Unit 1 Unit 2 Unit 3 Unit 4

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2 Languages Year 5 All about me This unit explores the language and cultural practices related greetings and self introductions in y and Australia as well as the language and cultural practices related to sharing personal information about oneself in y and Australia. The student: notices how facial expressions and gestures are used with spoken language to help convey meaning: e.g. most s tend to shake hands when greeting, saying goodbye or thanking someone; many younger s who know each other well exchange a kiss on the cheeks or hug when they greet each other. people shrug their shoulders to indicate that things are all right ( Danke, es geht. ) or so-so ( Könnte besser gehen. ). notices and compares different ways of communicating, interacting and behaving: e.g. differences and similarities in the ways and Australian people greet each other. recognises and analyses in simple ways how people relate to each other through their use of language, and that this language carries cultural information: e.g. in, depending on the situation, asking another person how they are may trigger a detailed response, rather than a simple courtesy response. The student: uses pictures and other contextualised My family and I This unit explores the language and cultural practices related to sharing personal information about one s family in y and Australia simple greetings and farewells appropriate for the classroom: e.g. Hallo! / Tag! / Morgen Tschüss! / Guten Morgen, Frau Maier! Auf Wiedersehen, Frau Maier! simple phrases to introduce others: e.g. Das ist Frau Maier! / Das ist Anna! simple thanks: e.g. Danke. simple questions about people, places and things: e.g. Wer ist das? / Woher kommt er / sie? / Was ist das? simple responses to identify people, places and things: e.g. Das ist Toni. / Das ist ein Auto. / Das ist hier. simple statements to describe a third person: e.g. Manfred ist 12 Jahre alt. / Peter ist Australier; Andrea ist Australierin. / Manfred wohnt in Berlin. has a negative article: e.g. Ich habe keinen Bruder. Ich habe keine Schwester. Ich habe keine Geschwister. references to people or things previously mentioned: e.g. er / sie / es simple responses to express likes / dislikes: e.g. Ja. / Nein. simple expressions in response to offers: e.g. Danke. / Oh, danke! / Nein, danke! simple responses for affirming and negating statements: e.g. Richtig! / At school At school and Fashion parade are combined into one booklet and studied in semester 2. Students understand Grammatical gender in : that the grammatical gender of nouns is not necessarily identical with the natural gender. That there are three grammatical genders in : masculine, feminine and neuter That innate objects can also be masculine or feminine That based on the grammatical gender there are three definite articles in (der, die, das) and accordingly there are three indefinite articles (ein/einen, eine, ein) Plural of nouns: that unlike in English there are several plural endings in, including Umlauts Understands simple questions relating to needs: e.g.was brauchst du? / Brauchst du einen Bleistift? Uses simple constructions to express needs: e.g. Ich brauche Papier. / Ich brauche einen Klebestift. / Ich brauche Farbstifte. / Ich brauche die roten Farbstifte. Fashion parade Students identify similarities and differences in school life and school clothes in y and Australia. The student: Notices and reflects on how the appropriateness of grammatical and semantic features varies according to situation, depending on the relative status or position of the people involved; and that cultures have their own ways to mark social relationships. e.g. Sie terms correspond with Guten Tag! / Auf Wiedersehen! ; du terms correspond with Hallo! / Tschüss! traditionally. Hallo! / Tschüss! have also become acceptable when on Sie terms, depending on the personal relationship of the people involved. The formal terms can be used to create a distinction between work and personal life. People may even use formal language with colleagues at work, and then informal language with those same people if meeting them socially. Subject pronouns As in English, the third person singular subject Pronouns reflect the gender of the noun they replace: e.g. Er trägt eine Jacke. (Der Mann) Sie hat eine Bluse an. (Die Frau) Es ist blau. (Das Hemd) Indefinite article: (in the accusative case) einen, eine, ein e.g. Ich habe einen Bleistift.

3 Languages Year 5 visual cues to help comprehend or guess the meaning of a word or phrase, in simple spoken or written texts relates new information to what they already know in English or other languages recognises and uses simple formulas and patterns plans and rehearses for tasks personalises formulas in simple ways simple statements to describe self (including age, nationality, address): e.g. Ich bin Jahre alt. / Ich bin Schüler / Schülerin. / Ich komme aus Australien. / Ich wohne in Brisbane. days of the week and months: e.g. Heute ist Sonntag / Montag / Es ist Januar / Februar Falsch!/ Nicht richtig! appropriate non-verbal ways to confirm / disconfirm: e.g. nodding / shaking of head simple expressions to ask for assistance: e.g. Frau Maier, Entschuldigung! The students knows that: has a romanised alphabet, like English there are some letters in that do not exist in English: i.e. ä, ö,ü, ß Ich habe eine Schere. Ich habe ein Lineal. has a negative article: e.g. Ich habe keinen Spitzer. Ich habe keine Uhr. Ich habe kein Heft. und to bind two or more like items: Peter hat einen Bleistift und zwei Filzstifte..

4 Languages Year 6 SOAR Pet parade The Alphabet Pet Parade/More about animals/crazy creatures is combined in one booklet and studied in semester 1. The student Asks and gives names of others: e.g. Wer ist das? Das ist Herr Hirt / Hirt. / Das ist Manfred. Gives simple responses to expressions of thanks: e.g. Bitte. / Gern geschehen. Uses expressions of apology with appropriate register: e.g. Bitte entschuldigen Sie, Frau Maier! / Manfred, entschuldige bitte! Understands a range of personal compliments: e.g. Du siehst gut / toll aus! Understands simple expressions of sympathy: e.g.das tut mir (so) Leid! Asks permission with simple expressions: e.g. Darf ich bitte zur Toilette gehen? Darf ich bitte Wasser trinken? Darf ich bitte etwas aus meiner Tasche holen? Understands simple expressions used to grant or deny permission: e.g.ja / Nein. Uses simple expressions to ask for repetition: e.g. Entschuldigung? / Wie bitte? Uses simple expressions to ask for assistance: e.g. Frau Maier, Entschuldigung! Understands questions checking understanding / lack of understanding: e.g. Hast du das verstanden? / Habt ihr More about animals Crazy creatures Students identify pets, farm animals, Australian animals and some wild animals Students describe animals in terms of appearance, habitat, predators, etc Understands requests for confirmation: e.g. Hast du ein Haustier? Was für Haustiere hast du? Asks how to write / spell something: e.g.wie schreibt man das?/ Wie schreibt man das auf Deutsch? Asks how to say something: e.g. Wie sagt man das auf Deutsch? Understands the alphabet: e.g. pronunciation of letters where they differ from English; how to spell own name. The students knows and uses: Adjectival agreement Use of simple adjectives to describe colour, size and appearance of people /objects e.g. Der Hund ist klein. Sie ist schlank. Das Pony ist dick. The students knows and uses: Possessive pronouns - agreement of possessives (mein, dein, ihr, sein) with nouns (nominative case): e.g. Das ist mein Hund. Das ist seine Katze. Ist das dein Hund? Ist das ihr At school Students identify similarities and differences in school life and school clothes in y and Australia. The student: Notices and reflects on how the appropriateness of grammatical and semantic features varies according to situation, depending on the relative status or position of the people involved; and that cultures have their own ways to mark social relationships. e.g. Sie terms correspond with Guten Tag! / Auf Wiedersehen! ; du terms correspond with Hallo! / Tschüss! traditionally. Hallo! / Tschüss! have also become acceptable when on Sie terms, depending on the personal relationship of the people involved. The formal terms can be used to create a distinction between work and personal life. People may even use formal language with colleagues at work, and then informal language with those same people if meeting them socially. Subject pronouns As in English, the third person singular subject pronouns reflect the gender of the noun they replace: e.g. Er trägt eine Jacke. (Der Mann) Sie hat eine Bluse an. (Die Frau) Es ist blau. (Das Hemd) Indefinite article: (in the accusative case) einen, eine, ein e.g. Ich habe einen Bleistift. Ich habe eine Schere. Ich habe ein Lineal. has a negative article: e.g. Ich habe keinen Spitzer. Ich habe keine Uhr. Ich habe kein Heft. und to bind two or more like items: e.g. Peter hat einen Bleistift und zwei Famous people from speaking countries This unit explores the language and cultural practices related to describing a range of people in the target country and Australia. Students apply the conventions of a mini-biography to their own research into two significant people from the target country, one from the modern day and one from the past. the alphabet for asking and giving spelling of key words correct letters in for sounds which are spelt with other letters in English: e.g. students should write i (not e ) for /i/, and j (not y ) for /j/ uses graphic features of texts (headings, pictures, layout, formatting) to help interpret and make meaning. skims texts for overall text features and registers. uses dictionaries and other reference sources to increase vocabulary and check spelling and pronunciation.recognises and uses formulas and patterns. analyses language elements to perceive patterns and hypothesise about rules. analyses similarities and differences across languages. applies simple learned rules. uses information in a text to guess meaning of new items. Possessive adjectives Agreement of possessives (mein, dein, ihr, sein)

5 Languages Year 6 das verstanden? Alles klar? Uses simple responses: e.g. Ja. / Nein. Meerschweinchen? Uses a wider range of descriptors to represent people, places and things in positive and negative ways: e.g. Der Frosch ist nicht schön, er ist häßlich. / Das ist kein Igel, das ist ein Ameisenigel. Intensifies descriptions: e.g. sehr schön / nicht so klein / has a negative article: e.g. Ich habe keinen Wellensittich. Das Meerschweinchen hat keinen Schwanz. Ein Fisch hat keine Federn. Sie hat kein Pony. (Agreement between grammatical gender of noun and negative article) Filzstifte.. Students understand Gender of nouns. Unlike English, inanimate objects can also be masculine or feminine. e.g. Das ist mein Hund. Das ist seine Katze. Ist das ihr Hund? Sind das Ihre Eltern? The students uses: Simple questions about people, places and things: e.g. Wer ist das? / Woher kommt er/sie? / Was ist das? / Wie alt ist er/sie? simple statements to describe a third person: e.g. Carl Benz ist Deutscher; Marlene Dietrich ist Deutsche. / Henry Lawson ist Australier; Miles Franklin ist Australierin. / Manfred wohnt in Berlin. references to people or things previously mentioned: e.g. er / sie / es Der Mann spielt Klavier. Er ist mein Bruder. / Die Frau kommt nicht. Sie ist krank. / Das Kind singt schön. Es ist nur 8 Jahre alt. an increasing range of descriptors for people, places and things: e.g. Albert ist gut in der Schule. / Roland ist groß. / Er ist kein Schüler, er ist ein Student. / Das ist keine Katze, das ist ein Opossum. simple responses for affirming or negating statements: e.g.richtig! / Falsch! / Nicht richtig! simple sentences to indicate locations / directions: e.g.hamburg liegt im Norden von Deutschland. / Berlin liegt im Osten von Deutschland. / München liegt im Süden von Deutschland. 1st, 2nd, 3rd person singular subject pronouns ich, du, er / sie / es: e.g. Sie ist Schriftstellerin. simple forms of agreement: definite article + adjective + singular noun: e.g.der berühmte Mann

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