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PS and MS students not only learn to sing/play the musical instruments, but also get the opportunity to perform in front of small and large audience from our community as well as at outside events; they perform as soloists, in groups or in ensembles (team work). Further, they learn to perform different musical styles and cultures from classical to pop music (in singing, also different languages). Group playing also provides opportunities to develop leadership, structure, commitment, confidence and collaboration. There is also the aspect of emotional reactions/response, control, and communicating this to an audience through music. This encourages emotional growth.

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PS and MS students not only learn to sing/play the musical instruments, but also get the opportunity to perform in front of small and large audience from our community as well as at outside events; they perform as soloists, in groups or in ensembles (team work). Further, they learn to perform different musical styles and cultures from classical to pop music (in singing, also different languages). Group playing also provides opportunities to develop leadership, structure, commitment, confidence and collaboration. There is also the aspect of emotional reactions/response, control, and communicating this to an audience through music. This encourages emotional growth.

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Pilar - Language and Cultural immersion programmes

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Pilar - Language and Cultural immersion programmes

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MS and HS students have the opportunity to participate in a language and cultural immersion to France and/or Spain in order to be aware of the culture they are learning.

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In 2018-19 I did a collaborative study with the EAL teacher Sue N. and two Gr.5 students about the connection between language and singing. Among others the students organised and guided part of the project, where they also translated songs from German to English/ Russian to English, made posters and explained the process.   

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In 2018-19 I did a collaborative study with the EAL teacher Sue N. and two Gr.5 students about the connection between language and singing. Among others the students organised and guided part of the project, where they also translated songs from German to English/ Russian to English, made posters and explained the process.   

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Cultural connections - our daily morning bulletin often has cultural recognition, discussions, videos to promote awareness of different cultures.

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There is a student group led by Jacqui Harris that is going to be painting a giant intercultural mural this year that will creep around the whole ground floor of the High School.

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For the emotional learner principle, we have a unit focused on mathematical mindset in grade 6.

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We have begun as teachers to try to normalise LGBTQ+ topics by embedding it in the curriculum. Not sure if this is happening in all subject areas, but it's certainly been something we have been working on, particular in how we have been working with the organisation Educate and Celebrate.

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Every subject uses various forms of formative assessment. This data is then used in ways, for example to inform the direction that the unit takes.

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Curricular connections - we do a math/science idu on statistics, data and analysis.

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Service Learning:
Asylum Seekers Group in Grade 8 learns about situation of refugees worldwide and the conflicts that lead to flight.  We have a guest speaker every year to talk about their refugee experience.  Students meet and interact with asylum seeker children at Asylum Seeker home and at annual Christmas party.  Grade 8 Community Connections group from 2015-2017 worked on the UNs Global Goals for Development and learned about these goals in a global context.  We had guest speakers come in to speak on the goals.

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Intercultural understanding as a focus for planning resources and materials in the PS planners, eg diverse families, local focus etc to demonstrate a link to the we are all ISZL

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To raise international mindedness, students are given the chance to choose the learning of a foreign language. By doing so, students get a glimpse of how other cultures understand the world.

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Service Action: is completely centered on the learner. Students choose the group that the would like to participate in and then create their own projects within the groups.

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Intercultural understanding: Together with Andy Thain we lead a grade 7 SL group where we are diving deeper into the students' cultural backgrounds and what it means to them. They will present to the group.

Re Learning Principles: these should be made more visible around the school using bulletin boards, boards in classrooms, etc.

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We provide opportunities in Design where students are able to choose and guide their own learning. This began with the Grade 8 Challenge project and is now embedded in the Grade 6 and Grade 7 curriculum.

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Our trip to the Black Forest has become more enriching as teachers have begun to think about what opportunities are there to link exploration of German culture and history to the experiences we offer when we go. For instance, looking at Grimm's fairy tales and the history of fairy tales that come from that region before we go and then while we are there.

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How can we make LPs more visible? [lorna c]

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How can we make LPs more visible? [lorna c]

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1. social media feeds that focus on the LPs - spotlights on practice
2. newsletter articles that focus on the LPs or explore links with LPs
3. students and teachers could create posters that visualise the LPs that could be placed around the school

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Learning principles can be posted in the classrooms to make them more visible. Students should be engaged in what they mean and be able to comment on them.

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In Music, a unit is devoted to studying the blues. As part of that examination of music and music history, students get a deeper understanding of another culture and the historical circumstances (racism/segregation) that drove the music.

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Many PS German units connect to local traditions, language, encourage community connection through a focus on transactional language, and some units directly focus on connecting to community / intercultural understanding. This would be evident in planners, some student work, flipgrid videos etc.

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MS Students raise awareness of other cultures through Service Learning. For instance, the group "Asylum Seekers" visit a local asylum seekers and refugees centre. They learn about other cultures and how the process to get support from the Swiss government.

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Host culture: In Grade 5 during our How We Organise Ourselves unit of inquiry, students inquire into the Swiss political system. We spend a day visiting the Zug Parliament and experiencing how Swiss democracy is put into practice on the Kantonal level. At times we have had candidates representing different Swiss perspectives/political parties come in and share their views and what their do in their role as representatives in government.

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The PS German department uses the learning principles to review units and as a lens when planning. This should be evident in some meeting minutes and maybe managebac planners.

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As a school we celebrate Swiss cultural activities. Such as the 'Fassnacht' celebration in the PS.

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When posting, please leave your name in case we would like to follow up. It is also helpful for our IB self-study.

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Your guiding questions for this session are as follows:
What evidence do we have to ensure that the learning principles are taking place? Is our whole community aware of them? How can we make them visible?
Do international-mindedness and intercultural understanding cover deeper aspects of cultural understanding? How students will learn about the host culture?