Contact: Mrs V. Dodson
Key Stage 3
German lessons at Ecclesbourne are highly interactive and students will be given the opportunity to develop the skills of listening, speaking, reading and writing building an awareness of grammar and encouraging students to manipulate language and express themselves with increasing confidence. We always aim to inspire a love of languages and appreciation for different cultures broadening students’ horizons, educating them to be globally aware and encouraging them to become culturally sensitive.
In Year 7, students will study an introduction to German greetings and phonics through the topics ‘Numbers, Days and Dates’, ‘Question words’ and ‘Classroom Language’. Students will study German Nouns and Plurals through expressing opinions and investigating German celebrities. Students will study the Geography of the German, and how to talk about where they live through learning about the weather. Students will learn how to express opinions through the topic ‘Shopping’.
In Year 8, students will learn how to talk about ‘Family and Pets’, and study word order and the present tense through ‘School Life and Routine’. Students will study regular verbs and how to express opinions, likes and dislikes through the topic ‘Free Time and Hobbies’, before looking at the future tense with ‘Weekend Plans’. Students will complete the year by studying the use of the verbs ESSEN and TRINKEN, and the use of DU and SIE by looking at ‘Food, drink and healthy eating’.
In Year 9, students will learn how to discuss relationships with others through ‘Personal Information’. Students will study the accusative case, the conditional tense, and ‘Goethe - Der Erlkönig’ whilst learning about ‘Clothes and Fashion’. Students will continue by using the topic ‘Hobbies and daily routine’ in order to develop knowledge of the perfect tense of regular and irregular verbs, and the life of Anne Frank. Students will study the dative, accusative and conditional tenses through the ‘Local Area’. Those studing GCSE German will be given an introduction to KS4 German.
Extra Curricular Activities
Christmas Markets Trip to Cologne for Years 8 and 9; German film club
||Students can understand extended texts, passages or dialogues spoken clearly at near-normal speed containing unpredictable elements; understand some unfamiliar language, inferring meaning from context, tone of voice and/or surrounding language; initiate conversations and ask a range of questions confidently and spontaneously using the correct mode of address and using different time frames; give and understand more developed and unplanned responses to different topics; use the language for almost all communication in the languages classroom; use consistently very good pronunciation and intonation; write a coherent and extended piece of several paragraphs from memory drawing on a range of topic areas; use a range of vocabulary, tenses and apply complex grammatical structures to express ideas and opinions confidently and in a varied and interesting way.|
||Students can understand longer texts, passages and dialogues spoken at near-normal native speaker speed; interact confidently within the familiar context of 3-4 topics and ask a range of questions independently; be understandable in spontaneous interactions; interact routinely with teacher and peers in predictable classroom situations; express ideas, opinions, reasons and factual information in more than one time frame from memory; write a text of several paragraphs from memory, using a variety of structures to express facts, ideas, opinions, reasons and justifications, and ask questions; manipulate language structures accurately, and combine those with new elements to produce new meanings. |
||Students can understand longer texts, passages or dialogues, delivered clearly and spoken at slower than normal native speaker speed; take part in conversations on familiar and past topics, and construct questions independently using the correct mode of address; construct ready responses to familiar topics independently, using a variety of vocabulary and structures but will need to pause in more spontaneous situations; where language and topic are familiar, responses are ready, but pausing is more frequent when new formulations are attempted; write from memory at greater length on one topic; use more than one time frame, and produce extended sentences in a logical sequence; successfully recycle learnt language, and combine with a limited number of new elements with to express their own ideas and opinions; translate a short paragraph into the language, drawing on known language from recent topics.
||Students can understand and extract the main points and details from texts, passages or dialogues spoken clearly and more slowly than normal native speaker speed, containing predictable information; ask and answer questions and extend answers, using formal and informal modes of address; use familiar high-frequency verb forms with different question words to produce new questions spontaneously, with pauses; adapt pre-learnt classroom language for some routine classroom communication; write short paragraphs accurately and from memory on two-three topics; adapt known structures to add own elements to express a range of simple, yet personal, ideas and opinions.
||Students can understand the details in a short text, passage or dialogue spoken slowly and clearly; ask and answer pre-learned, memorised questions, which may involve formal and informal modes of address; adapt familiar question forms to vary questions, with some hesitation; write a paragraph from memory made up of short sentences using familiar language taken from 2-3 topics. Spelling from memory may have some inaccuracy; Grammatical understanding is emerging; translate short phrases, containing all familiar language from the most recent topic.
||Students can understand the main points and some of the detail in short texts, passages or dialogues made up of familiar language, with some need for repetition; ask and answer simple questions on a few familiar topics, including expressing opinions and responding to those of others; use a range of classroom language with teacher and peers; use simple phrases and sentences independently to describe people, places, things and actions, with good pronunciation; apply knowledge of phonics when reading new words aloud; write either a short, simple text from memory, using simple sentences from one familiar topic and with reasonable spelling or sentences on different topics using a model.
||Students can understand the main points of a short text or spoken passage made up of familiar words and phrases, delivered slowly and clearly; ask and answer simple questions on a familiar topic write words, phrases and short simple sentences from memory with understandable spelling; change a range of single elements in sentences to create new ones.
||Students can understand and respond to a range of familiar spoken or written words and short phrases; use simple pre-learned words and phrases for routine situations; produce short pre-prepared phrases on a familiar topic, with secure pronunciation; write simple words and a few short phrases from memory with understandable spelling.
||Students can understand and respond to a few familiar spoken or written words and short phrases, spoken slowly and clearly; ask and answer simple pre-learned questions from memory on a familiar topic; write or copy single words correctly; substitute one element in a simple phrase or sentence to vary the meaning.