The German lessons have the task of encouraging the students - taking into account the individual learning requirements - in their willingness and ability to communicate with others in oral and written form through learning with and about language. In detail this is what it is all about,

•     to expand the child's individual language to the standard language
•     to practice and consolidate the correct use of language in oral and written areas;
•     to encourage reading and the discussion of what has been read;
•     to enable and encourage creative use of language;
•     to gain some basic insights into the function and structure of our language;
•     to teach simple working and learning techniques that increasingly enable independent educational acquisition.

The subject German is divided into the following sections:

•     Speaking
•     Read
•     Letter
•     Writing of texts
•     Spelling
•     Language review

This subdivision into sub-areas clarifies subject structures and the material lines of the curriculum, but is not intended to prevent a meaningful networking of learning areas and therefore enables the teacher to provide lessons that are appropriate for children and appropriate for the subject matter.

Speak

Read

Letter

Writing of texts

Spelling

Language review

Speaking is one of the most important parts of teaching German, is divided into five areas of responsibility and includes basic and long-term goals. The main task of the speaking section is to gradually increase the students' willingness and ability to communicate orally and to lead them to use the standard language as safely as possible.

Reading classes at the Elementary Level I have the task of teaching students basic reading skills, thus enabling them to encounter and deal with texts. Increasingly, students experience reading as a significant approach to our culture, especially as an essential means of gaining information and entertainment. In reading classes at elementary level II, students should experience that by reading and by engaging with what they are reading, they can deepen their understanding of themselves and others beyond their real life experiences, as well as inform and entertain themselves and others. The manifold encounters and discussions with texts of various kinds serve to initiate the reading maturity. In this context, the reading skills of the students should also be expanded and consolidated.

The task of the writing class is to teach the students to use basic conventional graphic sign systems. They should learn that writing is a form of communication and documentation. But it is also about simple layout possibilities and the imaginative use of writing, characters and scriptural elements. In particular, the writing lessons should lead to a confident mastery of our writing system.

In the writing section, students should increasingly express themselves in writing on the basis of their willingness to communicate and their acquired skills in speaking, writing and spelling. This should be both self-referential, e.g. about experiences, observations, and partner-related, e.g. wishes, questions; at Basic Level II, it should also be subject-related.

The task of spelling classes is to motivate students to write according to standards, to teach basic spelling skills and subsequently to continuously improve their spelling ability, to lead them to recognize and apply simple rules and to provide them with a reference technique that is as common as possible.

The task of language observation is to provide gradually growing insights into the function and structure of our language and to increasingly secure these insights conceptually.

The acquisition of the second language German by students of non-German mother tongue is part of a variety of intercultural learning processes, which can be understood as a learning together and from each other by people of different cultures of origin and can relate to any cultural area. Intercultural learning is primarily concerned with taking into account the specific living conditions of students with non-German mother tongues and the problems arising from migration, as well as developing the willingness and ability to present aspects of one's own culture, to perceive and understand the otherness of the respective other and to critically deal with it; to reduce any existing prejudices against other cultures, to relativize one's own culture and to act according to these insights. At the same time, however, it is also important to maintain or build cultural self-esteem and a cultural identity based on peaceableness and tolerance. In school, intercultural learning should be experienced and used as an opportunity for the enrichment of all students in terms of content and social skills in preparation for a life in a multicultural world community. This embedding of the acquisition of the second language in intercultural learning should enable all pupils to learn from and with each other.

•     The aim of the teaching work is that the school
•     Develop pleasure in listening and speaking, reading and writing in the second language
•     to understand the standard German language better and better (first only spoken, then also written)
•     be able to communicate in an increasingly differentiated manner in standard German or participate in lessons: first only orally, then also in writing;
•     be able to understand, read, write and compose texts as independent forms of language processing that are important for learning in and out of school;
•     acquire working and learning techniques which support the acquisition of the second language;
•     grow into the new language and cultural community as an active member while preserving their linguistic and cultural identity.

This curriculum supplement is divided into the following sections, which correspond to the main part of the curriculum as follows:

With "speaking", which is fundamental for all other sub-areas and is therefore at the center of language promotion.

With "Read - First Read;

First Reading Instruction";

"writing":

the student is first taught elementary reading and writing skills in the second language German.

With "Read - Continue reading".

with "Writing texts", "Spelling"

mit „Sprachbetrachtung“

with "Language viewing".

avec la "contemplation de la langue".

For the most part, sub-areas do not stand for separate, sequential learning processes. When planning learning in classes and individually, it must be taken into account that the students have very different learning requirements, particularly with regard to language competence in both their mother tongue and German (second language), and that these requirements may be independent of age and school level. In the area of written language competence, it is important to first determine whether a child has already been alphabetized in his or her mother tongue or what typeface he or she is familiar with.

Irrespective of the individual sub-areas, language learning situations should relate to the following areas of life or activity, whereby the individual topics always include the cultural and socio-cultural aspects of all cultures represented in the classroom (the pupils' culture of origin and the migrant culture and the culture of the host country):

• the own person and the family: own life circumstances, experiences, interests, needs, wishes, feelings; parents, siblings, grandparents; nutrition (food and drinks), clothing, health care, apartment
• the school: classmates, school supplies, school buildings, helping to shape class and school life; various areas of learning or subjects
• leisure: friends, play forms and toys, hobbies, animals and plants, travel, mass media
• the public: road traffic, shopping (food; money ...) and telephoning, post office, train station, doctor's office and hospital, library, professional and working life
• lifestyles and habits: Role behavior of boys and girls, men and women, adults and children; customs and traditions, festivals and celebrations; values and standards
• the time (time of day, time of day, season) and the weather.