Geschichte der Pflege

Objective: This worksheet aims to provide learners with a basic understanding of Spanish history and to practice their written communication skills.

Content and Methods: It covers the origins and key periods of Spanish history, including historical facts and a fictional letter from the past. Methods include listening and reading comprehension, multiple-choice and true/false questions, and a letter-writing task.

Competencies:

• Listening and reading comprehension
• Historical knowledge of Spain
• Written communication

Target audience and level: Spanish learners at B1 level

This worksheet aims to provide students with a multifaceted understanding of the historical and emotional complexities of immigration at a border. By combining historical facts with empathetic role-playing, students explore the challenges, legal hurdles, and personal stakes involved in seeking a new life.

Content and methods: The worksheet utilizes a blend of historical reading, audio-based interaction, and creative writing. It provides a text on a country's immigration policies to establish historical context. Methodologically, it shifts from factual comprehension to perspective-taking by prompting students to listen to border official questions, write a reflective essay from the viewpoint of an immigrant, and analyze the internal emotional landscape of those facing interrogation.

Competencies:

• Historical Literacy: Understanding historical immigration laws
• Empathy and Perspective-Taking: Analyzing the emotional burden and fears of immigrants during the entry process
• Listening and Writing Skills: Processing oral questions and articulating detailed personal narratives in an essay format
• Critical Reflection: Evaluating the consequences of refusal and the ethical implications of national allegiance and bias

Target group: Grades 9-12 (High School)

Objective: The worksheet raises learners' awareness of the potential of artificial intelligence to promote inclusion and accessibility. The aim is to understand how technological assistance systems can increase the independence of people with disabilities in everyday life.

Content and methods: The content includes an introduction to AI-supported assistance functions for people with disabilities, basic knowledge about this form of disability, typical barriers in everyday life, and ethical issues relating to data protection, accessibility, and the relationship between human and technical support. This is supplemented by practical case studies and the development of students' own app ideas as an application of what they have learned. The methods include the assignment and analysis of specific AI functions, theoretical impulses with hypothesis formation, empathic role-playing, scenario-based case work, creative project work on app design, and structured reflection and discussion phases on ethical aspects.

Competencies:

• Perspective taking: Developing empathy for the realities of life for people with disabilities
• Media and technology skills: Recognizing AI as a tool for assistive technologies
• Problem-solving skills: Transferring technological knowledge to complex everyday obstacles
• Ethical judgment: Critical examination of social conditions

Target group and level: Grade 8 and above

Learners gain an understanding of the consequences of colonialism by focusing on various aspects of a selected (former) colonised nation.

Content and methodology: Learners begin by examining a photograph related to colonialism. Based on this, they acquire basic knowledge about the concept and circumstances. The individual focal points of the station work are: history of a colony, social consequences, political consequences and colonialism in the present day. Based on these focal points, learners acquire comprehensive knowledge about the consequences of colonialism and its effects on the perception and living environment of a selected (formerly) colonised nation.

Competencies:

• Explaining and examining one's own and others' value orientations
• Reconstructing historical facts (reconstruction)
• Explaining the effects of political, economic and social structures and processes on people's lives and experiences

Target group and level: 8th - 10th grade

Note: Due to the volume, creation takes longer.

Learners develop an understanding of the conditions and motivations of resistance groups and resistance fighters against National Socialism.

Content and methodology: Using a selected example, learners can explain everyday life under the Nazi dictatorship between consent, oppression and resistance, and assess the effects on the stability of Nazi rule.

Competencies:

• Recognise the possibilities and limitations of individual and collective action in historical situations and discuss alternative courses of action.
• Analyse historical facts in their context (multicausality).
• Reconstruct historical facts (reconstruction).

Target group and level: 9th/10th grade

Students explore the origins of artificial intelligence (AI) and examine one stage of its development in detail.

Methods and content: The worksheet begins with the historical and philosophical roots of the idea of AI. Text analysis and multiple-choice questions are used to explore the philosophical foundations laid by René Descartes and Gottfried Wilhelm Leibniz. In the second part, practical developments are examined on the basis of a selected event. This involves analysing an audio source and completing transfer tasks. Finally, as an optional extra, a chronological sorting task can be completed as part of a video analysis to classify important historical milestones.

Skills:

• Critical thinking: Analysis of philosophical arguments and answering multiple-choice questions.
• Media literacy: Use of audio and video sources to obtain and summarise information.
• Transfer skills: Transferring historical observations to modern AI applications and evaluating their significance today.

Target group and level: From Year 7 onwards.

With the help of the worksheet, learners engage with a film in a structured way in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Contents and methods: 

The worksheet is structured like a brochure and asks questions about the content and further questions about the film. The worksheet ends with a personal evaluation of the film.

Skills:

• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

With the help of the worksheet, learners engage with the content of a film in a structured manner before, during and after viewing it in order to develop a deeper understanding and to reflect on and transfer what they have seen.

Content and methods: 

The worksheet begins by testing prior knowledge of the film. While watching, the pupils complete multiple-choice tasks to actively engage with and consolidate their understanding. After the film, transfer tasks are used for further processing and reflection on the topic.

Skills:

• Activating and building on prior knowledge
• Concentrated extraction of information from a visual medium
• Analysis, reflection and transfer of film content

Target group and level:

Grade 7 and above

Objective: The worksheet aims to teach learners de-escalation and prevention strategies for dealing with violence. It is designed to raise awareness of the causes and forms of violence and to train learners in the ability to act professionally and non-violently in stressful situations.

Content and methods: The worksheet defines violence as the use of physical or psychological means to harm or control others. It identifies stress, overload, and a lack of de-escalation strategies as common causes. Prevention strategies are presented at the individual, team, and institutional levels. The methods include listening to an audio scenario, answering fill-in-the-blank and multiple-choice questions, and creating an infographic in which learners are asked to develop de-escalation and prevention measures in a group setting.

Competences:

• Conflict management: Understanding and applying de-escalation strategies
• Self-reflection: Questioning one's own reactions in emotionally stressful situations
• Problem solving: Developing comprehensive solutions for violence prevention
• Teamwork: Collaborative development of strategies

Target group and level: Trainees in the nursing profession and others interested in deescalation strategies

Objective: The worksheet aims to teach learners about the concept of body image disorder and raise their awareness of the psychological effects of medical changes. It is designed to enable future nursing staff to provide sensitive support to patients experiencing shame, insecurity, and anxiety about their changed bodies.

Content and methods: The worksheet begins with a definition of body image and explains how a disorder develops. It initially focuses on the causes of body image disorders. It highlights the emotional and social effects such as shame and social withdrawal. Solutions such as professional support and self-help groups are mentioned. Learners are asked to summarize the text and answer open-ended questions about the effects of beauty ideals and media representations on body image. An exercise invites learners to reflect on their own body image and write a short letter to their body.

Skills:

• Psychological understanding: Learners understand the complex concept of body image disorder.
• Empathy: They learn to empathize with the emotional situation of patients with stomas.
• Self-reflection: They reflect on their own body image and its influence on their professional attitude.

Target group and level: Students and trainees