Curriculum Digital Media and Computer Studies for Steiner Waldorf Schools

EUROPEAN COUNCIL FOR STEINER WALDORF EDUCATION Curriculum Digital Media and Computer Studies for Steiner Waldorf Schools A good practice example with full coverage of the European DigComp Framework Publishing information Publisher European Council for Steiner Waldorf Education A. I. S. B. L. Rue du Trône 194 1050 Brussels Belgium www.ecswe.eu Concept and text Robin Schmidt, PhD School of Education – University of Applied Sciences and Arts Northwestern Switzerland Copyediting wortgewandt, Basel Graphics Weisswert, Basel Typesetting Sven Baumann, Rheinfelden Translation Christian von Arnim ISBN 9789464360905 1st edition, May 2021 All rights reserved Preface The European Council for Steiner Waldorf Education (ECSWE) is closely following European policy making in the field of ICT1 and media education. As part of this work, we provide our member associations and schools with good practice examples that are meant to help them adapt to ongoing policy reforms and prepare them for the national level implementation of the European Digital Education Action Plan 2021 – 2027. This publication provides schools with a good practice example of a competence-based framework curriculum. While the material was initially developed for the Swiss context, it was purposefully designed in a flexible way that also allows for its wider usage. Its full mapping to the European Digital Competences Framework DigComp makes it a valuable resource, enabling Steiner Waldorf schools to develop a tailored, age-appropriate, and development-oriented ICT and media curriculum for their local school context. Furthermore, it can support our national member associations in developing their own framework curricula. Its clean design and clear structure allow for tailoring it to the specific requirements of many national education systems. This also makes it a valuable communication tool allowing member associations to illustrate to national authorities how the specific needs of Steiner Waldorf schools can be brought into alignment with national regulations and curricula. We would like to express our gratitude for the work of the Rudolf Steiner Schools of Switzerland and Robin Schmidt, as the author, for making this valuable resource available to our members. Richard Landl President European Council for Steiner Waldorf Education 1 Information and Communication Technology. Publishing information Publisher European Council for Steiner Waldorf Education A. I. S. B. L. Rue du Trône 194 1050 Brussels Belgium www.ecswe.eu Concept and text Robin Schmidt, PhD School of Education – University of Applied Sciences and Arts Northwestern Switzerland Copyediting wortgewandt, Basel Graphics Weisswert, Basel Typesetting Sven Baumann, Rheinfelden Translation Christian von Arnim ISBN 9789464360905 1st edition, May 2021 All rights reserved Contents 5 Introduction : School in a digital world Entering the digital lifeworld - The analogue world as the exception - Challenges for the Steiner Waldorf schools - Shaping digital transformation 11 Basics What is a curriculum ? - Competence-based learning - Framework curriculum - What is mandatory and what is recommended – Full Coverage of the European DigComp Framework 17 Curriculum overview 19 Prevention curriculum Teaching the law - Protection against digital risks - Intervention of external experts - Working with parents/legal guardians - Selection of and further training for teachers 24 Overview of competences and recommended curriculum 27 Media education curriculum Sovereign use of media - Understanding the development of media - Direct and indirect media education - Age-appropriate deployment of media - Practising research and presentation - Integrating media projects into existing lessons 34 Overview of competences and recommended curriculum 39 Computer studies curriculum Understanding digital technology - Using computers as work tools - Learning to program - Computer science as a school subject 46 Overview of competences and recommended curriculum 51 Curriculum ICT in subject lessons at upper secondary level Digital transformation as a subject in subject lessons - Subject lessons making use of digital media - Subject learning by means of digital media - The subject of history as an example 56 Overview of competences and recommended curriculum 61 Curriculum overview : recommendations by levels 67 Annex : The Coverage of the European DigComp Framework 68 Comparison Steiner Waldorf Curriculum to DigComp competencies 72 Comparison DigComp to Steiner Waldorf Curriculum 4 5 Introduction School in a digital world 6 Entering the digital lifeworld Life in the industrialised societies is currently changing fundamentally and in an unforeseeable way. Along with climate change and migration, it is also digital transformation which is radically reshaping lifestyles and social orders. Just as in the nineteenth century the early railways burst into the natural, rural lifeworld as something alien, but then became the technological foundation of the modern urban lifeworld, so digital devices have initially entered the largely urban lifeworld in a similar way. Yet gradually the technical elements are coalescing into a whole on which we are increasingly dependent. From food and power supplies to key jobs and leisure activities : they are directly or indirectly based on digital infrastructure. Furthermore, digital information and communication technologies (ICT), as devices and applications for everyday use, form the environment in which we spend large and important parts of our lives : work, relationships, entertainment and leisure. It is becoming clear that we not only live in an urban society which is increasingly pervaded by digital devices and infrastructure but also live in a digital world. The digital world is becoming a new lifeworld in which we live and work. The analogue world as the exception When compared with life in the urban or natural environment, this digital lifeworld is more and more seen as the place of actual, primary living. Being “offline” has become the exception for many people. As a result, what happens and is experienced in the analogue, physical and sensory present appears increasingly less as something that is naturally given. And the rest of the world is accessed from this digital lifeworld. Alongside the many political, cultural, social and ecological challenges and the alienation which go along with such a societal development, there is the further aspect that our present physical and sensory existence is asking to be grasped with the will and rediscovered in its value and meaning. Something that used to be naturally given is, in many places, becoming a task of education. Just as through the Industrial Revolution in the nineteenth century the alienation from nature and the social order of an estate-based society became an overriding problem and then also the starting point for an ecological and social movement, so similar fundamental questions arise through the societal consequences of digital transformation. Digital change as a challenge for Steiner Waldorf education At the time of the Industrial Revolution, it took a long road of cultural and political work to improve the awful living conditions of the workers which had come about as the result of technological change. And modern education – including Steiner Waldorf education as a system of education for the children of the Waldorf-Astoria factory workers – originally saw itself as making a contribution to human freedom and educational justice in the precarious conditions of industrial lifeworlds. Only the smallest part of the changes in schools and education of the time was based on the integration and thematic discussion of the then technologies such as the steam engine and electricity and their bases in physics and mathematics. Of far greater consequence were the societal changes which accompanied the Industrial Revolution, such as the introduction of compulsory schooling, the separation of school and church, the attempt to compensate for social background, but also the factory-like organisation of the way schools were run. A similar perspective is becoming apparent today as well : only a small part of the changes in society through digital transformation are of a technical nature. By far their greatest consequences can be seen in the changes in society, politics, the way we live together, but also our understanding of learning and the task of school. Accordingly, it is also becoming clearer at present that digital transformation for schools doesn’t just mean familiarising pupils with the technology, the way it works and how it is operated so that they understand and can make sovereign use of it. On the contrary, schools are faced with the task of preparing pupils for the rapid changes in all subjects, at work and in social relationships. Thus digital information and communication technologies have acquired a wholly new importance in the last twenty years. They have 7 long ceased to be merely for EDP (electronic data processing), of which school was supposed to teach a technical understanding, and knowledge of which represented a helpful, useful skill in the use of office applications. Today they directly or indirectly relate to almost all areas of work, everyday life, leisure and social life. Pupils need new competences At the same time digital media have become a normal part of the lifeworld of children and young people and are no longer perceived by them as something special. On the one hand, children and young people often use the digital media themselves as something unremarkable, on the other hand they see how the adult world is decisively shaped by them. Pupils expect their school to include their lifeworld and make it understandable. At the same time the classic cannon of education is changing : pupils know that competences in handling ICT are required in practically all jobs and is assumed in vocational training or higher education. They expect from school that they are prepared for working life in this respect as well. On the other hand “non-digitisable” skills and activities such as collaboration, communication, creativity and critical thinking are becoming increasingly important particularly in a work context. Pupils know about the relevance of these key competences for their biography and expect to be able to acquire and practice them in school. Digital media don’t automatically improve learning Since PCs became generally available in the 1980s, there has always been the hope that their use would fundamentally improve school learning or, indeed, revolutionise school. But more than twenty years of research into the question as to how information and communication technology (ICT) could change teaching and learning have shown that the use of ICT alone does not bring any improvement in learning. It is equally true that simply equipping schools with ICT does not modernise lessons. When ICT is deployed in schools, it is the educational and methodological processes, the interaction between teachers and pupils, as well as the type of activity of the pupils that determine the quality of learning. Even with the use of ICT, learning remains a process of human interaction and its success is essentially dependent on the way that this interaction is structured. It is necessary to determine in detail when and how ICT contributes to successful learning. Digital transformation extends the school’s mission Thus digital information and communication technologies are no longer just a subject in school dealing with technology and how to use it : they relate to the child’s lifeworld as well as the world of work and they have become a way of organising lessons which is integral to each subject : from geography and history lessons through sports classes to learning foreign languages and in art. This means that the questions facing a school with regard to digital transformation have greatly expanded in recent years. It is these changes which the present “Digital Media and Computer Studies” curriculum addresses and it supplements the existing curriculum of the Steiner Waldorf schools. In doing so, it builds on existing practice. Helping to shape digital transformation If it is the goal of education in Steiner Waldorf schools to contribute to an “education towards freedom” also in the digital lifeworld, it is important to ask what “freedom” means under these changed conditions. Handling ICT in a safe, meaningful and sovereign way certainly is a condition for acting in freedom. But what does human freedom in thinking and doing mean in this changed world ? And how can education, school, learning and teaching contribute ? Depending on the answer, basic educational and curricular questions have to be reframed. As private schools, Steiner Waldorf schools have the possibility fundamentally to change their curriculums and school structures without much red tape, rapidly implement new educational ideas and publicly share and contribute experiences and “best practice”. They could exercise their social role as progressive schools by actively being involved in shaping digital transformation. This task, however, lies beyond this curriculum which in the first instance aims at supplementing existing practice. 14 Literature Brodbeck, H (2018): Rudolf Steiner Schule im Elterntest: Lob - Kritik - Zukunft: Ergebnisse einer empirischen Elternstudie an schweizerischen und liechtensteinischen Waldorfschulen. Norderstedt. Genner, S (2017): Digitale Transformation: Auswirkungen auf Kinder und Jugendliche in der Schweiz - Ausbildung, Bildung, Arbeit, Freizeit. Zurich. Honegger, B D (2016): Mehr als 0 und 1: Schule in einer digitalisierten Welt. Bern. Hübner, E (2015): Medien und Pädagogik: Gesichtspunkte zum Verständnis der Medien, Grundlagen einer anthroposophisch-anthropologischen Medienpädagogik. Stuttgart. Internationale Konferenz der Waldorfpädagogischen Bewegung (2019): Erziehung in der digitalen Welt. [https://www.waldorf-international.org/medienpaedagogik/ charta/; 14.1.2020]. Petko, D, Honegger, B D and Prasse, D (2018): Digitale Transformation in Bildung und Schule: Facetten, Entwicklungslinien und Herausforderungen für die Lehrerinnenund Lehrerbildung. In: Beiträge zur Lehrerinnenund Lehrerbildung, Issue 36. Schmidt, R (2018): Digitaler Wandel als Gesellschaftssituation - Herausforderungen für Mensch, Gesellschaft und Pädagogik. In: Lehrerrundbrief, Issue 107 (March). Schmidt, R (2018): Erziehung zur Freiheit im digitalen Wandel. In: Erziehungskunst, December 2018. Schmidt, R (2020): Post-digitale Bildung. In: Demantowsky, M; te Wildt, B; Lauer, G und Schmidt, R (Eds.): Was macht die Digitalisierung mit den Hochschulen? Einwürfe und Provokationen. Berlin/Boston. Suter, L et al. (2018): JAMES - Jugend, Aktivitäten, Medien - Erhebung Schweiz. Zurich Voogt, J et al. (Ed.) (2018): Second Handbook of Information Technology in Primary and Secondary Education. Cham. 15 16 17 Overview Prevention ICT in subject lessons Computer studies Digital media and computer studies curriculum Media education Goal : safety The pupils know and take account of risks, observe the legal situation and etiquette when they use digital media. Goal : subject competence The pupils know the consequences of digital transformation in the subject areas and can learn appropriately for each subject with digital media. Goal : understanding and use The pupils understand technical basis of computers and programs and can use them in school and at work. Goal : media sovereignty The pupils know the variety of analogue and digital media and can use them independently and as a group to create. 18 19 Curriculum Prevention 20 Guiding considerations Knowing and observing the law and knowing and taking account of risks The goal of the Prevention competence area is safety. The pupils should be in a position to know and observe the law and know and take account of risks and values in the use of digital information and communication technologies (ICT). They should acquire knowledge and skills in good time – before or at the time they start using these media themselves – which contribute to protecting them against risks. This involves, in particular, education about 1. adverse influences such as e. g. fake news, political extremism, extreme self-presentation or externally determined ideals of beauty, 2. health risks, in particular addiction (pathological forms of gaming, chatting, shopping, gambling, sex), but also potential technical risks, e. g. from excessive electromagnetic radiation, 3. inappropriate and illegal sexuality, e. g. pornography and the risks of sexting (sending erotic selfies) and sextortion (blackmail with nude images), 4. violence such as e. g. cyberbullying (molestation, harassment or coercion via ICT) or “happy slapping” (humiliation through filmed and digitally distributed violence against fellow pupils), 5. theft such as illegal downloads and illegal sharing of films, music, etc. as well as the absence of active and passive data security and data sovereignty. Building protection against risks Although the greatest threats in this field occur in connection with digital media, they do not necessarily originate there. The risk of addiction, violence, extremism, inappropriate or prohibited forms of sexuality are challenges which are part of society. The appropriate prevention is the task of social policy and social education – and school cannot alone be responsible for that. But it can make a significant contribution to avoiding problematic behaviour, protect against further-reaching risks and have a mitigating effect. There are risks for children and young people that come with digital media which adults are not acquainted with from their own direct experience. Furthermore, the forms keep changing and perpetrators exploit the lack of knowledge about these things. Prevention is thus a central task of education which requires collaboration between experts, parents or legal guardians, teachers and pupils. Prevention includes defending against risks through devices being made appropriately secure, access to problematic content being controlled, or access to devices being restricted. Beyond that, sustained prevention consists of the active, often indirect development of skills and knowledge, strengthening experiences, attachments and supportive relationships which protect children and young people inwardly. In this sense it is not just the listed, explicit parts of the curriculum which make an important contribution to prevention but also many other educational and artistic activities, free play in kindergarten and at primary level, and the cultural and social life of a Steiner Waldorf school – even if they are not set out individually below. 21 Professionalising collaboration The Prevention competence area is not the task of the school alone but requires collaboration between various parties. Here it is substantially a matter of building trust between parents/legal guardians, teachers and pupils which goes beyond purely teaching concerns and which contributes to fulfilling such an extended educational mission of the school. A professional approach is crucial here. In prevention in particular, inappropriate interventions from adults can make the problems of pupils worse. It must be judged when professional help or the police should be involved. Every school should select and train a teacher who is the contact point for school intervention experts and advice centres. Literature Bleckmann, P (2016) : Medienmündig : Wie unsere Kinder selbstbestimmt mit dem Bildschirm umgehen lernen. Stuttgart. . Bleckmann, P and Lankau, R (2019) : Digitale Medien und Unterricht : Eine Kontroverse. Weinheim. Bundesamt für Sozialversicherungen : Jugend und Medien - das Informationsportal zur Förderung von Medienkompetenzen. [www.jugendundmedien.ch; 30.6.2020]. Möller, C and Bilke-Hentsch, O (Eds.) (2015) : Internetund Computersucht : Ein Praxishandbuch für Therapeuten, Pädagogen und Eltern. Stuttgart. Reckert, T (2016) : Medienmündigkeit : Ein Leitbegriff für die Prävention. In : Kinderund Jugendarzt 47/9. Wampfler, P (2014) : Generation «Social Media» : Wie digitale Kommunikation Leben, Beziehungen und Lernen Jugendlicher verändert. Göttingen. Weinzirl, J, Lutzker, P and Heusser, P (Eds.) (2017) : Bedeutung und Gefährdung der Sinne im digitalen Zeitalter. Würzburg. te Wildt, B (2015) : Digital Junkies : Internetabhängigkeit und ihre Folgen für uns und unsere Kinder. Munich. ZHAW und Bundesamt für Sozialversicherungen (Eds.) (2019) : Medienkompetenz. Tipps zum sicheren Umgang mit digitalen Medien. Für Eltern und Fachpersonen, Bern. [www.jugendundmedien.ch; 30.6.2020]. 22 Recommendations for implementation in the curriculum Interventions of external experts and lessons At primary and lower secondary level, external experts should regularly be invited to lessons to contribute to the understanding of pupils about risks, teaching them effective data protection techniques and acquainting them with the law. Classes with mentors or the class teacher supplement these measures as required or when urgently necessary. One of first interventions is proposed for the classes at the end of primary level in the form of a project week or a day-long workshop : they should address risks, teach basic forms of self-protection and tell the pupils about information and advice centres. In addition, the class teacher, together with the media officer as necessary, should pick up on pressing media-related subjects (e. g. class trip, conflicts in the class). Here social dynamics, rules of communication and the school rules (e. g. rules for the use of mobiles) should be discussed. A second intervention by experts in the classes at the start of secondary level (again as a project week or day-long workshop) should teach effective techniques for data protection, privacy protection on popular or own devices (e. g. passwords, encryption, data backup), discuss aspects of the law and deepen the subjects from the first intervention. Working together with parents or legal guardians The importance of the imagination and sensory development, of reading aloud and telling stories, of role play as well as the verbalisation of primary experiences and media experiences by the children. The role model function of adults and the responsibility for education shared between the school and parental home should be broached. Current technical developments and how to deal with them in kindergarten, at school and at home should be discussed. Agreements can be made between the school and the parental home. At least one parents’ evening towards the end of primary level should be devoted to current developments in the field of digital media, the way they are used by young people, their risks, the educational implications, the statutory situation as well as the school rules in this regard. Lecture and seminar events for parents/legal guardians and teachers with external experts and parents’ evenings should discuss current media, the forms in which they are used and their risks. Selecting one teacher and training them One teacher should be selected in each school to deal with these matters and to maintain contact with advice and help centres. They should be given the appropriate training. 23 30 Literature Baacke, D (2007) : Medienpädagogik. Tübingen. Bund der Freien Waldorfschulen (Ed.) (2019) : Medienpädagogik an Waldorfschulen. Curriculum - Ausstattung. Stuttgart. Herzig, B (2017) : Medien im Unterricht. In : Schweer, M K W (Ed.) : Lehrer-Schüler-Interaktion : Inhaltsfelder, Forschungsperspektiven und methodische Zugänge. Wiesbaden. Honegger, B D and Merz, T (2015) : Fachdidaktik Medien und Informatik. Ein Beitrag zur Standortbestimmung. In : Beiträge zur Lehrerinnenund Lehrerbildung, Issue 33. p. 256 – 263. Hübner, E (2015) : Medien und Pädagogik : Gesichtspunkte zum Verständnis der Medien, Grundlagen einer anthroposophisch-anthropologischen Medienpädagogik. Stuttgart. Hübner, E (2015) : Indirekte und direkte Medienpädagogik. In : Waldorf Ressourcen. [https ://www.waldorf-resources.org; 30. 6. 2020]. Hübner, E (2016) : Waldorfpädagogik und Medien. Menschliche und technische Entwicklung im Kontrast. In : Schieren, J (Ed.) : Handbuch Waldorfpädagogik und Erziehungswissenschaft : Standortbestimmung und Entwicklungsperspektiven. Weinheim, Basel. Hübner, E (2019) : Medien und Schule. Neun Thesen zu einer entwicklungsorientierten Medienpädagogik. In : Wiehl, Angelika (Ed.) : Studienbuch Waldorf-Schulpädagogik. Bad Heilbrunn. Hüther, J and Podehl, B (2005) : Geschichte der Medienpädagogik. In : Hüther, J (Ed.) : Grundbegriffe Medienpädagogik Munich. Moser, H (2019) : Einführung in die Medienpädagogik : Aufwachsen im digitalen Zeitalter. Wiesbaden. Penert, K und Pemberger, B (2020) : Medienerziehung in der Waldorf-Kindheitspädagogik. In : Wiehl, A (Ed.) : Studienbuch Waldorf-Kindheitspädagogik. Bad Heilbrunn. Schmidt, R (2018) : Digitaler Wandel als Gesellschaftssituation - Herausforderungen für Mensch, Gesellschaft und Pädagogik. In : Lehrerrundbrief, Issue 107 (March). Süss, D, Lampert, C and Trültzsch-Wijnen, C W (2018) : Medienpädagogik : Ein Studienbuch zur Einführung. Wiesbaden. 31 Recommendations for implementation in the curriculum Creating media experiences in an age-appropriate way Through creating media experiences in an age-appropriate way, teachers open up a learning and experience space in which the pupils become familiar with their lifeworld. Here the experience of self-efficacy, the development of the senses, and learning social interaction are the central media education goals of kindergarten and primary level. In kindergarten, the teachers create the first media experiences through stories that are told and read out aloud, puppet play, music, eurythmy, and leaving time for free play for the pupils. They give the pupils the opportunity to express their media experiences. In the morning group, through role play and in personal interaction the pupils can also articulate and process their media experiences from their home environment. In the first years of school, the teachers create age-appropriate learning environments through learning media such as blackboard drawings, stories, texts and picture stories. They encourage the pupils regularly through creative activities such as painting, doing craft work and making music to express their own experiences and support them in making their own learning media, particularly their school and main lesson books. Integrating media studies in the main lesson In the final years at primary level and at the start of secondary level, media studies form a thematic focus at least twice as part of main lessons. In the last years of primary level (Years 5/6), and integrated into literature or history main lessons, the teachers focus on the way that various media work in the lifeworld of the pupils (daily newspapers, freesheets, advertising, YouTubers/influencers, social media). The pupils work on the importance of media in historical and social processes with reference to their own (digital) media experiences. This takes place with reference to Intervention I of the Prevention curriculum or ad hoc in connection with a topical occasion, for example in continuation of the subjects in the classes of the Prevention curriculum. At the start of secondary level (Years 7/8), forms and tasks of journalism are discussed as part of main lessons. The pupils follow a topical subject each day in a daily newspaper and in other media and discuss it. An excursion to a local newspaper or something similar gives them an insight into present-day media practices and production. The effect of advertising and political propaganda is also discussed. These elements should also be related to the content of the curriculum in other subjects such as history lessons, art lessons (graphic reproduction) or in craft lessons (printing technology, bookbinding). Media Project I is prepared in this way. At the start of lower secondary level, the pupils further work on preparing and dealing with business correspondence by letter and email, netiquette on social media, and the professional design of application letters, minutes and reports (e. g. report on a work placement). At upper secondary level (Years 10 – 12 / 13), media studies merge with the subject lessons. The separate subject of computer science and the ICT curriculum in subject lessons at upper secondary level pick up these themes from the perspective of the various subjects that are taught and place them in the context of society today. 32 Learning to do research and give presentations Always at the end of primary level, lower secondary level as well as upper secondary level, the pupils present a longer report or lecture and in doing so acquire fundamental competences in research, the verification of sources, presentations in text and word as well as competence in performing. At the end of primary level (Year 5/6), the pupils present a longer report in front of the class (e. g. about an animal, a historical person, a book) as a contribution in a biology, history or literature main lesson. In order to do so, they learn about research and the acquisition of information in libraries (catalogue search, trip to the municipal library) and through selected online resources (such as Wikipedia). They discuss the advantages and disadvantages of the various types of sources. The presentation of the report is prepared and then discussed afterwards in the class in relation to content and presentation (feedback culture). At the end of lower secondary level (Year 7/8), the pupils give a lecture in front of the parents about a project they have undertaken themselves (project for the year, biography work). As part of main lesson or other classes, they are instructed in how to research sources and materials themselves and learn about aspects from which to judge their quality. In preparing the presentation, they are familiarised with the relevant tools and techniques (preparing speaker’s notes, board, poster, slides, PowerPoint). If needed, they practice speaking with the creative speech practitioner at the school and look at aspects of a competent performance. At the end of upper secondary level (Year 12), the pupils give a lecture in front of the general (school) public in which they present the results of their work on their project for the year. Both in the way that they write and organise the lecture and in its presentation they acquire knowledge about academic research at a sufficient level for the subject (sources, interpretation, presentation), professional preparation of documents (structure, citations, layout), presentation (poster, PowerPoint), and language (rhetoric, performance) as part of the subject lesson. Undertaking media projects from Year 7 onwards Integrated into existing elements of the curriculum, such as for example theatre, concert or musical performances, a media project is carried out each in the middle of lower secondary level and upper secondary level. Media Project I (Year 7 or 8) provides for competence acquisition by means of a project involving the whole class : the class produces a viable print product, for example a special edition of the school newspaper or the programme for its own theatre production. What is particularly intended here is to bring together and apply competences from various subjects : for example elements of literature and language (researching sources, writing factual and information texts), computer skills (from Computer Workshop I : word processing, image processing, touch typing), art lessons (design of cover picture and preparation for printing) and applied mathematics (accounts : income from sales and advertising, expenditures for printing costs) or arts and crafts lessons (bookbinding and printing technology). In Media Project II (Year 10 or 11) the pupils produce a media contribution involving film, sound and Web individually or in small groups. The contributions can together form a whole and be shown to the general (school) public, for example a radio feature for local radio, reportages on current events, film interviews or a blog on an excursion, or an artistic short film. The key elements here are that they are embedded in a subject lessons and independently executed from planning (subject matter, concept, script) through to technical execution (digital sound and picture editing, Web resources) and performance or broadcast by the pupils with the help of specialist, if possible also 33 professional guidance. Lessons in which they can be embedded can include not just literature or history but also foreign language classes (e. g. film interviews in other languages), art lessons (image and film from an aesthetic perspective), music, geography or biology (e. g. ecological topics). In the subject lessons the pupils work on the subject itself, realise the media contribution together with a technically experienced teacher or external specialist (e. g. from journalism), and present it. 34 Competences Media education M The pupils can find their way around the media lifeworld, know about the many different analogue and digital media and can use them on their own and in a group for learning and to create things. They can express themselves through media contributions, present them in front of an audience, in doing so judge their effect on others, and take account of social and legal dimensions. M1 Finding their way around the media lifeworld M1.1 The pupils can find their way around the direct material and social environment. They can distinguish direct experiences with and in this environment from fantasy experiences, stories, tales and media experiences (books, radio drama, films, games, etc.), can pick up direct and media experiences in play and discuss them with others. M1.2 The pupils know the various media in their lifeworld such as books, phones, television, newspapers, letters, smartphones and computers, can name them and understand their meaning. They can name the advantages and disadvantages of direct and media communication and justify their personal choice of the media used. M1.3 The pupils can distinguish between various content of these media (information, advertising, entertainment, news, arrangements, education) and reflect on their various effects (thoughts, feelings, messages). They can assess the intentions behind media contributions (e. g. advertising, political influencing). M1.4 The pupils know the importance of the media with regard to culture, the economy and politics as well as their tasks (e. g. creating the conditions for democratic participation) and their problems (media manipulation, ecology, social inequality). They know about the forms of organisation and financing of local, regional and global media. They know about the opportunities and risks of the increasing penetration of our everyday lives with information technology (e. g. automation, changing world of work, globalisation, unequal opportunities in access to information and technology). M2 Learning and creating with media M2.1 The pupils turn their own thoughts, experiences, artistic impulses and knowledge into media contributions of various types alone and in group work (e. g. booklet design in text and image, games, artistic expression in painting, singing, dance, eurythmy and music, photography, film, lecture presentation, theatre performance, school newspaper, blog, social media channel) and present them in front of an audience. M2.2 The pupils can independently acquire, select and judge with regard to quality and usefulness information from various sources (e. g. books, magazines, learning sheets, play, websites, library, online resources). They can deploy this information, citing the sources, in the preparation and presentation of their work (e. g. exercise 35 book entry, report, lecture, school newspaper, class blog, radio drama, video clip). M2.3 The pupils can assess the effect of their own media contributions, take this into account accordingly in producing them and in doing so comply with the law, rules and value systems. M2.4 The pupils can prepare and deal with business correspondence, application letters, readers’ letters and reports by letter and email, present themselves adequately, express themselves and observe netiquette. 36 Recommended curriculum Media education Kindergarten, Years 1 and 2 Primar y level, Years 3 – 6 Lower secondary level, Years 7 – 9 Media Education 1 Exchanging media experiences Pupils received the opportunity and professional support so that they can replay their media experiences and discuss them with others in play and in discussion situations. M 1. 1 M 1.2 Media Education 2 Expressing media experiences The teachers regularly create age-appropriate media experiences and environments and encourage the pupils to express their own experiences creatively through artistic activities. They provide support in the making of own learning media, particularly exercise books/main lesson books. M 1. 1 M2. 1 Media Education 3 Media Studies I In literature or history main lessons the intentions and modes of operation of media in the lifeworld of the pupils are discussed. The importance of media in historical and social processes is worked on with the pupils in relation to their media experiences. M1.2 M1.3 M1.4 Media Education 4 Research and Presentation I The pupils prepare a report in main lesson and in order to do so learn to undertake research and acquire information in libraries and with online sources. The advantages and disadvantages of various types of sources are debated. The presentation is prepared and discussed afterwards. M2. 1 M2.2 Media Education 5 Media Studies II Forms and tasks of journalism as well as media practice and production today are addressed in literature lessons. The effect of advertising and political propaganda is also investigated. M 1.2 M1.3 M1.4 Upper secondary level, Years 10 – 12/13 37 Media Education 9 Media Project II In Media Project II the pupils produce a media contribution on a subject (e. g. radio feature, blog, short film), individually or in small groups, embedded in a subject class. The emphasis is on independent execution, from planning through to technical realisation and performance/broadcast, under specialist guidance. M1.4 M2. 1 M2.2 M2.3 Media Education 10 Research and Presentation III The pupils give a lecture in front of the general (school) public in which they present the results of their work in their project for the year. Both for the preparation of the written work as well as for the presentation, they acquire, in the context of the subject lesson, competences in academic research, the professional preparation of documents and presentations as well as in performance. M2. 1 M2.2 M2.3 Media Education 6 Media Studies III In literature lessons the pupils learn to frame and deal with business correspondence, application letters, readers’ letters and reports by letter and email. They reflect on netiquette on social media. M2. 1 M2.3 M2.4 Media Education 7 Media Project I In Media Project I the pupils as a class produce a print product (school newspaper, programme) and in doing so use competences from various subjects such as literature, computer studies, art and arts and crafts (bookbinding and printing technology). M 1.3 M2. 1 M2.2 Media Education 8 Research and Presentation II The pupils give a lecture to parents about a project they have undertaken themselves (project for the year, biography work). As part of main lesson they are given instruction about researching sources and material. They acquire the corresponding tools and performance skills for the presentation. M2. 1 M2.2 M2.3 38 39 Curriculum Computer studies 46 Competences Computer studies CS The pupils can understand the technical foundations of current digital information and communication technologies and use them efficiently in their everyday activities, in school and in view of their subsequent world of work. CS1 Understanding the technical foundations CS1.1 The pupils can follow the technical and mathematical foundations of automated information processing and know the components of a computer and their functions. They have an understanding of the performance units of digital devices in their lifeworld and can assess their relevance for how they want to use them (e. g. storage capacity, resolution, computing power, data transmission rate). CS1.2 The pupils know analogue and digital representations of data (text, number, image and sound) and can follow the conversion of images, texts and sounds to digital data and the reverse process. They know methods of storing and organising data (tables, databases) as well as common forms of data transmission (wired and common wireless technologies). They can reliably distinguish between different types of storage (e. g. hard disks, flash memory) and storage locations (local devices, local network, cloud) for private and public data and know their advantages and disadvantages. They are familiar with the basics of data backup (copying, backing up and versioning) and can effectively protect themselves against data loss. CS1.3 The pupils know the structure and functioning of computer networks in local, regional and global structures. They can distinguish the Internet as infrastructure from its services (e. g. WWW, email, Internet telephony, social networks) and understand the way that search engines fundamentally work. CS1.4 The pupils can transform tasks into simple algorithms (e. g. instructions, directions, mathematical solution path, sorting objects). They can analyse such problems, describe possible solution processes through logical operators, conditions, loops, variables, etc. and implement them in simple, programs they have written themselves. They fundamentally understand the functioning of programming languages as well as the structure of software and algorithms. CS2 User skills for learning and work CS2.1 The pupils can switch a PC on and off, organise open windows as well as opening, minimising and closing applications and handling their menu structures. They can reliably distinguish between the operating system, applications, documents and file formats. They can log on to a local network or the learning environment of the school with their login. They can navigate a folder structure, set up their own folder structure, copy move and store documents in it in such a way that others can also find them again. CS2.2 The pupils can reliably operate a keyboard, touchscreen and mouse of a PC and laptop and, if available, a whiteboard, visual presenter and projector in the classroom. They can touch type at a sufficient speed. CS2.3 The pupils can reliably use office applications for writing, spreadsheets, presentations and Internet research for school learning (reports, project work, media projects) and for basic work activities (application letters, business correspondence, email, budgets, presentations). When there are problems with devices and programs, they can apply the appropriate solution strategies (e. g. Help function, research, tutorials). CS3 Computer science, upper secondary school, competences from the computer science framework curriculum at Swiss upper secondary schools CS3.1 Basic knowledge • Knowing different types of coding and representation of information • Understanding relations and differences between symbols, data and information • Comprehending forms of organising larger data quantities • Understanding basic concepts of a programming language • Knowing the modular construction of computer systems from components and interfaces • Having an insight into the most important technical background of computer networks or the Internet • Comprehending differences and relationships between reality and its models, e. g. through simulating processes • Understanding security aspects of digital communication, e. g. encryption, authentification, status of metadata • Recognising the advantages and difficulties entailed in exact working CS3.2 Basic skills • Formally describing and critically analysing own and others’ solution paths • Designing and assessing algorithms and implementing them in a programming language • Determining causes of problems and errors systematically and purposefully • Assessing computer science solutions with regard to correctness, efficiency and security • Applying computer science knowledge practically in a project • Handling different abstraction levels • Assessing security risks in digital communication and taking appropriate measures • Assessing the interests and possibilities of various participants (private persons, companies, states) with regard to digital data records • Recognising the extent of the influence of computer science and placing it in its social and historical context CS3.3 Basic attitudes • The desire not just to use computer science resources but also to understand them • Displaying perseverance, care and creativity in working out solutions • Planning and acting in a structured way • Being willing to undertake team and project work as well as to engage in inter47 48 disciplinary dialogue. • Critically assessing and questioning computer science solutions • Developing a personal view of problems of computer science also in respect of basic ethical standards • Openly responding to new developments in computer science, e. g. wanting to know about new areas of computer science 49 Recommended curriculum Computer studies Lower secondary level, Years 7 – 9 Upper secondary level, Year 10 – 12/13 Computer Studies 1 Computer Workshop I (Technical foundations) Electrotechnical foundations of computers; data, files and storage; networks; algorithms and programming in theory and practice CS1. 1 CS1.2 CS1.3 CS1.4 Computer Studies 2 Computer Workshop II (User skills) Use of current operating systems, directories, logins; use of peripheral devices and touch typing; office applications, email, browser and problem solving CS2. 1 CS2.2 CS2.3 Computer Studies 3 Computer science Mandatory subject in some schools Lessons in accordance with the computer science framework curriculum CS3. 1 CS3.2 CS3.3 50 51 Curriculum ICT in subject lessons at upper secondary level 52 Guiding considerations Addressing digital transformation in subject lessons Digital transformation affects large sections of society, of professional and private life today. It is changing the occupations and academic disciplines in a sustained way. Digital transformation therefore affects all school subjects, not just the mathematical and scientific ones, but also the cultural disciplines, languages, handwork, the arts, sport and philosophy/ethics. The content and methods for these subjects must be supplemented and adapted, as necessary, in the light of the developments of recent years. Example : teaching digital transformation in history In historical scholarship, historical representations are often today based on digital technologies and historical sources are digitally processed. The influence of these technologies on historical representation and interpretation must be taken into account today. Digital technologies also exercise an ever greater influence on historical and political processes such as protest movements or elections, something that should be addressed in history classes as much as, for example, the election propaganda of totalitarian regimes. Furthermore, the image of history among pupils today is mostly determined to a much greater extent by digital media than through school lessons or books. This can be used as a reason to discuss these representations of history in the lesson and to work on the perspectivity of historical interpretation. The same applies correspondingly in the other subjects. It is expected of teachers that they should extend their knowledge of and skills in their subject and its teaching methodology with regard to questions of digital transformation in the same way as is expected of them also with other cross-sectoral topics such as gender equality, inclusion or ecological sustainability. Competence models for teachers such as TPACK describe these additional requirements. The respective goals of the subject being taught are definitive This course of action does not fundamentally change the goal of the lessons : specialists in teaching methodology emphasise that although objects and teaching resources should be adapted and extended through ICT, the core of the original educational goals have not changed. Thus history lessons continue to be about developing a “competence in perceiving change over time” or about the “competence to exploit historical sources and accounts”. It is merely the objects and resources with which these goals are achieved that have to be extended and updated. The deployment of ICT and addressing it in the subject thus arise from the respective goals of the subject being taught. It makes sense for the teacher, in planning the lesson, not just to proceed from the existing curricula but also from the possible future relevance of the subject matter in the further biography of the pupils. How ICT continues to develop in subject teaching In the view of education scholars and media education experts, the further development of the subject field of digital media and computer studies will lead in future to the associated competences being acquired also at the lower levels largely through integration in the individual subjects. But here the teachers trained with this in mind, 53 sufficient experience in schools and a systematic extension of the relevant competences in the subjects are still absent. It must, furthermore, be taken into account that presumably the full extent of the changes in digital transformation relevant for schools will only emerge in the coming decades and that there will continue to be ongoing change. All of this makes it unlikely that lasting, stable, competence-based curricula will come about in this field. Perspectives for subject lessons at upper secondary level are nevertheless set out here. They are intended to allow for digital transformation to be taken into account now already in existing subject lessons because they are extremely relevant for pupils today and touch on their future working lives. In collaboration with teachers in the respective subjects and with education experts we plan to work out more concrete proposals in the future and update them regularly. Literature Bernsen, D and Kerber, U (Eds.) (2017) : Praxishandbuch Historisches Lernen und Medienbildung im digitalen Zeitalter. Opladen, Berlin, Toronto. Demantowsky, M and Pallaske, C (Eds.) (2015) : Geschichte lernen im digitalen Wandel. Berlin. Gesellschaft für Fachdidaktik e.V. (2018) : Fachliche Bildung in der digitalen Welt. Positionspapier der Gesellschaft für Fachdidaktik. [https ://www.fachdidaktik.org; 30. 3. 2019]. Hattie, J (2015) : Lernen sichtbar machen : Überarbeitete deutschsprachige Ausgabe von «Visible Learning». Hohengehren. Herring, M C, Koehler, M J and Mishra, P (Eds.) (2016) : Handbook of Technological Pedagogical Content Knowledge (TPACK) for Educators. New York, London. Herzig, B and Grafe, S (2011) : Wirkungen digitaler Medien. In : Albers, C et al. (Ed.) : Schule in der digitalen Welt : Medienpädagogische Ansätze und Schulforschungsperspektiven. Wiesbaden. Kelly, T M (2013) : Teaching History in the Digital Age. Ann Arbor. Niess, M L and Gillow-Wiles, H (Eds.) (2015) : Handbook of Research on Teacher Education in the Digital Age. IGI Global. Petko, D (2014) : Einführung in die Mediendidaktik : Lehren und Lernen mit digitalen Medien. Weinheim. Petko, D, Honegger, B D and Prasse, D (2018) : Digitale Transformation in Bildung und Schule : Facetten, Entwicklungslinien und Herausforderungen für die Lehrerinnenund Lehrerbildung. In : Beiträge zur Lehrerinnenund Lehrerbildung, Issue 36. Schmidt, R (2020) : ICT-Professionalisierung und ICT-Beliefs, Professionalisierung angehender Lehrpersonen in der digitalen Transformation und ihre berufsbezogenen Überzeugungen über digitale Informationsund Kommunikationstechnologien (ICT). Basel. 54 Recommendations for implementation in the curriculum Three dimensions of ICT in subject lessons ICT should not only possess the role of a learning resource in subject lessons at upper secondary level or illustrate lesson content, but above all it should also serve the educational goals of the respective subject. The relevance of ICT for subject lessons is reflected in three dimensions : as a learning and teaching resource (learning with ICT), as content of the subject (learning about ICT) and as a learning object (learning through ICT). This will be illustrated below using the example of history lessons and applies correspondingly to all subjects. The diversity of the subject matter set out in the curriculum does not mean that a lot of lesson time need necessarily be spent on it. Rather, it is a matter of providing sample insights which mostly require few classes. At the same time that also frequently allows the teacher to look in a new way at its relevance for previous content with the pupils : for example, a discussion of the dynamics of social exclusion on social media can lead the pupils to understand how these dynamics were also at work in history. First dimension : learning with ICT ICT brings new educational possibilities, some of which extend beyond the possibilities of textbooks, images and films. Research has repeatedly shown that the use of ICT as a learning and teaching resource does not in itself lead to better learning outcomes but that successful learning is dependent on the quality of the educational setting, making learning “visible”, and social interaction. There should also not be any expectation that teaching with the use of digital tools makes lessons permanently more interesting for the pupils. Furthermore, high quality educational teaching settings in a subject with ICT are in the first instance more time-consuming for the teacher – there should therefore no more be an expectation of saving time than of a longer-term motivation boost among the pupils. Learning with ICT (as a learning tool) should be legitimised by an improvement in subject-specific learning or through the achievement of specific educational goals. Example : digital maps, smartphones and blogs as a teaching and learning resource The pupils can acquire historical content from various perspectives using online resources which go beyond the perspective of a textbook. Using collaborative tools, blogs or short films they have made themselves, they can present their learning results to the class or together make a digital “textbook” on the subject. Such an extension of the perspectives on a subject matter also allows reflection on the respective sources of these perspectives. Digital, multi-tiered historical maps or virtual reality simulations of historical sites allow for additional perspectives on historical content. Smartphone apps can contribute to extending learning at learning locations outside school, for example by the historical exploration of their own town. Some apps allow pupils to create their own historical learning stations. 55 Second dimension : learning about ICT Here ICT becomes the topic in its subject dimension. How have computers and information technologies changed the world ? Here it is not a matter of completeness but of giving a sample insight into current changes in subject areas and work through ICT. Example : how computers influenced the Cold War In history lessons, the Industrial Revolution and its social and political consequences is a standard topic. In a similar way this can also be done for ICT in that, for example, the influence of ICT on political events with an historical dimension is made apparent : how computers influenced the Cold War, how they are transforming global working conditions, the role which Twitter and Facebook have played in extremism, public protests or elections. Third dimension : learning through ICT In this dimension of subject-specific learning, the aim is to make use of popular or socially established ICT uses to address their influence on society, life, politics and people and in this way to contribute to the goals of the respective lessons. Thus the material of popular and cultural uses of ICT among young people can be turned into the object of subject lessons to learn central competences of the respective subject lesson through them. Example : discussing the issue of the representation of history in computer games Computer games with historical references exercise a strong influence on the way pupils see history today. Educational experts in history teaching point out that, for example, the image of the Second World War is more thoroughly shaped by computer games and the perspective, interpretations and values communicated there than by history lessons. They therefore recommend using such games to learn about critiquing sources and the perspectivity of historical interpretation. Even if increasingly historical games and virtual reality simulations are available which have been designed for history lessons, they do not recommend teaching with them but learning through them. 62 Prevention 1 Media Parents’ Evening I Parents’ evening (teacher and/or external experts) : age-appropriate media experiences, importance of the development of the imagination and the senses, role model function of adults, shared responsibility between school and parental home P1–P6 Media Education 1 Exchanging media experiences The pupils received the opportunity and professional support so that they can replay their media experiences and discuss them with others in play and in discussion situations. M1.1 M 1.2 Prevention 2 Media Parents’ Evening II Parents’ evening (teacher and/or external experts) : current technical developments and the approach to them in kindergarten, school and at home P1–P6 Media Education 2 Expressing media experiences The teachers regularly create age-appropriate media experiences and environments and encourage the pupils to express their own experiences creatively through artistic activities. They provide support in the making of own learning media, particularly exercise books/main lesson books. M1.1 M2. 1 Kindergarten, Year 1 and 2 63 Media Education 3 Media Studies I In literature or history main lessons the intentions and modes of operation of media in the lifeworld of the pupils are discussed. The importance of media in historical and social processes is worked on with the pupils in relation to their media experiences. M1.2 M1.3 M1.4 Prevention 3 Media Parents’ Evening III Lecture or seminar events for parents/legal guardians and teachers with external experts : current developments in the field of digital media, current forms of use among young people, risks, forms and signs of addiction, educational implications, the legal situation P1–P6 Media Education 4 Research and Presentation I The pupils prepare a report in main lesson and in order to do so learn to undertake research and acquire information in libraries and with online sources. The advantages and disadvantages of various types of sources are debated. The presentation is prepared and discussed afterwards. M2.1 M2.2 Prevention 4 Intervention I Intervention of external experts in the classes : risks, basic forms of self-protection, familiarisation with information and advice centres P3 P4 P6 Prevention 5 In class Repeatedly taking up media-related subjects in view of events by the class teacher, together with the school’s media officer if required P1 P2 P6 Primar y level, Years 3 – 6 64 Lower secondary level, Years 7 – 9 Media Education 5 Media Studies II Forms and tasks of journalism as well as media practice and production today are addressed in literature lessons. The effect of advertising and political propaganda is also investigated. M 1.2 M 1.3 M1.4 Computer Studies 1 Computer Workshop I Electrotechnical foundations of computers; data, files and storage; networks; algorithms and programming in theory and practice CS1. 1 CS1.2 CS1.3 CS1.4 Prevention 6 Intervention II Intervention of external experts in the classes : deepening the education about risks, effective data protection techniques, privacy protection on popular and own devices, the law, school rules P2 P5 Computer Studies 2 Computer Workshop II Use of current operating systems, directories, login; use of peripheral devices and touch typing; office applications, email, browser and problem solving CS2. 1 CS2.2 CS2.3 Media Education 6 Media Studies III In literature lessons the pupils learn to frame and deal with business correspondence, application letters, readers’ letters and reports by letter and email. They reflect on netiquette on social media. M2. 1 M2.3 M2.4 Media Education 7 Media Project I In Media Project I the pupils as a class produce a print product (school newspaper, programme) and in doing so use competences from various subjects such as literature, computer studies, art and arts and crafts (bookbinding and printing technology). M 1.3 M2. 1 M2.2 Media Education 8 Research and Presentation II The pupils give a lecture to parents about a project they have undertaken themselves (project for the year, biography work). As part of main lesson they are given instruction about researching sources and material. They acquire the corresponding tools and performance skills for the presentation. M2. 1 M2.2 M2.3 65 Upper secondary level, Years 10 – 12/13 ICT in subject lessons ICT in subject lessons Integrated in all subjects : ICT as a learning and teaching resource (learning with ICT), as a subject-related topic (learning about ICT) and as a learning object (learning through ICT) S Media Education 9 Media Project II In Media Project II the pupils produce a media contribution on a subject (e. g. radio feature, blog, short film), individually or in small groups, embedded in a subject lesson. The emphasis is on independent execution, from planning through to technical reali-sation and performance/broadcast, under specialist guidance. M 1.4 M2. 1 M2.2 M2.3 Computer Studies 3 Computer science mandatory subject in some schools Teaching in accordance with computer science framework curriculum for schools offering upper secondary education CS3. 1 CS3.2 CS3.3 Media Education 10 Research and Presentation III The pupils give a lecture in front of the general (school) public in which they present the results of their work in their project for the year. Both for the preparation of the written work as well as for the presentation, they acquire, in the context of the subject lesson, competences in academic research, the professional preparation of documents and presentations, as well as in performance. M2. 1 M2.2 M2.3 66 67 Annex : The Coverage of the European Digital Competence Framework for Citizens - DigComp 68 Comparison Steiner Waldorf Curriculum to DigComp Framework Curriculum Steiner Waldorf School Modules Recommended Curriculum Steiner Waldorf School Reference DigComp competences P Prevention The pupils know the law, opportunities, risks and values in using ICT in their lifeworld and can observe them. They acquire knowledge and skills which contribute to protecting them against risks from digital media. P1 The pupils know the rules of etiquette in digital communication (netiquette) and are aware of the possible effects of their actions on others. Prevention 1 Prevention 2 Prevention 3 Prevention 5 2.5 4.3 P2 The pupils know which actions are permitted and prohibited and can judge the consequences of their actions. They understand clearly that actions in the digital space are subject to the law and have real consequences. They know the law. Prevention 1 Prevention 2 Prevention 3 Prevention 6 3.3 4.2 P3 The pupils know problematic and illegal behaviours such as cyberbullying, sextortion, illegal file sharing, addictive behaviour and can recognise and name them. Prevention 1 Prevention 2 Prevention 3 Prevention 4 Prevention 5 4.3 P4 The pupils know basic forms of self-protection (e. g. not going to meet anyone they’ve met online, not sharing nude photos or private information). Prevention 1 Prevention 2 Prevention 3 Prevention 4 Prevention 6 2.6 4.1 4.3 P5 The pupils know how they can protect their privacy in the digital space and know effective techniques to protect their own data on their own devices. Prevention 1 Prevention 2 Prevention 3 Prevention 6 2.6 4.1 4.2 P6 The pupils know where they can find appropriate help for themselves or their fellow pupils (trusted persons, external agencies and mandated teachers). Prevention 1 Prevention 2 Prevention 3 Prevention 4 Prevention 5 4.3 5.4 69 M Media Education The pupils can find their way around the media lifeworld, know about the many different analogue and digital media and can use them on their own and in a group for learning and to create things. They can express themselves through media contributions, present them in front of an audience, in doing so judge their effect on others, and take account of social and legal dimensions. M1 Finding their way around the media lifeworld M1.1 The pupils can find their way around the direct material and social environment. They can distinguish direct experiences with and in this environment from fantasy experiences, stories, tales and media experiences (books, radio drama, films, games, etc.), can pick up direct and media experiences in play and discuss them with others. Media Education 1 Media Education 2 1.2 M1.2 The pupils know the various media in their lifeworld such as books, phones, television, newspapers, letters, smartphones and computers, can name them and understand their meaning. They can name the advantages and disadvantages of direct and media communication and justify their personal choice of the media used. Media Education 1 Media Education 3 Media Education 5 1.2 3.2 M1.3 The pupils can distinguish between various content of these media (information, advertising, entertainment, news, arrangements, education) and reflect on their various effects (thoughts, feelings, messages). They can assess the intentions behind media contributions (e. g. advertising, political influencing). Media Education 3 Media Education 5 Media Education 7 1.2 3.2 M1.4 The pupils know the importance of the media with regard to culture, the economy and politics as well as their tasks (e. g. creating the conditions for democratic participation) and their problems (media manipulation, ecology, social inequality). They know about the forms of organisation and financing of local, regional and global media. They know about the opportunities and risks of the increasing penetration of our everyday lives with information technology (e. g. automation, changing world of work, globalisation, unequal opportunities in access to information and technology). Media Education 3 Media Education 5 Media Education 9 2.3 4.3 4.4 M2 Learning and creating with media M2.1 The pupils turn their own thoughts, experiences, artistic impulses and knowledge into media contributions of various types alone and in group work (e. g. booklet design in text and image, games, artistic expression in painting, singing, dance, eurythmy and music, photography, film, lecture presentation, theatre performance, school newspaper, blog, social media channel) and present them in front of an audience. Media Education 2 Media Education 4 Media Education 6 Media Education 7 Media Education 8 Media Education 9 Media Education 10 2.1 2.2 2.4 3.1 3.2 5.2 5.3 M2.2 The pupils can independently acquire, select and judge with regard to quality and usefulness information from various sources (e. g. books, magazines, learning sheets, play, websites, library, online resources). They can deploy this information, citing the sources, in the preparation and presentation of their work (e. g. exercise book entry, report, lecture, school newspaper, class blog, radio drama, video clip). Media Education 4 Media Education 7 Media Education 8 Media Education 9 Media Education 10 1.2 2.1 2.2 2.4 3.1 3.2 5.2 5.3 70 M2.3 The pupils can assess the effect of their own media contributions, take this into account accordingly in producing them and in doing so comply with the law, rules and value systems. Media Education 6 Media Education 8 Media Education 9 Media Education 10 1.2 2.1 2.3 2.4 2.5 5.3 M2.4 The pupils can prepare and deal with business correspondence, application letters, readers’ letters and reports by letter and email, present themselves adequately, express themselves and observe netiquette. Media Education 6 2.1 2.2 3.1 3.2 5.3 CS Computer Studies The pupils can understand the technical foundations of current digital information and communication technologies and use them efficiently in their everyday activities, in school and in view of their subsequent world of work. CS1 Understanding the technical foundations CS1.1 The pupils can follow the technical and mathematical foundations of automated information processing and know the components of a computer and their functions. They have an understanding of the performance units of digital devices in their lifeworld and can assess their relevance for how they want to use them (e. g. storage capacity, resolution, computing power, data transmission rate). Computer Studies 1 1.1 1.3 CS1.2 The pupils know analogue and digital representations of data (text, number, image and sound) and can follow the conversion of images, texts and sounds to digital data and the reverse process. They know methods of storing and organising data (tables, databases) as well as common forms of data transmission (wired and common wireless technologies). They can reliably distinguish between different types of storage (e. g. hard disks, flash memory) and storage locations (local devices, local network, cloud) for private and public data and know their advantages and disadvantages. They are familiar with the basics of data backup (copying, backing up and versioning) and can effectively protect themselves against data loss. Computer Studies 1 1.1 1.3 4.1 4.2 CS1.3 The pupils know the structure and functioning of computer networks in local, regional and global structures. They can distinguish the Internet as infrastructure from its services (e. g. WWW, email, Internet telephony, social networks) and understand the way that search engines fundamentally work. Computer Studies 1 1.1 1.3 CS1.4 The pupils can transform tasks into simple algorithms (e. g. instructions, directions, mathematical solution path, sorting objects). They can analyse such problems, describe possible solution processes through logical operators, conditions, loops, variables, etc. and implement them in simple, programs they have written themselves. They fundamentally understand the functioning of programming languages as well as the structure of software and algorithms. Computer Studies 1 3.4 71 CS2 User skills for learning and work CS2.1 The pupils can switch a PC on and off, organise open windows as well as opening, minimising and closing applications and handling their menu structures. They can reliably distinguish between the operating system, applications, documents and file formats. They can log on to a local network or the learning environment of the school with their login. They can navigate a folder structure, set up their own folder structure, copy move and store documents in it in such a way that others can also find them again. Computer Studies 2 1.1 1.3 2.3 CS2.2 The pupils can reliably operate a keyboard, touchscreen and mouse of a PC and laptop and, if available, a whiteboard, projector and presentation remote in the classroom. They can touch type at a sufficient speed. Computer Studies 2 2.1 2.2 2.3 2.4 5.3 CS2.3 The pupils can reliably use office applications for writing, spreadsheets, presentations and Internet research for school learning (reports, project work, media projects) and for basic work activities (application letters, business correspondence, email, budgets, presentations). When there are problems with devices and programs, they can apply the appropriate solution strategies (e. g. Help function, research, tutorials). Computer Studies 2 2.1 2.2 2.3 2.4 5.1 5.3 5.4 S ICT in Subject Lessons The pupils can deploy ICT as a tool for subject-specific learning in the various subjects and acquire an understanding of the role of ICT in the respective subject and/or the underlying disciplines and occupations. The competence goals are determined by the competence goals in the respective subjects ISBN 9789464360905