Bicurricular Education at DSM

The DSM Curriculum combines the German and the Victorian Curriculum

At Deutsche Schule Melbourne, we are committed to providing a bilingual and bicurricular education to our students. This is achieved through our bicurricular learning program across all levels of the school. 

As a member of the German Schools Abroad network, we incorporate the German curriculum from the state of Thuringia.

As a school in Victoria, we also include the curriculum content outlined by the Victorian Curriculum and Assessment Authority (VCAA).

Together, these two form the foundation of our curriculum here at DSM.

The DSM program was created by carefully mapping the Victorian and German curricula against each other to identify areas in which there was significant overlap and cross-curriculum support, while planning for when and how to include points of difference. In most cases, the progression of knowledge follows a similar broad trajectory, in line with academic research as to how students learn within a specific subject area. 

An example of this is Mathematics, where the broad progression from Prep to Year 6 is the same. Where there are slight differences of content knowledge, the DSM curriculum takes the higher expectation. Where the curricula differ is in their focus of learning. The German curriculum primarily focuses on building theoretical understanding and giving students the tools to think mathematically. The Victorian curriculum is focused on practical applications of strategies to solve problems. By combining them, students are exposed to two different but complimentary world views of mathematics as a discipline. Additionally, despite being drawn originally from two separate sources, the DSM Curriculum content combines the context into a single cohesive whole. This curriculum is then taught in both German and English to reinforce concepts and provide students with the vocabulary to operate in both languages.

Other subjects have a less linear progression. History, for example, involves some similar features, such as beginning with personal history and experiences, then expands beyond their immediate environment in line with their cognitive and emotional development. In middle primary, both the Victorian and German curricula look at history through the local context. The skills developed through these curricula are the same, but each takes for granted what the local context is. The German curriculum focuses on regional traditions, local identity and the roles of community members. The Victorian curriculum focuses on national celebrations, community-building as well as Aboriginal and Torres Strait Islander perspectives. In these instances, the DSM curriculum again combines the two priorities, but these are expressed differently depending on the language in which the subject is taught. German-language history lessons will focus on those aspects unique to Germany and German culture while English-language lessons focus on matters relating to Australia, with both subjects working in tandem to support common skills.

Our curriculum is reviewed regularly as each jurisdiction updates their requirements, but also as a reflection on what learning has taken place each year with an eye to evaluating what has been successful, what requires improvement and striking a balance between the two source systems. Our teachers work hard to make the expression of our curriculum as relevant and engaging for our students as possible while maintaining our academic standards. 

By carefully blending the strengths of both the German and Victorian educational systems, we aim to provide our students with a unique and enriching learning environment that prepares them for success in both of the school’s cultural and linguistic contexts. By including the knowledge and adopting the outlooks of both curricula, students are constantly exposed to the cultural elements of the subjects they are learning and engaging with it from multiple different viewpoints in two separate languages. The bicurricular program at DSM is the foundation through which we support the bilingual and bicultural development of our students.

Education System in Victoria vs. Germany

Victoria:

• Primary School: Foundation to Year 6
• Secondary School: Year 7 to Year 10 (compulsory), Year 11 and Year 12 (senior secondary, leading to the Victorian Certificate of Education (VCE) or VCE Vocational Major)

Germany:

• Primary School (Grundschule): Grades 1 to 4 (some states extend to Grade 6)
• Secondary School: Divided into different types based on academic performance and future career paths:
  
  Hauptschule: Grades 5 to 9/10 (leading to vocational training)
  Realschule: Grades 5 to 10 (leading to vocational training or further academic education)
  Gymnasium: Grades 5 to 12/13 (leading to the Abitur, qualifying for university)
  Gesamtschule: Comprehensive school that combines elements of Hauptschule, Realschule, and Gymnasium

Curriculum Structure / Core Subjects in Victoria vs. Germany

Victoria:

• Primary School: English, Mathematics, Science, Humanities (History, Geography, Civics and Citizenship, Economics and Business), The Arts (Dance, Drama, Media Arts, Music, Visual Arts), Technologies (Digital Technologies, Design and Technologies), Health and Physical Education, Languages, and Personal and Social Capability.
• Secondary School: Continues with a broader and more specialised approach, including elective subjects in Years 9 and 10, and VCE/VCE Vocational Major subjects in Years 11 and 12.

Germany:

• Hauptschule and Realschule: German, Mathematics, Science (Biology, Chemistry, Physics), Social Studies (History, Geography, Politics), Foreign Language (English), Physical Education, Religion/Ethics, Music, and Art.
• Gymnasium: A more rigorous and extensive curriculum including German, Mathematics, multiple foreign languages (often English, French, Latin, or Spanish), Sciences (Biology, Chemistry, Physics), Social Studies, Philosophy, Physical Education, Music, Art, and sometimes Computer Science.

Educational Approach in Victoria vs. Germany

Victoria:

• Student-centered Learning: Emphasis on critical and creative thinking, problem-solving, and personal and social capabilities.
• Assessment: A combination of formative and summative assessments, including standardised tests such as NAPLAN in Years 3, 5, 7, and 9.
  
• Pathways: Flexibility in senior secondary education with pathways to vocational training, apprenticeships, or university through VCE or VCE Vocational Major.
  

Germany:

• Streamed Education: Students are streamed into different types of secondary schools based on academic performance and teacher recommendations after primary school.
• Assessment: Regular written and oral exams, with significant exams (Zentrale Abschlussprüfungen) at the end of secondary education (e.g. Abitur).
• Vocational and Academic Paths: Clear separation between vocational training (Hauptschule, Realschule) and academic education (Gymnasium) but possibilities to move across the two paths do exist

Language and Cultural Education in Victoria vs. Germany

Victoria:

• Languages: Emphasis on learning a second language, often chosen from a range of Asian and European languages, with increasing importance placed on Asian languages due to Australia's geographic location and economic ties.
• Cultural Education: Focus on multicultural education and understanding of Australia's Indigenous cultures.
  

Germany:

• Languages: Strong emphasis on learning foreign languages, particularly English, with additional languages such as French, Latin, Spanish or Dutch in Gymnasium.
• Cultural Education: Focus on German history, culture, and literature, along with European and global perspectives.

Extracurricular Activities in Victoria vs. Germany

Victoria:

• Wide Range: Schools offer a variety of extracurricular activities including sports, music, drama, clubs, and community service programs.

Germany:

• Varied by School Type: Extracurricular activities are offered but can vary significantly depending on the type of school. Gymnasiums typically offer a broader range of activities compared to Hauptschule or Realschule.

Educational philosophies in Victoria vs. Germany

Victoria:

• Victorian Curriculum: Emphasises flexibility, student choice, and preparation for a variety of post-school pathways, including vocational and higher education.

• German Curriculum: Structured and stratified with early streaming into different educational paths, each tailored to specific career outcomes and academic capabilities.

Benefits of DSM's Bicurricular Education

Academic Excellence:

Broad Knowledge Base: 

• Students benefit from the comprehensive and rigorous content of both the German and Victorian curricula, gaining a wider and deeper understanding of various subjects.
• Research shows that exposure to diverse educational frameworks can enhance critical thinking and problem-solving skills (Hattie, J. (2009). Visible Learning).

High Standards:

• The German curriculum is known for its strong emphasis on STEM (Science, Technology, Engineering, and Mathematics) subjects, while the Victorian curriculum emphasizes a balanced education across all areas, including the arts and humanities.
• This combination ensures students meet high academic standards and are well-prepared for future educational challenges (OECD. (2010). PISA 2009 Results).
  

Cognitive and Personal Development:

Enhanced Cognitive Flexibility:

• Learning in two different educational systems helps students develop cognitive flexibility, improving their ability to adapt to various teaching methods and problem-solving approaches (Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229-235).

Critical and Analytical Thinking:

• The German curriculum’s focus on analytical skills and the Victorian curriculum’s emphasis on critical thinking help students become more adept at evaluating information and making informed decisions.
  

Cultural and Global Awareness:

Cultural Competence:

• The integration of the German and Victorian curricula exposes students to both European and Australian cultural contexts, fostering a deep appreciation for cultural diversity and global perspectives (Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters).
  

Global Citizenship:

• Students develop a sense of global citizenship, understanding and respecting different cultural norms and values, which is crucial in an increasingly interconnected world (Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan).
  

Language Proficiency and Communication Skills:

Bilingual Proficiency:

• Students achieve high proficiency in both German and English, enhancing their communication skills and opening up opportunities for higher education in Australia and German-speaking countries as well as careers worldwide (Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters).

Enhanced Communication Skills:

• Bilingual education improves overall communication abilities, including listening, speaking, reading, and writing, in both languages (Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514).
  
  

Personal Growth and Adaptability:

Increased Confidence and Self-esteem:

• Mastery of two curricula boosts students' confidence and self-esteem, as they successfully navigate and excel in diverse educational settings (Cummins, J. (1998). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. In M. R. Childs & R. M. Bostwick (Eds.), Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education).

Greater Adaptability and Resilience:

• Exposure to different teaching styles and curricular requirements helps students become more adaptable and resilient, skills that are valuable in both personal and professional life (Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240-250).
  

Future Opportunities:

Enhanced Career Prospects:

• Proficiency in two major world languages and familiarity with both European and Australian educational standards provide students with a significant advantage in the global job market (Gándara, P., & Hopkins, M. (2010). Forbidden language: English learners and restrictive language policies. Teachers College Press).
  

Higher Earning Potential:

• Bilingual and bi-curricular education can lead to higher earning potential, as employers value the diverse skill set and cultural competence that comes with such an education (Saiz, A., & Zoido, E. (2005). Listening to what the world says: Bilingualism and earnings in the United States. Review of Economics and Statistics, 87(3), 523-538)
  

Preparation for Further Education:

• Students are well-prepared for higher education opportunities both in Australia and internationally, thanks to the strong academic foundation provided by the combination of the German and Victorian curricula (Cenoz, J., & Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and multilingual education. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education. Multilingual Matters).

Combining the German and Victorian curricula at the German International School Melbourne creates a holistic educational environment that not only meets high academic standards but also nurtures well-rounded, culturally aware, and adaptable individuals. This integrated approach prepares students for a successful future in a globalised world.

Research Sources

1. Enhanced Cognitive Development: Bialystok, E. (2011). Reshaping the mind: The benefits of bilingualism. Canadian Journal of Experimental Psychology, 65(4), 229-235.
2. Improved Memory: Morales, J., Calvo, A., & Bialystok, E. (2013). Working memory development in monolingual and bilingual children. Journal of Experimental Child Psychology, 114(2), 187-202.
3. Greater Creativity: Kharkhurin, A. V. (2010). Bilingual verbal and nonverbal creative behavior. International Journal of Bilingualism, 14(2), 211-226.
4. Improved Literacy Skills: Cummins, J. (2000). Language, power, and pedagogy: Bilingual children in the crossfire. Multilingual Matters.
5. Higher Academic Achievement: Genesee, F., Lindholm-Leary, K., Saunders, W. M., & Christian, D. (2006). Educating English language learners: A synthesis of research evidence. Cambridge University Press.
6. Language Proficiency: Thomas, W. P., & Collier, V. P. (2002). A national study of school effectiveness for language minority students' long-term academic achievement. Santa Cruz, CA: Center for Research on Education, Diversity & Excellence.
7. Cultural Awareness: Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
8. Global Citizenship: Garcia, O., & Wei, L. (2014). Translanguaging: Language, bilingualism and education. Palgrave Macmillan.
9. Enhanced Communication Skills: Kroll, J. F., & Bialystok, E. (2013). Understanding the consequences of bilingualism for language processing and cognition. Journal of Cognitive Psychology, 25(5), 497-514.
10. Increased Confidence: Cummins, J. (1998). Immersion education for the millennium: What we have learned from 30 years of research on second language immersion. In M. R. Childs & R. M. Bostwick (Eds.), Learning through two languages: Research and practice. Second Katoh Gakuen International Symposium on Immersion and Bilingual Education.
11. Greater Adaptability: Bialystok, E., Craik, F. I. M., & Luk, G. (2012). Bilingualism: Consequences for mind and brain. Trends in Cognitive Sciences, 16(4), 240-250.
12. Career Opportunities: Gándara, P., & Hopkins, M. (2010). Forbidden language: English learners and restrictive language policies. Teachers College Press.
13. Higher Earning Potential: Saiz, A., & Zoido, E. (2005). Listening to what the world says: Bilingualism and earnings in the United States. Review of Economics and Statistics, 87(3), 523-538.
14. Lifelong Learning: Cenoz, J., & Genesee, F. (1998). Psycholinguistic perspectives on multilingualism and multilingual education. In J. Cenoz & F. Genesee (Eds.), Beyond bilingualism: Multilingualism and multilingual education. Multilingual Matters.
15. Community Engagement: Baker, C. (2011). Foundations of bilingual education and bilingualism. Multilingual Matters.
16. Collaborative Skills: Garcia, O. (2009). Bilingual education in the 21st century: A global perspective. Wiley-Blackwell.
17. Broad Knowledge Base: Hattie, J. (2009). Visible Learning.
18. High Standards: OECD. (2010). PISA 2009 Results.