Didactic guidelines for the selection of the learning content
in the DAF Projekt Potsdam (as of July 2025)
1. Basics of the conception
The selection and structuring of the learning content in the DAF project Potsdam is based on three central reference systems:
- to that Common European Framework of Reference for Languages (CEFR),
- the BAMF framework plans for integration and job-related language courses,
- as well as the Requirements of the ÖSD (Austrian language diploma German) as an internationally recognized examination format.
The aim is to Systematic, action-oriented and exam-relevant competence development to be guaranteed – both in the school context and in preparation for language-certified evidence (especially ÖSD B2/C1).
2. Progress of skills according to GER
| Niveau | Fokus |
|---|---|
| A1-A2 | Acquisition of elementary language structures and everyday twists. Establishment of basic communicative-pragmatic skills. |
| B1–B2 | Expansion of the communicative reach: argue, explain, express opinion. Increased use of complex sentence structures. |
| C1 | In-depth word processing, spontaneous interaction, differentiated use of language, analysis and critical examination of topics. |
This progression follows an integrative skills training (reading, listening, writing, speaking) in which the competence levels are systematically expanded and networked with each other.
3. Choice of topic – lifeworld & exam relevant
The selection of topics is based on the principle of lifeworld orientation (BAMF) and the thematic specifications of the ÖSD exam formats. Among other things, the following are treated:
- work & Occupation, education & Education,
- society & Culture, media & digitization,
- environment & Sustainability, politics & Migration.
The focus is on realistic communication occasions – such as job interviews, arguments, discussions or statements – about the language skills to promote.
4. grammar & Vocabulary – functional and contextualized
- Grammar is not isolated, but imparted in communicative contexts and situational exercises – always according to the level.
- Vocabulary is thematically structured, expanded and regularly reactivated in order to Situational expressiveness to promote.
special attention is paid pragmatic means of speech, Text Type Characteristics and examination strategies (OSD-relevant).
5. overarching learning goals
- Gradual competence development Based on the GER: from elementary understanding to differentiated use of language.
- communicative ability to act: Being able to use language in everyday life, profession and in the exam in a targeted manner.
- independence & critical thinking: Represent your own points of view, evaluate texts, argue differentiated.
- Intercultural Competence: Cultural-sensitive handling, understanding and reflecting communication rules in international contexts.
- integration & participation: Language as a key to social, school and professional integration.