Education Perfect Senior German Syllabus - AUS

Education Perfect works to align our German content with the syllabus of each state.

New South Wales: Beginners Stage 6 Syllabus

Languages aligned to the German Beginners stage 6 Syllabus

Topic/Theme

LIA Units
Family life, home and neighbourhood 
  • Beginner Unit 2: Family and pets
  • Beginner Unit 10: My House
  • Intermediate Unit 4: My Town and Giving Directions
  • Intermediate Unit 7: Daily routine 
  • Advanced Unit 3: Freundschaften und Beziehungen
People, places and communities 
  • Beginner Unit 2: Family and Pets
  • Beginner Unit 5: Countries and nationalities
  • Beginner Unit 7: Describing people
  • Beginner Unit 10: My house
  • Intermediate Unit 4: My Town and Giving Directions
  • Advanced Unit 3: Freundschaften und Beziehungen
Education and work 
  • Beginner Unit 3: The classroom
  • Beginner Unit 8: School subjects 
  • Advanced Unit 1: Schule und Universität in Deutschland
  • Advanced Unit 2: Pläne für die Zukunft 
Friends, recreation and pastimes 
  • Beginner Unit 9: Leisure activities 
  • Intermediate Unit 5: Party Time 
  • Intermediate Unit 6: Organising an Outing with Friends 
  • Intermediate Unit 7: Talking about Hobbies
  • Advanced Unit 3: Freundschaften und Beziehungen
Holidays, travel and tourism 
  • Intermediate Unit 4: Going on holiday
  • Intermediate Unit 10: Past holidays
  • Advanced Unit 9: Australien und Südpazifik
Future plans and aspirations 
  • Advanced Unit 2: Pläne für die Zukunft

New South Wales: Continuers Stage 6 Syllabus

Languages aligned to the German Continuers stage 6 Syllabus

Topic/Theme

LIA units

The individual
Personal identity:

For example,
  • Self
  • My home and community 
  • Family and friends 
  • Relationships
  • Advanced Unit 3: Freundschaften und Beziehungen 
Education and aspirations:

For example,
  • School
  • Education system
  • Future plans
  • Further education
  • Advanced Unit 1: Schule und Universität in Deutschland
  • Advanced Unit 2: Pläne für die Zukunft
Leisure and interests:

For example,
  • Holidays and travel
  • Sports
  • Hobbies 
  • Keeping fit and healthy 
  • Advanced Unit 9: Australien und Südpazifik
  • Advanced Unit 4: Gesundheit und Lifestyle
  • Current Events: Die Olympischen und Paralympischen Winterspiele 2018 

The German- speaking communities
People and places:

For example,
  • Lifestyles, daily life
  • Cultural diversity
  • Traditions
  • Intermediate unit 7: Daily Routine
  • Advanced Unit 7: Berlin 
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
Past and present:

For example,
  • Historical perspectives
  • Changing face of Germany and German society 
  • Advanced Unit 7: Berlin
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
Arts and entertainment:

For example,
  • Music and songs 
  • Theatre, literature
  • Media 
  • Film 
  • Celebrations and festivities 
  • Intermediate Unit 7: Talking about Hobbies
  • Advanced Unit 7: Berlin 
  • Advanced Unit 10: Märchen
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien 

The changing world
The world of work:

For example,
  • Technology
  • Careers and occupations
  • The workplace 
  • Advanced Unit 2: Pläne für die Zukunft
  • Advanced Unit 3: Freundschaften und Beziehungen 
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien 
Youth issues:

For example,
  • Unemployment
  • Drugs
  • Environment
  • Equality 
  • Advanced Unit 4: Gesundheit und Lifestyle
  • Advanced Unit 5: Umweltprobleme und Umweltschutz 
Travel and Tourism:

For example,
  • Travel at home and abroad
  • Interacting with visitors in Australia
  • Intermediate Unit 4: Going on Holiday
  • Intermediate unit 10: Past Holidays 
  • Advanced Unit 9: Australien und Südpazifik

Queensland: German Senior Syllabus

Languages aligned to the Queensland German Senior Syllabus

Topic/Theme

LIA units

Unit one: Meine Welt - My world: 
Topic one: Family/carers and friends

In creating and evaluating German texts, students will: 
  • Consider and create introductions in a variety of ageappropriate settings in their own and German-speaking communities
    e.g. introduce and describe themselves and others in a variety of settings and text types
  • comment on the similarities and differences in family/carers, friends and daily life in their own and German-speaking communities
    e.g. compare family/carer structures, discuss relationships with family/carers or siblings, create explanatory texts about family/carers, friends and daily life.
Background Units:
  • Beginner Unit 2: Family and pets
  • Beginner Unit 7: Describing people
  • Intermediate unit 8: Daily Routine 

Advanced Level Units:

  • Advanced Unit 3: Freundschaften und Beziehungen
  • Advanced Unit 2: Pläne für die Zukunft
Topic two: Lifestyle and leisure

In creating and evaluating German texts, students will: 
  • Consider how interests, traditions, events and celebrations impact on family/carer identity, community connections and cultural values in their own and German-speaking communities
    e.g. research and compare significant events, leisure activities or sports in German-speaking communities and Australia
  • Compare and contrast lifestyle and leisure for themselves and their peers in German-speaking communities
    e.g. negotiate leisure activity arrangements; compare what is considered a healthy lifestyle
  • Appraise the diversity of celebrations in their social sphere and those of their peers in German-speaking communities
    e.g. give reasons for family/carer activity preferences and/or values
Background units:
  • Beginner unit 9: Leisure activities
  • Intermediate Unit 6: Organising an outing with friends 
  • Intermediate Unit 8: Talking about Hobbies  

Advanced Level Units:

  • Advanced Unit 7: Berlin 
  • Advanced Unit 8: Deutschsprachige Länder und Regionen  
  • Advanced Unit 9: Australien und Südpazifik  
  • Advanced Unit 4: Gesundheit und Lifestyle
Topic three: Education

In creating and evaluating German texts, students will: 
  • Compare and explain education experiences
    e.g. compare education systems or school expectations and traditions
  • Analyse perspectives on the benefits and challenges of study
    e.g. contrast experiences of peers in a variety of educational contexts in Australia and German-speaking communities
  • Assess a variety of texts comparing education systems in German-speaking communities and Australia
    e.g. discuss values and attitudes towards education and school traditions or expectations and societal and cultural factors.
Background Units:
  • Beginner Unit 8: School subjects 

Advanced Units:

  • Unit 1: Schule und Universität in Deutschland 

Unit two: Unsere Welt erkunden — Exploring our world:
Topic one: Travel

In creating and evaluating German texts, students will:
  • Describe personal travel and tourism in German-speaking communities and Australia
    e.g. identify places students have visited, recognise places of interest to German speakers and/or highlights of German-speaking countries and Australian destinations (including places that are significant to Indigenous cultures) 
  • Consider conversations related to travel options and experiences in German-speaking communities
    e.g. contrast cultural conventions associated with travel experiences
  • Analyse trends in travel and their impact
    e.g. consider economic, environmental and/or security factors; compare types of tourism and marketing, e.g. ecotourism, sharing economy, extreme tourism, volunteer tourism 
  • Evaluate tourist destinations by reflecting on travel experiences and the importance of travel
    e.g. comment on the reasons for and attitudes towards travelling and/or popular destinations and events
  • Investigate the significant features of a famous destination or event
    e.g. identify geographical, historical and/or cultural features of a German destination or event; comment on the similarities and differences between significant sites in Australia
  • Justify decisions about travel options for specific audiences
    e.g. discuss guidelines, rules, laws and expectations of travellers and the resulting recommendations for different groups
Backgrounds Units:
  • Intermediate Unit 4: Going on holiday 
  • Intermediate Unit 10: Past holidays 

Advanced Level Units

  • Advanced Unit 9: Australien und Südpazifik 
Topic two: Technology and media

In creating and evaluating German texts, students will:
  • consider the central role of technology in their own lives and the lives of German-speaking peers
    e.g. compare and contrast the ways they connect and acquire new information; identify ways technology has made travel easier or more accessible
  • assess the impact of, and trends in, technology with regards to young people in the 21st century society
    e.g. investigate the advantages and disadvantages of using technology to communicate and/or access information
  • appraise the effects of technology and media on their own world view and on the world view of German-speaking peers
    e.g. evaluate the positive and negative effects of their own use of technology; discuss how the rapid transfer of news and information (substantiated and not) influences their world view.
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien
Topic three: The contribution of German culture to the world

In creating and evaluating German texts, students will: 
  • Identify how German traditional culture is maintained in the modern world
    e.g. describe festivals, events, rites of passage and community celebrations
  • Analyse how aspects of German culture have made diverse contributions around the world
    e.g. consider to what extent German culture is present in the local community and the reasons why German2019 v1.1 General Senior Syllabus Queensland Curriculum & Assessment Authority June 2017 Page 29 of 74 
  • Investigate significant/prominent German speaker/s and their contribution to linguistic/cultural identity
    e.g. summarise significant/prominent German speaker/s influence on the arts (music, film, literature or digital), sports or broader community.
  • Advanced Unit 7: Berlin
  • Advanced Unit 8: Deutschsprachige Länder und Regionen 
  • Advanced Unit 9: Australien und Südpazifik 
  • Advanced Unit 10: Märchen

Unit three: Unsere Gesellschaft - Our society: 
Topic one: Roles and relationships

In creating and evaluating German texts, students will: 
  • Recognise the diversity of roles and relationships as portrayed in a variety of media
    e.g. summarise personal accounts detailing the evolving nature of family/carers, identify stereotypical versus actual family/carers and/or gender roles
  • Consider the concept of the individual and how different factors influence their perceptions of themselves and their place in society
    e.g. compare and contrast how relationship status, cultural norms, social media and peer pressure impact self-image 
  • Comment on the changing structure of the family/carer unit, stereotypical roles in society and gender bias in their own and German-speaking communities in the 21st century, as represented in texts and media
    e.g. summarise the differences and similarities of traditional social structures, cultural expectations and employment opportunities between home and German-speaking communities. 
  • Advanced Unit 3: Freundschaften und Beziehungen
Topic two: Socialising and connecting with my peers

In creating and evaluating German texts, students will:
  • Identify and describe how they and their Germanspeaking peers socialise and connect with each other
    e.g. summarise the opportunities available, describe specific activities and barriers to socialising and connecting
  • Compare the opportunities and challenges for young people in maintaining a sense of connectedness
    e.g. determine societal expectations and definitions of success and the impact on young peoples’ sense of belonging 
  • Analyse the impact of socialising and connecting with their peers
    e.g. consider the nature of connectedness with their peers in their own and German-speaking communities
  • Discuss and advise peers on issues that affect young people and are impacted by their cultural values and beliefs
    e.g. consider topics such as youth health, addiction and harassment.
  • Advanced Unit 3: Freundschaften und Beziehungen
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien
  • Advanced Unit 4: Gesundheit und Lifestyle
Topic three: Groups in society

In creating and evaluating German texts, students will: 
  • Identify how young people in their own and Germanspeaking communities represent their perspectives and uniqueness by joining groups with particular identities, appearances, and interests
    e.g. participating in community service organisations and support groups for those in need
  • Investigate news items impacting on young people
    e.g. comment on the effect of world events on their lives and how they develop opinions and/or make decisions
  • Evaluate the impact of ‘the group’ and ‘the individual’ in terms of independence, individuality and responsibility
    e.g. appraise the impact of societal expectations/conventions on their life and those of German-speaking peers. 
Linked but not directly related: 
  • Advanced Unit 4: Gesundheit und Lifestyle
  • Advanced Unit 7: Berlin 
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
  • Advanced Unit 9: Australien und Südpazifik 

Unit four: Meine Zukunft - My future:
Topic one: Finishing secondary school, plans and reflections

In creating and evaluating German texts, students will: 
  • Reflect on the end of their school lives
    e.g. describe the significance of graduation ceremonies and endofsecondary-school celebrations in Australian and German-speaking communities; explain their achievements, challenges and experiences as a student
  • Consider the role of German in their future
    e.g. explore the opportunities for future study, travel, employment and career prospects 
  • Discuss a variety of perspectives about finishing secondary school and plans for the future
    e.g. summarise their plans for travel, study and careers and the factors that impact on these decisions 
  • Comment on personal feelings about their experiences at school, the relationships they most valued, and what they will miss as they leave school
    e.g. advise future senior students on what they wish they had known and/or done differently.
  • Advanced Unit 1: Schule und Universität in Deutschland
  • Advanced Unit 2: Pläne für die Zukunft 
Topic two: Responsibilities and moving on 

In creating and evaluating German texts, students will:
  • Compare and contrast employment prospects and postschool options in their own and German-speaking communities
    e.g. consider study and job opportunities in a range of German-speaking communities and the associated economic factors (cost of living, accommodation) 
  • Discuss the considerations associated with creating a more independent life after school for themselves and German-speaking peers
    e.g. offer advice to their peers on study, employment and gap years postsecondary school
  • Comment on their own concerns relating to the responsibilities they face at the end of their secondary school lives
    e.g. discuss the kind of person they aspire to be and the impact they hope to have on others/the world.
  • Advanced Unit 1: Schule und Universität in Deutschland
  • Advanced Unit 2: Pläne für die Zukunft

Victoria: VCE German Study Design (2019/20-2013)

Languages aligned to the Victorian Certificate of Education German Study Design (2019/20-2013)

Topic/Theme

LIA units

The individual
Personal identity and lifestyles

For example, daily life, personal opinions and values, adolescence, cultural identity and intercultural connections, health and wellbeing, rights and responsibilities, leisure. 
  • Intermediate unit 7: Daily Routine
  • Intermediate unit 8: Talking about Hobbies
  • Advanced Unit 9: Australien und Südpazifik 
  • Advanced Unit 4: Gesundheit und Lifestyle 
  • Advanced Unit 2: Pläne für die Zukunft 
Relationships

For example, family and friends, school and social relationships, neighbourhood and community, intergenerational relationships.
  • Advanced Unit 3: Freundschaften und Beziehungen 
  • Advanced Unit 1: Schule und Universität in Deutschland 
  • Advanced Unit 5: Umweltprobleme und Umweltschutz 
Aspirations, education and careers

For example, future aspirations and career choices, challenges and goals, experiences of schooling, lifelong learning, flexible work-life balance.
  • Advanced Unit 2: Pläne für die Zukunft

The German-speaking communities 
Cultural heritage

For example, customs and traditions, celebrations, festivals and entertainment, the arts, legends and fairytales.
  • Advanced Unit 7: Berlin 
  • Advanced Unit 10: Märchen
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
Historical and contemporary perspectives

For example, important historical events in German-speaking countries, important historical figures, famous contemporary people (for example in the arts, sciences, sports, business), influence of the past on the present.
  • Advanced Unit 7: Berlin 
  • Advanced Unit 8: Deutschsprachige Länder und Regionen 
  • Advanced Unit 9: Australien und Südpazifik 
  • Advanced Unit 10: Märchen 
  • Advanced Unit 5: Umweltprobleme und Umweltschutz
Lifestyles in German-speaking countries and communities

For example, regional variations, the migration experience, German settlements in Australia.
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
  • Advanced Unit 9: Australien und Südpazifik 

The world around us
Global and contemporary society

For example, globalisation, global citizenship, environment and sustainability, migration, tourism and travel, diversity. 
  • Advanced Unit 8: Deutschsprachige Länder und Regionen
  • Advanced Unit 9: Australien und Südpazifik 
  • Advanced Unit 5: Umweltprobleme und Umweltschutz
Communication and media

For example, the internet, social media and its influence, advertising and its impact
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien
  • Advanced Unit 10: Märchen 
The influence of science and technology

For example, impact of information technology on society and work, sources of energy, innovations and research in science and technology.
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien
  • Advanced Unit 5: Umweltprobleme und Umweltschutz

Western Australia: German ATAR Course Year 11

Languages aligned to the German ATAR course: Year 11 syllabus

Topic/Theme

LIA units

Unit one: Cultural interaction (Kultureller Austausch)
Welcome to my country

Students reflect on what is essential when preparing for a visit to their home by a German speaker: getting around, tourist attractions and cultural activities.
  • Intermediate Unit 3: My Town and Giving Directions
  • Advanced Unit 7: Berlin
  • Advanced Unit 8: Deutschsprachige Länder und Regionen 
At home in a German speaking community

Students explore the way of life in a German-speaking community: daily routine, school and popular leisure time activities.
  • Intermediate Unit 7: Daily routine 
  • Intermediate Unit 6: Organising an Outing with Friends
  • Intermediate Unit 8: Talking about Hobbies
  • Advanced Unit 1: Schule und Universität in Deutschland 
Technology and travel

Students consider how technology is changing world travel, influencing how people plan their holidays, and how they communicate with others while away.
  • Advanced Unit 8: Australien und Südpazifik 

Unit two: Ein goldener Mittelweg (Finding a balance)
Keeping fit and healthy

Students reflect on how they find a balance between school, part time work and leisure time activities.
  • Advanced Unit 4: Gesundheit und Lifestyle
Young people at work and leisure in German-speaking countries

Students explore issues experienced by young German speakers related to healthy living: work, the importance of physical activity and maintaining a well-balanced lifestyle. 
  • Advanced Unit 4: Gesundheit und Lifestyle 
Technology in daily life

Students consider the role of technologies in the daily lives of people around the world. 
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien

Western Australia: German ATAR Course Year 12

Languages aligned to the German ATAR course: Year 12 syllabus

Topic/Theme

LIA units

Unit three: Hier und jetzt (Here and now)
Relationships

Students reflect on their relationships within the family and their connections with friends, socialising and coping with the pressures these relationships may bring.
  • Advanced Unit 3: Freundschaft und Beziehungen
Lifestyle choices

Students explore current issues related to making environmentally friendly lifestyle choices: recycling, organic food, and commuting. 
  • Advanced Unit 5: Umweltprobleme und Umweltschutz 
Technology and communication

Students consider the impact of technology as a mode of entertainment and communication.
  • Advanced Unit 6: Soziale Netzwerke und moderne Technologien
  • Advanced Unit 10: Märchen

Unit four: Was nun? (What next?)
Preparing for life beyond school

Students reflect on their plans for the future
  • Advanced Unit 2: Pläne für die Zukunft 
Studying and working in a German‐speaking country

Students explore the future for young Germans living in German‐ speaking communities: education and employment.
  • Advanced Unit 1: Schule und Universität in Deutschland
  • Advanced Unit 2: Pläne für die Zukunft 
Youth issues

Students consider youth issues in the global community related to coping with pressures: stress, drugs and alcohol.
  • Advanced Unit 4: Gesundheit und Lifestyle
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