultures
[Key concepts: equivalence, representation, adjustments; Key processes: interpreting, translating, comparing]
bilingual texts such as captions, glossaries or footnotes tocultural and linguistic aspects of texts
[Key concepts: representation, meaning, culture; Key processes: translating, interpreting]
Interact with a range of German speakers and texts, being aware ofand context, and recognising that interculturalinvolves shared responsibility for meaning-making
[Key concepts: impact, reciprocity; Key processes: evaluating, questioning, taking responsibility]
Reflect on self as auser and discuss own and others’ cultural identity, considering how it is both shaped by and influences ways of communicating and thinking
[Key concepts: identity, culture, values; Key processes: reflecting, analysing, discussing]
Notice examples in spoken German of variation in features such as pronunciation, rhythm and stress, and the use of contractions; and articulate and apply in writing common German spelling and punctuation rules, such as for commas and quotation marks
[Key concepts: metalanguage, variation, context; Key processes: explaining, comparing, imitating, experimenting]
Extend grammatical knowledge, including of cases, demonstrative and interrogative adjectives, prepositions, common subordinating conjunctions, and past and future tenses, to describe, situate and link people, objects and events in time and place
[Key concepts: grammatical systems, connections, syntax; Key processes: applying, analysing, describing]
Identify, comprehend anda range of differenttypes, including simple narrative, informative and persuasive texts such as diary entries, letters, advertisements and articles, incorporating appropriate linguistic, textual and cultural elements
[Key concepts:construction, textual conventions; Key processes: comparing, analysing, applying]
Identify and analyse linguistic features of German that vary according to audience,and purpose in familiar modelled spoken and written texts
[Key concepts: variation, register, style; Key processes: analysing, comparing, explaining]
Understand thathas power and changes over time as a result of contact with other languages and with influences such as globalisation and new technologies and knowledge
[Key concepts: evolution, influence; Key processes: noticing, analysing, investigating]
Explore the dynamic nature of the relationship between language,andand how it impacts on attitudes and beliefs
[Key concepts: diversity, culture; Key processes: questioning, analysing, reflecting]
Show subject-specific achievement standard
By the end of Year 10, students initiate and maintain interactions in written and spoken German to communicate ideas, thoughts, feelings and information related to relationships, school experiences, the community and future plans. They interact with others to make decisions, solve problems, and negotiate and plan action in response to issues. When interacting, they use both rehearsed and spontaneous language. They ask and respond to familiar questions, for example, Wir sind in den Ferien oft ins Schwimmbad gegangen. Was hast du gemacht? Ich finde meine Schule gut, und du? Wie findest du deine Schule? and make comparisons, such as, Meine Freundin ist fleiβiger als ich . They give opinions explain problems and ask for advice or clarification, for example, Ich wohne gern auf dem Land, weil ... , Ich habe mein Passwort vergessen. Was soll ich machen? Wie lernt man die deutschen Verben? . They apply rules of pronunciation, intonation and stress, including variations such as contractions. They locate, analyse and record information, feelings and opinions from a range of texts. They respond to and re-create imaginative texts, and use descriptive and expressive vocabulary to communicate about experiences and emotions. They modify meaning with a range of adverbs and adverbial phrases, such as, Wir haben das schon am Montag mit Frau Rolf gemacht . They create personal, descriptive, informative and imaginative texts for different purposes, audiences and contexts. They use a range of grammatical elements to describe, situate and link people, objects and events in time and place. They use articles, for example, der/ein , personal pronouns, some demonstrative and interrogative adjectives such as dieser, jeder and welcher , possessive adjectives in the nominative, accusative and dative case, and a range of prepositions in everyday and topic-based phrases. They use present and future tensesof a range of regular and irregular verbs, including some modal, separable and inseparable verbs. They describe past events and experiences using the present perfect and simple past tenses with a range of common verbs. They use some common reflexive verbs in the present tense, such as, Ich dusche mich morgens.; Interessierst du dich für Geschichte? They use a variety of conjunctions and cohesive devices, for example, als, dass, wenn, weil; dann, früher, danach, vorher , to create cohesion and interest. They translate and interpret excerpts from informative and imaginative texts, identifying and explaining challenges and adjustments required when transferring meaning between languages and cultures. They explain the importance of audience and context in intercultural exchanges. They explain how cultural identity is both shaped by and influences ways of communicating and thinking.
Students give examples of how language changes over time and identify reasons for change. They apply the German case system (mainly nominative, accusative, dative) and explain the relationships between noun gender, article, pronoun, adjectival ending and case. They name some grammatical terms and their functions. They identify variations in the features of spoken and written German in relation to pronunciation, spelling and punctuation. They identify textual conventions in a range of texts and explain how they shape meaning and influence responses. They identify how features of German in familiar spoken and written texts vary according to audience, context and purpose. They reflect on their own cultural identity in light of their experience of learning German, identifying how their ideas and ways of communicating are influenced by their membership of cultural groups.
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