2.1 Content and teaching strategies of the teaching area
2.2 Content selection and organisation
Year 11 German (IBDP) PowerPoint on the topic of migration
For my year 11 German (IBDP) class, I create PowerPoints to help students learn. For this topic, students were learning about migration into Germany. In this PowerPoint I chose to include reasons for migration, as well as how to express assumptions about things (in this case data about migration) and expressing surprise/disbelief, followed by some infographics that students then had to write about using the vocabulary they had learnt in the previous slides. I organised the slides this way, as it seemed logical to give students the vocabulary and sentence starters they needed before being able to talk and write about the data on the infographics. Within this PowerPoint, I included videos of different ways to express disbelief and surprise, as well as modelled sentences for the students so they had examples of what the sentences should look like. I will also help students model their sentences on the whiteboard with different colours (e.g. subjects are red, verbs are blue, objects are pink, etc.) to help students see how sentences are structured in German.
2.3 Curriculum, assessment and reporting
Year 10 German environment listening task
During the environment unit for my year 10 German class, they learn about how the Germans sort their rubbish so that not everything goes to landfill and more things get recycled. For language, in the IB MYP, there are four criterion (listening, reading, speaking, and writing). For this assessment task students were tested on their listening comprehension through a video. Prior to this assessment, I taught the class the required vocabulary and the German culture around sorting rubbish. This allowed students to be successful in the test. I attach the IB criterion A (listening) rubric to the task sheet, and go through what is required in their answers to achieve a 7-8 and a 3-4.
2.4 Understand and respect Aboriginal and Torres Strait Islander people to promote reconciliation between Indigenous and non-Indigenous Australians
Email from ATSI coordinator sharing resources
During Reconciliation week, 2022, the ATSI coordinator sent out an email providing a PowerPoint to all Yungkurrinthi Marni (care group) teachers to go through throughout the week to develop an understanding of and respect for ATSI histories. The email also provided information about the display in the library and a Reconciliation Week playlist on ClickView.
2.5 Literacy and numeracy strategies
Year 8 German notes (2022)
For my year 8 German class, I always create a document with all of the vocabulary that they have learnt. I require students to copy everything down, which helps with their spelling and understanding of the language. I upload this document on Daymap, so if students are ever away, they can access it and catch up on whatever they have missed. Once I have taught numbers (in German), I give students some math questions at the end of the lesson (verbally) as an exit card and they have to respond with the answer in German in order to leave to either go to their next class or go to recess. I have found this helps students with their random recall of numbers. I do this as a form of formative assessment.
In my year 8 I&S class, when students were writing an essay about the crimes & punishments during medieval times, I scaffolded what the essay should look like on the board and gave sentence starters for each paragraph. I found this improved their essay writing as they had more of an understanding of what was required around literacy.
2.6 Information and Communication Technology (ICT)
LanguageNut assignments
I use LanguageNut with all of my German classes to help them practice their vocabulary and grammar. At the end of teaching them new vocabulary and/or grammar I will set them assignments, which they can practice for before completing. I give them 10 minutes every lesson (either at the beginning or the end) to do this. If it is at the beginning of the lesson, I use it as tool for de-escalation. During this time, I make it explicitly clear that they are not to be doing anything else (i.e. playing games) (refer to Standard 4.5).