MINISTRY OF EDUCATION - NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC) GERMAN FOREIGN LANGUAGE SYLLABUS HIGHER LEVEL SYLLABUS CODE: 8317 GRADES 11 - NIED
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Republic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
GERMAN FOREIGN LANGUAGE SYLLABUS
HIGHER LEVEL
SYLLABUS CODE: 8317
GRADES 11 - 12
2010
DEVELOPED IN COLLABORATION WITH
UNIVERSITY OF CAMBRIDGE INTERNATIONAL EXAMINATIONSRepublic of Namibia
MINISTRY OF EDUCATION
NAMIBIA SENIOR SECONDARY CERTIFICATE (NSSC)
GERMAN FOREIGN LANGUAGE SYLLABUS
HIGHER LEVEL
This syllabus replaces previous NSSC
syllabuses and will be implemented in
2010 in Grade 11Ministry of Education National Institute for Educational Development (NIED) Private Bag 2034 Okahandja Namibia © Copyright NIED, Ministry of Education, 2009 NSSCH German Foreign Language Syllabus Gr 11 - 12 ISBN: 99916-69-55-8 Printed by NIED Publication date: December 2009
Table of Contents
1. Introduction .................................................................................................................................................. 1
2. Rationale ....................................................................................................................................................... 2
3. Aims ............................................................................................................................................................. 2
4. Overview of Learning Content ..................................................................................................................... 3
5. Learning Content .......................................................................................................................................... 4
5.1 Listening and Responding in Speech and Writing............................................................................ 4
5.2 Reading and Responding in Speech and Writing ............................................................................. 7
5.3 Forms of Productive Writing ............................................................................................................. 8
5.4 Grammar and Usage .......................................................................................................................... 8
5.5 Understanding Literature ................................................................................................................... 9
6. Assessment ..................................................................................................................................................11
6.1 Assessment Objectives .....................................................................................................................11
6.2 Scheme of Assessment and Weighting of Papers .............................................................................12
6.3 Description of Papers........................................................................................................................12
6.4 Specification Grid .............................................................................................................................14
7. Grade Descriptions ......................................................................................................................................15
Addendum A: Topic List ....................................................................................................................................19
Addendum B: List of Grammar and Structures .................................................................................................20
Addendum C: Teachers’ Notes on Speaking Test .............................................................................................33
Addendum D: Marking Grid for Written Work (Paper 1, Sections 2, 3 and 4) ................................................37
Addendum E: Marking Grid for Literature Paper ..............................................................................................38
Addendum F1: Marking Grid for Speaking Test: Reading Text and Conversation (Task 1) ............................40
Addendum F2: Marking Grid for Speaking Test: Topic Conversation (Task 2) ...............................................411. INTRODUCTION
The Namibia Senior Secondary Certificate (NSSC) is designed as a two-year course
following on the successful completion of the Junior Secondary Certificate. The syllabus is
designed to meet the requirements of the National Curriculum for Basic Education and has been
approved by the National Examination, Assessment and Certification Board (NEACB). The
Namibia Senior Secondary Certificate Ordinary Level (NSSCO) and the Namibia Senior
Secondary Certificate Higher Level (NSSCH) share many common aims and assessment
objectives, but the examination represents a significant extension in breadth and depth of the
programme for NSSCH. The increased demands of the NSSCH are found in the range of
Learning Content, in the increased level of text difficulty, in the style and demands of the
written tasks, in the study of literature and in the demands placed by the assessment criteria.
The main sections of the syllabus are:
• Aims
• Learning Content
• Assessment
• Grade Descriptions
The National Curriculum Guidelines, applicable at the stage of Senior Secondary Education
(Grades 11 and 12) and at equivalent stages of non-formal education, as a part of life-long
learning, recognise the uniqueness of the learner and adhere to the philosophy of learner-centred
education.
The Namibia National Curriculum Guidelines aim to:
• recognise that learning involves the development of values and attitudes as well as
knowledge and skills;
• promote self-awareness and an understanding of the attitudes, values and beliefs of others in
a multilingual and multicultural society;
• encourage respect for human rights and freedom of speech;
• provide insight and understanding of crucial global issues in a rapidly changing world
which affect quality of life: the AIDS pandemic; global warming; environmental
degradation; maldistribution of wealth; expanding and increasing conflicts; the
technological explosion and increased connectivity;
• recognise that as information in its various forms becomes more accessible learners need to
develop higher cognitive skills of analysis, interpretation and evaluation to use the
information effectively;
• challenge and motivate learners to reach their full potential and to contribute positively to
the environment, economy and society.
Thus the Namibian National syllabi should provide opportunities for developing essential/key
skills across the various fields of study. Such skills cannot be developed in isolation and they
may differ from context to context according to the field of study. Language contributes
directly to the development of the seven key skills marked *.
• Communication Skills *
• Numeric Skills
• Information Skills*
• Problem-solving Skills*
• Critical and Creative Thinking Skills*
• Self-management and Competitive Skills*
• Social and Co-operative Skills*
• Physical Skills
• Work and Study Skills*
NSSCH German Foreign Language Syllabus NIED 2009 12. RATIONALE
There are convincing reasons why German should be taught as a foreign language in Namibia.
These may be summarised as follows:
• the significant position of German in the history of Namibia, a linguistic and cultural link
which retains its relevance and importance in contemporary Namibia;
• the ongoing contribution to the culture of Namibia made by German speaking Namibians;
• the educational opportunity for learners to acquire a foreign language as well as the
languages of their own multicultural society;
• the importance of German in the country's economy, especially in the areas of tourism and
business;
• the pressures of globalisation, which place demands on all nations to maintain and extend
the range of foreign languages taught in schools.
3. AIMS
The aims of the syllabus are the same for all learners. They are set out below and describe the
educational purpose of a course in German Foreign Language for the NSSCH examination.
They are not listed in order of priority.
The aims are to:
• develop the ability to use German effectively, accurately and appropriately for the purpose
of practical communication in speech and writing within Namibia and all the countries
where German is spoken;
• enable learners to understand and respond appropriately to what they hear, read and
experience in German;
• enable learners to read and enjoy a variety of German texts;
• develop a fuller awareness of the nature of language and language learning;
• offer insights into the culture of the countries and societies where German is spoken;
• encourage positive attitudes towards foreign language learning and towards speakers of
foreign languages and a sympathetic approach to other cultures;
• complement other areas of study by encouraging skills of a more general application (e.g.
analysing, memorising, drawing of inferences).
NSSCH German Foreign Language Syllabus NIED 2009 24. OVERVIEW OF LEARNING CONTENT
4.1 GENERAL
The Learning Content is the same for all learners. There is a very close link between
the learning content and the content of the examination papers. However, they are not
identical. There are many desirable classroom activities which cannot feature in an
examination. The summary of learning content in Section 5 should be read with this
distinction in mind and with reference to the Assessment Objectives (Section 6.1) and
the Description of Examination papers (Section 6.3).
4.2 AIMS OF THE LEARNING CONTENT
As a result of communicative approaches to language learning, language skills are
taught in an integrated way, just as we learn and use language in real life. Therefore,
the aims of the four skills, Listening, Speaking, Reading and Writing are integrated in
aims 1 and 2 as shown below. In addition aim 3 relates to forms of productive writing
which do not necessarily require an oral or visual stimulus.
The aims are to:
1) understand and respond, in speech and in writing, to spoken language;
2) understand and respond, in speech and in writing, to written language;
3) produce a range of different written text types;
4) show knowledge of a range and variety of vocabulary and apply accurately the
grammar of German;
5) demonstrate knowledge and understanding of aspects of German literature;
6) demonstrate knowledge and understanding of aspects of the societies where
German is spoken within the range of topics listed in Addendum A.
4.3 TEXTBOOKS AND RESOURCES
A variety of texts should be used in class. The Textbook Catalogue published annually
by NIED is a viable source of approved titles to choose from. Schools may also use
textbooks previously listed in the Textbook Catalogue but which do not appear
anymore. Examples of other viable sources teachers may wish to use are newspapers,
magazines, listening cassettes, dictionaries, encyclopaedia and the Internet.
The prescribed texts that will be examined in a specific year will be announced in a
circular and will also appear in the Textbook Catalogue published by NIED.
NSSCH German Foreign Language Syllabus NIED 2009 35. LEARNING CONTENT
The following section of Learning Content should be read in conjunction with the specimen papers. The Defined Content booklet prepared for the
NSSCO may serve as a guide for teachers to assist in the planning of schemes of work for the NSSCH, but it should be kept in mind that much more
will be expected of learners taking the Higher Level. The booklet contains:
• A minimum core vocabulary list.
• A basic list of Grammar and Structures.
An expanded list has been included as Addendum B to this syllabus.
The Learning Content follows on from the Learning Aims set out in 4.2 above, as follows:
Aims Learning Content - Skills
Aim 1 5.1 Listening and responding in speech and writing
Aim 2 5.2 Reading and responding in speech and writing
Aim 3 5.3 Forms of productive writing
Aim 4 5.4 Grammar and usage
Aim 5 5.5 Literature
Aim 6 No detailed recommendations are made, but the Topic List (Addendum A) can be used as a general resource.
SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.1 LISTENING AND 1. listen to and understand a range of texts • demonstrate that they can distinguish between the different sounds
RESPONDING IN of German and relate these to meaningful information
SPEECH AND • identify the type of conversation they have heard, e.g. greeting,
WRITING instruction or discussion
• understand spoken language which involves one or more speakers
on any suitable topic
• give an oral report of what they have heard
2. understand a speaker who has an acceptable • demonstrate understanding of the meaning of spoken information
command of the language in context
• extract specific detail in short announcements, narratives,
descriptions, interviews, dialogues, instructions
3. listen to and understand instructions • respond to oral information
• follow directions
• identify keywords in instructions
• demonstrate understanding of oral instructions
NSSCH German Foreign Language Syllabus NIED 2009 4SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.1 LISTENING AND 4. summarise materials they have heard • extract main points from materials they have heard
RESPONDING IN • use materials to give oral reports and take part in discussions
SPEECH AND • use materials and information they have heard to write summaries
WRITING
(continued)
5. understand intention, emotion and attitude • distinguish intention, emotion and attitude, as appropriate in
materials they have heard
• interpret intonation and stress
6. recognise significant variations in register • respond appropriately to levels of formality
• recognise situations
• recognise relationships between speakers
7. communicate orally in social interactions with • speak clearly and confidently in response to other speakers, and
people of different ages and status actively seeking to take the initiative where appropriate
• greet and give appropriate responses
• take leave of people
• introduce someone and be introduced at various levels of formality
• initiate, sustain and close conversations
• pay and respond to compliments
• apologise
• offer congratulations
• make or cancel arrangements
• demonstrate understanding and be able to communicate ideas and
information
• respond to communicative input in an understandable manner with
proper pronunciation, intonation and fluency
• express themselves fluently with proper pronunciation and
intonation
NSSCH German Foreign Language Syllabus NIED 2009 5SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.1 LISTENING AND 8. use language to request or pass on information and • invite and accept/refuse invitations
RESPONDING IN to accomplish appropriate communication • demonstrate competence in adapting style to audience, context and
SPEECH AND genre, and using a wider range of language
WRITING • ask for information or provide information upon request
(continued) • ask for and give directions
• place orders or ask for specific services, e.g. in a shop, restaurant
• ask for permission
• convey information about time, quantities, measurements,
directions and areas
• relay autobiographical information about oneself, family and
home, hobbies and interests, future hopes and plans
• describe Namibia and how festive days are celebrated
• ask for information about a foreign country, e.g. concerning
school, family life and how festive days are celebrated
• respond to questions asked about a visual stimulus
• make a presentation on a topic chosen from the Topic List
9. use the language to express and establish attitudes • express approval or disapproval
• express pleasure, disappointment, anxiety
• disagree politely
• present or challenge a point of view or opinion
• express and settle uncertainty
• express boredom, fear, indifference
• express surprise, regret
• express thoughts, feelings and opinions in order to interest, inform
or convince
10. use the language to establish and describe • evaluate, appreciate, classify, choose, oppose, link, give
relationships within realistic situations alternatives, compare an object/a person
• present a succession of events, facts
• explain goals, causes, consequences, conditions
• express possession, possibilities, probabilities, habits (past and
present)
NSSCH German Foreign Language Syllabus NIED 2009 6SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.1 LISTENING AND 11. participate in group discussions and collaborative • respond to unprepared questions in general conversation on
RESPONDING IN activities appropriate topics of interest
SPEECH AND • perform role-playing tasks which involve both taking the initiative
WRITING and responding to questions, with both strangers and friends
(continued) • express themselves on the basis of a stimulus in German such as
brochures, leaflets, plans
• report, express opinions and respond to questions on a topic of
their own choice
5.2 READING AND 1. read and understand different types of selected texts • demonstrate understanding of words and sentences within one or
RESPONDING IN more short printed texts on any suitable topic, including notices,
SPEECH AND narratives, descriptions, interviews, signs, by making use of
WRITING authentic language material, by way of answering questions and by
responding to instructions
• demonstrate understanding of the meaning and the communicative
intention of written language
• follow and carry out written instructions
• use and understand words and sentences within a short text on any
suitable topic, narratives, descriptions, interviews, dialogues,
instructions and signs by making use of authentic language
material
• show a global understanding of extended texts
• provide information, expressing a point of view, reacting to written
texts
• produce a piece of written work, such as a report or article, using a
visual stimulus or text
2. read with varying speed using a range of reading • demonstrate the basic skills of skimming
strategies • demonstrate the use of reference texts
• extract relevant specific information from such texts as brochures,
guides, letters and forms of imaginative writing considered likely
to be within the experience of and reflecting the interests of young
people
• scan for particular information, organise the relevant information
and present it in a given format
• read aloud with proper pronunciation and intonation
NSSCH German Foreign Language Syllabus NIED 2009 7SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.2 READING AND 3. understand the literal meaning of a text • work out the meaning of unfamiliar words
RESPONDING IN • deduce and interpret information
SPEECH AND • follow directions
WRITING • respond to information received in written language
(continued) 4. summarise materials they have read • extract main points from materials they have read
• use materials and information they have read to write summaries
5. use reading skills to complete a gapped text • demonstrate understanding of the text as a whole
• fill gaps with appropriate structural and lexical items
5.3 FORMS OF 1. produce well organised and coherent pieces of • demonstrate the ability to produce different text types. Such text
PRODUCTIVE writing types can range from single words to full sentences, and include:
WRITING - short notices or messages
- postcards
- invitations
- advertisements
- instructions
- short informal letters
- requests
- electronic mail
- posters
- reports
- imaginative essays
- descriptive essays
- argumentative essays
• demonstrate the ability to transfer information from one format to
another
5.4 GRAMMAR AND 1. use linguistic tools for the promotion of • use the aspects of grammar and the structures listed in Addendum
USAGE comprehension and correctness of language B effectively
NSSCH German Foreign Language Syllabus NIED 2009 8SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.5 UNDERSTANDING 1. acquire knowledge and understanding of different • recall and narrate events in texts studied
LITERATURE genres: • identify and interpret themes
- Prose • explain literal and implicit meanings in texts and context of
- Drama meanings
- Poetry • select details relevant to tasks set and use quotations appropriately
• understand intentions of writer
2. critique and review texts • distinguish different points of view
• detect and explore themes, motive (cause and effect), imagery and
symbolism in texts studied
• provide analyses of plots, characters, etc.
• identify and explore how language, structure and form contribute
to the meaning of texts
• identify appropriate literary language in their critical analysis of
texts studied:
- imagery
- irony
- sarcasm
- satire
- humour/wit
• identify relationships between characters and plot as well as
among the characters themselves
• identify figures of speech as they appear in texts:
- personification
- simile
- metaphor
- alliteration
- assonance
• identify and explore the following aspects of drama:
- dialogue and monologue
- conflict
- imagery
- scenes and acts
NSSCH German Foreign Language Syllabus NIED 2009 9SKILLS OBJECTIVES COMPETENCIES
Learners will: Learners should be able to:
5.5 UNDERSTANDING 2. critique and review texts (continued) • identify emotive language:
LITERATURE - propaganda
(continued) - sensation
- sentiment
3. form and develop own ideas and opinions on • interpret and draw inferences from texts studied
aspects of the different genres • communicate an informal personal response to texts studied
• discuss relationships in texts studied
• articulate and discuss their own assumptions, feelings and
attitudes
• compare and contrast themes, characters and other aspects
• evaluate the applicability of themes to real-life situations
NSSCH German Foreign Language Syllabus NIED 2009 106. ASSESSMENT
The relationship between the assessment objectives and the examination papers is set out in the
specification grid on page 15.
6.1 ASSESSMENT OBJECTIVES
Listening and Responding in speech
Learners should be able to:
LR1 Participate in an extended discussion/conversation
LR2 Structure oral response so that the process of thought is made clear to the
listener
LR3 Respond to questions by expressing thoughts, feelings, opinions
Reading and Responding in speech and writing
Learners should be able to:
RR1 Read aloud a prepared text when asked to do so by the listener, demonstrating
an appropriate level of pronunciation and intonation
RR2 Research and prepare a topic of their own choice and deliver it orally
RR3 Understand and communicate in writing ideas, arguments and information
RR4 Select material from texts and evaluate it in relationship to the demands of the
question asked
RR5 Respond in writing to questions concerning ideas and attitudes
RR6 Appreciate shades of meaning in a text and recognise the writer’s intentions
RR7 Summarize in writing the content of a text
Productive Writing
Learners should be able to:
W1 Write an extended essay arguing a case or developing a theme creatively
W2 Express thoughts, feelings and opinions using a range of language
W3 Structure written work so that the process of thought is made clear to the
listener
Grammar and Usage
Learners should be able to:
GU1 Spell and punctuate
GU2 Demonstrate control of vocabulary, syntax and grammar
GU3 Demonstrate competence in manipulating language
Understanding Literature
Learners should be able to:
L1 Demonstrate an understanding of a literary text
L2 Recognise how writers use language to achieve effect
L3 Demonstrate an understanding of literary aspects
L4 Discuss the use of language in texts by commenting on the use of imagery, wit
and irony
L5 Use a range of language appropriate to subject matter
L6 Discuss and convey an informed personal response
NSSCH German Foreign Language Syllabus NIED 2009 116.2 SCHEME OF ASSESSMENT AND WEIGHTING OF PAPERS
Paper Component Time Marks Weighting
1 Reading and Writing 2½ hours 100 50%
2 Literature 1 hour 25 x 2 = 50 25%
3 Speaking ± 15 min. 50 25%
TOTAL: 200 100%
6.3 DESCRIPTION OF PAPERS
6.3.1 Paper 1: Reading and Writing
Paper Type of Questions Marks
Paper 1 Section 1: Reading Comprehension
Reading Learners will be asked to answer questions on two passages of prose. Questions
and will be set to test general and specific comprehension and will also require learners
Writing to identify attitudes, emotions and ideas, the main points or themes, and to draw
(2½ hours) conclusions and make inferences.
1.1 Multiple-choice, as well as short answer questions [15]
1.2 Comprehension requiring responses in phrases and short answers which may [20]
gain up to 4 marks
TOTAL: [35]
Section 2: Directed Writing
A directed writing task in response to a short stimulus on which learners will be
required to write a letter, report or article of 100-120 words. 10 Marks are
awarded for content and 10 for language use. A letter, for example to the editor of
a newspaper, must be formally correct in its presentation.
TOTAL: [20]
Section 3: Summary
Learners will read a text of 150-180 words of which they will be required to write a
summary of 60-80 words. Learners are expected to communicate as accurately as
possible and use their own words. 5 Marks are awarded for content and 5 marks
for the quality and correctness of the written language.
TOTAL: [10]
Section 4: Composition
Learners will be given a choice of two titles (argumentative, informative,
descriptive) and required to produce one piece of writing of 180-200 words in the
form of free composition in which they should make use of a wide variety of idiom,
vocabulary, structure and appropriate tense and register. 15 Marks are awarded for
content and 10 for language use.
TOTAL: [25]
Section 5: Usage
Learners will be asked to complete a multiple-choice cloze text with 20 gaps
testing vocabulary and grammar. Three alternatives will be provided for each gap
from which they will have to choose the correct answer. 20÷2
TOTAL: [10]
TOTAL FOR PAPER 1: 100
* The mark schemes in Addendum D should be used to mark Sections 2, 3 and 4 of this paper.
NSSCH German Foreign Language Syllabus NIED 2009 126.3.2 Paper 2: Literature
Paper Type of Questions Marks
Paper 2 Learners will be asked to answer one contextual question chosen from the
Literature questions set on three set texts. The three set texts will cover prose, drama and
(1 hour) poetry. 20 Marks will be awarded for content and 5 marks for quality and
correctness of language.
Length of answer: not more than 4 pages in total. 25 x 2
TOTAL FOR PAPER 2: [50]
6.3.3 Paper 3: Speaking
Paper Type of Questions Marks
Paper 3 The speaking test lasts 15 minutes and will be preceded by 15 minutes preparation
Speaking time. During the preparation time learners will prepare a text of not more than 250
(± 15 words. They will be required to read part of this text to assess pronunciation and
min.) intonation. The whole text will be drawn on for the purposes of discussion. While
preparing the reading text the learners will be allowed to make notes and consult a
dictionary which will be provided. Paper for the notes will be provided by the
school. Learners must write their name on the paper and hand it in to the examiner
when the test is completed.
The sequence of the test is as follows:
1. Short warm-up session (1-2 minutes) of personal questions (no marks
awarded for this section)
2.1 Reading aloud a section of the prepared text (1-2 minutes) [5]
2.2 Questions and more extended discussion on the reading text (5 minutes) [20]
3.1 Presentation of prepared topic (2 minutes) [10]
3.2 Discussion of topic (5 minutes) [15]
While preparing the reading text, learners will be allowed to make notes and
consult a dictionary which will be provided.
TOTAL FOR PAPER 3: [50]
* Detailed information on the Speaking Test has been included in the Teachers’ Notes (Addendum C).
The marking grids to be used are provided in Addendum F.
NSSCH German Foreign Language Syllabus NIED 2009 136.4 SPECIFICATION GRID
Paper 1 Paper 2 Paper 3
LR1 √
LR2 √
LR3 √
RR1 √
RR2 √
RR3 √ √
RR4 √
RR5 √
RR6 √ √
RR7 √
PW1 √ √
PW2 √ √
PW3 √ √
GU1 √ √
GU2 √ √ √
GU3 √ √ √
L1 √
L2 √
L3 √
L4 √
L5 √
L6 √
NSSCH German Foreign Language Syllabus NIED 2009 147. GRADE DESCRIPTIONS
Grade descriptions are provided to give a general understanding of the standards of achievement
likely to have been shown by learners awarded particular grades. The descriptions must be
interpreted in relation to the Learning Outcomes and Assessment Objectives set out in Section 4
of this syllabus, bearing in mind that learners are offering the subject at Foreign Language level.
The grade descriptions do not refer to performance on individual components of the
examination. The final grade awarded is based on overall performance in all examination
components. Shortcomings in some parts of the examination may be balanced by better
performance in others and the grade description provides the best fit.
Grade 1
Listening and responding in speech
A Grade 1 learner will be expected to:
• Participate fully in an extended conversation, being prepared to take the initiative when
offered the chance to do so
• Provide a clear structure to an oral topic so that the process of thought is made clear to the
examiner
• Respond fully to questions by expressing thoughts, feelings and opinions
Reading and responding in speech and writing
A Grade 1 learner will be expected to:
• Read a text aloud demonstrating an excellent level of pronunciation and intonation
• Show evidence of detailed research and careful preparation in delivering an oral topic
• Communicate, in writing, an extensive range of ideas, arguments and information
• Select material from texts and fully evaluate it in relation to the demands of the question
• Respond fully in writing to questions about ideas and attitudes
• Show a high level of appreciation of shades of meaning and writers’ intentions
• Provide a summary of a written text which contains all significant points made by the
original
Productive Writing
A Grade 1 learner will be expected to:
• Write an extended essay showing an excellent ability to argue a case or develop a theme
creatively
• Express a range of thoughts, feelings and opinions using an extended range of language
• Structure work with great clarity so that processes of thought are made clear to the reader
Grammar and Usage
A Grade 1 learner will be expected to:
• Produce written work where spelling and punctuation is almost entirely free of error.
• Demonstrate excellent control of vocabulary, syntax and grammar.
• Manipulate language without difficulty.
Understanding Literature
A Grade 1 learner will be expected to:
• Demonstrate a very detailed understanding of the text studied
• Show a high level of recognition of the way writers use language to gain effect
• Demonstrate a extensive understanding of literary aspects
• Show an outstanding ability to discuss the use of language in texts in terms of imagery, wit
and irony
• Use an extensive range of language appropriate to subject matter
• Discuss in depth and convey a very well informed personal response
NSSCH German Foreign Language Syllabus NIED 2009 15Grade 2
Listening and responding in speech
A Grade 2 learner will be expected to:
• Participate satisfactorily in an extended conversation, but only occasionally prepared to take
the initiative
• Provide some evidence of structure to an oral topic so that the process of thought is made
clear to the examiner
• Respond satisfactorily to questions by expressing thoughts, feelings and opinions
Reading and responding in speech and writing
A Grade 2 learner will be expected to:
• Read a text aloud demonstrating a good level of pronunciation and intonation
• Show evidence of useful research and preparation in delivering an oral topic
• Communicate, in writing, a good range of ideas, arguments and information
• Select material from texts offer some evaluation of it in relation to the demands of the
question
• Respond satisfactorily in writing to questions about ideas and attitudes
• Show a satisfactory level of appreciation of shades of meaning and writers’ intentions
• Provide a summary of a written text which contains most significant points made by the
original
Productive Writing
A Grade 2 learner will be expected to:
• Write an extended essay showing a good ability to argue a case or develop a theme
creatively
• Express a range of thoughts, feelings and opinions using a good range of language
• Structure work with sufficient clarity to make processes of thought clear to the reader
Grammar and Usage
A Grade 2 learner will be expected to:
• Produce written work where spelling and punctuation is free of major error
• Demonstrate good control of vocabulary, syntax and grammar
• Manipulate language satisfactorily
Understanding Literature
A Grade 2 learner will be expected to:
• Demonstrate a reasonably detailed understanding of the text studied
• Show a fair level of recognition of the way writers use language to gain effect
• Demonstrate a fair understanding of literary aspects
• Show an ability to discuss the use of language in texts in terms of imagery, wit and irony
• Use a satisfactory range of language appropriate to subject matter
• Discuss in some depth and convey an informed personal response
NSSCH German Foreign Language Syllabus NIED 2009 16Grade 3
Listening and responding in speech
A Grade 3 learner will be expected to:
• Participate to some extent in an extended conversation
• Provide some limited evidence of structure to an oral topic so that the process of thought is
made clear to the examiner
• Respond satisfactorily to questions by expressing thoughts and some opinions
Reading and responding in speech and writing
A Grade 3 learner will be expected to:
• Read a text aloud demonstrating a fair level of pronunciation and intonation
• Show evidence of some research and preparation in delivering an oral topic
• Communicate, in writing, a fair range of ideas, arguments and information
• Select material from texts offer limited evaluation of it in relation to the demands of the
question
• Respond to a limited extent in writing to questions about ideas and attitudes
• Show a fair level of appreciation of shades of meaning and writers’ intentions
• Provide a summary of a written text which contains some significant points made by the
original
Productive Writing
A Grade 3 learner will be expected to:
• Write an extended essay showing a fair ability to argue a case or develop a theme creatively
• Express a limited range of thoughts and opinions using a fair range of language
• Structure work with sufficient clarity to make processes of thought reasonably clear to the
reader
Grammar and Usage
A Grade 3 learner will be expected to:
• Produce written work where spelling and punctuation show significant errors
• Demonstrate fair control of vocabulary, syntax and grammar.
• Manipulate language with some difficulty.
Understanding Literature
A Grade 3 learner will be expected to:
• Demonstrate some understanding of the text studied
• Show some level of recognition of the way writers use language to gain effect
• Demonstrate some understanding of literary aspects
• Show some ability to discuss the use of language in texts in terms of imagery, wit and irony
• Use some language appropriate to subject matter
• Discuss and convey a personal response
NSSCH German Foreign Language Syllabus NIED 2009 17Grade 4
Listening and responding in speech
A Grade 4 learner will be expected to:
• Participate to a limited extent in an extended conversation
• Provide very limited evidence of structure to an oral topic so that the process of thought is
made clear to the examiner
• Respond satisfactorily to questions
Reading and responding in speech and writing
A Grade 4 learner will be expected to:
• Read a text aloud demonstrating an acceptable level of pronunciation and intonation
• Show limited evidence of research and preparation in delivering an oral topic
• Communicate, in writing, limited ideas, arguments and information
• Select material from texts offer very limited evaluation of it in relation to the demands of
the question
• Respond to a very limited extent in writing to questions about ideas and attitudes
• Show limited level of appreciation of shades of meaning and writers’ intentions
• Provide a summary of a written text which contains a limited number of significant points
made by the original
Productive Writing
A Grade 4 learner will be expected to:
• Write an extended essay showing limited ability to argue a case or develop a theme
creatively
• Express a very limited range of thoughts and opinions using a limited range of language
• Attempt to structure work with limited clarity to make processes of thought clear to the
reader
Grammar and Usage
A Grade 4 learner will be expected to:
• Produce written work with many significant errors
• Demonstrate limited control of vocabulary, syntax and grammar
• Manipulate language with significant difficulties
Understanding Literature
A Grade 4 learner will be expected to:
• Demonstrate limited understanding of the text studied
• Show limited recognition of the way writers use language to gain effect
• Demonstrate limited understanding of literary aspects
• Show limited ability to use language appropriate to subject matter
• Discuss and convey limited personal response
NSSCH German Foreign Language Syllabus NIED 2009 18ADDENDUM A: TOPIC LIST
Teachers are free to explore the topic areas in any way they choose. They may find the following
examples (which are not prescriptive) a useful guide to planning courses.
Human relationships; family; generation gap; young people
• family activities; new patterns of family relationships; the status of the elderly and responsibility
for their care
• generation gap: conflicts in the family circle; young people and the older generation; attitudes of
young people to the family environment
• young people: young people and their peer group; young people as a target group for advertisers
and politicians
Patterns of daily life; urban and rural life; the media; food and drink; law and order;
religion and belief; health and fitness
• daily routine; school; the individual's way of life; living conditions
• advantages and disadvantages of urban and rural life; transport and communications; shopping;
housing
• the role and influence of the media; the power of advertising
• healthy eating; fast-food; national traditions of eating and drinking
• violence and crime; drug-related crime; the role of the police; law-enforcement
• the place of religion in society; attitudes to religious belief; patterns of attendance; religious
minorities
• healthy living; exercise; dieting, drugs, health care provision; stress; AIDS
Work and leisure; equality of opportunity; employment and unemployment; sport; free time
activities; travel and tourism; education; cultural life/heritage
• women in society and in the workforce; equality of opportunity for minority groups
• preparation for work and job opportunities; career plans; qualifications and job routines; plight
of the unemployed; areas of high unemployment; demise of traditional industries; possible
solutions; immigrant workers
• individual and team sports; amateur and professional sport
• value of leisure; balance between leisure and word; planning leisure time
• tourism as a modern phenomenon; friction between tourists and local inhabitants; holidays and
foreign travel
• education systems and types of school; patterns of curriculum; relationship between education and
training; further and higher education provision; examinations
• the world of the arts; significant figures and trends in the arts; the place of culture and the arts in
the life of the nation
War and peace; the developing world
• conflicts in the world: ethnic, religious, ideological
• problems of developing countries; future trends
Medical advances; scientific and technological innovation
• advances in the treatment of disease; ethical issues of medical and other technologies
• clothing; genetic modifications; modern communication systems
Environment, pollution, conservation
• the individual in his/her surroundings; effect of environment on individuals; protest action to
protect one's locality; ways of contributing to environmental awareness
• global warming; acid rain; air pollution; water pollution; noise pollution; destruction of rain
forests; damage to animal world; solutions and cost implications
• saving endangered species and landscapes
Contemporary aspects of the countries where German is spoken
• e.g. political, regional, social issues
NSSCH German Foreign Language Syllabus NIED 2009 19ADDENDUM B: LIST OF GRAMMAR AND STRUCTURES
The list of grammar and structures is provided to give a clear indication of the grammatical
knowledge expected of candidates in the NSSCH examination.
The list follows the same sequence as the grammar section of the Defined Content booklet for
NSSCO. All items in the NSSCO list are assumed to be included here, so detailed information on
declensions, articles etc is not given. Where felt necessary, additional information is given, e.g. on
irregular features or more advanced usage.
The list is intended for guidance and should not be regarded as restrictive for learners who can go
beyond the items listed here.
Table of Contents
1. Verbs 4 Adverbs
A Indicative A Adverbs of Time
B Conditional B Adverbs of Place
C Imperative C Adverbs of attitude
D Passive Voice D Adverbs of Reason
E Subjunctive Mood E Adverbs of degree
F Use of Infinitive
G Reflexive Verbs 5 Articles
H Cases after Verbs A Uses of Definite Article
I Verbs followed by particular prepositions B Omission of Indefinite Article
J Participles C Demonstrative Article
D Indefinite Determiners
2 Nouns 6 Pronouns
A Gender A Personal Pronouns
B Plurals B Reflexive Pronouns
C Weak Nouns C Relative Pronouns
D Adjectival Nouns D Interrogative Pronouns
E Nouns in Apposition E Possessive Pronouns
F Demonstrative Pronouns
3 Adjectives G Indefinite Pronouns
A Declension
B Comparison 7 Number and Time
C Possessive Adjectives A Number phrases
D Determiners B Prepositions and Time Phrases
E Cases after Adjectives
F Adjectives with Prepositions + Acc 8 Cases and Prepositions
G Adjectives with Prepoitions + Dat 9 Particles
NSSCH German Foreign Language Syllabus NIED 2009 201 Verbs
A Indicative
1 Present tense
Formation of present tense of weak verbs. Note following irregularities:
Rule Example du er, sie, es
Infinitives ending in -den; finden, arbeiten, atmen, findest, arbeitest,atmest, findet, arbeitet,atmet,
-ten; -tmen; -nen insert e ordnen ordnest ordnet
-ßen; -tzen; -xen; -zen no schließen, putzen, schließt, putzt, faxt, schließt, putzt, faxt,
added s in du form faxen, tanzen tanzt tanzt
Formation of present tense of weak verbs: -eln and –ern verbs
-eln (klingeln) -ern (wandern)
ich klingle wander
du klingelst wanderst
er, sie, es klingelt wandert
wir, Sie, sie klingeln wandern
ihr klingelt wandert
Present tense – strong verb vowel changes:
Rule Example du er, sie,es,man
a>ä fahren fährst fährt
au>äu laufen läufst läuft
e>i geben gibst gibt
e>ie befehlen befiehlst befiehlt
o>ö stoßen stößt stößt
Present tense of mixed verbs – only one is irregular – wissen
ich weiß,
du weißt,
er, sie, es, man weiß,
wir, Sie, sie wissen,
ihr wisst
Present tense of haben and sein
Present tense of werden, lassen, tun
Present tense of modal verbs dürfen, können, mögen, müssen, sollen, wollen
NSSCH German Foreign Language Syllabus NIED 2009 212 Imperfect tense
Formation of imperfect tense of weak verbs
Stem + endings, e.g. spielen
ich spielte
du spieltest
er, sie, es, man spielte
wir, Sie, sie spielten
ihr spieltet
Formation of imperfect tense of strong verbs, e.g. fallen
ich fiel
du fielst
er,sie, es fiel
wir, Sie, sie fielen
ihr fielt
Note the following patterns of vowel change. The table includes past participle changes also (see
section on perfect tense)
ei>i>i beißen, greifen, leiden, pfeifen, reißen, reiten, schneiden, e.g. beißen, biss, gebissen
schreiten
ei>ie >ie bleiben, leihen, schreiben, schreien, schweigen, steigen, e.g. bleiben, blieb, geblieben
verzeihen
ie>o>o biegen, bieten, fliehen, fliegen, fließen, frieren, schießen, e.g. biegen, bog, gebogen
schließen, verlieren, wiegen
ü>o>o betrügen, lügen e.g. betrügen, betrog, betrogen
i>a>u dringen, finden, singen, sinken, springen, trinken, zwingen e.g. dringen, drang, gedrungen
i>a>o beginnen, gewinnen, schwimmen, kommen e.g. beginnen, begann, begonnen
e>a>o befehlen, brechen, empfehlen, helfen, nehmen, sprechen, e.g. befehlen, befahl, befohlen
stehlen, sterben, treffen, verderben, werfen
e>a>e essen, fressen, geben, geschehen, lesen, messen, sehen, treten, e.g. essen, ass, gegessen
vergessen
i>a>e bitten, sitzen e.g. bitten, bat, gebeten
sitzen, saß, gesessen
a>u>a fahren, graben, laden, schaffen, schlagen, tragen, wachsen, e.g. fahren, fuhr, gefahren
waschen
a>ie>a fallen, halten, lassen, raten, schlafen, (laufen) e.g. fallen, fiel, gefallen
laufen, lief, gelaufen
Formation of imperfect tense of mixed verbs, (also including past participles)
Mixed verbs
Infinitive Imperfect Past participle
brennen brannte gebrannt
bringen brachte gebracht
denken dachte gedacht
kennen kannte gekannt
Infinitive Imperfect Past participle
nennen nannte genannt
rennen rannte gerannt
senden sandte gesandt
wenden wandte gewandt
wissen wusste gewusst
Imperfect tense of haben and sein
Imperfect tense of modal verbs
NSSCH German Foreign Language Syllabus NIED 2009 223 Perfect tense
Formation of perfect tense – Weak verbs
To form the past participle of weak verbs, take the stem and add the prefix ge- and suffix –t. For
example, spielen – gespielt.
The exceptions below do not add the prefix ge-.
Rule Example
Verbs with inseparable prefix be-, er-, miss-, ver, zer- verkaufen – verkauft;
Verbs with separable prefix vor- vorbereiten - vorbereitet
-ieren verbs, apart from frieren and verlieren which are analysieren - analysiert
strong verbs
-eien verbs prophezeien - prophezeit
Perfect tense – auxiliary verb haben or sein
Verbs with sein Examples
Intransitive verbs of motion fallen, gehen, kommen, laufen, springen etc.etc.
Intransitive verbs indicating a change of frieren, schmelzen, sterben, einschlafen
state
Certain commonly used verbs bleiben, sein, werden
Verbs meaning ‘to happen’, ‘to occur’ geschehen, passieren, vorkommen
Verbs meaning to succeed or fail gelingen, misslingen
If used with a direct object, verbs such as fahren, fliegen form compound tenses with the
auxiliary haben, e.g. sie hat ihn nach Hause gefahren.
Perfect tense – Modal verbs
All modal verbs used with an infinitive, use their own infinitive instead of a past participle:e.g.
Ich habe es machen müssen
Modal verbs können, wollen, mögen can be used on their own with past participles gekonnt,
gewollt, gemocht.
4 Future tense
Formation of the future tense
The present tense of werden is used with the infinitive, e.g. ich werde ihn morgen sehen
The present tense is often used in German to indicate future events, e.g. Wir sehen uns morgen.
Future perfect tense
Formation of the future perfect tense
The present tense of werden is used with the perfect infinitive, e.g. ich werde gespielt haben; er
wird gegangen sein
5 Pluperfect tense
Formation of the pluperfect tense
The imperfect of haben or sein is used with the past participle, e.g. ich hatte gespielt; ich war
gesprungen
6 Impersonal Verbs
These include all verbs stating weather conditions (es blitzt, es regnet). Also the following:
Es fällt mir auf… es gelingt mir
Es fällt mir ein es handelt von…
Es gibt… es tut mir leid
Es geht mir gut es passt mir
Es geht um den Direktor es schmeckt mir gut
Es ist mir warm der Hut steht mir gut
NSSCH German Foreign Language Syllabus NIED 2009 23B Verbs - Conditional
Formation of the conditional. The conditional is formed by using the conditional of werden
with the infinitive,
e.g. ich würde ihn sehen; wir würden uns treffen.
Conditional Perfect
Formation of the conditional perfect
The conditional perfect is formed by using the conditional of werden with the perfect infinitive,
e.g. ich würde gespielt haben; wir würden gegangen sein
Conditional sentences
There are three types of conditional sentence, usually indicated by the use of wenn. (For
explanation of subjunctive, see folowing section)
Rule Example
Open conditions use wenn +present tense and Wenn es regnet, bleibe ich zu Hause
present tense in other half of sentence
Unreal conditions use wenn + imperfect subjunctive Wenn es kalt wäre, würde ich nicht ausgehen
followed by conditional or imperfect subjunctive in Wenn ich Zeit hätte, wäre es schön, Sie zu
other half of sentence. sehen
Lost chances use wenn +pluperfect subjunctive in Wenn ich das Geld gehabt hätte, wäre ich in
both clauses die Stadt gefahren
Note the use of conditional sentences without the use of wenn, e.g. Hätte ich Zeit, wäre es
schön, Sie zu sehen
C Verbs - Imperative
Rule Example
du form Stem sag
Stem + e for verbs with stem ending –d, -t rede
No umlaut in imperative of strong verbs schlaf
Strong verbs where e>I or e>ie do not ass e gib
wir Infinitive + wir Sagen wir
Sie Infinitive + Sie Sagen Sie
ihr Stem + t sagt
D Verbs – Passive Voice
There are two ways of forming the Passive in German.
Formation of the Passive with werden + past participle. This describes a process, e.g. Das
Fenster wurde gebrochen. Tenses of werden are shown in the table below:
Tense Example Meaning in English
Present es wird gesagt It is said
Future es wird gesagt werden It will be said
Imperfect es wurde gesagt It was said
Perfect es ist gesagt worden It has been said
Pluperfect es war gesagt worden It had been said
Formation of the Passive with sein expresses a fixed state, e.g. das Fenster war gebrochen
NSSCH German Foreign Language Syllabus NIED 2009 24E Verbs - Subjunctive Mood
Formation of the present subjunctive
The present subjunctive is very often identical with the present indicative, except for the du form
which ends –est and the 3rd person singular, which ends in –e (see examples in table of indirect
speech below)
Formation of the imperfect subjunctive
Weak verbs, the forms are the same as for the imperfect of the indicative, e.g. er kaufte
Strong verbs add endings as below and take an umlaut if possible, e.g.:
ich ginge käme
du gingest kämest
er, sie, es ginge käme
wir, Sie, sie gingen kämen
ihr ginget kämet
Modal verbs follow the pattern of the imperfect, and add umlauts in the case of dürfen, können,
mögen, müssen.
Umlauts are not added to sollen, wollen
e.g. ich könnte, er müsste, wir sollten
Mixed verbs Only wissen and bringen add umlauts, e.g. ich wüsste, er brächte, but es brannte.
Uses of the subjunctive:
Meaning ‘it would be…’ e.g. es wäre gut (see above, conditional sentences)
Meaning ‘it would have been…’ e.g. es wäre besser gewesen
After als ob, e.g. er handelte, als ob er krank wäre
Used in indirect speech as shown in the table below:
Direct speech Indirect (reported) speech
«Ich spiele im Kindergarten» Er sagte, er spiele im Kindergarten
«wir gehen in die Stadt» Sie sagten, sie gingen in die Stadt
«ich werde es probieren» Sie sagte, sie würde es probieren.
«ich habe es bestellt» Sie sagte, dass sie es bestellt habe.
«wir gingen in die Stadt» Sie sagten, sie wären in die Stadt gegangen.
F Verbs – use of infinitives
Weak infinitive endings Example Exception
-eln handeln
-ern wandern
-ieren diskutieren frieren, verlieren are strong verbs
-tmen atmen
Use of the infinitive
zu + infinitive is the most common form Ich versuche, es zu machen
zu is NOT used with Modal verbs Das können wir verstehen
zu is NOT used after lassen and verbs of perception Ich sehe ihn kommen; wir lassen ein Haus bauen
um…zu means ‘in order to’ Ich fahre dahin, um meine Eltern zu besuchen
zu + infinitive is used after adjectives Das ist schwer zu erklären
zu + infinitive is used after ohne and statt Ohne Geld auszugeben
NSSCH German Foreign Language Syllabus NIED 2009 25G Reflexive verbs
Many German verbs can be used reflexively, e.g. ich wasche das Auto; and ich wasche mich.
There are 10 common verbs which must always have a reflexive pronoun. They are the
following:
sich bedanken bei + dative to say thank you to somebody
sich beeilen to hurry
sich befinden to be situated
sich benehmen to behave
sich entschließen to decide
sich erholen to recover (from illness)
sich erkälten to catch cold
sich irren to be mistaken
sich verabschieden to take one’s leave
sich weigern to refuse (to so something)
H Cases after Verbs
The verbs sein, bleiben, werden are followed by the Nominative case
Almost all other verbs are followed by the Accusative case.
A number of verbs are followed by the Dative case, as follows:
ähneln; sich anpassem; ausweichen; befehlen; begegnen; danken; drohen; entkommen;
erlauben; folgen; gefallen; gehorchen; gehören; gratulieren; helfen; imponieren; schäden;
trauen; verzeihen; weh tun; widersprechen; zustimmen.
I Verbs followed by particular prepositions
Verbs followed by an or auf +Accusative
an +acc Auf + acc
denken an achten auf
erinnern an anspielen auf
sich erinnern an antworten auf
sich gewöhnen an aufpassen auf
glauben an sich beschränken auf
erkennen an bestehen auf
fehlen (impersonal) an sich beziehen auf
leiden an sich freuen auf
sterben an hoffen
teilnehmen an sich konzentrieren auf
vorbeigehen an reagieren auf
trinken auf
sich verlassen auf
verzichten auf
sich vorbereiten auf
warten auf
zählen auf
Note one verb followed by auf + Dative basieren auf
Verbs followed by aus, bei, für, in, mit
bestehen aus +Dat sich beschäftigen mit + Dat
sich beklagen bei + Dat rechnen mit + Dat
sich beschweren bei +Dat telefonieren mit + Dat
sich entschuldigen bei + Dat
sich entscheiden für + Acc
halten für + Acc
sich interessieren für + Acc
schwärmen für + Acc
sorgen für + Acc
investieren in + Acc
NSSCH German Foreign Language Syllabus NIED 2009 26Verbs followed by über and um + Acc
über um
sich amüsieren über sich bewerben um
lachen über bitten um
sich wundern über gehen (impersonal) um
sich ärgern über kämpfen um
sich beklagen über sich kümmern um
sich beschweren über sich sorgen um
nachdenken über trauern um
sich streiten über
sich unterhalten über
Verbs followed by nach, unter, von, all followed by Dative.
nach unter von vor zu
sich erkundigen leiden abhängen fliehen beitragen
fragen verstehen sich erholen retten neigen
greifen erzählen schützen überreden
riechen halten sich verstecken
schmecken handeln (impersonal) warnen
sehnen reden
suchen sich verabschieden
verlangen
J Participles
Present participle
The present participle is formed by adding –d to the infinitive. The present participle is used in
two main ways:
As an adjective, e.g. Das ist überraschend
As part of an adjectival phrase, e.g. Die am Fenster sitzende Frau
Past participle
The use of the past participle in perfect and pluperfect tenses has already been mentioned. Past
participles may also be used as adjectives, e.g. der verletzte Soldat, and as part of an adjectival
phrase, e.g. das ist mein im Sommer gekauftes Auto.
2 Nouns
A Gender
All rules for gender should be known, but note nouns with more than one gender and different
meanings:
der Band volume das Band ribbon
der Erbe heir das Erbe inheritance
der Golf gulf das Golf golf
die Heide heather die Heide heathland
der Kiefer jaw die Kiefer pine tree
der Leiter leader die Leiter ladder
der See lake die See sea
der Tor fool das Tor gate
der Weise wise man die Weise way, manner
B Plurals
All rules for forming plurals should be known but note the following irregular plurals:
Villa Villen
Material, Mineral Materialien, Mineralien
Drama, Firma, Thema Dramen, Firmen, Themen
Fachmann Fachleute
Risiko Risiken
Museum Museen
Rhythmus Rhythmen
NSSCH German Foreign Language Syllabus NIED 2009 27You can also read
