AQA GCSE German Higher

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In some states, a Realschule qualification that meets the requirements for further education is called erweitertes (extended) or qualifizierendes (qualifying) Realschule certificate. It should be noted that while the Abitur or a subject-specific maturity certificate are the most common entrance qualifications, applicants with a vocational Meister or Fachwirt qualification are eligible for admission as well. Depending on the state, applicants who completed an upper-secondary vocational program and worked for a few years after graduation may also be admitted, if usually contingent upon special entrance examinations or completion of a probationary period. To boost tertiary enrollments, most German states have eased admissions restrictions in recent years. A record number of 65,000 students without the Abitur were enrolled in universities in 2018. Students are recommended to talk about both photos for approximately one minute at Foundation tier and approximately one and a half minutes at Higher tier. Coverage of the photos does not

Students typically also need to pass a final examination, which may test vocational competencies in addition to theoretical subjects. These exams are conducted by state examination bodies, or state-authorized industry associations like physician’s associations, lawyer’s associations, Chambers of Crafts ( Handwerkskammern), or Chambers of Industry and Commerce ( Industrie- und Handelskammern-IHK). There are 79 regional IHKs across Germany which conduct examinations in about 250 vocations. The final credential awarded is called the IHK- Prüfungszeugnis (IHK examination certificate). Haupt- and Realschule programs are general secondary programs, completion of which satisfies compulsory education requirements, which range from nine years to ten years of education, depending on the state. In addition, these programs generally prepare for vocational upper-secondary education, although transfer into the Gymnasium, which provides university-preparatory education, is possible as well. Hauptschule and Realschule China has been the largest sending country of international students in Germany over the past decade; it currently accounts for 13 percent of international enrollments in the country. But while the number of Chinese students continues to rise, a more recent development has been the rapid inflow of students from India, which in 2015 overtook Russia as the second most important sending country. Between 2016 and 2019 alone, the number of Indian students in Germany doubled and now amounts to 7 percent of all international students. Given that the most typical international student from India is a graduate student in a STEM discipline with limited financial means, Germany is in many ways an ideal destination for Indian students. The growing availability of English-taught graduate programs and recent changes in immigration laws have made the country all the more attractive for these students.

University-Preparatory Upper-Secondary Education (Sekundarstufe II)

In addition to such digitalization drives, the government continues to systematically promote Germany as an international science hub with large-scale funding projects, such as the so-called Excellence Strategy, which aims at ensuring that German universities are internationally oriented research institutions of global stature. As a rapidly aging society, Germany is in urgent need of immigrants to bridge its mounting shortage of skilled workers. Attracting international researchers and students to its universities is therefore viewed as a critical effort to ensure the inflow of highly skilled immigrants and sustain economic growth. Montessori institutions are another type of independent private school in Germany. There are about 1,000 of them, most of them early childhood education institutions, but there are also various Montessori schools at the secondary level. These schools are officially allowed to operate, but students need to sit for graduation examinations at public schools to obtain an official German qualification. There are also schools that train Montessori teachers. These institutions typically offer shorter diploma courses in conjunction with an official German teaching qualification. (For more information on the Montessori education model, see here). Tertiary Education Universities have a high degree of autonomy and can independently award academic degrees within federal guidelines. That said, final graduation examinations in professional fields like medicine or law are conducted by government authorities of the individual states. The same holds generally true for vocational education, even though the final examinations in this sector are often conducted by government-authorized private industry associations, such as regional Chambers of Industry and Commerce. ( Industrie und Handelskammern). Vocational schools fall under the purview of the states, but the federal government oversees on-the-job practical training, which is an integral part of most vocational programs. Important regulations in this sector are codified in a federal law on vocational education ( Berufsbildungsgesetz). Academic Calendar and Language of Instruction

To align these systems with the 12-year paradigm found in most of the world, most German states between 2001 and 2009 began to shorten their Abitur programs by one year to enable students to enter universities and the workforce at a younger age. The drive was called the G8 reforms, referring to a 4+8 system, as opposed to the 13-year G9 system (4+9). To preserve quality standards, the states pledged to maintain the old curricula, but to compress them in the new G8 “Turbo Abitur.”The format of the test will be the same for each tier and will consist of three parts. Role-play (10 marks) Published 19 April 2016 | PDF | 1.4 MB 3.5.4.1 Identity and culture Me, my family and friends German Law education is divided into two stages: an initial university program with a nominal length of five years that culminates in the first state exam in law, followed by a two-year clerkship that is accompanied by theoretical seminars and concludes with the second state exam in law ( Zweite Juristische Staatspr üfung). Bachelor of Laws and Master of Laws degrees are also awarded, but these qualifications are more geared toward business law or other specific fields, and do not grant full access to the profession. Teacher Education either Question 2.1 or 2.2. This question is common to Foundation tier Question 5. Question 3 (25 marks) Germany has the highest number of Waldorf schools in the world (more than 250). Also called Rudolf Steiner schools after the founder of the Waldorf education model, these schools are independent private institutions. They follow a less structured and more holistic pedagogical approach that places greater emphasis on practical and artistic learning than public schools do. While these schools are not supervised by government authorities, they are recognized by the state as special schools. They teach their own curricula, but simultaneously prepare students for official Sekundar I qualifications or the Abitur. However, depending on the state, students must sit for external governmental examinations. In the case of the Abitur, external examinations are required for graduation for students in Waldorf schools in almost all states.

recognised only for subject-restricted university admission (i. e. for study in a limited subject area) Medical programs are mostly taught at medical faculties of larger universities. They last six years, divided into two years of pre-clinical studies in basic sciences and four years of clinical studies, including a one-year rotating internship at a teaching hospital during the final year. Students must sit for three state examinations at different stages of the program; passing the final one allows graduates to apply for licensure as a physician. Postgraduate education in medical specialties requires another four to seven years of clinical training, depending on the specialty. Entry-to-practice programs in dentistry and veterinary medicine last five and five and a half years, respectively, but are generally structured similarly.

Course overview

Elementary education begins at the age of six and lasts four years (grades one to four), except in a small number of states where it lasts six years. Most pupils learn at the Grundschule (foundation school), where they largely study the same general subjects. While there are some variations between state curricula, they usually include German, mathematics, social studies, physical education, technology, music, and religion or ethics. One noticeable difference is the age at which English is introduced. While English classes don’t begin before grade three in some jurisdictions, pupils in some states begin to study English as early as grade one. One state, Saarland, does not offer English in der Grundschule at all. Student assessment and promotion are generally school-based—there are no final graduation exams, nor is a formal final graduation certificate awarded. Speaking exam (with the lecturer, around March/April) and final written SQA exam (at College, Sighthill campus, usually in May) In the qualification phase, students can typically choose elective subjects, which they study with greater intensity. These subjects are examined at the end of the program in centralized exams. The concrete combination of subjects, and the name given to them, varies by state: Some have two main subjects studied for five hours a week ( Leistungsfächer), and two or three additional examination subjects ( Prüfungsfächer). Others have five equally weighted core subjects ( Kernfächer) studied for four hours. Yet another variation involves mandatory core subjects (German, mathematics, foreign language) and profile subjects chosen from three different subject areas: arts and languages, science, and social sciences. As in several other European countries, the Bologna Process brought major changes to the German higher education system. Before the reforms, the standard courses of study at German universities were long single-tier programs with a nominal duration of 9 or 10 semesters, although it often took students much longer to graduate. These integrated programs led to the qualification of Diplom—awarded in the sciences, engineering, business, and some social science fields—or the Magister Artium (awarded mostly in the humanities). These credentials could be classified as graduate level qualifications and provided access to doctoral programs. Universities of Applied Sciences, on the other hand, offered shorter four-year programs leading to the Diplom (FH), which usually did not allow for progression to doctoral studies.

As in the U.S., the number of German students in Canada has been largely stagnant over the past two decades when compared with the rising interest among Germans in pursuing education in European and Asian countries. The overall number of German students in Canada is, in fact, small, amounting to just 2,955 students in 2019, down from a peak of 3,145 in 2008 (according to government statistics). Transnational Education (TNE)

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In terms of assessment, German universities continue to use the traditional German grading scale. While HEIs are technically required to use the ECTS grading scale alongside the German scale, it isn’t commonly used. Given that the ECTS scale is a relational or rank-based scale that measures how well students perform in comparison with other students, the absolute German grades cannot be directly converted into ECTS grades. While some institutions list ECTS grades in addition to German grades on their transcripts, the ECTS ranking is mostly limited to final degree examinations, if it is used at all (see the sample document issued by the University of Duisburg Essen linked at the end of this article). Please see the mark scheme for more guidance on application of the assessment criteria. Paper 2: Speaking