Needs Table: What keeps me healthy?

Learning Objectives

The overarching learning objective is to develop students’ awareness and mastery of the characteristics of academic and subject-specific language, as well as to strengthen their ability to transform language. Students should learn to analyse typical features of academic texts (technical terminology, passive voice, and nominal style) according to defined criteria, reflect on their functional effects in terms of objectivity and how they guide the reader, and purposefully translate dense, nominalised academic language into clear, accessible verbal style using active voice.

Content and Methods

The worksheet introduces the key characteristics of academic non-fiction texts (technical terminology, passive voice, and nominal style) and combines text analysis with practical language exercises. Working with a subject-specific text, students first compile a glossary of technical terms with context-based definitions and distinguish between passive constructions and nominal style using a two-colour highlighting technique.

Building on this, they conduct a functional stylistic analysis to examine the intended effects of linguistic density and the author’s conveyed stance towards the subject matter. The worksheet concludes with an active language transformation task in which students rewrite a highly nominalised example sentence that omits the agent, turning it into dynamic active-voice sentences. This involves breaking down complex verb-noun constructions and explicitly introducing the actors performing the actions.

Competencies

• Linguistic and grammatical analysis: Confidently identifying and clarifying technical terminology, as well as recognising syntactic forms of linguistic compression (nominal style and passive constructions).
• Functional and stylistic judgement: Reflecting on the rhetorical effects and functions of linguistic distance, objectivity, and impersonal presentation in academic texts.
• Language transformation: Purposefully translating complex, agentless nominal constructions into clear, action-oriented active sentences using verbal style.
• Lexical comprehension: Deriving the meaning of unfamiliar or highly specialised technical terms from context and formulating concise definitions (glossary work).

Target Group and Level

Upper secondary school (advanced level).

Objective: The overarching learning objective is to build and internalize a vocabulary of high-frequency words, as well as to significantly improve reading fluency (reading speed and accuracy). Learners should be enabled to decode high-frequency function words and basic morphemes at a glance (as whole words) in a flash, without having to resort to laborious letter-by-letter phonetic synthesis, in order to free up cognitive resources for higher-level comprehension.

Content and Methods: The worksheet guides students through a multi-step, multisensory, and playful sequence of exercises leading to automatic word recognition: The method begins with structured “flash reading” (tachistoscopics training), in which word cards are revealed for just one second and then articulated in unison following a shared hand signal—first as a class under the teacher’s guidance, and then in cooperative pairs with rotating partners. In the second step, this fleeting perception is reinforced through graphomotor practice by having students write down the words they saw. A movement-based reaction game (“Word Snatch” with established fair-play rules) trains visual discrimination and retrieval speed in a motivating, challenge-based manner. The systematic conclusion is the “Word Detective” method applied to a short continuous text: Learners track down selected model words (in this case, high-frequency function words such as articles and conjunctions), mark them according to specific criteria using a four-color code, and quantify their occurrence in a final counting check.

Competencies:

• Reading Fluency & Automation (Sight Word Vocabulary): lightning-fast, holistic recognition and error-free decoding of key words in milliseconds (overcoming phonemic synthesis)
• Visual Discrimination & Reaction Speed: targeted scanning of text, rapid identification of word boundaries, and haptic-motor control of actions in a game context
• Text Monitoring & Selective Attention: focused identification and color-coded classification of target words within continuous sentence structures (“Word Detective”)
• Cooperative Learning & Rule-Following Skills: reliably switching roles (pointer vs. reader) and following clear game rules (starting position, fair placement) in partner and small-group work

Target Audience and Level: Elementary school

Note for the teacher: The cards must be prepared for the “Clapping Game” (written or printed).

The overarching learning objective is the systematic development of reading comprehension and linguistic reflection. Learners will be enabled to classify words according to grammatical and semantic properties (parts of speech, concrete vs. abstract nouns) and to decode the emotional impact of language (denotation vs. connotation) in order to critically question manipulative text structures in everyday life and the media.

Content and Methods: The worksheet embeds fundamental grammatical knowledge into a playful fantasy scenario (“Magic Library”). First, learners sort a word collection by parts of speech and semantic dimensions, which is subsequently structured cooperatively in a mind map (“thought tree”) and reinforced through a physical movement game in the classroom. Building on this, a theoretical and practical introduction to the concepts of denotation and connotation takes place. Learners examine word clusters on an “emotion scale,” unmask evaluative PR terminology, and apply their knowledge practically by rewriting a negative review into a positive text through the targeted replacement of emotionally charged words.

Competencies:

• Grammatical analysis competence: Confident identification and classification of parts of speech, as well as the precise distinction between concrete and abstract terms.
• Semantic reflection competence: Understanding the distinction between the objective meaning (denotation) and the emotional resonance (connotation) of words.
• Media and linguistic critique skills: Recognizing linguistic manipulation and evaluative wording in everyday texts, reviews, or media reports.
• Formulation competence: Targeted and deliberate use of evaluative language to modify the overall impact of a text (rewriting/reframing).

Target Group: Lower and middle secondary school

Note: Small word cards must be prepared for the “Who Am I?” game.

Objective: This worksheet aims to teach students a methodologically sound approach to exploring and applying educational theories. Students will recognize that simply memorizing theoretical concepts is not enough; rather, it is only by applying them to concrete practical examples that they can develop a deep professional understanding. Through guided case analysis, they learn to link abstract theoretical constructs and dense technical terminology to real-world educational situations (e.g., in schools, daycare centers, or group homes). They practice explaining theory-based connections using sound technical language, thereby bridging the gap between academic theory and practical application.

Content and Methods:

The worksheet combines targeted reading practice, theoretical text analysis, and practical case studies. At the beginning, students are provided with specific strategies for effectively reading complex educational texts. In the main section, they first work through the fundamentals of a specific educational theory based on an informational text. They then apply this knowledge to a relevant, real-life case study. Using a structured, three-column case matrix, they identify key theoretical aspects in three systematic steps, assign corresponding sequences of actions by the actors in the case study to these aspects, and finally explain the theory-based connection using precise technical terminology.

Competencies: Learners can...

• apply goal-oriented reading strategies (such as structuring, targeted highlighting, and paraphrasing) to systematically analyze complex educational texts
• identify and define key terms, core statements, and subprocesses of an educational theory from an informational text
• analyze an educational case study and identify behaviors or actions of the individuals described that are relevant to the theory
• structuredly link theoretical constructs to concrete practical examples in a case matrix (mapping skill)
• coherently justify the connection between theoretical principles and concrete behavior in a theory-driven manner and using correct technical terminology

Target Audience and Level: Trainees in the social education sector

Note: Using the Internet can be helpful when working on some of the exercises.

This worksheet aims to raise students' awareness of hidden advertising and sponsored content across social media platforms, equipping them to critically evaluate disclosure labels and understand the commercial mechanisms behind creator brand partnerships.

Content and methods: The worksheet introduces covert advertising through a true/false warm-up and key vocabulary definitions (such as affiliate links, discount codes, and PR packages). Using a signal checklist, students independently analyze and categorize six real-world social media case studies, comparing their findings in pairs ("Ad Detective"). They then evaluate disclosure transparency using the "Label Test" and rewrite non-compliant posts to ensure transparent disclosure. A final challenge question prompts students to reflect on why commercial brands often prefer covert marketing strategies.

Competencies:

• Identifying and distinguishing between overt, hidden, and non-commercial social media content
• Criteria-based media analysis using visual signals, hashtags, and disclosure placement
• Critical evaluation of promotional transparency and legal disclosure standards
• Practical writing and communication skills by redrafting posts with compliant disclosures
• Collaborative reasoning and debate through partner discussion

Target group: Middle School

This worksheet introduces future professionals to the biopsychological foundations of adolescence. Learners should recognize that challenging behavior often results from neurological changes and is not a deliberate act of aggression. The goal is to distinguish between the person and their actions in order to act in a way that de-escalates situations, provides support, and maintains positive relationships in their daily professional practice.

Content and Methods:

The material combines theoretical input from developmental psychology with practical case studies and self-reflection. After exploring the neurological foundations, learners “decode” typical behaviors. In a subsequent case analysis, they critically evaluate educational interventions and develop alternative professional approaches. A concluding reflection on their own emotional “triggers” reinforces their professional attitude.

Competencies:

Learners can...

• explain the neurological and psychological changes that occur during adolescence (particularly the interaction between the limbic system and the prefrontal cortex).
• psychologically interpret observable, challenging adolescent behavior (such as provocation, rule-breaking, or shame) and classify it as an age-typical developmental task.
• critically analyze the actions of professionals in acute crisis situations (e.g., in cases of extreme risk-taking behavior) with regard to de-escalation, the duty to protect, and relationship-building.
• Develop professional and practical alternative courses of action that simultaneously set clear boundaries and preserve the adolescents’ emotional safety.
• Reflect on one’s own emotional “triggers” when interacting with adolescents in order to maintain professional distance and composure in everyday work.

Target group and level:

Adult students or trainees in the field of social pedagogy, particularly aspiring educators.

This worksheet aims to provide aspiring educators with a solid sociological understanding of the “adolescence” life stage based on Klaus Hurrelmann’s model of developmental tasks. Learners will gain an awareness of the specific challenges, areas of conflict, and identity-formation processes that adolescents must navigate. They will learn to apply theoretical developmental tasks to concrete everyday situations faced by adolescents, analyze critical factors such as school-related pressure to perform, and develop strategies to alleviate these pressures in educational practice.

Content and Methods: This worksheet addresses the specific characteristics and challenges of adolescence, the four central developmental tasks identified by Klaus Hurrelmann (acquiring skills, forming bonds, consuming, and participating), as well as the tension between various societal influences and the development of identity in children and adolescents. Methodologically, the worksheet employs a combination of personal reflection and partner discussions to define concepts, an informative academic text with a tabular classification of everyday examples, and a small-group problem analysis to develop practical, stress-reducing approaches for educational practice.

Competencies:

Learners can...

• describe the characteristics of adolescence and distinguish it from childhood and adulthood, providing reasons for their distinctions.
• explain the four developmental tasks identified by Klaus Hurrelmann (acquiring skills, forming bonds, consuming, participating) and classify everyday situations according to these criteria.
• critically reflect on the causes and consequences of academic pressure on adolescents’ identity and personality development.
• design and justify action-oriented approaches and strategies to alleviate pressure in schools and educational settings.

Target group and level:

Adult students or trainees in the field of social pedagogy, particularly aspiring educators.

This worksheet aims to provide aspiring educators with a solid understanding of the stages of child development (early, middle, and late childhood). Learners should be made aware of how to correctly classify developmental phenomena and milestones in the areas of motor skills, cognition, language, and emotional/social development. They will learn to critically compare their own everyday experiences with scientific findings, to analyze everyday observations from a professional perspective, and to design needs-based educational interventions based on a needs assessment.

Content and Methods:

The worksheet combines visual stimuli, prior knowledge, academic texts, social media analyses, and case studies. After assessing their prior knowledge of the three stages of childhood, students explore the developmental characteristics of each stage in terms of motor skills, cognition, language, and social behavior. Using fictional tweets from professional practice, they classify developmental phenomena according to academic categories. The unit concludes with a case study from a selected stage of childhood, for which students conduct a needs assessment and develop a well-reasoned practical plan.

Competencies:

Learners can...

• describe and distinguish between the developmental stages of early, middle, and late childhood in terms of their motor, cognitive, and social-emotional dimensions,
• identify key developmental phenomena (e.g., the emergence of self-awareness, magical thinking, acquisition of cultural skills) in observational data and explain them using specialized terminology,
• systematically compare their own practical observations with expert knowledge of developmental theory,
• conduct a pedagogical needs assessment for a specific case study and, based on this, develop and justify tailored pedagogical interventions.

Target group and level:

Adult students or trainees in the field of social pedagogy, particularly aspiring educators.

The primary learning objective is advancing early English reading instruction, enhancing word- and sentence-level decoding fluency, expanding thematic vocabulary, and supporting multisensory cognitive consolidation through integrated visual-motor tasks.

Contents and Methods: The worksheet combines short, structured declarative sentences with an integrated word search puzzle and a concluding thematic coloring activity. Methodologically, learners first read clear descriptive sentences featuring foundational vocabulary, action verbs, and basic syntactic patterns. They then visually scan for and identify key target words within a letter grid matrix, reinforcing word recognition and orthographic memory. Finally, a detailed coloring page engages fine motor skills and serves as a motivating, multisensory capstone to consolidate lexical associations.

Competencies:

• Reading & Decoding Skills (English): reliable decoding, fluent reading of short connected sentences, and structural understanding of simple English statements
• Vocabulary & Language Competence: visual recognition, retention, and semantic grounding of high-frequency words, and descriptive action verbs
• Visual Perception & Concentration: systematic scanning, visual discrimination, and focused attention through the word search puzzle
• Fine Motor & Multisensory Learning: hand-eye coordination, creative focus, and multisensory reinforcement through thematic coloring

Target Group: Grade 2 and above

The primary learning objective is foundational early reading instruction in English, strengthening decoding skills at word and simple sentence levels, expanding basic thematic vocabulary, and supporting learner motivation and fine motor development through an integrated creative coloring activity for beginner readers.

Contents and Methods: The worksheet combines short, clearly structured declarative sentences in English centered around an engaging theme with a subsequent thematic coloring exercise. Methodologically, early learners read accessible, single-clause sentences featuring high-frequency sight words, and foundational action verbs. Following the reading phase, learners visually and creatively anchor their learning experience by coloring a detailed illustration corresponding to the topic, which reinforces concentration, haptic-visual coordination, and positive emotional engagement with the foreign language.

Competencies:

• Reading & Decoding Skills (English): reliable decoding, word recognition of high-frequency vocabulary, and basic comprehension of simple English sentence structures
• Vocabulary & Language Competence: acquisition and recognition of foundational thematic vocabulary (nouns, verbs, descriptive adjectives) in meaningful sentence contexts
• Fine Motor Skills & Visual Perception: development of graphomotor control, hand-eye coordination, and sustained visual focus through mindful coloring
• Motivation & Affective Learning: playful, low-anxiety access to foreign language learning through the combination of text and artistic expression

Target Group: Grade 1 and above