CCEA Level 1/Level 2 GCSE in German

Culture, customs, festivals and celebrations (for example Easter, Christmas, birthdays, cultural activities and events, national holidays, celebrations and cuisine)

Free time, leisure and daily routine (for example sports, hobbies, cinema, TV, music, dance, fashion, eating out, shopping, at home, at school and at the weekend)

Myself, my family, relationships and choices (for example family and friends)

Social media and new technology (for example online communications, computers, tablets and smartphones)

Community involvement (for example charity and voluntary work)

My local area and the wider environment (for example home, neighbourhood, town or city, places to visit, region and country)

Social and global issues (for example health, lifestyle, anti-social behaviour, caring for others and caring for the environment)

Travel and tourism (for example holidays, destinations, transport, tourist information, weather, directions, accommodation, activities, shopping and eating out)

Extra-curricular activities (for example clubs, societies, events, trips and visits)

Future plans and career (for example post-16 education, further studies, employment, aspirations and choices)

My studies and school life (for example school subjects, uniform, timetable, rules and regulations)

Part-time jobs and money management (for example evening work, weekend work and work experience)

Adjectival endings after etwas, nichts, viel, wenig, alles (R)

Adjectival endings: predicative and attributive usage

Comparative and superlative, including common irregular forms

Demonstrative

Demonstrative and possessive adjectives

Interrogative

Possessive

Singular and plural

Used after definite and indefinite articles

Adverbs of time and place

Common adverbial phrases

Comparative and superlative, including common irregular forms

Interrogative

Quantifiers and intensifiers

Definite and indefinite

Kein

Main clause word order

Subordinate clauses, including relative clauses

Co-ordinating (most common)

Subordinating (most common)

Adjectives used as nouns

Gender

Singular and plural forms, including genitive singular and dative plural

Weak nouns: nominative and accusative singular (R)

Including use of seit with present tense

Fixed case and dual case with accusative and/or dative

With genitive (R)

Indefinite

Interrogative

Interrogative (R)

Personal, including man

Reflexive: accusative

Reflexive: dative (R)

Relative: nominative

Relative: other cases (R) and use of was (R)

Future

Imperative forms

Imperfect/simple past: haben, sein and modals

Imperfect/simple past: other common verbs (R)

Perfect: excluding modals

Pluperfect (R)

Present

nominative, accusative, genitive, dative

Impersonal (most common only)

Infinitive constructions (R)

Interrogative forms

Modal: present and imperfect tenses, imperfect subjunctive of mögen

Mode of address (R)

Modes of address

Negative forms

Reflexive

Regular and irregular verbs

Separable/inseparable

Adjectival endings after etwas, nichts, viel, wenig, alles

Co-ordinating and subordinating

Weak nouns

With genitive (most common)

Interrogative: accusative and dative cases (wen, wem)

Reflexive: dative

Relative: all cases, and use of was

Conditional: würde with infinitive

Future

Imperfect subjunctive in conditional clauses

Imperfect/simple past: common verbs

Pluperfect

Use of seit with imperfect tense

Impersonal

Infinitive constructions

Modal: imperfect subjunctive of können, sollen

Mode of address

Verbs with zu

communicate and interact effectively in speech (Speaking);

communicate in writing (Writing).

Foundation Tier students should be able to complete tasks within the limits of the structures and vocabulary specified in Appendices 2 and 4. Tasks mainly come from predictable contexts and mainly use familiar language; however, students can expect to encounter some unfamiliar vocabulary in familiar contexts.

Higher Tier students are required to complete tasks within the limits of the structures specified in Appendix 4 in a more developed and accurate manner, using more varied and complex language. They should be able to deal with unfamiliar language.

understand and respond to different types of spoken language (Listening);

understand and respond to different types of written language (Reading); and

deduce meaning from a variety of spoken texts; and

demonstrate understanding of different types of spoken language;

follow and understand clear speech that uses familiar language;

identify the overall message, key points, details and opinions in a variety of spoken passages;

recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by answering questions, extracting information, evaluating and drawing conclusions.

communicate and interact effectively in speech for a variety of purposes;

express information and narrate events coherently and confidently, using and adapting language for new purposes;

make appropriate and accurate use of a variety of vocabulary and grammatical structures;

make creative use of the language, as appropriate, to express and justify their own thoughts and points of view; and

speak spontaneously, responding to questions, points of view or situations and sustaining communication, as appropriate;

take part in short conversations, asking and answering questions, exchanging opinions and producing extended sequences of speech;

use accurate pronunciation and intonation that would be understood by a native speaker.

deduce meaning from a variety of written texts (from a range of specified contexts including short narratives, authentic material and unfamiliar material);

demonstrate understanding by scanning for particular information, organising and presenting relevant details, drawing conclusions in context and recognising implicit meaning where appropriate; and

demonstrate understanding of details within texts using high frequency familiar language;

identify the overall message, key points, details and opinions in a variety of written passages;

recognise and respond to key information, important themes and ideas in extended written text and authentic sources;

translate sentences from German into English.

understand and respond to different types of written language;

communicate in writing for a variety of purposes;

make accurate use of a variety of vocabulary and grammatical structures;

make independent and creative use of the language to identify key points, express and justify their thoughts and points of view.

manipulate the language, using and adapting a variety of structures and vocabulary with accuracy and fluency for new purposes (including using appropriate style and register); and

produce clear and coherent extended text to present facts and express ideas and opinions for different purposes and in different settings;

translate sentences from English into German to convey key messages accurately and to apply knowledge of language and grammatical structures in context;

write words, phrases and short texts, using lists and simple sentences in familiar language to convey meaning and exchange information;