Course Guide German AS LEVEL

Transcription

1 I have come that you might have life & have it to the full John 10 v10 Twyford Church of England High School Course Guide German AS LEVEL Academic year commencing September 2014

2 Contents 1. COURSE OVERVIEW ASSESSMENT SCHEDULE GENERAL EXPECTATIONS PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS RESOURCES THE LEVEL 4 PROGRAMME YEAR STRETCHING THE MOST ABLE AND DIFFERENTIATION COMMUNITY SERVICE ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE COMPLETING AN EXTENDED PROJECT CELEBRATING SUCCESS AND STUDENT VOICE Page 2 of 23

3 1. COURSE OVERVIEW Exam Board: AQA Specification: 1661/2661 Subject Content: There are 4 topics, each divided into 3 subtopics. TOPICS MEDIA POPULAR CULTURE HEALTHY LIVING FAMILY / RELS SUBTOPICS TV Advertising Communication technology Cinema Music Fashion/trends Sport/exercise Health / well being Holidays Relations in the family Friendships Marriage etc The topics will be assessed in the final exam through: Listening, Reading and Writing (UNIT 1, 70% of overall exam) Speaking (UNIT 2, 30% of overall exam) AS German is not set; students are provided with work appropriate to their ability and potential, and provided with extension tasks (Level 4 work) or additional support where necessary. In addition to the timetabled lessons, it is a course requirement that students attend conversation lessons in small groups with the German Language Assistant. These will be arranged early in the school year and will run formally from October 1 st. Page 3 of 23

4 AS GERMAN SCHEME OF WORK OVERVIEW TIMING TOPIC GRAMMAR HOMEWORK EXISTING RESOURCES Roughly, but split into sub- topics, so can be moved around to link with trips etc Roughly 2 weeks per subtopic, taking into account exams weeks etc. Much of this is revision of work done at GCSE There is an expectation that at least one full AS style essay will be set on completion of each sub-topic (on-line in blue) 0 weeks 1-2 Media: Television Viewing habits; range of programmes; range of channels; benefits and dangers of TV A Present tense B Genders C Using qualifiers Mini presentation Commentary on TV programme 1 weeks 3-4 Media: Advertising Techniques and purposes; curbs, e.g. tobacco, alcohol; benefits and drawbacks of advertising A Perfect tense B Indefinite pronouns (jemand, niemand) C Interrogative adjectives (welch..) Grammar exercises Commentary on newspaper article Video: TV preferences (page 11) 2 weeks 5-6 Media: Communication technology Current and potential usage of internet; its benefits and dangers; popularity and benefits/dangers of mobile phones, MP3 players etc A Passive mood B Prepositions and cases C Future tense Grammar exercises Write content for a website on chosen topic Audio Record: Prepare and record an interview about the effects of TV on different kinds of people (page 13) Page 4 of 23

5 TIMING TOPIC GRAMMAR HOMEWORK EXISTING RESOURCES 3 weeks 7-8 Popular Culture: Cinema Types of film, changing trends; a good film I have seen; the place of cinema in popular culture; alternative ways of viewing films A Recap perfect tense B Imperfect tense C Genitive case Grammar exercises Text précis Audio Record: Discuss the future of TV (page 15) 4 weeks 9-10 Popular Culture: Music Types of music, changing trends; music I like; the place of music in popular culture; how music defines personal identity A Comparatives B Modal verbs C Possessive adjectives Grammar exercises Research famous artiste Audio Record: Talk about recent adverts you ve seen (page 18) 5 weeks Popular Culture: Fashion/trends How we can alter our image; does how we look define who we are?; lifestyle and leisure activities; the cult of the celebrity A Word order B Questioning C Nom/Acc/Dat Grammar exercises Comparisons of celebrities (pos. against neg.) written and oral Audio Record: Present an idea for an advert to the class (page 21) 6 weeks Healthy Living/Lifestyle: Sport/exercise Traditional and fun sports; links between exercise and health; reasons for taking part; factors influencing participation A Modal verbs in past tense B Infinitive with zu C Subordinate clauses and conjunctions Grammar exercises Trad. vs Fun sport - debate Video: Interview about different sports (page 59) Page 5 of 23

6 TIMING TOPIC GRAMMAR HOMEWORK EXISTING RESOURCES 7 weeks Healthy Living/Lifestyle: Health and wellbeing Alcohol, tobacco, other drugs; diet and eating disorders; the worklife balance ; risks to health through accidents A Subjunctive forms, relative clauses B Imperative C Adjectival nouns Grammar exercises Research using authentic sources Audio Record: Talk about different sports with a partner (page 58) 8 weeks Healthy Living/Lifestyle: Holidays Types of holiday activities; purposes and benefits of holidays; impact of tourism on holiday destinations; changing attitudes to holidays A Conditional tense B Particles (doch, ja, mal) C Time expressions Grammar exercises Ppoint presentation of impact of tourism Audio Record: Describe a famous sporting personality (page 62) 9 weeks Family/Relationships: Relationships within the family Role of parents; changing models of family and parenting; attitudes of young people towards other family members; conflicts A Infinitive expressions B Possessive adjectives C Pluperfect tense Grammar exercises Invent alternative family Audio Record: Respond to statements about alcohol, smoking and drugs (page 66) Page 6 of 23

7 TIMING TOPIC GRAMMAR HOMEWORK EXISTING RESOURCES 10 weeks Family/Relationships: Friendships Characteristics and roles of friends; importance of friends; conflict with friends; friendship compared with love A Adjectival endings B Future perfect C Conditional perfect Grammar exercises Create own starter activity Audio Record: Discuss healthy eating habits (page 69) 11 weeks Family/Relationships: Marriage/ partnerships Changing attitudes towards marriage or cohabitation; changing roles within the home; separation and divorce; benefits and drawbacks of staying single A Subjunctive 1 B Subjunctive 2 C Impersonal expressions Grammar exercises Preparation for debate Audio Record: Discuss stressful situations experienced by young people (page 71) Page 7 of 23

8 2. ASSESSMENT SCHEDULE AS German is assessed by terminal exam in the summer of Year 12 as follows: Unit 1: Listening, Reading and Writing 2 hour written examination; 110 marks 2 sections Section A: Listening: 35 marks (recommended 30 mins) Reading and Writing 40 marks (recommended 45 mins) Section B: Writing: 40 marks (recommended 45 mins) Section A: a variety of question types will be used including: o Q and A in English o Q & A in German o Multiple choice o Gap fill There will be 4 listening questions based on 4 recorded texts There will be 4 reading comprehension questions based on 4 printed texts usually taken from news reports, magazines or websites There will be one gap fill grammar question worth 10 marks Section B: one essay question to complete from a choice of three Unit 2: Speaking (15 minutes speaking test + 20 minutes prep; 50 marks) Preparation: (20 minutes) Candidate chooses from 2 cards to prepare and can make notes at this time. Each card will come from a specific subtopic from the 4 topic areas (see course overview) Exam: (15 minutes) Part 1: 5 minutes; chosen card o 2½ mins on the 5 prepared questions; o 2½ mins general questions developing the theme of the subtopic Part 2: 10 minutes conversation o Discussion of the 3 remaining topics (ie those not covered in part 1) o 3 mins per topic Page 8 of 23

9 Speaking Exam Mark Scheme: Part 1: o 5 marks for Development and Response to the 5 Qs (2½ mins) o 5 marks for Development, Response and Opinions in the more general discussion. (2½ mins) Part 2: o 10 marks for Fluency confidence; good pace of delivery. o 10 marks for Interaction sustaining a meaningful exchange; taking the initiative; development of ideas. o 5 marks of Pronunciation and Intonation. Both parts overall: o 15 marks for Knowledge of Grammar variety of structures and vocab; Total: 50 marks. INTERNAL ASSESSMENTS: There will be two formal, internal assessments in line with the school assessment calendar in November and February. Students will be expected to provide their own CD player and batteries for the listening. November Assessment: Unit1 (listening, reading and writing): Past paper (NB: will include material not yet covered in the course) 2hours Unit 2 (speaking): Pupils will be expected to speak for c. 5 minutes on the topic of media. February Assessment: Unit1 (listening, reading and writing): Past paper; 2hours Unit 2 (speaking): Full oral. Question card (5 mins), 3 minutes question and answers on subtopics from the 3 remaining topic areas. Grade Boundaries: Grade boundaries based on the total raw marks for each paper vary from year to year. In 2013 the Grade boundaries were as follows: Page 9 of 23

10 Unit 1 (listening, reading and writing) 2013 Grade boundaries Grade Raw mark Max. 110 A 91 B 80 C 70 D 60 E 50 As the listening, reading and writing aspects of Unit 1 are all part of the same exam, AQA does not provide grade boundaries for the separate skills; however, as teachers we find it helpful to be able to analyse performance and feedback to students on the different skills. We use the following working grade boundaries: listening reading writing /35 /35 /40 27= A 31= A 27= A 24 = B 28 = B 24= B 21 = C 24 = C 21 = C 18= D 20 = D 18 = D 15 = E 17 = E 15 = E Speaking Test grade boundaries for June 2013 were as follows: Grade Raw mark Max. 50 A 43 B 38 C 33 D 29 E 25 Page 10 of 23

11 Underperformance: Students who achieve below their TMG in any section of the November or February assessments will be asked to sit the relevant section again in the week following Assessment week. There will be a 1:1 intervention interview with any student who has achieved 2 grades below TMG in November and 1 grade below TMG in February. Students will be given a range of strategies and targets to improve their progress. The outcomes of these interviews are communicated with the Head of Year and Head of Language College. Additional Assessment of Progress: In addition to the formal assessments, progress will be assessed by regular grammar and vocabulary tests, by preparation of sample oral questions, and by timed essays at the end of each topic along with essays written at home covering each of the sub topics. Underperformance in any of these assessments will result in a retest. Underperformance in essay writing will result in rewriting the essay. Where a student is having particular difficulty with a specific area of grammar, additional small group or individual sessions will be provided for support. 3. GENERAL EXPECTATIONS Students are expected to take responsibility for all aspects of their language learning: Equipment: We expect students to be fully organised for each lesson. They need to bring text book, pens, pencils, A4 lined file paper and a working file to every lesson. They need to have a German folder divided into sections for the twelve sub topics, grammar, vocabulary and speaking notes. This folder can be kept at home but the students will need to show it to their teachers at half termly intervals. Punctuality: If students are less than 5 minutes late this will be flagged up on the register. If this becomes a regular occurrence parents and the Head of Year 12 will be contacted. If students are more than 10 minutes late they will not be allowed into the lesson and will be expected to catch up on work missed in their own time. They must ensure that the work is collected at the end of the lesson Page 11 of 23

12 Completion of Prep work and Homework If students have do not complete their prep work for a lesson they should expect to be sent away. Again, they will need to catch up work missed in their own time. Homework tasks handed in late will not be marked unless this has been agreed in advance with the teacher. Only one such extension will be given for formal homework over the academic year, and only in extenuating circumstances. All work to be handed in should be well presented and have the student s name clearly written on it. If handwritten, work should be in blue or black ink. If word-processed, font size should be no less than 12 with one inch margins. All essays should be double-spaced. Attendance: It is essential you attend all lessons. Each lesson is a piece of the puzzle. Therefore, if you miss one, you miss an essential link to the rest of your learning. There is always a direct correlation between presence, completion of homework/preparation work and success in the final examination. Attendance at Conversation lessons We are very lucky to have native speakers working with us in the department and all Key Stage 5 students are expected to attend their weekly sessions with the Foreign Language Assistant. These sessions give students the opportunity to work 1:1 or in small groups and their spoken language will develop significantly. These sessions are compulsory and attendance will be monitored in the same way as other timetabled lessons: o If for any reason a student is unable to attend the conversation lesson, as a matter of courtesy the German assistant should be informed ( where possible, in advance) by , copying in both German teachers. o If at all possible the student should attend an alternative conversation session. o Absence from more than one conversation lesson will be investigated by the German Department and the HoY will be informed. o Further absences will lead to 1:1 interviews and parents being informed. Page 12 of 23

13 4. PREPARING FOR LESSONS AND HOMEWORK ASSIGNMENTS Pupils are expected to work hard. German at AS Level is an academic subject and it therefore requires, time, effort and dedication. In line with school policy, students will be set a preparation task for each lesson. They should expect to spend around 1 hour on the task or longer if necessary to ensure that they have tackled it fully. You will be required to spend a minimum of 5 hours in addition to your actual lessons to study for your AS German. The tasks will include: vocabulary learning preparing vocabulary sheets for the class reviewing and consolidating the work undertaken in the previous lesson reading and preparing texts grammar revision or learning listening tasks research devising questions on a text The preparation task will form an integral part of the following lesson, and will be assessed informally by whole class or paired question and answer sessions, by vocabulary/grammar tests. Homework tasks help us to assess progress at the end of each topic and subtopic. A homework task will be set at the end of each subtopic which may take the form of past questions in listening or reading; preparation of oral questions; preparation of oral cards. This type of task should take 2 hours or more, including proof reading and redrafting of answers, and looking up and learning new vocabulary. A formal 200+ word written essay, and/or preparation for a timed essay will be set at the end of each topic. As this will be the culmination of a unit of work, students should expect to spend a considerable period of time on it (3 hours at least), revising vocabulary and structures, gathering ideas, searching for examples and evidence, and planning and structuring the essay. Page 13 of 23

14 Independent Study You should aim to do at least two hours independent study each week, excluding homework. There are a huge range of activities you can do to enhance your language skills. Try to do a variety of tasks over the course of each half-term, from cultural visits, browsing websites, to vocab learning You can write up film reviews/translations/pieces of work/websites/articles about current affairs in your C drive, or in a separate small exercise book, and use this record as reference when applying to university Visit the library frequently, and borrow languages resources use the books in Twyford s library Here are just a few good ideas from Twyford students in the last year who were studying A level languages: use the website Euronews to find out about German current affairs in the target language watch the French political satirical show Les Guignols on TV go to a French group of fellow French learners to speak French together organised by her local borough of Westminster Improving your listening skills: Listen to the radio in the background and you will notice that your ear gets tuned in Here are a few radio stations I would recommend Radio Stations: Einslive, Radio Köln, Deutchland Radio, Deutsche Welle, NDR, RTL etc.. Listening to the words of German songs as well as the commentaries and news items! Go onto youtube and listen to songs by the following German groups. Juli, die toten Hosen, Blumentopf, Xavier Naidoo, Herbert Grönermayer, Nena, usw... Listen to the song and watch the video. Try to summarise in German in your own words, what the song has been about. Perhaps compare the live version with the album version. Some of the songs may link to your studies in class. You can often find the Lyrics on youtube Watch TV! The same applies for the television. As well as getting tuned in to German, television helps you absorb the German culture through the images you see. TV Channels TV5 (on Sky hence very accessible): it records the best TV programs of German television Traditional German speaking channels are: ARD, ZDF, WDR, RTL, Pro7, Sat 1, Arte, ÖRF, SFR. Even if you can not pick these up on satellite, they all have websites where you can obtain daily schedules and watch the news etc. Page 14 of 23

15 German Films Often on TV. Look in schedules and record them if necessary. Whilst watching them, jot down key words and look them up in a dictionary. Again, it is a fantastic way to get your ear in tune. Rent a DVD or borrow one from the language department! CD s Authentik Complete the listening activities and mark your own work. Buy yourself a revision guide and listen to the CD that comes with the AS revision guide Page 15 of 23

16 Fill in the log below to help you and submit it to your teacher(s) once each half-term; many of these activities have been suggested by students themselves TYPE OF ACTIVITY (TL =Target Language) DATE COMPLETED/ DETAILS Complete grammar exercises on Kerboodle Create your own worksheet on a point of grammar and distribute to the class Complete vocabulary tests on Kerboodle Arrange to see a TL film at the cinema with a friend often and try to speak TL during the outing Keep revising your verbs focus on one tense a week if it helps Look over your recently learnt vocabulary and test yourself; construct sentences using the words Look at Edexcel grammar book you can follow it through chronologically as it lists topics by month Write a short story/poem in the TL Look up the website Euronews and choose an article in the TL then look up and write down new vocabulary learnt and try to translate it into natural English. Check by looking at the English version Get a group of you together and meet up with FLA out of school and talk in the TL Refer to Schaum s Outlines on the web for clear grammar explanation and write down useful information Use the website about.com to help explain grammar points write down useful info Try to make friends with native speakers and talk to them in the TL Rent a TL DVD and write a review of it (preferably in TL but in English at least) Page 16 of 23

17 TYPE OF ACTIVITY (TL =Target Language) DATE COMPLETED/ DETAILS At the end of a topic, write out your own vocabulary list of key words and test yourself Look at the CILT website there is information on a variety of topics, and write down useful content Visit a central London HMV music store and investigate foreign language CD s you can always buy them cheaply on Amazon Visit the bookshop Grant & Cutler (off Oxford St) or The European Bookshop in Piccadilly and look at some of the fiction available. Buy some books or order them from the library Watch TL television programmes if you have access to them and write down Complete grammar and language exercises on BBC website Watch Youtube for TL popsongs Read an article in a TL newspaper/magazine look up and write down useful words and translate it Ask your teacher to recommend short stories and literature in the TL aim to read a few pages each week. Look up and write down vocabulary Get together with your fellow language students outside school and go to one of the language institutes together. Talk in the TL. Browse for useful websites and tell the class about them Listen to TL radio have it on in the background eg when you re having a bath Read a contemporary factual book in English about the TL country you are studying to help you gain a deeper understanding about its culture and recent history Page 17 of 23

18 USEFUL WEB SITES Here are a few: Mediathek (current and cultural affairs on a daily basis) articles on current affairs in Europe in various languages 5. RESOURCES AQA German student book (Nelson Thornes) ISBN-10: Advanced German vocabulary Wort für Wort (Hodder & Stoughton) ISBN Full-size Collins German - English dictionary. useful websites (as above) Revision materials including support materials you have produced where/ when will they expect to get them. Revision websites. Revision lectures. Advanced German Vocabulary Nelson Thornes A dictionary German Grammar Schaum s Outlines Dictionaries Pupils are expected to bring their dictionary in the lesson as it will help them with the work we complete in class such as translation work for example. In the lesson: Students are expected to take notes without the direction of the teacher. Your teachers You are expected to ask questions and seek help if you need it. You can contact your German teacher by . A typical address at the school would be: pyates@twyford.ealing.sch.uk Page 18 of 23

19 6. THE LEVEL 4 PROGRAMME YEAR 12 (i) A Level 4 pupil is someone who Loves German Wants to become an expert in German in order to have access to exciting careers. German combined with other subjects can lead to very exciting careers: browsing the website will show you hundreds of pages of jobs requesting German language, ranging from PC gamer to Economy reporter for Bloomberg. In any case, knowing German should boost your salary substantially. Does at least one hour of study per subject each day See section 3 and 4 Wants to contribute to the department see section 8 Wants to go to a top university to study German The Guardian ranks the Universities in Languages as follows: (ii) What is the criteria to be a level 4 student in German? To be a Level 4 pupil you need to have the target of a grade A in German Take part in the Erasmus Programme which gives pupils the opportunity to spend 3 weeks in a German School in Mönchengladbach whilst being hosted by a German family and/or taking part in the Comenius programme where pupils at the end of Year 13 will debate European issues in German with their European counterparts from France, Spain and Germany. Page 19 of 23

20 (iii) (iv) What do you need to get into the TOP 10 universities for Languages A typical university offer for a French course in the top 10 Universities varies from AAA to A* A* A* What do you need to do to get an A* in your subject To obtain an A* in German, You need to: - Obtain top marks in your listening/reading. You can do this firstly because the lessons are taught exclusively in the target language, which set the level of challenge high and support you in developing your listening skills. As well as the learning which takes place in class, pupils can improve their listening skills through independent study (see above) and taking part in the Comenius and the Erasmus exchange. - Obtain top marks in your writing. You can do this by working on your essay skills throughout the year (completing your homework regularly) and being able to write with hardly any mistakes. This is possible through a precise knowledge of grammar. - Speaking skills would benefit from total immersion via the Erasmus and or Comenius project. (v) Additional learning Opportunities The Comenius project gives pupil a fantastic opportunity to bring to life their German for a real purpose which is challenging. Students will be able to develop a Model Parliament which is a simulation game where they put themselves in the role of Members of Parliament of the country they represent. Prior to the Plenary session, the issues/proposals will be debated in committees in 4 groups, each group being a country. Then each country's delegation will put forward its proposal and will hear the other countries' points of views and ideas and may therefore make alterations so as to put forward a modified proposal in the plenary session. Each participating school represents their own country. Hence, there will be 4 countries: France, Germany, Spain and the UK. In the Plenary session students present their final proposal in German to the other countries and consequently after the debate there will be a vote. The Erasmus Project What is the Erasmus programme? The Erasmus programme aims to give pupils the opportunity to live in Germany for a three week period. They need to be organised so that they are scheduled during our holidays. It is likely that the Erasmus pupils from England use different holidays depending on their personal circumstances. Whilst in Germany, English pupils will become German pupils and will be fully integrated into the school, just like a pupil from that school. The philosophy of the Erasmus programme is different from that of an exchange: The Erasmus programme is similar to the one developed by European Universities: the English pupils live in Germany as if they were a German student. It is their responsibility to integrate themselves into the German way of life. This offer is only made to 6 th Page 20 of 23

21 form students precisely because of all the demands it makes on individuals in terms of motivation and maturity. The benefits: This programme aims to give pupils a life changing experience: for the first time in their lives, pupils will experience the German educational system and will be able to compare it with the British system. One week in Germany equates to ten hours of immersion in the language per day, multiplied by 3 weeks, that equates to more than half a year of lessons in class. It will also be an experience pupils will enjoy and remember. Pupils confidence in talking and listening will be enhanced. Therefore in terms of their A Level examination, it is very beneficial. Accommodation and dates: Pupils will be hosted by a German family and will receive their German pen friend for three weeks too, but it does not have to be consecutively. Again, everything will depend on personal circumstances of both pupils at both ends. Costs involved: Provided the English student stays at the house of the German pen-friend they then host, the costs will just involve the price of the flight ticket (about 200). The philosophy from the Erasmus programme is different from that of an exchange as the English of the French pupils has to adapt to the life of the family who is hosting him or her. It cannot be expected of the hosting family to entertain the student every night or at the week-end. Instead, the Erasmus student is expected to take part in the family life as well as achieving a level of independence. Students participating in the programme will have the support of staff in preparing for the experience in advance. However, a member of staff from Twyford does not accompany them to Germany. Instead a nominated teacher co-ordinates the programme at the link school in Germany and takes responsibility for their stay (and vice versa) Documents necessary to travel: a valid passport and a European Health card form (obtained on-line at ehic.org.uk). Page 21 of 23

22 7. STRETCHING THE MOST ABLE AND DIFFERENTIATION As well as the Erasmus project and the Comenius project, pupils can take part in extension activities within school which will stretch the most able. There will be the opportunity for students to take part in the Café-Theater where pupils will have the opportunity to perform short plays. Pupils are encouraged to take part in the activities of the Goethe Institut. A detailed programme of up-coming events is posted in A COMMUNITY SERVICE The most successful language students are those that involve themselves in the language outside of the classroom. This increases the breadth and depth of their language learning and has huge benefits for all involved. At school, students will have the opportunity to: Support with Key Stage 3 and Key Stage 4 German lessons this may involve supporting in the classroom or taking small groups of students out for speaking practice. It is most effective for the class, the classroom teacher, and the sixth form student if you are able to commit to and reliably attend at a particular time. If you would like to take part in supporting lower school lessons you should communicate your interest to your German teacher in the first instance who, will put you in touch with the relevant member of the MFL Department. The Languages Dept runs a variety of extra-curricular clubs and Year 12 students are able to both participate and help run these. Clubs start in September and will be advertised on the dept notice board. Community Service will be monitored centrally by the department and also recorded on the student s Community Service card. Page 22 of 23

23 9. ADDITIONAL LEARNING OPPORTUNITIES AND WORK EXPERIENCE Pupils will be informed of the revision days organised by the University of Westminster which takes place during the Easter holidays for a whole week. Pupils are strongly recommended to attend, especially considering that it is free of charge. 10. COMPLETING AN EXTENDED PROJECT The L4 notice board displayed outside the classrooms will include : - Information about past pupils and how they have made sure that they have reached the highest grades. - Information about Comenius - Information about Erasmus - How to achieve an award in the subject ( celebration of achievement eve) - How to be involved in the MFL council/ student voice feedback - Example of careers which use German We present awards to the pupils who achieve the highest results in assessments and exams at the school s celebration of Achievement evening. We particularly value pupils feedback to identify topics students found difficult as well as improving the way we taught the course. 11. CELEBRATING SUCCESS AND STUDENT VOICE The extended project allows students to develop their skills further in the target language. It encourages them to research a topic, which is not necessarily part of the curriculum and to develop their essay skills, which is essential for success at A Level. This project will be supported by a member of the German department. The extended projects will consist of essays such as: Compare and contrast key works of the following authors Schlink, Dürrenmatt, Frisch Wie hat sich das tägliche Leben der Deutschen mit dem Fall der Mauer verändert? Welchen Einfluss hatte die Politik Bismarcks auf Deutschland? Wie erfolgreich war die Widerstandsbewegung in Zeiten des dritten Reiches? Zum Beispiel die Weisse Rose... This list is not restrictive by any means. Pupils might chose to develop a project based on their own extended reading or interests. Page 23 of 23