While learning a language, learning about the people(s), cultures, histories and countries in which the language is spoken is an important aspect. This is embedded in the GISS Spanish year 9-10 curriculum and the IBO also requires that students demonstrate cultural as well as linguistic knowledge of the target language.

Therefore, this semester in years 9 and 10 in Spanish, students connected their language learning with a research project and presented the results in class.

Both year groups conducted research about a freely chosen Spanish speaking painter. They then selected and recreated one of the artist’s artworks and presented their findings and creations in (online) class using Power Point as a tool to support their presentation in Spanish.
In year 9, we had focussed on communicating about one’s daily routine, so in addition to the research and recreation of the artwork, students had to make up what the artist’s daily routine on a Sunday might look like. Thereby they used expressions, vocabulary and grammar that we had worked on in class.

In year 10, the students had been learning different past time tenses and one focus had been on biographies. Therefore, instead of making up a daily routine, they included various events from the artist’s life and presented these using the appropriate past tense.

Here you can enjoy the art of Dali, Picasso, Juan Gris, Velázquez, Miró, Goya and more and the creative versions made by the students:

Spanish art projects years 9 and 10

year 9 students

year 10 students

year 9 students

year 10 students

BIOLOGIE UND DEUTSCH SChülerinnen und schüler REFLEKTIERen über das positive und negative am online lernen

year 9a class teacher day

including a trombone 'wake up call' from Filipe

An example of Old English, that the students engaged with, is Beowulf, a heroic poem set in the 6th century, and written in the 8th century. It tells the story of a Scandinavian hero called Beowulf, and his quest to free Heorot from the dreaded monster, Grendel.

One of the features of Beowulf are it’s ‘kennings’. A kenning is a compound phrase with metaphorical meaning that stands in for a noun. Examples of kennings in Beowulf include “whale-road” to mean the sea, “light-of-battle” to mean a sword, “battle-sweat” to mean blood, “raven-harvest” to mean a corpse, “ring-giver” to mean a king, and “sky-candle” to mean the sun.

10B set about writing their own poems, composed of Kennings.

Can you guess what these poems describe (check your answers at the end)?

Kenning 1, By Florian

Monkey playground
Nature's-calendar
Leaf umbrella
Shade-giver
Lungs of earth

Kenning 2 by Mia 

Toy of Apollo
Singing music box
Campfire storyteller
Instrument of emotion
Stringed friend of the musician

Kenning 3, by Torben

White Death
Light and dark Wave
Snow killing
Winter’s blanket attacking
Thor’s laughter down the mountain

Kenning 4, by Luca 

Pupil helper
Hell’s worker
A fleshed dictionary
Cane whipper
Discipline provider
Mad Philanthropist

Kenning 5, By Thomas 

The great red pearls of the trees,
Adornments of the orchards,
Newton's muse,
The guts of a strudel,
Accomplice of cheese and crackers,
Arboreal potato,
A tastier orange,
The harvest's gift.


Kenning 6, by Luka 

Viscous entrance to hell,
 armed with countless knives;
A word-hole,
A portal of eloquence,
A cave of literature;
The Door of kissing,
Vacuum of food;
A river's entryway.

Answers:

1. Tree  2. Guitar 3. Avalanche  4. Teacher  5. Apple  6. Mouth

10B English,
Beowulf and Kennings

10B English, Beowulf and Kennings

In “DaF Foe”, the additional German periods that Year 7 and 8 students have while the “German as a mother touge” students have French, we focus on supporting students in their German learning especially aimed at the CLIL (Content and Language Integrated Learning) subjects Music, Art and Sport. 

This term, one project that year 8 students undertook was closely connected to both Art and Music. The students listened to 10 songs by German musiscians presented on the Goethe Institute’s German Charts page (https://www.goethe.de/prj/stg/en/mus/cha.html). They then chose one of the songs and band/artist to conduct further research about. Based on what they learned about the artist, and what feelings and emotions the song gave them, the students designed an album cover for their chosen songs. 

The students had articistic freedom to make the covers, but they had to include the name of the artist and the song as well as a phrase from the song. When presenting their covers in class, the students had to use certain expressions in German to descibe their cover, such as “in the background one can see” or “the foreground shows…”. These are expressions also used to describe pictures or art work, thus connecting this activity to Art as well as music.

Cassie chose smileys for her background, since the song is about how you’re feeling.

Elliot made this design because it reminded him of the visuals in the videos and that they were quite dramatic a bit like the song.

Philip: Chose this design because he felt that it matches the romantic feel of the song and portrays the way the singers act and feel.

Heidi went for a late 80-ies / early 90-ies design since she thought that that fit well with the music and the band. 

Niamh chose a cover displaying a city scape, since the name of the song is “big city”.

Cassie chose smileys for her background, since the song is about how you’re feeling.

Elliot made this design because it reminded him of the visuals in the videos and that they were quite dramatic a bit like the song.

Philip: Chose this design because he felt that it matches the romantic feel of the song and portrays the way the singers act and feel.

Heidi went for a late 80-ies / early 90-ies design since she thought that that fit well with the music and the band. 

Niamh chose a cover displaying a city scape, since the name of the song is “big city”.

Album Covers by the
 DaF Foe - Students

Album Covers by the DaF Foe - Students

year 10b
class teacher day

On Monday 6th September Year 10 students were excused from all online classes to spend a day with their class mates and class teachers.

They spent the day doing a variety of activities, including team building games, an escape room and a baking activity!

See some pictures and comments from the students.

baking

Linus
I liked baking the cake. I also enjoyed not getting work.

Lara
I liked the class teacher day very much, because it was refreshing between all the schoolwork that has to be done and we got to bake a cake, which made it even better. I feel like some of the time could’ve been used differently, but in general, the hours were good to get your mind off other things like school.

Ida
I thought it was really good, and more people than I expected to participate did. The baking was a lot of fun and my whole family liked the results. I was confused with the escape room, but the other group managed to do it too, so i don't think that it was the game. Thank you for making it a fun day!

Mia
Today one of the things we did was do an online escape room where the class was split in half, then in those groups half were player one and the others were player two and player one and two helped each other figure out how to get out of the escape room by telling each other clues from there screen and it was basically a race between the halves of the class to see who could escape first, I really enjoyed the escape room because i really enjoy mental puzzles and it probably helps that my team won, but over all it was a great day.

escape room

games

Florian
In Woche 8 am Montag haben wir einen Klassenlehrertag gemacht. Wir haben unter anderem einen Kuchen gebacken, haben aber auch andere kleine Spiele gemacht, wie zum Beispiel „Wer bin ich?“
Mir hat der Tag sehr gut gefallen, da wir mal wieder was mit der ganzen Klasse gemacht haben. Der Tag war auch entspannend und eine Abwechslung zu der immer gleichen Online School.

Lanea
Ich war ehrlich gesagt Überrascht wie gut der class teacher day und die Aktivitäten waren. Das Backen hat viel Spaß gemacht und meine Familie hat sich sehr über den Kuchen gefreut. Die escape rooms fand ich nicht so spannend aber die anderen Gruppenaktivitäten fand ich ganz gut. Am liebsten mochte ich das "Wer bin ich" Spiel am Ende.

year 7B online

back to top