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This Integrated Resource Package (IRP) sets out the provincially prescribed curriculum for German 5 to 12. The development of this IRP has been guided by the principles of learning:
German is among the ten most-spoken languages worldwide, one of the working languages of the United Nations, and an official language of the European Community. The study of German is intended for all learners and offers lifelong enjoyment and a broad range of career opportunities. Learning German also enhances the learning of first and additional languages. It fosters the appreciation of traditional and contemporary cultures and positive attitudes toward cultural diversity and commonality.
The previous German curriculum guide was first published in 1990 and reprinted in 1992 and 1994. The original guide incorporated curriculum and assessment for grades 9 and 10, grades 11 and 12, and Beginner's German Grade 11. This German IRP is the result of a revision process that reflects the influence of several current movements in language education.
The German 5 to 12 curriculum endorses what is commonly referred to as the communicative-experiential approach. In this approach, the focus of instruction is the purposeful use of the language to perform real-life tasks, to share ideas, to acquire information, and to get things done. Grammar instruction plays a supportive role onlyto provide some useful strategies to facilitate communication and comprehension.
The communicative-experiential approach is guided by an educational philosophy that endorses these premises:
(Adapted from: "Teaching and Learning K12 Authentic Instruction Communication," Section 7.19, ASCD Curriculum Handbook, September 1994.)
In following the communicative-experiential approach, prescribed learning outcomes in this IRP are expressed in terms of tasks to be performed and not in terms of language items to be mastered. Assessment and evaluation of language acquisition focus on students' abilities to understand others and to express themselves comprehensibly and appropriately. They do not focus on the mastery of grammar for its own sake.
Language-learning strategies are important components of a language program and are now being recognized as an essential part of successful language learning. Examples of such strategies include using visual clues; cognates; a variety of writing processes such as brainstorming, sharing, revising, editing, and publishing; and context to support and extend language learning. When students apply a range of specific strategies to their language learning, they are better able to understand information, clarify and negotiate meaning, and generally communicate more effectively.
The Language-Learning Strategies chart shows the complete range of strategies suggested for each grade. By Grade 12, students should be using the full range of strategies.
The components of this IRP are categorized under four curriculum organizers. These organizers are based on common reasons people have for wanting to learn a second language and have been used to group the prescribed learning outcomes, suggested instructional strategies, suggested assessment strategies, and recommended learning resources. The curriculum organizers are:
These curriculum organizers are practical and purposeful. They allow language-program developers to address such matters as cross-curricular integration and
diverse learning rates, styles, and needs. They focus attention on the most important purposes for studying a second language. In the classroom, they should not be treated separately but should be integrated into most activities. Whenever possible, teachers should use and encourage the use of German in most student activities. However, there are times when English will be necessary to complete a task or provide supporting detail for a learning activity, particularly in the organizer Understanding Culture and Society.
It is expected that students will develop and apply a range of strategies to assist their comprehension and expression. Students will: |
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| Grade 5 | Grade 6 | Grade 7 |
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| Grade 8 | Grade 9 | Grade 10 |
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| Grade 11 | Grade 12 | Introductory German 11 |
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Learning outcomes listed under this organizer provide opportunities for students to establish and maintain relationships, to share ideas and opinions, and to get things done. This organizer embraces a variety of communication skillslistening, reading, speaking, writing, viewing, and representingin order to reach students with a wide range of abilities, language traditions, and backgrounds. It emphasizes authentic language-learning experiences and the application of a range of language-learning strategies. Teachers and students are encouraged to use German in all activities; it is expected that students will interact in German.
Students should have opportunities to develop the ability to understand and acquire information from original German-language sources appropriate to their interests and age levels in order to complete authentic tasks. These original sources could include German-language television and radio programs, magazines, business and job advertisements, recipes, restaurant menus, schedules, or Internet sites. An authentic task is one that engages students in thoughtful learning and is meaningful and relevant to their lives. In the process of acquiring information in German, students are encouraged to take risks.
Students learn a language most effectively and enjoyably when they experience and enjoy it through music, film, video, art, poetry, and other forms of creative expression, such as storytelling by members of the cultural community. Students will be motivated to continue their language studies in German when they have frequent opportunities to view, listen to, eventually read, and respond to creative works in personal ways. Students should be exposed to a wide range of creative works representative of the German-speaking world, beginning with visual and aural works and progressing to written works as students' language skills develop. Over time, students should be able to produce a variety of written, oral, and visual creative works based on German-language resources.
To give students first-hand experiences in the Canadian mosaic, they should be provided with opportunities to interact with and appreciate a variety of cultural experiences.
When students communicate with others in German and participate in cultural experiences, they gain insight into the role of culture. Through exploring the German language, its cultural context, and its world, students develop understanding of diverse perspectives and can better appreciate the role of other cultures, as well as their own.
When German is seen as a practical means of communication, not just a narrow field of language study, many opportunities open up for integration with other curricula. The prescribed learning outcomes in this curriculum are deliberately open in nature to encourage teachers and students to make links to other areas of study through activities such as job interviewing, mapping, graphing, music, or art. In secondary schools, teachers could make efficient use of this open-endedness through joint planning and joint evaluation tasks. (See Appendix D for examples of integrated units.) Integration in the elementary classroom is easier and may begin with daily routines and procedures conducted in German. In this way students will see German as a living language and not just another school subject.
Instructional strategies have been included for each curriculum organizer and grade level. These strategies are suggestions only, designed to provide guidance for generalist and specialist teachers planning instruction to meet the prescribed learning outcomes. The strategies may be either teacher directed or student directed, or both. For each organizer, a list of specific strategies is introduced by a context statement that focusses the reader on the important aspects of this section of the curriculum and links the prescribed learning outcomes with instruction.
There is not necessarily a one-to-one relationship between learning outcomes and instructional strategies, nor is this organization intended to prescribe a linear means of course delivery. It is expected that teachers will adapt, modify, combine, and organize instructional strategies to meet the needs of students and to respond to local requirements.
The assessment strategies in this IRP describe a variety of ideas and methods for gathering evidence of student performance, and provide examples of criteria for assessing the extent to which the prescribed learning outcomes have been met. Teachers determine the best assessment methods for gathering this information.
For each organizer, a list of specific strategies is introduced by a context statement that explains how students at this age can demonstrate their learning, what teachers can look for, and how this information can be used to plan further instruction.
The assessment strategies or criteria examples for a particular organizer are always specific to that organizer. Some strategies relate to particular activities, while others are general and could apply to any activity.
Since language is acquired in a spiralling and recursive process, students must be guaranteed a stimulating environment where risk taking is encouraged and where errors are viewed as a natural and informative part of language development. When students understand the role of errors, they are able to make confident decisions about when to take risks and when to edit carefully for accuracy.
Assessment is the systematic process of gathering information about students' learning in order to describe what they know, are able to do, and are working toward. From the evidence and information collected in assessments, teachers describe each student's learning and performance. They use this information to provide students with ongoing feedback, plan further instructional and learning activities, set subsequent learning goals, and determine areas for further instruction and intervention. Teachers determine the purpose, aspects, or attributes of learning on which to focus the assessment. They also decide when to collect the evidence and which assessment methods, tools, or techniques are most appropriate.
Assessment focusses on the critical or significant aspects of the learning that students will be asked to demonstrate. Students benefit when they clearly understand the learning goals and learning expectations.
Evaluation involves interpreting assessment information in order to make further decisions (e.g., set student goals, make curricular decisions, plan instruction). Student performance is evaluated from the information collected through assessment activities. Teachers use their insight, knowledge about learning, and experience with students, along with the specific criteria they establish, to make judgments about student performance in relation to learning outcomes.
Students benefit when evaluation is provided on a regular, ongoing basis. When evaluation is seen as an opportunity to promote learning rather than as a final judgment, it shows learners their strengths and suggests how they can develop further. Students can use this information to redirect efforts, make plans, and establish future learning goals.
The assessment of student performance is based on a wide variety of methods and tools, ranging from portfolio assessment to pencil-and-paper tests. Appendix D includes a more detailed discussion of assessment and evaluation.
The Provincial Learning Assessment Program gathers information on students' performance throughout the province. Results from these assessments are used in the development and revision of curricula, and provide information about teaching and learning in British Columbia. Where appropriate, knowledge gained from these assessments has influenced the assessment strategies suggested in this IRP.
The provincial reference sets can also help teachers assess the skills that students acquire across curricular areas. These are:
A series of assessment handbooks developed to provide guidance for teachers as they explore and expand their assessment repertoires is also available:
Throughout the curriculum development and revision process, the development team has done its best to ensure that relevance, equity, and accessibility issues are addressed in this IRP. These issues have been integrated into the learning outcomes, suggested instructional strategies, and assessment strategies in this IRP with respect to the following:
(See Appendix C, Cross-Curricular Interests, for more information.)
Ministry of Education policy states that all students must take a second language as part of the required curriculum in grades 5 to 8. Students may be exempted from the second-language requirements. An exemption may apply to a student who is:
Teachers of students for whom English is their second language will need to be sensitive to the varying rates at which these students develop communication skills. ESL students are likely to benefit from teacher modelling of expectations, real-life applications, direct instruction, incremental introduction of language-learning skills, frequent review, and use of graphic organizers (key visuals). German teachers are encouraged to use a wide range of appropriate adaptations to instruction and assessment to meet the needs of individual students. When instruction is in German, ESL students are placed on an equal footing with their classmates.
Although ministry policy states that students may be exempted from second-language study because of special needs, not all students who have been identified as having special needs should be exempted. Second-language study may actually enhance first-language development for some students.
Students representing a wide range of special needs could successfully participate in this course because of its focus on the communicative-experiential approach. Adaptations to instructional strategies, activities, and evaluation methods may be required for some students. For example, students with sensory impairments may need amplification or additional description to "view" videos.
Decisions to exempt a student from taking a second language should be made only after considering assessment information about the student's cognitive, sensory, or physical disabilities.
When a student is exempted due to special needs, this must be documented as part of the Individual Education Plan (IEP). For example, students who are deaf might have difficulty with oral sections of a second-language curriculum. Students who are experiencing difficulty establishing communication might concentrate on developing an alternative communication system such as Bliss symbols or voice-activated computer technology. Students with language-processing disabilities may have difficulties that preclude second-language study. Such exemptions should include consultation with parents or guardians as part of the IEP process.
The following teaching strategies might be used to assist students with special needs
in the German language-learning classroom.
Adapt the Environment
The fundamental aim of this curriculum is to enable students to communicate in German. The approach the curriculum advocates focusses on the purposeful use of the language to perform real-life tasks, to share ideas, to acquire information, and to enhance understanding of the culture. The kinds of learning resources available for students to use while learning the language are vital to achieving this aim and implementing this approach.
In order to help students achieve communication goals and carry out authentic tasks while learning German, learning resources should include authentic materials that reflect the language at work in daily life. The term realia is often used to describe such resources, which could include newspapers, magazines, information about entertainment, business, employment, food, holidays and celebrations, and artworks and artifacts reflecting the culture of a German-speaking community. Community resource persons can enhance language acquisition and provide opportunities to communicate in the German-speaking community.
The Ministry of Education promotes the establishment of a resource-rich learning environment through the evaluation of educationally appropriate materials intended for use by teachers and students. The media formats include, but are not limited to, materials in print, video, and software, as well as combinations of these formats. Resources that support provincial curricula are identified through an evaluation process that is carried out by practising teachers. It is expected that classroom teachers will select resources from those that meet the provincial criteria and that suit their particular pedagogical needs and audiences. Teachers who wish to use non-provincially recommended resources to meet specific local needs must have these resources evaluated through a local district approval process.
The use of learning resources involves the teacher as a facilitator of learning. However, students may be expected to have some choice in materials for specific purposes, such as independent reading or research. Teachers are encouraged to use a variety of resources to support learning outcomes at any particular level. A multimedia approach is also encouraged.
Some selected resources have been identified to support cross-curricular focus areas. The ministry also considers special-needs audiences in the evaluation and annotation of learning resources. As well, special-format versions of some selected resources (braille and taped-book formats) are available.
Learning resources for use in BC schools fall into one of two categories: provincially recommended materials or locally evaluated materials.
All learning resources used in schools must have recommended designation or be approved through district evaluation and approval policies.
Materials evaluated through the provincial evaluation process and approved through Minister's Order are categorized as recommended materials. These resources are listed in Appendix B of each IRP.
Learning resources may be approved for use according to district policies, which provide for local evaluation and selection procedures.
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Revised: January 26, 1999
