Naturwissenschaftliches Profil mit bilingualem Zug

Ziele des bilingualen Unterricht

Der bilinguale Zug richtet sich an sprachlich interessierte und lernbereite Schülerinnen und Schüler. Pädagogisches Ziel ist es, durch interkulturelles Lernen den Schülerinnen und Schülern Kompetenzen zu vermitteln, die in unserer heutigen Berufswelt immer wichtiger werden. Kaum ein Beruf bewegt sich heute ausschließlich innerhalb nationaler Grenzen und Sprache. Der selbstverständliche Gebrauch der englischen Sprache ist eine wesentliche Voraussetzung für Kommunikation und Mobilität in Europa und in einer globalisierten Welt und erweitert somit die Chancen auf dem europäischen Bildungs- und Arbeitsmarkt. Um auf die außerschulische Realität vorzubereiten, legt der bilinguale Unterricht Schwerpunkte auf handlungs- und praxisorientierte Methoden. Diese werden schülerbezogen mit möglichst authentischem Material umgesetzt.

Der bilinguale Bildungsgang

Im Rahmen der bilingualen Abteilung erhalten die Schüler in den Klassen 5 und 6 verstärkten Englischunterricht, um auf den bilingualen Sachfachunterricht vorzubereiten. Die Schwerpunkte liegen dabei auf kommunikativen Fertigkeiten und dem Erwerb der sprachlichen Mittel.
Ab Klasse 7 beginnt der Sachfachunterricht in englischer Sprache:

Kl. 7Geographie
Kl. 8Geographie und Geschichte
Kl. 9Biologie
Kl. 10Biologie und Geschichte
Kl. 11/12Biologie (fünfstündig) und/oder Geschichte (dreistündig)

In der gymnasialen Oberstufe haben die Schülerinnen und Schüler zwei Möglichkeiten, den bilingualen Bildungsvorgang abzuschließen: Sie können

  • das bilinguale Zertifikat erwerben und/oder
  • das Internationale Abitur Baden-Württemberg oder
  • das Internationale Abitur Baden-Württemberg mit C1-Zertifizierung nach dem Gemeinsamen Europäischen Referenzrahmen (GER) ablegen.

Die Schülerinnen und Schüler der Biliabteilung haben in der Kursstufe die Möglichkeit sich in einer AG auf die international von Hochschulen und Unternehmen anerkannte TOEFL Prüfung oder auch für das Cambridge Certificate of Advanced English (CAE) vorzubereiten.

Weitere Angebote

Kl. 5Bilitage am Ende des Schuljahres
Kl. 6Bili-Schullandheim auf der Language Farm
ab Kl. 7Debating AG (offen für alle Profile)
Kl. 7/8Theaterprojekt
Kl. 9Englandaufenthalt als Homestay in Familien (offen für alle Profile)
Kl. 9/10USA-Austausch, Minnesota (offen für alle Profile)
Kl. 11Studienexkursion, z.B. nach Dublin

Language Farm in Freienorla / Thüringen

  • alle Betreuer_innen sind englische Muttersprachler_innen
  • kleine Sprachgruppen: maximal 5-6 Kids pro Betreuer
  • ganztägige, abwechslungsreiche Programme
  • Ausflüge in die Natur mit spannenden Erfahrungen
  • Förderung kreativer, musischer und theatraler Fähigkeiten
  • Aktiv- oder Kreativangebote je nach individuellen Interessen und Neigungen
  • Erleben und Entdecken von Natur, frische Bio-Kost mit nur 2 Fleischmahlzeiten pro Woche
  • direkter Kontakt zu Tieren auf einem alleinstehenden Bauernhof

Diese Ziele verfolgen wir

  • Hörverstehen ohne Stress ermöglichen
  • Englisch Sprechen nach Lust und Laune
  • fremde Landeskulturen entdecken
  • soziales Lernen in Gruppen entwickeln
  • individuelle Persönlichkeiten fördern
  • Stärkung des Klassenverbands
  • Bewusstsein für Natur anregen

Ganzheitlicher Spracherwerb durch

  • Bewegung und Spiel: Sport, Wandern, Sprachspiele, Theater
  • gemeinsames Anpacken: Feuerholz sammeln, Geschirr waschen, Gartenarbeit, Tiere
  • Kreativität: künstlerische Projekte, Theater, Kulturprogramm
  • Musik und Rhythmus: Singen am Lagerfeuer, Trommel- und Musikprojekte
  • Abenteuer: Geländespiele, Naturerfahrungen, Outdoorprojekte
  • fremde Kulturen entdecken: Kochen, Vorträge

mehr Infos auf: http://www.languagefarm.net/schulen/

Zertifizierung

Schülerinnen und Schüler der bilingualen Abteilung erhalten als Anlage zu ihrem Abiturzeugnis ein Zertifikat des Landes Baden-Württemberg. Sofern sie weitere Qualifikationen erworben haben wird ihnen außerdem das Internationale Abitur Baden-Württemberg ausgestellt, sowie die C1-Zertifizierung nach dem Gemeinsamen Europäischen Referenzrahmen (GER).

Studienexkursion nach Dublin

Dublin Day and Night (2017)
There we were in Dublin, but with no way to actually get to where we wanted to go; our hostel. After some deliberation about whether or not we should wait for someone to show up at the ticket counter to pay for our pre-ordered bus tickets, Ms. Habele decided to follow the only logical course of action and ask a policeman to talk to the grumpy bus driver. From one moment to the next, the bus driver suddenly turned overly nice and let us board; within half an hour we were at our destination. After Ms. Habele realized that none of us minded the simple rooms, we were all ready to get our first glimpse of Temple Bar (scratch that, we just wanted food!!!).

The next day, after a particularly restful night – thank you train and drunken Irishmen – we started our tour with the charming Andrew, who showed us around Trinity College. Fighting the urge to walk across the lawns, we listened to our guide sincerely attempting to explain the customs of Irish college students and professors. Nothing he said could have justified, in our mind, the decision to fire and rip off three architects, walk around campus with a sword or bring sheep to graze on the lawns. Despite Trinity’s library being impressive and freakishly massive, we soon discovered that letting Chloe’s African snail maneuver over our hands was slightly more satisfying (we are biologist after all) than walking through the gift shop. A narwal horn, an elephant tooth and a hippo skull later, we enjoyed the sun and went back to doing what we do best; looking for more food.
Compared to Trinity College and the Zoological Museum, the pack and noisy St. Patrick’s Cathedral – 30% of which was a gift shop – was underwhelming. The building itself is beautiful, but who came up with the clever idea of adding a play area for kids and organize guided tours? But all our frustration was forgotten when we got to enjoy a delicious pizza dinner prepared by Caro, Franzi, Coco and Sven.

You’d think that being tired, we would get more sleep the following night – wrong! Instead we were woken up by a fire alarm caused by a burning trash can. After spending an hour in the streets of Dublin in our pyjamas, we walked to St. Stephens Green Park mocking Ms. Habele for ignoring so many red traffic lights. In groups of four, we walked around the city trying to find the answers to some seemingly simple questions. Only when at least 5 people, claiming to be Irish, couldn’t tell us what “That’s fret” means, did we begin to think that there was some big conspiracy. Were Ms. Habele and Ms. Meiers trying to trick us so they could have some time off? If so, it is understandable, as they were stuck with us for the remainder of the afternoon.
By train we embarked on a short afternoon trip to Howth: The view from the cliffs near Howth was stunning. The wide ocean left many longings to take a dip. It was for this reason that we were utterly jealous when a couple young men put on a cliff diving display. We settled for cheering on the green-clad young Irishman (who says stereotypes can’t be fitting at times?), only to realize that we would run out of time if we were to wait for him. After a long, tiring day of hiking and attempting to take cool air-bound photos – they didn’t turn out as we expected – we enjoyed a lovely dinner prepared by Sabrina, Isabel, Lena and Annabelle, all of whom were all grateful for chef Sven’s leadership.

Wednesday started off with us sitting in the courtroom of Kilmainham jail, glad to have found shelter. For the first time that week, the weather was as we had expected it to be in Ireland, rainy and dreary, weather quite befitting the gloomy atmosphere of the former prison. As we expected of the Irish, our guide was cheery (and completely nonchalant about the pouring rain), but still managed to convey the information about Kilmainham jail in a way that commemorated the people who had been incarcerated there.
After some hours of free time and some delicious burritos (thank you Marc-Philipp, Manu, Robert, Benno and again Sven!), it was time to gussy up and head to Gaiety Theater for the Riverdance performance we were all thrilled to see. The performance was stunning, albeit lacking a storyline, the music lively and beautiful. Watching the dancers do their magic on stage left us all hungry, which ultimately led to a strange encounter between students and teachers at McDonalds.

Despite the unpromising weather forecast, we embarked early on our Friday in good spirits. The hike through the Wicklow mountains was the activity many had been looking forward to the most and rightly so. When our talkative bus driver John – “Now this is something you young people probably haven’t seen: It’s a telephone box, you go in their to make calls” – told us all to stow away our phones, we were certainly rewarded with a picturesque view of an Irish landscape that could have been straight out of a Kerrygold commercial (yes, even the cows were there). Before we could venture off the beaten track however, we enjoyed a walk through the lavish gardens of Powerscourt, whose crowning glory was – what do you expect of a biology course? – four mighty redwood trees.
From there on, we started our hike and/or run, which took us past the crumbling monastery, past the upper lake, into a valley and to a miner’s village equally as decrepit as the cloister.
At this last point, the awe-inspiring landscape sparked a debate about whether or not we should continue in the same direction or head back the way we came. For lack of time, not to mention the fact that we were all suddenly taking an involuntary shower under the grey sky, we decided to stick to the former option. But any resentment to this decision was soon forgotten when John decided to treat us with a chocolate-covered walnut and demonstration of his hurling capabilities, which – as Ms. Habele didn’t fail to point out – weren’t enough to avoid an injury. The visit to the pub a couple hours later, certainly ended the day on a high note.