An important principle of language learning is the purpose for which the language is used.
The teaching of German at the Leigh UTC is not just restricted to the learning of Grammar, vocabulary and pronunciation.
The students are exposed to communicative contexts where they can practise their language skills through their interactions, including regular visits and a pen-friend scheme with students from the German link-school.
When designing our MYP units, we aim to incorporate all approaches to learning so that students will be very familiar with them by the time they reach the end of the MYP, and incorporating the right ATL into an activity or unit will help to make these more coherent and meaningful to our students.
Collaborative curriculum planning lies at the heart of what we do in the department. We are committed to a three-year plan of developing our schemes of work. These are focussed on embedding challenge, metacognition, memory techniques and literacy into our departmental curriculum Alongside our schemes of work, we are constantly developing knowledge organisers at KS3 and KS4. Regular Knowledge tests enable us to define the core knowledge our students need to master. In German, we also implement our curriculum through using a variety of teaching approaches and tasks which encompass the four key skills of listening, speaking, reading and writing.
Further rationale behind our curriculum design includes the revisiting and building on existing knowledge. The topic areas and grammatical structures which are introduced at KS3, are seen as building blocks for more in-depth learning at KS4 (& KS5) and the use of IT programmes such as Linguascope are well-established for reinforcing newly acquired knowledge or for setting lagged homework for supporting longer term memory. We have the same high expectations and goals/aspirations for all students but scaffold effectively to allow all to progress towards them. We see the potential in every child.
Our curriculum will enable pupils to develop their character, including resilience, confidence and independence, so that they contribute positively to the life of the school, their local community and the wider environment.
Strategies on what the German curriculum delivery looks like in the classroom:
- Lesson structure (Do Now, Review, I do, We do, You do)
- Questioning (think time, cold call, no opt out)
- Structured inquiry (stimulus, build curiosity, Jamboard, reflection)
- Feedback through formative/summative assessments & Blue Pen Review
- Strategies to ensure students remember more: use of Knowledge Organisers and regular Knowledge tests & retrieval practice
- Scaffolding to support all students’ learning
- Homework to support students with consolidating their learning
- Interactive online platforms are used to help kinesthetic learners and reinforce vocabulary and structures.