introduction - ccea | council for the curriculum...

CCEA Planning Framework for GCSE German


GCSE German

Contents Page

Introduction 1

Unit 1: Listening 6

Unit 2: Speaking 20

Unit 3: Reading 32

Unit 4: Writing 44


IntroductionThe purpose of this Planning Framework is to support the teaching and learning of GCSE German. The Planning Framework is based on specification content but should not be used as a replacement for the specification. It provides suggestions for a range of teaching and learning activities which provide opportunities for students to develop their: Knowledge and understanding Subject specific skills The Cross-Curricular Skills Thinking Skills and Personal Capabilities

The Planning Framework is not mandatory, prescriptive or exhaustive. Teachers are encouraged to adapt and develop it to best meet the needs of their students.

1

Subject Skills Assessed through German:The following skills are assessed in GCSE German:Listening [AO1]Speaking [AO2]Reading [AO3]Writing [AO4]

Supporting the Development of Statutory Key Stage 4 Cross-Curricular Skills and Thinking Skills and Personal CapabilitiesThis specification builds on the learning experiences from Key Stage 3 as required for the statutory Northern Ireland Curriculum. It also offers opportunities for students to contribute to the aim and objectives of the Curriculum at Key Stage 4, and to continue to develop the Cross-Curricular Skills and the Thinking Skills and Personal Capabilities. The extent of the development of these skills and capabilities will be dependent on the teaching and learning methodology used.

Cross-Curricular Skills at Key Stage 4Communication:Students should be able to: communicate meaning, feelings and viewpoints in a logical and

coherent manner, for example organise the structure and content of their written response to present ideas effectively;

make oral and written summaries, reports and presentations, taking account of audience and purpose, for example convey complex information clearly, showing sensitivity to register to achieve effects;

participate in discussions, debates and interviews, for example work as a pair or in a group and make valid contributions by asking relevant questions;

interpret, analyse and present information in oral, written and ICT formats, for example use technology such as a PowerPoint presentation to communicate information in an original way; and

explore and respond, both imaginatively and critically, to a variety of texts, for example evaluate information from different sources and draw conclusions.

Using MathematicsStudents should be able to: use mathematical language and notation with confidence, for example

recognisepatterns for numbers and understand mathematical data in the target language;

2

use mental computation to calculate, estimate and make predictions in a range of simulated and real-life contexts, for example interpret diagrams and timetables;

select and apply mathematical concepts and problem-solving strategies in a range of simulated and real-life contexts, for example obtain, process and interpret mathematical data to justify their conclusions;

interpret and analyse a wide range of mathematical data, for example use statistical data from a range of sources to draw conclusions;

assess probability and risk in a range of simulated and real-life contexts, for example analyse mathematical data to evaluate the consequences of risk-taking behaviour; and

present mathematical data in a variety of formats which take account of audience and purpose, for example use appropriate mathematical language to communicate ideas effectively.

Using ICTStudents should be able to make effective use of information and communications technology in a wide range of contexts to access, manage, select and present information, including mathematical information, for example research a topic online and present the information using a PowerPoint presentation to create an impact.

Thinking Skills and Personal Capabilities at Key Stage 4Self-ManagementStudents should be able to: plan work, for example select a learning strategy such as mind maps

for revision; set personal learning goals and targets to meet deadlines, for example

identify strengths and weaknesses and organise tasks according to priority;

monitor, review and evaluate their progress and improve their learning, for example respond positively to feedback to prioritise a specific area for improvement; and

effectively manage their time, for example focus on the task to complete their work on time.

Working with OthersStudents should be able to: learn with and from others through co-operation, for example listen to

others and value contributions from other groups; participate in effective teams and accept responsibility for achieving

collective goals, for example contribute constructively in group activities by asking appropriate questions; and

listen actively to others and influence group thinking and decision-making, taking account of others’ opinions, for example explore differences in opinion to consider pros and cons and reach a conclusion.

Problem Solving

3

Students should be able to: identify and analyse relationships and patterns, for example recognise,

compare and contrast information and data; propose justified explanations, for example present reasons and

rationales; reason, form opinions and justify their views, for example give reasons

for likes/dislikes or preferences; analyse critically and assess evidence to understand how information

or evidence can be used to serve different purposes or agendas, for example use appropriate registers to convey information with a recognition of audience and purpose;

analyse and evaluate multiple perspectives, for example consider and compare different points of view;

explore unfamiliar views without prejudice, for example objectively take on board various viewpoints;

weigh up options and justify decisions, for example compare alternatives, come to a personal conclusion and justify opinions; and

apply and evaluate a range of approaches to solve problems in familiar and novel contexts, for example use a range of strategies to tackle problems and resolve familiar and unfamiliar scenarios and situations.

Although not statutory at Key Stage 4 this specification also allows opportunities for further development of the Thinking Skills and Personal Capabilities of Managing Information and Creativity.Students should feel confident when: applying grammatical rules [Managing Information]; presenting a balanced text in German [Managing Information] and writing from the perspective of another [Being Creative].Key Stage 4 Statutory Skills and Personal Capabilities

Communication Skills Comm – T&L (Talking & Listening) W (Writing) R (Reading) Using Mathematics UMUsing ICT UICTProblem solving PSWorking with Others WOSelf-Management SM

Key FeaturesThe Planning Framework: Includes suggestions for a range of teaching and learning activities

which are aligned to the GCSE German specification content. Highlights opportunities for inquiry-based learning. Indicates opportunities to develop subject knowledge and

understanding and specific skills Indicates opportunities to develop the Cross-Curricular Skills and

Thinking Skills and Personal Capabilities.

4

Provides relevant, interesting, motivating and enjoyable teaching and learning activities which will enhance the student’s learning experience.

Suggests the time required to teach units/options Makes reference to supporting resources.

5


Unit 1: Listening

6


Unit/Option content

Learning Outcomes or Elaboration of

Content

Suggestions for Teaching and Learning Activities Supporting Cross Curricular Skills, Thinking Skills and Personal Capabilities

Listening

Context 1:

Identity, Lifestyle and Culture

Students’ lives, families, homes and interests, and those of others in German-speaking countries/ communities

Students should be able to:

● demonstrate understanding of different types of spoken language;

● follow and understand clear speech using familiar language;

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

● deduce meaning from a variety of spoken texts; and

Myself, my family, relationships and choices

● Identify and understand a range of different viewpoints: listen to different reports from people talking about their families, predict the kind of family, listen for detail and fill in gaps in related texts; pair work: listen to others who describe members of their family or friends; use podcasts online for reinforcing listening to different people and practise to understand different dialects.

Comm – T & L

WOPS

● Apply their understanding to explain trends, patterns and relationships: listen to reports of different types of families how they get on with each other and use statistics to talk about; listen to each other when doing interviews in class and fill in a survey; do listening quizzes by providing a choice of three possible answers.

UMComm – T & L

● Listen to texts with unfamiliar vocabulary and work out meanings of compound nouns e.g. Stiefbruder, Großeltern, listen and watch German cartoons; play back to back by listen to someone who gives information from a visual stimulus; listen to German songs related to friends.

PSWO

7


Unit/Option content


Content


Identity, Lifestyle and Culture (cont.)

● recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions.

Social media and new technology

● Students analyse contrasting pieces of information to determine different viewpoints: listen to people of different age talking about their experience of using modern technology and the benefits for everyday life and answer questions in English; they predict possible answers and draw inferences; recognise cognates and word order patterns.

PSComm – T & L

● Students apply linguistic knowledge to understand by listening to radio interviews or podcasts about people and their problems with new technology; teacher stops interview after a few information and lets students predict which problems are there; in second listening students listen for detail and fill in exact answers; listen to a video about virtual reality glasses and answer questions.

WO

● Practice listening skills by engaging actively in doing a survey and listen to their classmates and following a class discussion on use of social media; talking about their own habits of using modern media; listening to a podium debate discussing benefits of new technology and their drawbacks; listen to

8


Unit/Option content


Content


podcast about use of social media for older people.


Free time, leisure and daily routine

● Apply existing knowledge about free time activities by listening to the voice journals of their classmates and identifying information about their daily routine; students make generalisations and predictions about how students spend their free time, listen to statistics about young people and how they spend free time, they listen to a variety of conversations between young people and explore a range of options of spending free time in Germany by watching the German children’s programme.

SMUM

● Engage and develop listening skills in a group activity: student A give a report about their last cinema visit while student B has to gather information and fill in a grid which will be used later to produce language; listen to various reports on TV habits, students then listen to an incorrect text and

WOComm – T & L

SM

9


Unit/Option content


Content


need to correct the information.

● Students respond to unfamiliar language and unexpected responses or unpredictable situations when asked to listen to visit German Children’s TV or class clips and listen to clips about free time (first without seeing the screen and then with it); students could be encouraged to create their own video clip presenting their own hobby which can be used as a further listening activity in class.

PSUICT


Culture, customs, festivals and celebrations

● Identifying, analysing and interpret information listen to reports about holidays and festivals in Germany, Austria or Switzerland; using authentical websites, students listen to reports from a visit of the Christmas market and answer questions accordingly.

PSComm – T & L

● Compare the two countries match and select information by listening to a talk between two teenagers with different background who describe their Christmas tradition, they will listen for detail and might complete a gap filling exercise completing the information, they focus on relevant information.

WOSM

● Work in groups on German customs, traditions or

10


Unit/Option content


Content


cultural aspect and produce a video clip; they use the internet to listen to videos and gather and identify information, evaluate relevant ideas; the video clips could then be used for further listening activities.

Resources German Children TV Channel www.kika.deFunny clips related to German culture: www.bbc.co.uk/languages/german/comedy/German music – step into German: www.goethe.de/ins/us/saf/prj/stg/mus/cli/deindex.htmwww.goethe.de/ins/us/saf/prj/stg/mus/vid/deindex.htmListening to classclips www.bbc.co.uk/education/topics/z4cqxnb/videos/1Traditonen und festivals www.alumniportal-deutschland.org/deutschland/traditionen-feste/Podcast on use of social media for over 50’s www.test.de/audio/soziale-netzwerke-senioren/Christmas in Germany www.dw.com/de/lust-auf-deutsche-weihnachten/a-17308716Virtual reality www.dw.com/de/achterbahnfahren-in-der-virtuellen-welt/a-19532460

Unit/Option content


Content


Listening

Context 2:

Students should be able to:● demonstrate

understanding of

My local area and the wider environment

● Identify information and listen to gist by listening to announcements in different places e.g. shopping centre, station, airport, hotel, cinema, theatre, public

UICTComm – T & LPS

11


Unit/Option content


Content


Local, National, International and Global Areas of Interest

Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in German-speaking countries/ communities.

different types of spoken language;




● recognise and respond to key information, important themes and ideas in extended spoken text (including authentic sources, which may be adapted as

swimming pool and follow instructions; create and listen to students’ videos or recordings introducing Belfast to visitors.

● Analyse and interpret issues, information and concepts by listening to a podcast about environmental problems, listening for keywords write down words they were able to understand.

Comm – T & L

● Listen for gist by listen to children’s radio and fill in a multiple choice sheet; listen to the song Karl der Käfer on YouTube about environment, analyse the lyrics and fill in gaps, do grammar exercises and maybe create a short poem about danger of environment.

Comm – T & L

Community involvement

● Show interests in others views and sensitivity for their feeling listen to a report about charity work of a teenager and answer simple questions in English.

SM

● Students apply linguistic knowledge to understand a short interview on a German children’s news programme and practise listening for gist; they have keywords available to support their understanding.

PSSM

PS

12


Unit/Option content


Content


appropriate) by being able to answer questions, extract information, evaluate and draw conclusions.

Local, National, International and Global Areas of Interest (cont.)

● Engage and develop listening skills by watching and listen to a video about how to become a volunteer, after they listen to specific questions, and will use the supporting language in the video to answer them.

Social and global issues

● Identify vocabulary and listen to gist about the situation of refugees in Germany, recognising vocabulary, anticipate meanings, focus on relevant information according to a worksheet; match up vocabulary and pictures, summarise information and listen to each other’s summary.

Comm – T & L

PS

● Listen to longer extracts of spoken language including some unfamiliar words e.g. to statements about global issues and deciding is it fact or opinion, students have prepared 3 or 4 cards before and read them out to a partner, then the group moves to a new

WO

13


Unit/Option content


Content


partner.

● Analyse and interpret issues, information and concepts by watching a video about children's poverty in Germany, statistics listening for gist, comparing different situations.


Travel and Tourism

● Listen and respond to authentic announcements at train or bus stations or airport, identifying authentic language; listen to each other when practising role plays; follow instructions; mime person who is speaking; listen to traffic report on a German radio station.

Comm – T & LPS

● Listen to instructions and understanding them by doing roleplays e.g. asking for directions the way to the castle, asking for times, what kind of transport to choose to travel from Berlin to… where to change trains etc. asking questions and listening to relevant replies, fill in information sheet.

WOSM

● Listen to others and their reports about holidays by doing a survey about the destination, accommodation, the highlights and maybe a disaster

Comm – T & L

14


Unit/Option content


Content


e.g. losing the passport, missing the plane, losing the bag, flooding in the hotel, answering questions in English, filling in gaps with the correct word.

15


Resources News for kids www.br-online.de/podcastmp/3-download/bayern2/mp3-download-podcast-klaro.shtmlVideo children’s poverty www.youtube.com/watch?v=c8TzZppSoL4http://resources.hwb.wales.gov.uk/VTC/2011-12/mfl/tinopolis/OracyBank/oracybank_en.htmlwww.bbc.co.uk/schools/gcsebitesize/german/listeningf/www.bbc.co.uk/schools/gcsebitesize/german/listeningh/Environment www.br-online.de/podcast/mp3-download/b5aktuell/mp3-download-podcast-landwirtschaft-und-umwelt.shtmlwww.youtube.com/user/slowgermanpodcastwww.tivi.de/fernsehen/logo/artikel/14832/index.htmlwww.funwithlanguages.vacau.com/gcsenew.htmhttps://play.spotify.com/user/goethe-institutwww.samlearning.com/try-it/modern-foreign-languages/#exercise:39017387/type:revisewww.tivi.de/How to become a volunteer https://vimeo.com/150996682

16


Unit/Option content


Content


Listening

Context 3:

School Life, Studies and the World of Work

Education and employment issues in students’ own country/ community and in German-speaking countries/ communities


● demonstrate understanding of different types of spoken language;




● recognise and respond to key information, important themes

My studies and school life

● Use familiar language in a new context by listening for details about the school day of a teenager in a German speaking country, critical thinking as there are some mistakes or unrealistic information (true or false), making notes after listening and correcting sentences and comparing with a correct text.

WOPS

● Listening for relevant detail by listening to the reaction of interviewing each other about their school and the school rules and what they like, dislike and would change if they were in charge.

SM

● Deal with unfamiliar language watching a video about German schools at Deutschlandlabor, compare with NI schools; listen to a debate about different schools systems.

PS

Extra-curricular activities

● Recognise that there are different people by listening to reports about the description of their hobbies and match them according to the information.

● Identify information they need listen to the experience of students during an exchange trip and

Comm – T & L

PS

17


Unit/Option content


Content


School Life, Studies and the World of Work (cont.)

and ideas in extended spoken text (including authentic sources, which may be adapted as appropriate) by being able to answer questions, extract information, evaluate and draw conclusions.

what they think about the differences of the schools in both countries, make notes in English and/or German.

● Respond to unfamiliar language, unexpected responses and unpredictable situations, e.g. sitting in two circles facing each other, listen to each other’s answers about the favourite activity, after a short time the outer circle moves and they do the same with a new partner.

WO

Part-time jobs and money management

● Apply familiar knowledge by listening to an interview about a person’s dream job in the Caribic and then students create their own dream job prescription; listen to young people and what they earn.

Comm – T & L

● Students draw own conclusions by listening to what jobs young people would like to do and make decisions is it realistic or unrealistic, then produce their own idea and share it with others, listen to each other’s idea and comment on it with the focus on using phrases to express agreeing or disagreeing or giving opinion.

PS, WO

18


Unit/Option content


Content


● Deal with unfamiliar language and anticipate: Students listen to job adverts/announcement on German radio e.g. Quasselstrippen gesucht, try to understand longer authentic texts and assume out of context what job is on offer.


Future plans and career

● Apply familiar knowledge when listening to longer sequences and to a podium discussion, where four people discuss the topic in front of class and give feedback.

Comm – T & LSM

● Focus on relevant information, reduce information and select important information by listening to a report Studieren in Deutschland interview people in your class about their future plans, listening for gist, cut script in different pieces and match them in the right order.

PS

WO

19


Unit/Option content


Content


● Develop active listening skills relay a message activity: one student is the runner and has to dictate a text to a partner who writes it down about a career.

Resources Deutschlandlabor (with exercises Schule in Deutschland) www.dw.com/de/folge-1-schule/l-18722328Quasselstrippen gesucht: www.youtube.com/watch?v=l2W5UG9nZSkWalflüsterer www.karibiktravel.com/karibik-reisen/news-karibik/item/165-traumjob-in-der-dominikanischen-republikStudieren in Deutschland www.goethe.de/lrn/prj/gad/stu/deindex.htm

20


Unit 2: Speaking

20


Unit/Option content


Content


Speaking

Context 1:




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

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

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


Produce sentences and answers in the target language: learn how to use questions words and produce questions about each other’s family, describe their family; introduce their friends and say how they get on; meet and greet an exchange partner or German speaking visitor at school, Guessing game: What did you do last weekend...?

Comm – T & L

WO

Apply linguistic knowledge and use familiar language in interviews: ask your friend about their parents and their jobs, their pet or their favourite animal; do role plays, ask each other about their family and report to the class, ask for permission to go to the cinema with friends, ask for more pocket money.

Comm – T & L

Initiate conversations and reuse language that they have heard or read: do Mingle activities: find someone who game e.g. who has got...brothers/sisters? Who has no pet/many pets? Whose brother goes to university? Has a German Facebook friend?

UM

UICT

Social media and new technology WO

21


Unit/Option content


Content



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

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

Remember, understand and apply vocabulary by engaging in pairwork expressing like and dislikes, preferences of use of modern technology, make a survey about which form of communication is used and how often.

SM

Respond to frequently asked questions: Wie oft benutzt du Facebook? Wann benutzt du soziale Netzwerke?, participate in group discussion on pro and cons of social media, using statistics how long people use social networks, express thoughts about use of modern technology in school.

Apply more complex language and express opinions about different forms of media, likes and dislikes and give reasons, arranging video conferences with partner school using Skype, talk to your exchange partner before the trip (introduce yourself ask specific questions).


Develop the skills of speaking in target language by taking part actively in role plays and interviews about hobbies and pastimes, like and dislikes, discussing in pairs popular TV programmes, German

UICTPSSM

UICT

WO

UICTSM

22


Unit/Option content


Content



music by listening to popular German songs and watching German films.

Using language in everyday situations carousel talking about, hobbies and pastimes using target language, do pair interviews about daily routine and weekend activities; create a voice journal about your daily routine or create a video and present in class.

Students represent information orally by preparing mini presentations for mini-debates about TV habits, favourite hobby, special or extreme sport or pastime and/or favourite German or English TV programmes; they engage after in a pairwork information gap activity: find the missing information.

WO


Represent information and knowledge about customs and tradition in a German speaking country e.g. Ostern, Weihnachten,Tag der deutschen Einheit, Schulanfang, Martinstag etc. they do research on a German holiday/celebration and present in class.

UICTComm – T & LSM

Apply linguistic knowledge and skills in group WO

23


Unit/Option content


Content


discussions about festivals compare and find similarities and discuss the differences in customs and traditions in UK and Germany, they complete information gap activities (every person in the group received information on a different festival, student collect information by asking questions within the group and complete sheet) do surveys and interview how they celebrate Christmas in their family, asking relevant questions and answering; use an opinion podcast app and record a short presentation about a German festival.

PS

SMComm – T & L

Develop speaking skills by practising intonation recite German Christmas poems and sing German songs.

Resources www.bbc.co.uk/schools/gcsebitesize/german/www.goethe.de/ins/ie/prj/scl/bdt/deindex.htmwww.voki.com/www.resources.hwb.wales.gov.uk/VTC/2011-12/mfl/tinopolis/OracyBank/oracybank_en.htmlwww.s-cool.co.uk/gcse/germanhttps://itunes.apple.com/gb/app/opinion-podcasts-record-edit/id926260308?mt=8

24


Unit/Option content


Content


Speaking

Context 2:


Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in German-speaking countries/ communities


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



express information and narrate events


Represent information and knowledge by give a mini presentation using a picture or prepared power point about the place where they live what they like and dislike about it or create a short video on your home town/home area and present in class, use pictures of German towns and describe them to a partner.

Assess objectively other people’s perspectives and take account of other people’s sensibility by taking part in a class discussion on life in city versus life in the country, make a survey where classmates live and what leisure facilities are there.

Practise communication in real situations: pair work describing the way to school from home, role play: ask for the way to the supermarket, Touristeninformation or Fitnessstudio, reading out loud questions and answers from a board game they are playing.

Comm – T & LUICT

UMWO

Comm – T & LWOPS


Develop speaking skills by doing a do a survey on who is involved in charity work or has done charity work in the past, complete a grid on where, when WO

25


Unit/Option content


Content



coherently and confidently, using and adapting language for new purposes;




and who with they do voluntarily work in church or youth groups, compare the outcome with others.

Analyse and interpret issues by talking about problems of young people in society and how social problems affect people; do group work on stress; doing interview about problems giving advice how to avoid stress, avoid addictions e.g. internet addiction, do a mini debate why young people are stressed and what to do to improve.

Expand and apply vocabulary when asking for help and giving advice to help young people who suffer from bullying, too much workload, stress.

WO

PMWO


Develop speaking skills by talking about yourself, your family or your school and how environmental friendly you are, use an opinion chart, expressing your personal view on recycling in their school, doing a questionnaire about what could be recycled.

Reuse language, use cognates and near cognates when engaging in pairwork e.g. interviews about attitudes towards the environment; create an extreme weather forecast and present in class; use

Comm – T & LUM

PS

UICT

26


Unit/Option content


Content



familiar language when talking about statistics about how environmental friendly people are in different areas.

Find and evaluate information from other students by listening to other people's opinion in party talk activity by talking to different people in the classroom expressing their viewpoint on what is the biggest environmental problem; class discussion on environmental problems in Northern Ireland practise agreeing and disagreeing.

Travel and Tourism

Practising communication skills by talking about the weather, in small groups, presenting a European weather forecast, conversation on where in Europe is the best place to go on holidays.

Developing linguistic skills and communicate effectively by participating in various roleplays e.g. asking for directions; buying some souvenirs in a shop; asking for the next train connection; in the tourist information asking for day trips to visitor attractions; asking for opening time; reserving a table in a restaurant; a complaint in a hotel; hot chair: answering questions about the journey to the

WO

Comm – T & LSM

WOPS

UICTSM

27


Unit/Option content


Content


holiday destination, or what kind of holiday they like.

Reuse familiar language using imagination when presenting the dream holiday, talking about future holiday plans, practise how to recommend tourist attraction in Northern Ireland, group work: discussion about a problem during holidays, prepare a role play and present in class: a holiday disaster.

Resources www.bmub-kids.de/www.bbc.co.uk/languages/german/talk/www.duolingo.comwww.miraigerman.com/http://bravolol.com/learn-german/

28


Unit/Option content


Content


Speaking

Context 3:



Students should be able to: communicate and

interact effectively in speech for a variety of purposes;



express information and narrate events coherently and


Represent information and knowledge by creating a short video about the facilities in school or describing school week or talking about your favourite subjects and giving reasons; play bingo with subjects.

UICT

Develop communication skills by doing pair interview asking and answering questions related to own school and having group discussions on the advantages and disadvantages of school uniforms, favourite subjects and least favourite ones, asking and giving information on your timetable.

Compare and discuss differences of school systems in Germany and UK by talking about different school types, school rules.

SM


Remember, understand and apply vocabulary by describing pictures with information on clubs, playing tabu and use familiar vocabulary to describe sports and activities, do a survey which clubs your classmates attend and fill in a grid, then report in class about the after school activities or clubs.

WOPS

29


Unit/Option content


Content



confidently, using and adapting language for new purposes;




Apply familiar language when presenting a leaflet in class promoting extra curricular activities in your school for open day or reporting about an exchange or a trip to Germany they have taken part.

Adapt familiar language and communicate effectively by giving a summary speech about a text they have read or a video they have seen about a German school and their clubs and extracurricular activities and expressing their opinion.

SM

Comm – T & L

WO


Produce questions and answers in the target language pair interviews what chores you do at home, reply effectively to questions related to how chores are done at home.

Develop linguistic skills by playing tabu, describing occupations, playing board games, back to back game using photos of job situations describe what job situation is displayed and what the person has to do, do a survey on what jobs parents and grandparents do.

Develop communication skills by doing a survey and

PS

Comm – T & L

WO

30


Unit/Option content


Content


then discussing how much you can earn in different part time jobs.



Pair work exercises describe a job and guess what it might be; talking about what they want to do next year and/or after school; developing discussion on what is important in a job.

Reuse familiar language using imagination using photographs and talking about what people are doing in their job and giving opinions.

Develop communication skills by engaging in mini discussions about the advantages and disadvantages of a part time job, do role play: interview for a part time job present a power point about work experience.

Comm – T & L

PSSMComm – T & LComm – T & L

Resources www.teachitlangauge.comwww.bbc.co.uk/schools/gcsebitesize/german/speakingh/www.bbc.co.uk/languages/german/www.deutsch-lernen.com/

31

http://www.teachitlangauge.com/


32


Unit 3: Reading

32


Unit/Option content


Content


Reading

Context 1:



Students should be able to: understand and

respond to different types of written language;

understand details within texts using high frequency familiar language;

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

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

Myself, my family, relationships and choices Describe your own character and that of other

people including physical descriptions: read a short biography of a famous German person and create a fact file about the person; short biography text cut up into different sections and students put in into the right order; match up a physical description with a photo; read a description of a person and draw the person; match up German and English adjectives; match up adjectives to pictures.

Comm

Talk about your family and how you get on with members of your family: read a description about a family and match up with a photo of the family; read a text/letter about family relationships and answer questions in German; read a text/letter about family relationships and let students create questions in German about the text; translate sentences about family relationships from German into English.

Comm – T & L, R, W

Identify what is important in relationships and what problems can arise in relationships: read a letter addressed to an agony aunt and identify the problems mentioned/create comprehension questions about the text/answer comprehension questions

UICT

33


Unit/Option content


Content


Identity, Lifestyle and Culture (cont.) recognise and

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

demonstrate understanding by being able to scan for particular information, organise and present relevant details, draw conclusions in context and recognise implicit meaning where appropriate; and

translate sentences

about the text; read a text and find the German for certain English phrases in the text.

Social media and new technology Identify the various types of social media: thought

shower different types of social media; match up of English and German terms.

PS

Reflect on the impact of social media on young people nowadays: read a text about the advantages and disadvantages of social media and put the arguments into a table; true and false statements about a text; find the German terms.

Comm

Recognise the ever changing world of new technology: read a text about technology now and then and put the points mentioned into a table; true and false statements about a text; find the German terms.

UICT

Free time, leisure and daily routine Talk about various leisure activities including

personal interests in sport: get students to write a description about an activity and someone else in the

Comm – T & L, W

34


Unit/Option content


Content


from German into English.

class needs to guess the activity; match up phrases and pictures; read a text about when someone does activities and fill in to a timetable.

Making arrangements to go out: cut up dialogue to be put into the right order; matching up excuses with pictures.

PS


Describe daily routine including clock times (12 hour and 24 hour clock): read a text about daily routine and fill in grid with time and activity; match up a picture with an activity; finish sentences using relevant vocabulary; bring sentences into the right order; match up sentences halves; match up English and German phrases.

PS

Culture, customs, festivals and celebrations Identify various German customs and their

importance in everyday life: match up pictures with words; read about German customs and answer true and false statements.

PS

35


Unit/Option content


Content


Learn about German festivals and celebrations: direct students to German websites for research and create fact files about various festivals; read a text and fill in missing words; match up sentence halves.

UICT

Resources Websites:

www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)www.aufdeutsch.co.uk/www.deutschland.de

36


Unit/Option content


Content


Reading

Context 2:


Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in German-speaking countries/ communities.

Students should be able to: understand and

respond to different types of written language;





Describe your local area: gap fill with pictures of places in town; match up pictures and activities in your local area; put positive and negative opinions from a list into a table; texts about various areas and decide if statements are true or false.

Comm

Discuss environmental issues: match up pictures and phrases; text about environmental issues in the area, identify them and put into a table; read statements and decide if the activities are environmentally friendly or not; complete a test “How environmentally friendly are you?; match up German and English vocabulary about environmental issues.

SM

Identify various modes of transport in your area: match up mode of transport with a picture.


Understand what community work is available in your area: text about community work and true and false statements.

UICT

Identify various ways your school gets involved to

37


Unit/Option content


Content



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


translate sentences from German into English.

help those in need: texts about what schools do and comprehension questions about the text.

What you do to get involved in your community: text about a person explaining what he/she does in the community and comprehension questions about the text.


Discuss social issues such as poverty and homelessness: read a text about financial issues and answer questions in English; fill in gaps from a word list.

Comm – T & L, W

The impact of a multi-cultural society: read a text about a person from another country and complete comprehension questions.

PS

Travel and Tourism

Understand different types of holiday: read various texts explaining different types of holidays and match up with the correct type of holiday.

Describe a holiday you have been on: read about someone else’s holiday and bring corresponding

38


Unit/Option content


Content


pictures into the right order.

Ask for information at the tourist office: role play cut up and put into the right order again.

Resources Websites:

www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)www.aufdeutsch.co.uk/www.deutschland.dewww.germany.travel/de/index.htmlwww.greenpeace.de/

39


Unit/Option content


Content


Reading

Context 3:




understand and respond to different types of written language;




My studies and school life Identify different German school types and how they

compare with the Northern Irish school system: read a description of a German school type and match up with the corresponding name; explain a diagram about the German school system to someone else in the class in English; read a description of a student and match him/her up with a suitable school.

Comm

Discuss various views and opinions on school in general and different subjects in particular: read various opinions and put them into a positive/negative table; read a text about opinions and decide if statements about the text are true or false.

PS

Describe your school day: read a text about school routine and fill in grid with time and activity; match up a picture with an activity; finish sentences using relevant vocabulary; bring sentences into the right order; match up sentences halves; match up English and German phrases.

SM

40


Unit/Option content


Content


School Life, Studies and the World of Work(cont.)

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


translate sentences from German into English.

Extra-curricular activities Identify what activities you get involved in: read an

interview and create a fact file about the person; read various interviews and answer questions ‘who said what?’

Discuss the benefits of getting involved in such activities: list of statements to be put into own order of priority.

Understand how the extra-curricular life would look like in an ideal school: read a text about an ideal school and draw how the school would look like.

UICT

PS


41


Unit/Option content


Content


Describe a part-time job: read a text about part-time work and fill in a table with information such as working hours, pay, opinion etc.; match up job descriptions with a type of job; read an application form and match up with a recommended job for the person.

PS

Talk about work experience and the benefits of it: read an interview and create a fact file about the person; read various interviews and answer questions ‘who said what?’

UICT

School Life, Studies and the World of Work(cont.)

Discuss what you spend your pocket money on: read text about people and what they spend their pocket money on and fill in a table such as amount, what they spend it on, who gives them pocket money etc.

Comm – T & L

Future plans and career Identify what future career you have in mind: read a

text about a future career and put pros and cons of that job into a table.

Comm – W, R

Recognise how your subject choices for A Level will have an impact on your future career: read a text about subject choices and create comprehension question for another student in the class.

PS

42


Unit/Option content


Content


Discuss where you would see yourself in 20 years from today: read a text about a future vision and draw what you have read.

Comm – T & L

Resources Websites:

www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)www.aufdeutsch.co.uk/www.goethe.de/lrn/prj/wnd/idl/sua/sys/deindex.htm

43


Unit 4: Writing

44


Unit/Option content


Content


Writing

Context 1:




communicate in writing for a variety of purposes;

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

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


Describe your own character and that of other people including physical descriptions: create a fact file about yourself with basic biographical information; read a short biography of a famous German person and create a fact file about the person; write an application for a talent show; describe your favourite singer/famous sportsperson.

Comm

Talk about your family and how you get on with members of your family: write a description of your family; read an email about someone else’s family and write a reply to the person describing your own family; write a description of a famous family and someone else in the class has to guess who the family is.

SM

Identify what is important in relationships and what problems can arise in relationships: write a letter to an agony aunt; read a text about problems in a family and create comprehension questions in German for someone else in your class; using a writing frame, describe what issues arise in your family and why.

Comm – W

45


Unit/Option content


Content


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


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

Social media and new technology

Identify the various types of social media: thought shower different types of social media; match up of English and German terms.

UICT

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

make independent and creative use of

Reflect on the impact of social media on young people nowadays: draw up a list of advantages and disadvantages of social media.

Recognise the ever changing world of new technology: read a text about technology now and then and put the points mentioned into a summary table.


Talk about various leisure activities including personal interests in sport: get students to write a

PS

SM

Comm – W, R

46


Unit/Option content


Content


the language to identify key points, express and justify their thoughts and points of view.

description about an activity and someone else in the class needs to guess the activity; match up phrases and pictures.

Making arrangements to go out: cut up dialogue to be put into the right order; matching up excuses with pictures.

Describe daily routine including clock times (12 hour and 24 hour clock): read a text about daily routine and fill in grid with time and activity; match up a picture with an activity; finish sentences using relevant vocabulary; bring sentences into the right order; match up sentences halves; match up English and German phrases.

PS

PS



Identify various German customs and their importance in everyday life: match up pictures with words; read a text about German customs and create comprehension questions in German for someone else in the class.

PS

47


Unit/Option content


Content


Learn about German festivals and celebrations: direct students to German websites for research and create fact files about various festivals; read a text and fill in missing words; match up sentence halves.

UICT

Resources Websites:

www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)www.aufdeutsch.co.uk/www.deutschland.de

Unit/Option content


Content


Writing

Context 2:


communicate in writing for a variety


Describe your local area: thought shower statements to describe your local area; write a description of a town/place in your area and let someone else in the

Comm

48


Unit/Option content


Content



Students’ lifestyles and attitudes to environmental, social and global issues, and those of others in German-speaking countries/ communities

of purposes;



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

class guess which town/place it is.

Discuss environmental issues: read statements and decide if the activities are environmentally friendly or not; create a test “How environmentally friendly are you?” for someone else in your class; match up German and English vocabulary about environmental issues; brainstorm environmental issues in your local area; write an email to a friend advising him/her what to do to help save the environment; write an email to the local council complaining about environmental issues in your town.

UM

Identify various modes of transport in your area: create sentences about how people get to a place using various pictures.

UICT


Understand what community work is available in your area: text about community work and create comprehension questions.

Identify various ways your school gets involved to help those in need: write a letter to your principal outlining how you think your school should get involved in helping those in need.

PS

Comm – W

49


Unit/Option content


Content



settings;



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

What you do to get involved in your community: text about a person explaining what he/she does in the community and comprehension questions about the text.

WO


Discuss social issues such as poverty and homelessness: read a text about financial issues and answer questions in English; fill in gaps from a word list; write a letter to a charity.

Comm – W, R

The impact of a multi-cultural society: read a text about a person from another country and create comprehension questions.

PS

Travel and Tourism

Understand different types of holiday: write short texts for a holiday brochure outlining different types of holiday.

Comm

50


Unit/Option content


Content


Describe a holiday you have been on: write a description about your last holiday and get the rest of the class to guess where you have been to.

Ask for information at the tourist office: create a leaflet with all the attractions in your local area including how to get around your town.

Resources Websites:www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)www.aufdeutsch.co.uk/www.deutschland.dewww.germany.travel/de/index.htmlwww.greenpeace.de/

51


Unit/Option content


Content


Writing

Context 3:




communicate in writing for a variety of purposes;



produce clear and coherent extended


Identify different German school types and how they compare with the Northern Irish school system: explain a diagram about the German school system in writing; write an email to a student in Germany explaining your school system and outlining the differences; reply to an email with questions about the Northern Irish school system.

Comm

Discuss various views and opinions on school in general and different subjects in particular: write a description about a school subject and let the rest of the class guess which subject it is; write a letter to an agony aunt complaining about your school.

UM

Describe your school day: read a timetable and sentences describing the timetable and correct the wrong sentences; finish sentences using relevant vocabulary; bring sentences into the right order; match up sentences halves; match up English and German phrases.

UICT


Identify what activities you get involved in: write an email to a person in Germany outlining what

UICT, Comm

52


Unit/Option content


Content


text to present facts and express ideas and opinions for different purposes and in different settings;



make independent and creative use of the language to

activities are on offer in your school and ask about the activities in a German school.


Discuss the benefits of getting involved in such activities: create a list of benefits and put them into an order of priority.

PS

Understand how the extra-curricular life would look like in an ideal school: write an essay about what your ideal school would look like and why.

Comm – W


Describe a part-time job: write a job description and match it up with a type of job; write your CV and fill in a job application form in German.

Talk about work experience and the benefits of it: describe your work experience.

Discuss what you spend your pocket money on: create questions in German to interview other people in your class about pocket money; do a survey in your class about pocket money and put the results into a written summary.

SM

Comm – T & L

UM

53


Unit/Option content


Content


identify key points, express and justify their thoughts and points of view.



Identify what future career you have in mind: think about what future job you would like to have and draw up a table of pros and cons of that job.

PS

Recognise how your subject choices for A Level will have an impact on your future career: read a text about subject choices and create comprehension questions in German for another student in the class.

PS

Discuss where you would see yourself in 20 years from today: write an email to your friend telling him/her where you see yourself in 20 years from today.

UICT/Comm

Resources Websites:

www.linguascope.com (subscription required)www.languagesresources.co.ukwww.languagesonline.org.ukwww.bbc.co.uk/schools/gcsebitesize/german/ (due to change soon)

54


Unit/Option content


Content


www.aufdeutsch.co.uk/www.goethe.de/lrn/prj/wnd/idl/sua/sys/deindex.htm l

55

introduction - ccea | council for the curriculum...

Documents