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***If you are posting without a padlet account, pelase add your name to the entrace, so your group can identify you!***

Research your national curricular to find out what you are expected to teach your future students (e.g. global competences, SDGs, ...).
Look for inspiration and topics for a virtual exchange project for your class with peers abroad.

Students from Göttingen can find more information here:
https://www.nibis.de/startseite_1

You might use the German curricula on SDGs which are also available in English, French and Spanish:
https://www.globaleslernen.de/de/orientierungsrahmen-globale-entwicklung-or-Neuauflage-des-Orientierungsrahmens

Share your findings in a post.
What do you think is something your students need to learn that could be part of a virtual exchange? (You can use the ideas that came up in your group during our meeting on August 9th 😉)

Comment on the posts of your group members. Are there any commonalities that could become a common topic for your VE?

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Russian

The competences you are gaining in the secondary level I as a beginner is basic knowledge about the Russian language. That means, you’ll learn different parts of the functional communicative competences, methods and intercultural competences. In more detail, the functional communicative competence will be constructed in every student through reading, speaking, writing and listening/watching, as well as learning the Cyrillic alphabet, gaining vocabulary, learning about grammar, intonation and the pronunciation. The students also learn how to work independently and discover strategies to help them with their learning process. They are confronted with different strategies and techniques and get a feeling for organizing their language acquisition process. The result is a higher efficiency, awareness and independence in the student’s learning process. Another big focus lays on the intercultural competences where students learn to respectfully treat other cultures and gain some sociocultural knowledge. All these competences are connected to each other and cannot be separated completely. At the end of grade 10, the students are supposed to have reached the level of B1 in listening and reading, and A2+ or B1 in speaking and writing. The students should therefore have gained the Basic knowledge of the Russian language in a way that they are able to understand texts, talk and write about the everyday life. Also, the special features of the Russian language should be taught by the end of the secondary level I, which contain vowel reduction, intonation, palatalization, specific Russian sounds and voiceless/ voiced consonants. In the secondary level II, all of the competences taught in the secondary level I are deepened and consolidated. The classes are held monolingual, whereas in the secondary level I the classes are held bilingual, especially when explaining the tasks. The goal varies depending on which class the student is in – the basic or advanced course. By the time of their Abitur, the students of the basic course should have reached level B1+ and only partly B2 in listening, reading, writing and speaking, whereas students in the advanced course have to reach level B2 in all these competences.

French

The difference between the Russian and French Curriculum is not a huge one. In French class the main goal is to build a high intercultural communicative competence which includes the savoir, savoir être, savoir faire and savoir comprendre. In summary: communicative action. It is therefore important to include the student’s experiences with other languages or cultures. The students also have to be willing to interact, they have to have social competences or gain them at least. In general, the same competences are developed as in Russian class, such as the functional communicative competence, awareness of the learning process, they need to know the grammar, vocabulary and so on. All of the competences are, as I already mentioned in the Russian Curriculum, bound to each other. The students are supposed to apply their previous knowledge about different cultures and languages to French class but they will learn further techniques to improve their learning process. At the end of grade 10, the students should have reached the level B1 in listening, writing, reading, speaking and mediation. The higher their level, the more authentic are the texts and other learning situations because they do not have to be altered to a beginner’s knowledge about grammar or vocabulary. In French class, the students are always the centre of the topics and as the level rises, the topics get a little bit more abstract and complicated. In the secondary level II, the focus lays on the intercultural communicative competence as well and all the competences are further promoted. In regards to the Abitur, the students write, analyse, read and reflect a lot more and prepare for their exams. The topics are divided into four groups: ‘l’identité culturelle’, ‘la société’, ‘entre hier et demain’ and ‘les défis de l’humanité’. There will be also some small topics in between that are called ‘Passepartouts’.

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BNCC( Base Nacional Comum Curricular), Brazil: English

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BNCC( Base Nacional Comum Curricular), Brazil: English

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1. Reflecting critically on how learning English contributes to solving issues in the globalized world

2. Communicate in the English language, through the varied use of languages ​​in

digital or digital media, expanding the possibilities for the understanding of the values ​​and interests of other cultures and for the exercise to make social protagonism.

3. Identify similarities and differences between the English language and other languages, articulating them with social, cultural and

identity, in an intrinsic association between language, culture, and identity.

4. Develop linguistic-discursive repertoires of the English language, used in

different countries and different social groups within the same country,

to recognize linguistic diversity as a right and to value the hybrid and multimodal uses emerging in societies recently.

5. Use new technologies, with new languages ​​and methods of interaction, to share and produce meanings in English literacy practices in an ethical, critical, and responsible manner.

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Turkey's foreign language education curricula

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Turkey's foreign language education curricula

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Turkish curricula for English language aims to have task based /project based nature that tries to increase interaction among students.
- All of the foreign language skills [Reading (R), Listening (L), Speaking (S), and Writing (W)] were addressed throughout the new curriculum for English language
- The present curriculum is structured in terms of communicative functions and specific useful language units with which functions are associated to offer a linguistic repertoire throughout a continuum of a language proficiency depicted in and for each grade

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Foreign language ed: Romance languages  (Arina M.)

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Foreign language ed: Romance languages  (Arina M.)

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Here the aims of global sustainable development that can be considered as part of the FLC, too

cultural awareness and respectful interactions in diverse societies

recognise cultural prejudice/stereotypes, and make harmonious living in multicultural communities possible

world of work- preparation: Communication skills, openness to  people from different cultural backgrounds, trust in diverse teams, respect, especially in todays' virtual communicative space

expression & interaction in interconnected digital spaces

tackle global issues, social, political, economic, environmental challenges

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I live in Turkey, so I made a research about curriculum of English Learning and Teaching in Turkey, what we are expected to teach and our responsibilities as English Language Teachers.

According to Major Philosophy and General Objectives of the 9 th-12 th Grades English Curriculum,

English Language  Teachers have these responsilibities below;

- They should communicate in English in the classroom at all times and act as good role models for students.
- They should use a variety of interaction types (individual work, pair work, group work, whole class) during the lessons.
- They should present unfamiliar topics in English by building on what is familiar for students.
- They should allow learners to discover meaning from context and/or given clues.

- They should overlook students’ mistakes or slips of the tongue during speaking activities and model the correct use of language instead or take notes to work on the mistakes later on as a whole class without referring to students’ identities.
- They should use praise and positive reinforcement in class to nurture the willingness and motivation for language learning.

- They should give rationale behind language learning in general as well as specific language learning activities.
- They should encourage and train learners to learn how to learn English autonomously. (T.C. Millî Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı, 2018).

- Objectives of ELT curriculum for primary education are defined based on the grades of 4 th and 5 th. The curriculum that belong to 6 th, 7 th and 8 th is designed to improve the main curriculium of the grades of 4 th and 5 th.

- Teachers should raise students’ awareness of a foreign language (English);

- Teachers create and present a positive attitude and perspective towards the learning of English language of students;
- Teachers should attract students’ interest and they should motivate them in learning English language;
- Teachers should design and plan appropriate games, drama and classroom activities that make students enjoy in learning process.
- Teachers should design and use dialogues, conversations and meaningful, useful learning activities which is about the context of the lesson.
- Teachers should help students to develop suitable strategies in learning English. The function of English for grades 6 to 8 is to improve the students’ basic communicative skills by the help of four language skills. (İnceçay, 2012).

As for topic suggestions:
- Social awareness for nature and our environment or social problems (global education), social justice, equality, diversity
- Improving critical thinking, creativity, main 21st century skills (4C, creativity, collaboration, critical thinking, communication) and problem-solving
- being able to use one of the main particular language skills (speaking, listening, writing, reading)
- making them think and analyze given situations and create something original by using critical thinking skills, by using educational technology, or by writing and making them express themselves in oral language or written language
- lead them to how to make research on their own without giving them all information and making learning turns into life-learning and real-life lessons, leading them to how to observe their environment, and making cognitive connections between their environment, background knowledge and what they learned, teaching them how to use their brain more. Because  "A teacher is one who makes himself/herself progressively unnecessary." – Thomas Carruthers.

REFERENCES

İnceçay, G. (2012). Turkey’s foreign language policy at primary level: Challenges in practice. ELT research journal, 1(1), 53-62.

T.C. Millî Eğitim Bakanlığı Talim Terbiye Kurulu Başkanlığı. https://mufredat.meb.gov.tr/Dosyalar/201812020472656-OGM%20INGILIZCE%20PRG%2020.012018.pdf

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Science education aims at enabling students to form an opinion and to take part in public communication on technical developments and scientific research.
A much-discussed topic at the moment is climate change. This topic is especially suited for exchange projects as global warming affects or will affect every region.
Some regions are prone to wildfires and drought, others will suffer from floodings or hurricanes.
Understanding global warming requires students to read graphs, describe causal relations, and understand the nature of models. Furthermore, they could evaluate to what extent technical developments are suited to oppose global warming or to adapt to it.
From the perspective of foreign language education, political, social, and economic consequences can be addressed. Who can adapt to climate change and who might have to migrate? What is the current political stance on climate change in the students' countries?
Lastly, the students' creativity and problem-solving skills are of need: how would they go about solving this global issue?

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Topics
English:
- stereotypes, prejudices
- cultures (students present their cultures, compare them etc.)
- values and conventions
- my favourite x (book, film, series, food etc.)
- planning a holiday/ a city tour of x (maybe the other students' home town)
- (violation of) human rights
- migration/integration
- The curriculum for grades 11-13 includes 5 thematic fields, some of them could be used here as well (-> picture)
- global changes
- colonialism, colonization

Physics:
- sustainability
- (renewable) resources/ generation of energy/ energy sources of the future
- ethics in science
- human impact on ecosystems

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Swedish higher education ordinance (Radu)

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Swedish higher education ordinance (Radu)

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These represent general guidelines for curriculum in Sweden.

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Daiana (Ivoti): Curricula in Brasil - Languages - English - BNCC (Base Nacional Comum Curricular)

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Daiana (Ivoti): Curricula in Brasil - Languages - English - BNCC (Base Nacional Comum Curricular)

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Hey people,
in Brasil English is taught in the final 1st grade years. Young children don't have contact with English before their 6th year in school.

According to the brazilian Curricula, here are the 6 competences students must develop in language area (including English), briefly:

1: Understand languages as a human construction, historical, social and cultural and know their relevance as ways of giving  meaning to reality and identity expressions;

2: Increase possibilities of participation in social and many human activity fields, to keep learning and contribute to make a more ethical and inclusive society;

3: Use different languages to express and share information in different contexts, for a better dialogue, conflict resolution and cooperation;

4: Develop aestethic sense to recognize and respect different cultural manifest, from local to global; respect diversity;

5: Use different languages to defend points of view which respect the others and promote human rights, acting critically facing questions of the modern world;

6: Understand and use digital tech and communication in a critical, meaningful, reflexive and ethical in several social practices (including schools), to communicate using many medias and languages, produce knowledge, solve problems...

This is the base for languages. And specifically about English learning, now English is considered língua franca (common and formal language) and it has a social and political function. The teaching is organized in axis - orality, reading, writing, linguistic knowledge and intercultural dimension. In those axis, the student develops specific skills.

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During our discussion on 9 August, our group came up with various topics such as
- social skills (tolerance, empathy, respect)
- autonomy and curiosity
- openness to change and differences
- critical thinking
- awareness of one's responsibilities as a citizen of the world
- coping with stress and anxiety
- ability to communicate in foreign languages

Here are a few interesting learning goals from the Flemish curricula for modern languages:
-  Develop a positive attitude toward foreign languages and cultures: willing to improve their command of languages, show interest for differences and commonalities between cultures
- Be able to identify and contextualise stereotypes
- Use tools to learn grammar, vocabulary and pronunciation more autonomously
-  Be able to evaluate one's learning process and take measures to improve it.
- Acquire research skills: formulate a research question, collect and analyse data, report research results.

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Well, Hi everyone!
I am a German Language student in Brazil. I researched about a Curriculum in German Teaching. I chose those to show:
- To fight against linguistic prejudice.
- To dominated the use of foreign language in its oral and writing form.
-To understand that I am responsible in the process of education to citizenship.
-To understand the global and critical formation must be a process to be continuous and  autonomous.

Last Monday (On 9 August), our group got conclusion that :
-Every knowledge must be useful to society.
- Our future students will need empathy and kindness from us as teachers.

Ideas for VE project
- Look for different way to show the teaching material in a more personal way.

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Sophia: Sport and English in Germany (lower saxony)

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Sophia: Sport and English in Germany (lower saxony)

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Sports

In Germany there are two main goals for sport lessons in school which can be roughly translated with 1) raising with sports and 2) raising through sports. It means that on the one hand, sport can be used as a kind of tool, which supports other skills like teamwork, building awareness, courage and on the other hand, the school pursues the task to show students that sport is fun, so that they can find their individual sport and integrate it in their life after school.

There are seven categories of sports which are part of the sports education: 1) Play, 2) Swimming, diving, water jumping, 3) Gymnastics and movement arts, 4) Gymnastics and dance movement, 5) running, jumping, throwing, 6) Moving on rolling and gliding apparatus, 7) Fighting

One possible topic which I came up with, could be a discussion about the question if it is fair/ethical that we humans use animals for our own fun/work à example Olympic games 2021, horse riding incident.

English

In English one of the main goals is of course the ability to use this language for communication purposes. This means speaking with others, but also reading, writing and informing yourself with the means of this language. Additionally, lots of different topics can be used as a tool to enhance language competences while also building up new knowledge. For example, learning about different cultures, literature, global issues, political, cultural and social phenomenon.

There are four different categories of competences which are part of the Curriculum of Lower Saxony, Germany: 1) communicative competences (hearing, reading, writing, speaking, mediation), 2) intercultural competences (orientation knowledge, dealing with differences, management of encounter situations), 3) use of linguistic resources (vocabulary, grammar, pronunciation, orthography), 4) methodological competences (learning strategies, working techniques, presentation and media use, learning organisation).

A possible topic could focus on intercultural competences. The students could for example work on stereotypes, what they are, how they emerge, if they are true, and what consequences there are.