What is German about?
[ Video Resource ]
- Title: European Languages
- Description: European Languages Subject Expert Group members discuss their experiences in the Review of Achievement Standards
- Video Duration: 5 minutes
- Video URL: https://player.vimeo.com/video/571914948
- Transcript: In conversation with Florence Lyons Maria Lamberto Calvo Transcript below: I think the main change is going to be like there's more student agency. Like the students are going to be able to choose what to do and how to do it and we're just kind of integrating all those digital technologies that they are so happy with
In conversation with
Florence Lyons
Maria Lamberto Calvo
Transcript below:
I think the main change is going to be like there's more student agency. Like the students are going to be able to choose what to do and how to do it and we're just kind of integrating all those digital technologies that they are so happy with, and so it's going to be a little bit more real.
Every student is going to see themselves in the assessment.
Yeah that is the aim of what we were working towards and that will be, especially the Māori/Pasifika, but not only just Māori, Pasifika, and European, like every single culture that lives in New Zealand will be able to identify or to be able to recognise themselves in the task.
If I were looking at the assessments now I would be excited because it gives a lot of choice to students, but I also think it gives a lot of those choices to teachers.
I believe that the biggest changes are in the principle of mātauranga Māori and Mana Ōrite.
I believe that it's reflecting more the culture of New Zealand, the culture of our students, and that no matter who you are the Standard reflects the students.
Yeah the mātauranga Māori I think like for Spanish, because there is so many crossovers between Māori culture and the Spanish culture, you know in regards to the house, to the whānau, how important it is and it's everything around you, that is easy to reflect.
But I think one of the things that we have been doing is just really focusing in our own culture and the mātauranga Māori it's coming across stronger now.
And that, it's been a big shift.
In my class I used to compare, I think I still compare a lot, a pōwhiri to a [Coutume] in New Caledonia. So this was done in the teaching, but now it allows us to go to show it in the assessment, but before it was almost split.
Then now, because we have created the assessment through a mātauranga Māori lens, the teaching and the assessment are more intertwined.
Yeah. I enjoyed the fact that there was a lot of us coming from very, very different backgrounds, and experiences. And moving away from, you know, in my school we're six-seven teachers who are amazing, but just coming back to that big group that you can build ideas from and yeah just really always coming from the perspective of what's going to be good for the students.
Even though there was a lot of disagreement, you always remember that everyone was coming from a good place. They were always thinking not about themselves or their own particular school, what's going to be good for the students.
And I was very happy as well to see that every corner of New Zealand was represented. I was scared first that there will be people from the big cities only, and that the rural New Zealand will be forgotten. But I was very happy to see that there was a wide range of expertise in the room.
I really hope that the teachers are going to be as excited as I am. And I would like that it moves from a teacher-centred assessment to a student-centred assessment and that the teachers trust their students and that they enjoy the journey together.
Instead of seeing the assessment as a milestone I would like that the assessment becomes part of the learning. So I think the biggest advice will be have an open mind, you know, just give it a go.
Like there is so many things that you can do. You can even involve students in how we're going to do this assessment, you know.
We were talking in one of the interactions that it could be a text interaction. Because that's the way our students interact now. Give it a go and if it doesn't work it's still going to be part of your learning.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop the ability to communicate in German and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, community, national, and global identities. Through German, students learn how to engage with the world around them in appropriate ways and become global citizens. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of German. Students will discover and make connections to the rich history, customs, and cultures of the communities in which German is spoken. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in German, students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in German, students gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in German include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in German will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
Communication is a vital part of human connection. We use language to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values, practices, and protocols that have developed over time, such as tikanga and kawa, and are a way we express our identity. As such, the vitality of a language impacts the vitality of a culture and vice versa. It is in this way that the hopes of our ancestors live on through the continued use of their language by their descendants.
The Learning Languages Whakatauākī also brings to life the why and how of language learning.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.
Learners begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Subject-specific terms can be found in the glossary.
By engaging with this subject, students develop the ability to communicate in German and connect meaningfully with people in different communities around the world.
Languages and cultures play a key role in developing personal, community, national, and global identities. Through German, students learn how to engage with the world around them in appropriate ways and become global citizens. As students acquire the skills of both communicative and intercultural competence, they reflect simultaneously on their own personal identities and explore their own culture(s) from a new perspective.
Students are encouraged to use their own cultural kete to enrich their learning of German. Students will discover and make connections to the rich history, customs, and cultures of the communities in which German is spoken. Students also have opportunities to make linguistic and cultural connections with Māori and Pacific cultures. By engaging in German, students learn that each language has its own way of expressing meaning, and that each has intrinsic value and special significance and mana for its users.
Language learning is both an individual and collaborative process. Students are encouraged to foster rangatiratanga by taking ownership of their language learning. Students will work together in highly collaborative environments with fellow language learners towards the common goal of language acquisition.
By engaging in German, students gain skills and knowledge that can lead to, and support, a wide range of pathways. The ability to communicate in more than one language helps students stand out. Students with the knowledge of an additional language demonstrate that they are committed to their learning and are interested in the world beyond their own. This is a considerable advantage and enhances employability in any career.
Skills and knowledge gained in German include:
- increased cultural competence and global awareness
- communicative capabilities and interactive strategies
- understanding structure in thinking and communication
- enhanced creativity and problem-solving skills
- increased understanding of successful learning methods
- an appreciation of diverse backgrounds, experiences, and perspectives
- an additional context to embed and enhance literacy and numeracy competencies.
Whether being used straight out of school or to enhance tertiary study, the transferable skills, cultural knowledge, and linguistic strategies learnt while engaging in German will continue to support and enhance students’ life pathways long after school.
The Learning Area's Whakatauākī is:
Ko tōu reo, ko tōku reo, te tuakiri tangata. Tīhei uriuri, tīhei nakonako.
Your language and my language are expressions of identity. May our descendants live on and our hopes be fulfilled.
The whakapapa and meaning of the Learning Languages Whakatauākī
The Learning Languages whakatauākī came from Tāmaki Makaurau through Rewa Paewai of Auckland College of Education, gifted by the late Tuteira Brightwell Pohatu of Ngāti Porou.
Communication is a vital part of human connection. We use language to share our ideas, build relationships, and create communities. There are inextricable connections between language, culture, and identity. Languages carry within them cultural values, practices, and protocols that have developed over time, such as tikanga and kawa, and are a way we express our identity. As such, the vitality of a language impacts the vitality of a culture and vice versa. It is in this way that the hopes of our ancestors live on through the continued use of their language by their descendants.
The Learning Languages Whakatauākī also brings to life the why and how of language learning.
There are strong connections between the movements in the Māori creation story and the process of language learning. Like the movement from Te Kore (nothingness) to Te Pō (darkness and night) then finally to Te Ao (light and life), language learning brings students on a similar journey.
Learners begin in the state of Te Kore, represented by their initial incomprehension of the language. This is also the state where unlimited potential exists. When students begin their language learning process, they enter the state of Te Pō, where they face all the challenges that are involved with language learning. And finally, through resilience, perseverance, and guidance, students emerge into the state of Te Ao, where they gain a sense of clarity, meaning, linguistic proficiency, and cultural understanding.
Big Ideas and Significant Learning
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for German.
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in German. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
This section outlines the meaning of, and connection between, the Big Ideas and Significant Learning, which together form the Learning Matrix. It then explains each Big Idea for German.
The Learning Languages Learning Area, including its whakatauākī, inform this subject's Significant Learning — learning that is critical for students to know, understand, and do in a subject by the end of each Curriculum Level. This covers knowledge, skills, competencies, and attitudes. It also includes level-appropriate contexts students should encounter in their Level 6, 7, and 8 learning.
The subject's Big Ideas and Significant Learning are collated into a Learning Matrix for Curriculum Level 6 and indicative learning for Levels 7 and 8. Teachers can use the Learning Matrix as a tool to construct learning programmes that cover all the not-to-be-missed learning in a subject.
There is no prescribed order to the Learning Matrix within each Level. A programme of learning might begin with a context that is relevant to the local area of the school or an idea that students are particularly interested in. This context must relate to at least one Big Idea and may also link to other Big Ideas.
There are five Big Ideas in German. The nature of this subject as a discipline means aspects of Significant Learning often cross over multiple Big Ideas, and vice versa.
Big Idea Body:
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around them. It also broadens their opportunities to travel, study, and work in German-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of German-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in German-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Learning languages is about connecting and communicating within and across cultures and communities
The ability to communicate in an additional language is a rewarding experience. It allows students to engage in effective and appropriate communication with people from different cultures and communities, and the world around them. It also broadens their opportunities to travel, study, and work in German-speaking communities within and outside of Aotearoa New Zealand.
Each student brings their own unique linguistic and cultural repertoires to their learning. Students learn to acknowledge the mana of German-speaking cultures, protocols, and language. They will make connections with the rich history and ways of doing things in German-speaking cultures and communities. In doing so, students are able to reflect on their own personal identities and explore their own culture(s) from a new perspective.
Ultimately, communication in an additional language is an important step towards global citizenship.
Big Idea Body:
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn German get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Learners of German will explore the ways in which it is similar to English, given the languages' shared histories and interconnecting influences, as well as the clear points of divergence. The range of changes in verb form to reflect variation in subject, tense, and mood is one such example. Understanding the concept of gender as it applies to nouns and their related articles and modifiers is another important aspect of European languages. German is structured around other specific sets of interlocking elements and learners will build an increasingly sophisticated understanding of how these elements work together as they develop their linguistic proficiency.
Languages express meaning through unique forms of communication
Languages create and represent meaning by employing unique systems of linguistic building blocks that give rise to endless possibilities for expression and exchange. These building blocks are inclusive of oral features, vocabulary, grammar, and syntax.
Students who learn German get to explore its unique linguistic workings by comparing and connecting it with their own language or languages. They learn how speakers adjust their language when negotiating meaning in different contexts and for different purposes, and how different types of text are organised. This helps them to communicate with greater clarity, creativity, and confidence.
Learners of German will explore the ways in which it is similar to English, given the languages' shared histories and interconnecting influences, as well as the clear points of divergence. The range of changes in verb form to reflect variation in subject, tense, and mood is one such example. Understanding the concept of gender as it applies to nouns and their related articles and modifiers is another important aspect of European languages. German is structured around other specific sets of interlocking elements and learners will build an increasingly sophisticated understanding of how these elements work together as they develop their linguistic proficiency.
Big Idea Body:
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next — contributing to personal, community, national, and global identities.
Learning an additional language provides the richest possible access to another culture. It allows students to communicate with people from German cultures and thus explore authentic spoken and written expressions of that language. In this way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Language, culture, and identity are inextricably linked
Language and culture continuously evolve together, influencing one another in the process. Language encodes culture and provides the means through which culture is shared and passed from one generation to the next — contributing to personal, community, national, and global identities.
Learning an additional language provides the richest possible access to another culture. It allows students to communicate with people from German cultures and thus explore authentic spoken and written expressions of that language. In this way, students gain an understanding of that culture which provides a strong foundation for intercultural respect and acceptance as well as an appreciation for diversity.
Students gain an insight into how their own 'cultural lens' shapes their perceptions and ways of doing things. This helps to deconstruct cultural stereotypes and allows them to appreciate the rich knowledge each individual brings to the learning environment.
Big Idea Body:
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, that is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Learning languages encourages diverse ways of thinking, doing, and being
"Another language opens up a whole new window on the world. It might be small and difficult to see through at first, but it gives you a different perspective, and it might make you realise that your first window could do with a bit of polishing and even enlarging."
(Hone Tuwhare, Die deutsche Sprache und ich, NZCTE, Goethe-Institut, circa 1997)
Language and thought are intricately intertwined. Our language(s) can direct our thoughts and influence our perspectives without us always being aware of it.
By learning an additional language, students can compare and connect their own linguistic and cultural repertoires with people from different backgrounds. In doing so, they gain an appreciation for the ways that people from other linguistic and cultural backgrounds see and approach the world. Students are given the opportunity to navigate different perspectives and gain a deeper insight into how languages influence the way we think and engage with not only each other but also the world around us.
The ability to critically examine diverse cultural and personal points of view, that is facilitated by developing proficiency in another language, is an invaluable skill in our increasingly diverse and globally connected world.
Language learning is a powerful way to exercise the brain. Engaging with another language gives us new metacognitive tools to think about languages as systems, improving overall creativity and problem-solving capabilities.
Big Idea Body:
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use German outside the classroom, which is where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in German, but the language(s) they already know. The attributes gained, such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Language learning is an empowering process that involves risk-taking and fosters resilience and perseverance
The process of acquiring an additional language requires regular commitment, practice, and repetition. It fosters perseverance and supports students to take ownership of their own learning. By doing so, they demonstrate and foster rangatiratanga, which encompasses student agency, leadership, and self-determination.
Students are made aware of the processes of language acquisition and gain some insight into the most helpful strategies for communication. These can include pattern recognition, trial and error, techniques to memorise vocabulary, and effective use of tools like dictionaries, verb conjugators, and digital translators. Students are encouraged to find modes of learning that work best for them and to begin thinking like a linguist.
As students build resilience and continually negotiate situations with emerging communicative competence, they feel safe to take the risk of being misunderstood. This encourages them to reframe 'mistakes' as rich opportunities for learning and development. It gives them the confidence to seek out opportunities to use German outside the classroom, which is where language learning truly flourishes.
Through language learning, students become better equipped to communicate competently and meaningfully not only in German, but the language(s) they already know. The attributes gained, such as resilience, self-determination, a commitment to improvement, and increased problem-solving capabilities, will continually support students in every aspect of their life. It is in this way, that the language learning process empowers the learner throughout their life.
Key Competencies in German
Developing Key Competencies through German
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of German will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to those of German language and culture, and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
Students of German will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, ideas, and opinions, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of, and responses to, communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
Students of German will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the wider world
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of German will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of German will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to it.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Developing Key Competencies through German
Learning languages is inherently about extending the ability to relate to, and interact appropriately with, others in more than one cultural setting through the fine-tuning of linguistic skills. The language learning process itself requires students to manage self, participate, and contribute. Students will be exposed to new ways of thinking about the world and their place in it. They will be encouraged to think about how they can participate in, and contribute to, their communities and the wider world around them.
Thinking
Students of German will:
- deduce rules, recognise patterns, and use their problem-solving abilities to make meaning with an imperfect set of linguistic skills
- evaluate and choose from a range of vocabulary, structures, and communicative strategies to engage with different audiences, sometimes having to think on their feet to improvise and adapt for different contexts and purposes
- explore and reflect on the many ways language, culture, and thinking influence each other
- compare their own language(s), culture(s), and ways of thinking to those of German language and culture, and critically reflect on their assumptions and identities in a way that fosters intercultural competence and global citizenship.
Using language, symbols, and texts
Students of German will:
- develop increased proficiency in using language, symbols, and texts effectively to communicate information, ideas, and opinions, not just in the additional language they are learning, but also in their own language(s)
- recognise how choices of language, symbols, or text work together and affect people’s understanding of, and responses to, communications and how they work together in different languages
- think about the type of language which is appropriate to use in a range of contexts and formats and for different purposes and audiences
- expand their ability to express themselves in increasingly independent and imaginative ways and improvise and adapt in a range of communicative situations.
Relating to others
Students of German will:
- build upon their listening skills, recognise different points of view, negotiate, and share ideas, embracing different cultural practices
- explore how language, culture, and identity are interrelated and thereby develop the ability to relate to people, both from other cultures but also their own, with more empathy and insight
- develop an appreciation of diverse backgrounds, experiences, and perspectives in Aotearoa New Zealand and the wider world
- experience how a curious, open-minded, and respectful engagement with the values and identities of others can lead to valuable insights into their own identity and offer opportunities for self-development.
Managing self
Students of German will:
- be encouraged to take ownership of their own learning process and find ways of learning and practising that work for them
- use their understanding of how language acquisition works, for example, lots of input, lots of output, making mistakes as part of the process, and so on, to actively engage in the practice necessary to make steady progress
- build on their own strengths and address their own identified learning needs, setting and meeting their own learning goals
- be involved in reporting processes
- participate actively and responsibly in group activities.
Participating and contributing
Students of German will:
- be encouraged to take risks, learn from mistakes, and take responsibility for initiating and maintaining communication; through this they will gain confidence to participate and contribute in and outside of the classroom with the skills they have
- mature as local and global citizens by getting to know the worldviews and needs of other people
- recognise the interconnected nature of societies and communities in the world and Aotearoa New Zealand and be encouraged to think of their place in and responsibility to it.
Key Competencies
This section of The New Zealand Curriculum Online offers specific guidance to school leaders and teachers on integrating the Key Competencies into the daily activities of the school and its Teaching and Learning Programmes.
Connections
German sits within, and is connected to all subjects within the Learning Languages Learning Area of The New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
German is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies — shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies — shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History — shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English — shared capabilities include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
Classical Studies — shared exploration and appreciation of myths, legends, and historical accounts relating to European civilisation.
The Arts
Visual Arts — shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance — shared exploration and comparison of different genres and styles of dance across cultures and communities.
Music — shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History — shared topics include exploring art across cultures and communities during different periods, for example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures, for example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health — shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education — shared topics include discussions into popular sports in German culture, key sports personalities, and events.
German sits within, and is connected to all subjects within the Learning Languages Learning Area of The New Zealand Curriculum. Students in Learning Languages are all connected through their exploration of language and culture. Subjects in the Learning Area include:
New Zealand Sign Language (NZSL)
Asian Languages
- Chinese (Mandarin)
- Korean
- Japanese
European Languages
- French
- German
- Spanish
Pacific Languages
- Lea Faka-Tonga
- Te reo Māori Kūki ‘Āirani
- Gagana Sāmoa
- Gagana Tokelau
- Vagahau Niue
German is also connected to subjects outside of the Learning Languages Learning Area. This includes the Learning Areas and subjects of:
Social Sciences
Religious Studies — shared topics include exploration of different systems of thought and belief. Both subjects are multi-disciplinary and allow students to explore and understand issues from a range of perspectives, equipping students to operate globally and develop critical thinking skills.
Geography — shared topics include exploration of regions and significant geographical features. Students also explore the relationship between people, culture, and their environments.
Social Studies — shared topics include research and exploration into values, cultures, and social concerns. Students consider the diversity of identities, cultures, and shared experiences in Aotearoa New Zealand and make connections with the world. Additionally, students learn to understand and be responsive to Aotearoa New Zealand’s diverse cultures and identities. Students will learn to understand, respect, and value different bodies of knowledge.
History — shared competencies include developing insight into the forces that have shaped our world and ourselves. Additional shared topics include studying different cultures, regions, indigenous histories, and languages.
Tourism — shared topics include describing and comparing the social and cultural aspects of tourism.
Media Studies — shared topics and skills include exploring different cultural forms and expressions, and developing analytical thinking alongside communicative skills.
English — shared capabilities include developing productive and receptive skills. English, like language learning, provides excellent training in critical thinking, analytical skills, grammar, and organising and expressing ideas.
Classical Studies — shared exploration and appreciation of myths, legends, and historical accounts relating to European civilisation.
The Arts
Visual Arts — shared topics include exploring visual expressions of creativity. Stories shape our culture and enrich our society, students can explore their ideas and experiment with a wide range of creative mediums.
Dance — shared exploration and comparison of different genres and styles of dance across cultures and communities.
Music — shared exploration of different musical genres and styles across cultures and communities. Through music, students can develop a deeper understanding of themselves and explore different contexts, developing confidence in their ability to express themselves creatively and emotionally.
Art History — shared topics include exploring art across cultures and communities during different periods, for example, different forms of calligraphy across different periods of time. Students can also explore how language and culture shapes art, and vice versa. Both subjects encourage different ways of seeing and provide unique entry points into different worldviews and perspectives.
Health and Physical Education
Food and Nutrition — shared topics include exploration of cultural and staple foods, lifestyles, and celebrations across cultures, for example, exploring the values and beliefs underpinning why people eat what they eat, and practise what they practise in relation to food.
Health — shared topics include discussing the complex interconnections between the physical, mental, emotional, social, and spiritual dimensions of people’s lives.
Physical Education — shared topics include discussions into popular sports in German culture, key sports personalities, and events.
Learning Pathway
Students of German will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to explore their interests and aspirations and understand that who they want to be is just as important as what they want to be.
Engaging in German enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through German will be carried with them throughout life. By developing the ability to engage with people of different languages and worldviews, students can establish connections, both locally and globally. This allows them to bridge cultural gaps and facilitate effective communication. This is a valuable process not only to understand others but to better understand oneself.
In an increasingly globalised world, knowledge of additional languages and cultures is a considerable career advantage. Learners of German will gain the skill set to navigate communication barriers and cultural differences to foster mutual understanding, care, and respect in the workplace.
Additionally, German can support and enrich international career opportunities and life experiences. Learning German will help students to embark on a gap year and live, work, and study within German-speaking countries and communities. This provides students with the valuable opportunity to broaden their horizons, build self-confidence, and learn more about themselves.
Learners of languages will be able to experience the pleasure of accessing the art and literature of another culture at a deeper level. This includes being able to enjoy German films, television, music, and books in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
Students of German will gain experience and knowledge that enriches every aspect of their pathways. Language learning provides a space for students to explore their interests and aspirations and understand that who they want to be is just as important as what they want to be.
Engaging in German enhances students’ cultural awareness and understanding, supporting them to navigate culturally diverse societies like Aotearoa New Zealand. The knowledge of an additional language demonstrates resilience, a commitment to learning, and an openness to understanding different cultures and perspectives.
No matter what students choose to do beyond school, the knowledge and skills developed through German will be carried with them throughout life. By developing the ability to engage with people of different languages and worldviews, students can establish connections, both locally and globally. This allows them to bridge cultural gaps and facilitate effective communication. This is a valuable process not only to understand others but to better understand oneself.
In an increasingly globalised world, knowledge of additional languages and cultures is a considerable career advantage. Learners of German will gain the skill set to navigate communication barriers and cultural differences to foster mutual understanding, care, and respect in the workplace.
Additionally, German can support and enrich international career opportunities and life experiences. Learning German will help students to embark on a gap year and live, work, and study within German-speaking countries and communities. This provides students with the valuable opportunity to broaden their horizons, build self-confidence, and learn more about themselves.
Learners of languages will be able to experience the pleasure of accessing the art and literature of another culture at a deeper level. This includes being able to enjoy German films, television, music, and books in the original language. They will be able to break down language barriers to extend their own social sphere and grow close personal relationships with a wider range of people.
Introduction to Sample Course Outlines
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long German course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
Sample Course Outlines are being produced to help teachers and schools understand the new NCEA Learning Matrix and Achievement Standards. An example of how a year-long German course could be constructed using the new Learning Matrix and Achievement Standards is provided here. This is indicative only and does not mandate any particular context or approach.
Vocabulary List
The vocabulary list supports teachers to understand the language appropriate at Curriculum Level 6 for German. It also contains language related to external assessments in these sections:
- German to English
- English to German
- Categories such as nouns, verbs, and adjectives
- Grammar structures.
Any examples and formulaic expressions provided are suggestions only. The teaching and learning of German and language used for Internal Assessments are not restricted to the expressions or vocabulary contained in this document.
Vocabulary List
The vocabulary list supports teachers to understand the language appropriate at Curriculum Level 6 for German. It also contains language related to external assessments in these sections:
- German to English
- English to German
- Categories such as nouns, verbs, and adjectives
- Grammar structures.
Any examples and formulaic expressions provided are suggestions only. The teaching and learning of German and language used for Internal Assessments are not restricted to the expressions or vocabulary contained in this document.
Assessment Matrix
Conditions of Assessment for internally assessed standards
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision.
These Conditions provide guidelines for assessment against internally assessed Achievement Standards. Guidance is provided on:
- specific requirements for all assessments against this Standard
- appropriate ways of, and conditions for, gathering evidence
- ensuring that evidence is authentic.
Assessors must be familiar with guidance on assessment practice in learning centres, including enforcing timeframes and deadlines. The NZQA website offers resources that would be useful to read in conjunction with these Conditions of Assessment.
The learning centre’s Assessment Policy and Conditions of Assessment must be consistent with NZQA’s Assessment Rules for Schools with Consent to Assess. This link includes guidance for managing internal moderation and the collection of evidence.
Gathering Evidence
Internal assessment provides considerable flexibility in the collection of evidence. Evidence can be collected in different ways to suit a range of teaching and learning styles, and a range of contexts of teaching and learning. Care needs to be taken to allow students opportunities to present their best evidence against the Standard that are free from unnecessary constraints.
It is recommended that the design of assessment reflects and reinforces the ways students have been learning.
Effective assessment should suit the nature of the learning being assessed, provide opportunities to meet the diverse needs of all students, and be valid and fair.
Ensuring Authenticity of Evidence
Authenticity of student evidence needs to be assured regardless of the method of collecting evidence. This must be in line with the learning centre’s policy and NZQA’s Assessment Rules for Schools with Consent to Assess.
Ensure that the student’s evidence is individually identifiable and represents the student’s own work. This includes evidence submitted as part of a group assessment and evidence produced outside of class time or assessor supervision.
Submissions should consist of a minimum of two interactions. The interactions must take place in real time and show that the student can use spoken German to respond to new information, ideas, and opinions.
Students may work in pairs or a group of more than two people. If students are working in a group, it is essential that each student contributes enough appropriate language to meet this Standard. Assessors may assist students in selecting suitable partner(s).
The overall individual contribution of each student over both interactions should be 2-3 minutes.
The interactions submitted as evidence must:
- be a single video recording without any edits
- be clearly audible and allow for each student to be identified clearly.
Students may not:
- practise the exact task with their partner(s) prior to the assessment. Rote-learned exchanges or scripted role plays will not meet the requirements of this Achievement Standard
- be provided with any scaffolding, instruction, teaching, or other forms of guidance during the assessment
- use notes, language learning resources, or dictionaries during the assessment.
Students may:
- practise the language, including formulaic expressions, on the topic or objective being taught.
Assessors may provide general feedback to students after the first interaction event. Prior to providing feedback, assessors must refer to the feedback guidance provided in the Assessment Activity under ‘Teacher Guidance’. The feedback provided must not interfere with the authenticity requirements for evidence.
Submissions should consist of one project. The submission may be in written German, spoken German, or a combination of both.
If a combination of both is chosen, the spoken and written language content must be complementary to each other. Students should not only be reading out what has been written.
A rote-learned presentation of pre-existing phrases will not be sufficient to meet the requirements of the standard.
The total amount of evidence should be:
- a minimum of 300 words of written evidence, or
- approximately 1.5 minutes of spoken evidence, or
- an equivalent combination of both.
Assessor involvement during the assessment event is limited to providing students with feedback on the technical aspects of their work only. For example, formatting, design, or audio, visual and image quality. Assessors must not provide feedback on student language be it written or spoken.
Assessors must ensure that students are only assessed based on the quality of language.
Students may not:
- copy whole sentences or passages from any source without significant modification
- use online or digital translators of any kind
- have anyone else point out errors, edit, or correct their work before handing it in for assessment.
Students may:
- submit evidence which involves one or more other people, but students are assessed individually.
Where a collaborative approach to collecting evidence is used, assessors must ensure that each student has met the requirements of the Standard individually.