Discover AI-adaptable worksheets

Learners reflect on their current life situation, their wishes and goals, and formulate these in a letter to their future selves in order to create awareness of their own development.

Contents and methods:

The worksheet provides structured guidance on writing a personal letter to one's future self. Guiding questions serve as inspiration. The method is supplemented by the creation of a time capsule, in which small personal items such as photos or notes are enclosed with the letter.

Skills:

• Self-reflection and introspection
• Formulation of personal and professional goals
• Creative and written expression

Target group and level:

From Year 5 onwards

Learners understand the concept of models as simplified representations of complex realities, learn about their uses and limitations, and apply this knowledge to a selected model.

Content and methods:

The worksheet introduces the topic of a selected model and its basic characteristics. Using a case study, the pupils analyse and describe how the model works and its assumptions. They also critically reflect on the model's significance and limitations.

Competencies:

• Understanding and describing models and their elements.
• Critical thinking and reflection on the significance and limitations of models.
• Applying theoretical knowledge to practical examples.

Target group and level: From Year 8 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:

From Year 7 onwards

The worksheet aims to teach the SWOT analysis method and enable learners to apply it independently to a relevant socio-political topic.

Contents and methods:

Learners are introduced to SWOT analysis, explaining the meaning of the four areas (strengths, weaknesses, opportunities, threats). They then apply the method to a selected topic by reading an informative text on it and structuring the relevant aspects in a predefined SWOT matrix. Finally, learners evaluate the topic based on their analysis and justify their assessment.

Skills:

• Application of SWOT analysis as a structured research tool
• Analytical thinking and systematic problem identification
• Critical reading and understanding of complex texts
• Ability to argue and justify
• Engagement with socio-political debates

Target group and level:

From Year 9 onwards

Learners explore the concept of engagement and responsibility, particularly in the context of a selected topic, and develop their own ideas for active engagement.

Contents and methods: 

The worksheet highlights the importance of a specific topic for society and shows different perspectives and personal advantages of social engagement. Learners reflect on their own connection to the topic, read an informational text and develop concrete ideas for action to get involved in the selected area. Ideas for possible actions are provided and reflection on experiences is encouraged.

Skills:

• Reflective ability and self-awareness
• Critical thinking and analytical skills
• Problem solving and idea development
• Sense of responsibility and decision-making skills
• Communication and cooperation skills (implied by the opportunity to engage with others)

Target group and level:

Grade 7 and up

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:

From Year 7 onwards

The pupils develop creative solutions to current problems or design visions for the future. They learn to discuss their ideas in a participatory manner, to reflect on them and to plan concrete steps for action.

Contents and methods:

The Future Workshop consists of three phases:

Criticism phase:

The participants collect and analyse problems or challenges relating to a specific topic. They discuss what bothers them or what should be improved.

Utopia phase:

In this creative phase, the pupils develop visions and ideas of what an ideal future could look like. There are no limits – the aim is to think creatively and boldly.

Realisation phase:

The collected ideas are reviewed for feasibility. The pupils develop concrete steps for action and plan how they can turn their visions into reality.

Skills:

• Critical thinking and problem analysis
• Creativity and visionary thinking
• Teamwork and communication
• Planning and implementation skills
• Self-efficacy
• Development of democratic education skills

Target group and level:

Middle and High school

The worksheet aims to highlight the far-reaching economic, social and environmental impacts of a global concert tour, using Taylor Swift's ‘Eras Tour’ as an example.

Contents and methods: 

Using multiple-choice questions, videos and factual texts, learners analyse ‘Swiftonomics’ and its influence on various economic sectors and a selected city. The tasks include knowledge tests, problem solving and opinion forming by developing their own proposals for sustainable events and justifying a decision as mayor.

Skills:

• Analysis and evaluation of economic relationships
• Critical thinking and argumentation
• Media literacy
• Reflection on social and environmental issues

Target group and level:

From Year 8 onwards

Students learn and practise active listening skills in order to engage in constructive and respectful debate. They reflect on the importance of this skill for exchanging arguments and promoting mutual understanding.

Contents and methods:

The worksheet introduces the basics of active listening and illustrates its importance in debates and everyday life. Using a mini-debate on a selected topic, pupils practise listening attentively to arguments, summarising them and building on them. They use predefined sentence starters to create a flowing dialogue.

Skills:

• Active listening and empathy
• Ability to argue and change perspectives
• Reflection and self-awareness
• Structured documentation of arguments

Target group and level:

from Year 7 onwards

Students will develop an awareness of the deeper meanings in song lyrics. The goal is to equip them with the ability to critically question lyrics, recognize hidden messages and attitudes, and understand the impact of music as a reflection of society and individual experiences.

Content and Methods:

The worksheet addresses the complex content of song lyrics, ranging from personal experiences to societal and political messages. Students will brainstorm the significance of songs and then analyze a selected song in pairs. This process includes an initial intuitive interpretation of the video and an in-depth analysis of the lyrics for central themes. In group work, specific text passages are researched. Methods include brainstorming, video and text analysis, partner and group work, and research.

Skills:

• Critical thinking and questioning of media content
• Analyzing texts for deeper meanings and messages
• Researching and discussing socially relevant topics
• Collaboration and communication in groups

Target Group and Level:

Grade 5 and above

Students will develop an understanding of the impact of song lyrics and linguistic stylistic devices. The goal is to enhance their ability to critically analyze and recognize how songs convey emotions, messages and opinions.

Content and Methods:

The worksheet begins with a brainstorming session on memorable phrases. It then introduces musical language by explaining stylistic devices such as metaphors, repetitions, ad-libs, and alliterations. A key component is the analysis of a specific song's lyrics in two steps: first, students note their spontaneous impressions, then, in partner work, they examine the lyrics for central themes and stylistic devices. Students attempt initial interpretations and, in group work, research deeper meanings of the stylistic devices and imagery used. Methods include brainstorming, video and text analysis, partner and group work and research.

Skills:

• Critical thinking and analysis of media messages
• Identifying and understanding linguistic stylistic devices in song lyrics
• Interpreting metaphors and symbols
• Researching linguistic phenomena
• Collaboration and discussion in groups

Target Group and Level:

Grade 7 and above

Objective:

Students will develop an awareness of the impact of song lyrics and learn how they convey explicit and implicit messages. The goal is to enhance their ability to critically analyze language and media, understanding how pop culture influences public opinion and societal issues.

Content and Methods:

The worksheet focuses on the influence of song lyrics and hidden messages. It begins with a brainstorming session on the impact of memorable phrases. A YouTube video of a song serves as the central medium for a two-step analysis: first, students note their spontaneous impressions, then they study the lyrics alongside the video to discuss the central themes and their meanings. The worksheet includes questions about specific lines of the song. In group work, students research deeper aspects of the lyrics, such as the origin of phrases or their use in other media. A concluding class discussion reflects on the influence of music on public opinion. Methods include brainstorming, video and text analysis, partner and group work, research, and reflection.

Skills:

• Critical analysis of song lyrics and media messages
• Identifying explicit and implicit societal and political messages
• Researching and understanding linguistic phenomena
• Arguing and discussing in groups
• Reflecting on the influence of pop culture on public opinion
• Recognizing stereotypical portrayals and ideological stances

Target Group and Level:

Grade 9 and above

Note:

Internet access is required for this activity.