Key Stage 3 German

Students come to us with various levels of knowledge and understanding of German.  In Year 7 and Year 8 the activities are designed to suit a range of learning styles and provide opportunities for students to develop their understanding.

Our curriculum content is founded on mastering phonics, vocabulary, and grammar. Engagement and creativity are also fostered through use of authentic material, including literature, songs, and video media.

Year 7 from September 2020




SSC - Sound-symbol correspondence
Term 1.1
  • Asking and stating where something is(location)
  • Asking and stating what something is(existence)
  • Saying what something is like(description)
  • Saying what something is not, and is not like (negation)
  • Saying what people have (possession)
  • Asking and answering questions about what you have
  • Singular definite articles (der, die, das)
  • Essential verbs (1st, 2nd, 3rd persons singular)
  • To be, being -SEIN
  • To have, having –HABEN
  • Singular indefinite articles (ein,eine, ein)
  • Using nicht,and kein,keine, keinfor negation
  • Using articles (definite and indefinite) after a verb(Row 2 / accusative)
  • Subject-verb inversion questions
  • Using mein,meine,mein in front of a verb 
  • (Row 1 / nominative)
  • Long ad short ‘a’
  • Long and short ‘e’
  • SSC ‘ei’
  • SSC ‘z’
  • SSC ‘w’
  • Revisit SSC: a, e,ei, z, w
  • SSC ‘ie’
  • Learning what it means to know a word from recognition, to pronunciation, spelling and using the word in a sentence. 
  • High-frequency vocabulary relevant to given context. 
  • Mixed word class vocabulary sets (average 10 words per week) on QUIZLET for each week of the Y7 course.
Term 1.2
  • Saying what people do (in school and at home)
  • Asking and answering questions about activities (at home)
  • Narrating a simple plot/story
  • Talking about one or many (Christmas)
  • Weak verbs(1st, 2nd, 3rdpersons singular)
  • Question words: wo, was, wie, wer
  • Negation with nicht + verb
  • Plural noun rules (umlaut+-e, no change, +e/+en)
  • Plural definite article (die)
  • Essential verbs (3rdperson plural)
  • to be, being -SEIN 
  • Long and short ‘o’
  • Long and short ‘i’
  • Hard and soft ‘ch’
  • SSC ‘u’
  • SSC ‘ü’
  • SSC ‘ä’ 
  • Consolidation and extension of vocabulary relevant to the given contexts. 
  • Developing a verb lexicon (weak verbs)
  • Deepening vocabulary knowledge through work with a challenging text. 
Term 2.1
  • Saying what you and others have 
  • (and what it is/they are like)
  • Talking about more than one, numbers
  • Asking and stating your likes and dislikes
  • Asking for and giving views (on school life)
  • Talking about yourself, to and about someone else
  • Essential verbs 
  • To have, having – HABEN
  • (1st and 3rdpersons singular, 1stperson plural)
  • To be, being –SEIN 
  • (1st and 3rdpersons singular and plural)
  • There is, there are – Esgibt
  • To find, finding –FINDEN 
  • (1st, 2nd, 3rdpersons singular)
  • Subject pronouns –er, sie, es (it) and sie(they)
  • Question words: Wieviele?
  • Model verb– to like, liking - MÖGEN 
  • (1st, 2nd, 3rdpersons singular)
  • Object pronouns –ihn, sie, es(it) and sie(they)
  • SSC ‘ö’
  • SSC ‘äu’
  • SSC ‘sch’, ‘sp’
  • SSC s(start/middle) like z,  ss/ß/final-s
  • SSC ‘er’ (stressed and unstressed)
  • Essential verbs are revisited in new contexts (SEIN, HABEN)
  • Consolidation of question words
  • Developing the verb lexicon(weak verbs – 1st, 2nd, 3rdpersonssingular and 1st person plural)
Term 2.2
  • Saying what we do
  • Saying what I and others can and cannot do
  • Comparing lifestyles
  • Talking about life outside school
  • Narrating other people’s actions
  • Weak verbs(1st person plural)
  • Model verb– to be able to - KÖNNEN
  • (1st, 2nd, 3rdpersons singular) + infinitive
  • Nicht vs kein(kein with plurals)
  • Strong verbs(1st, 2nd, 3rdpersons singular)
  • Weak and strong verbs 
  • (3rd persons singular and plural)
  • SSC ‘au’
  • SSC ‘r’ (consonantal and vocalic)
  • SSC ‘eu’
  • Revisit several SSC
  • Revisiting negation in new contexts
  • Developing the verb lexicon(Strong verbs)
Term 3.1
  • Saying when you and others do things
  • Talking about movement into, and location in, places
  • Asking and answering questions (about family)
  • Describing one day in your life
  • Saying what is where (in German-speaking countries)
  • Word order 2
  • Verb-subject questions, with wann
  • Prepositions in and auf
  • Row 2/accusative and Row 3/dative)
  • Possessive adjectives mein, dein, sein, ihr 
  • (Row 1/nominative)
  • Word Order 2 (with expressions of location)
  • SSC ‘th’
  • SSC ‘st’
  • Contrast ‘ie’ and ‘ei’
  • Final ‘-d’
  • Final ‘-ig’
  • Deepening vocabulary and grammar knowledge through work with a challenging text.
  • Developing a verb lexicon
Term 3.2
  • Saying what happens usually and what is happening now
  • Saying what people can/must/want to do to improve their lifestyle
  • Explaining the rules of a game
  • Comparing usual activities with future summer plans

  • Talking about going to places

  • Present tense revision - weak and strong verbs, revisit question-forming
  • Model verbs – to be able to -  KÖNNEN, 
  • to have to –MÜSSEN, to want to –WOLLEN 
  • (1st, 2nd, 3rd persons singular) +man
  • Present tense (1st person singular and plural) and time adverbials
  • Word order 2 (with expressions of time)
  • Compound nouns
  • zu vs nach(meaning ‘to’)
  • numbers 1-31, dates
  • SSC ‘j’
  • Revisit the full range of SSC taught this year
  • Developing knowledge of word order (consolidating WO2, and learning WO3)
  • Deepening vocabulary and grammar knowledge through work with a challenging text.