At least two things are noticeable in the breakdown of the subject German:

1. the competence area of analysing language and language use has a special position in that it is figuratively speaking at right angles to the others. This is due to the fact that reflection processes can directly follow on from the other three areas of learning (and usually do so in German lessons, for example when analysing and interpreting a poem). Grammar lessons are one subject area that may promote such reflective competences in isolation.

2) While the two written competence areas of writing (productive) and reading (receptive) each have their own competence area, productive and receptive language skills in oral language are combined with speaking and listening in one competence area. There are certainly many reasons for this (including the fact that receptive and productive skills are closely related and interlinked in dialogue), but it also reveals a certain focus: the core of German lessons is formed by skills that are particularly strongly related to media (and possibly conceptual) writing. This is also the reason why AM 4 with its seminar (didactics of writing) and its exercise (didactics of literature) is an obligatory or compulsory part of the programme for teacher training students.