Unit 9 — School Rules and Rights

Track G+M · Klasse 7 · Niveau G/M

Template: Activate → Input → Practise → Produce → Reflect.
Niveau: G/M parallel. class test (“Klassenarbeit”) at Niveau M.

Learning objectives Link to heading

  • I can read a short text about a school rule and explain who is affected and why the rule exists.
  • I can use modals of obligation (must, mustn’t, should, can) and passive present to write about rules.
  • I can write a 100-word opinion text on a school rule with one reason for, one reason against, and a conclusion.

Bildungsplan alignment Link to heading

  • 3.2.1 Themen — school life, rules, rights.
  • 3.2.2 Interkulturelle kommunikative Kompetenz — comparing school cultures.
  • 3.2.3.2 Leseverstehen — short opinion-shaped news text.
  • 3.2.3.5 Schreiben — short opinion text with conclusion.
  • 3.2.3.8 Grammatik — modals; present passive.
  • 3.2.4 Text- und Medienkompetenz — recognise position vs. evidence in a school-rules debate.

Lead-in story Link to heading

Ms. Reyes wrote the new school rules on the board: phones in boxes at the gate, no caps in lessons, no soft drinks in the classrooms. The class read the list. Aisha put up her hand. “Who made these rules?” Ms. Reyes said, “Adults.” Aisha said, “Adults who go to school here?” Ms. Reyes paused. “That’s a fair question. We should put it on the agenda.”

1. Activate Link to heading

Five-rule scan. On the slide there is a list of ten possible school rules. With your partner, choose five you think your school should have. For each one, write two words: who benefits and who is restricted.

This task makes the class notice that even fair rules cost someone something. Useful frame for the rest of the Unit.

2. Input Link to heading

Reading text — Phones in Pouches Link to heading

Ardenfield Comprehensive in Manchester has a “phones-in-pouches” rule. Every morning, students put their phones into a magnetic pouch and keep the pouch with them all day. The pouch can only be unlocked by a teacher or in the office. The headteacher, Mr Atta, says the rule has cut bullying messages and fights at break time. Some pupils complain it feels like a prison rule. Mr Atta replies: “We are open to a different rule. Bring me one that works.”

Language focus — modals of obligation/permission Link to heading

ModalMeaningExample
muststrong obligationStudents must put phones in the pouch.
mustn’tprohibitionYou mustn’t unlock the pouch yourself.
shouldrecommendationWe should review the rule.
shouldn’trecommendation againstWe shouldn’t ban phones without discussion.
canpermission/abilityTeachers can help if there’s an emergency.
can’tno permissionStudents can’t unlock the pouch.
have toexternal obligationWe have to wear the school uniform.
Mustn’t (prohibition) and don’t have to (no obligation) are not the same. You mustn’t park here — forbidden. You don’t have to park here — you can if you want, but you don’t need to.

Language focus — present passive Link to heading

We use the passive when the action matters more than who does it.

  • The pouches are sold at the office. (we don’t care who sells)
  • The rule is reviewed every term.
  • Pupils are asked to put phones in pouches.

Form: to be (in tense) + past participle.

3. Practise Link to heading

Niveau G — controlled Link to heading

A. Modal gap-fill.

  1. Students __________ (must / can) bring water bottles, but they __________ (mustn’t / can’t) bring soft drinks.
  2. We __________ (should / mustn’t) wear smart shoes for trips.
  3. Teachers __________ (can / mustn’t) ask pupils to leave class if needed.

B. Active → passive transformation.

  1. The teacher locks the pouch. → The pouch ___ .
  2. The school sells the pouches. → The pouches ___ .

Niveau M — productive Link to heading

C. Rule-writing. Turn each idea into one rule using a modal.

  1. (no caps in lessons) → ___
  2. (everyone respects break time) → ___
  3. (food only in the canteen) → ___

D. Passive in context. Rewrite using the passive.

  1. The headteacher reviews the rules every term. → ___ .
  2. The teachers approve all changes. → ___ .
Answer key

Niveau G

A. 1. can / mustn’t, 2. should, 3. can.
B. 4. The pouch is locked by the teacher. 5. The pouches are sold by the school.

Niveau M

  1. Sample: Pupils mustn’t wear caps in lessons.
  2. Sample: Everyone should respect break time.
  3. Sample: Food can only be eaten in the canteen.
  4. The rules are reviewed by the headteacher every term.
  5. All changes are approved by the teachers.

4. Produce Link to heading

Writing task — One Rule I Would Change. Write 100–120 words about one rule at your school you would keep and one you would change. For each, use a modal and one passive structure.

Sample student response (Niveau M, 116 words) Link to heading

One rule I would keep is the no-running rule in the corridors. The corridors are crowded between lessons, and someone could easily get hurt. Pupils must walk and step aside for younger students. One rule I would change is the cap rule. Caps are banned in lessons, but they don’t disturb anyone. I think pupils should be allowed to wear them in winter when the heating is off, although I would also accept a rule that says caps are only allowed if the windows are open. The point is that small rules are noticed every day. Big ones are easier to forget.

5. Reflect Link to heading

  • I can pick out who is restricted by a rule and who benefits.
  • I can use must / mustn’t / should / can with reason.
  • I can write a short opinion text using a passive structure.

One sentence in your notebook: What is one rule I would propose if I had to write a new one?

Exam example Link to heading

class test ("Klassenarbeit") — Niveau M (45 minutes)
Materials allowed. A monolingual dictionary (Niveau M only).
Time. 45 minutes.
Total. 60 points.

Task 1 — Reading (15 BE) Link to heading

Read the short text below.

Ardenfield Comprehensive in Manchester has a “phones-in-pouches” rule. Every morning, students put their phones into a magnetic pouch and keep the pouch with them all day. The pouch can only be unlocked by a teacher or in the office. The headteacher, Mr Atta, says the rule has cut bullying messages and fights at break time. Some pupils complain it feels like a prison rule. Mr Atta replies: “We are open to a different rule. Bring me one that works.”

  1. What is the “phones-in-pouches” rule? (3)
  2. Where can the pouch be unlocked? (2)
  3. What two changes does Mr Atta credit to the rule? (4)
  4. How does the headteacher answer the criticism? (6)

Task 2 — Use of English (12 BE) Link to heading

A. Modals of obligation/permission (6 BE). Choose: must, mustn’t, can, can’t, should, shouldn’t.

  1. Students __________ put phones in the pouch every morning.
  2. You __________ unlock the pouch yourself.
  3. Teachers __________ help if there’s an emergency.
  4. We __________ ban phones without a discussion first.

B. Passive voice — present (6 BE). Rewrite in the passive.

  1. The school sells the pouches at the office. → The pouches ___ .
  2. A magnet locks the pouch. → ___ .
  3. The headteacher reviews the rule every term. → ___ .

Task 3 — Mediation (10 BE) Link to heading

Your German uncle, who is a teacher, sends you this:

“Wir diskutieren ein Handyverbot an der Schule. Manche Eltern sind dafür, andere finden, dass die Schüler lernen müssen, mit Handys umzugehen, statt sie wegzusperren.”

Write three sentences in English to your English-speaking exchange partner explaining the German debate. Do not translate every word.

Task 4 — Writing (23 BE) Link to heading

Write 100–120 words on the question: “Should phones be locked away during the school day?” Give one reason in favour, one reason against, and your own conclusion. Use:

  • at least one modal of obligation (must / mustn’t / should),
  • at least one passive structure,
  • a connector (although / however / on the other hand).
Expected answer key — class test ("Klassenarbeit")

Task 1 (15 BE).\

  1. Students put phones into a magnetic pouch every morning and keep it with them all day. (3)
  2. Only by a teacher or at the school office. (2)
  3. Bullying messages have decreased; fights at break time have decreased. (4)
  4. He invites critics to propose a better rule that works — i.e. he is willing to change, but only with a workable alternative. (6)

Task 2 (12 BE).
A. 1. must, 2. can’t, 3. can, 4. shouldn’t.
B. 5. The pouches are sold at the office. 6. The pouch is locked by a magnet. 7. The rule is reviewed by the headteacher every term.

Task 3 (10 BE). Sample: “German schools are debating a phone ban. Some parents support it; others think students need to learn to deal with phones rather than have them locked away.” Award for: gist (4), addressee-fit (2), correct grammar (4).

Task 4 (23 BE). Inhalt 12 / Sprache 11.

Rubric — grading scale (Notenschlüssel)
Punkte (von 60)Note
56–601
30–394

Downloads Link to heading

**Slide deck timing.** 45 minutes total.
  • Title + Lead-in (4 min). Aisha’s Adults who go to school here? line. Useful for opening attention.
  • Activate (6 min). Five-rule scan in pairs.
  • Input (12 min). Read Phones in Pouches. Modal table on board. Mini-lesson on present passive with two examples.
  • Practise (10 min). Niveau split.
  • Produce (10 min). Silent writing.
  • Reflect (3 min).

Differentiation. Niveau G: provide a printed modal-card with one example each. Above Niveau M: require one unless-clause and one comparative.

Civic note. This Unit is about language for participating in school decisions, not about giving learners the false impression that schools are democracies. Keep the framing accurate.

Common pitfalls Link to heading

  • must not vs. don’t have to: prohibition vs. no obligation.
  • should + base verb (no to): We should review. — not We should to review.
  • Passive auxiliary mismatch: The rules is reviewed → ✗ / are reviewed → ✓.
  • Translating German Schulordnung with school order: use school rules or code of conduct.

Further reading / listening Link to heading

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