Abschlussprüfung Fachhochschulreife — 24. April 2026, 09:00 Uhr
3 Aufgaben (je eine aus jedem Teil). Mindestens 400 Wörter insgesamt.
Themen: Gender Stereotypes & Identities ODER USA / Immigration
Du bekommst einen Text A (Sachtext) + zusätzliches Material (Chart/Foto/Cartoon). Du musst 3 Aufgaben lösen, je eine aus jedem Teil. Bei Teil 2 und 3 hast du eine Wahlmöglichkeit.
| Teil | Aufgabentyp | AFB | Was du tun musst |
|---|---|---|---|
| 1 | Comprehension | AFB 1 | Text zusammenfassen / Hauptpunkte herausarbeiten (max. 130 Wörter) |
| 2 | Analysis | AFB 2 | Chart/Foto/Cartoon analysieren UND mit Text A verknüpfen (Wahl: 2.1 oder 2.2) |
| 3 | Comment / Creative Writing | AFB 3 | Comment zu einem Zitat schreiben ODER Article verfassen (Wahl: 3.1 oder 3.2) |
Du musst zeigen, dass du den Text verstanden hast. Typische Aufgabe: "Outline the challenges / main points / arguments according to the text."
Maximum: 130 Wörter! Sei kurz und präzise.
Lies den Text 2x. Beim 2. Mal: Unterstreiche Schlüsselbegriffe, Hauptaussagen. Notiere am Rand kurze Stichpunkte.
Ein kurzer Satz, der den Text einordnet. Danach direkt zu den Inhalten.
NICHT abschreiben! Paraphrasieren (umformulieren). Nur die wichtigsten Punkte.
Zähle deine Wörter. Kürze wenn nötig. Prüfe Grammatik.
Aufgabe: "Outline the challenges young people in present-day South Africa face according to the text. Do not write more than 130 words."
Young people in present-day South Africa face the challenge that a rising number of them are unable to find a job. Many are without access to proper education and therefore receive very little or no schooling at all. Inequality and racism still have an impact on their lives even though they were born after apartheid ended. The government and the opposition parties do not do enough for the good of the country, and all politicians should work together. Many suffer from poor and harsh living conditions when growing up in townships. The rate for serious and violent crime in their country is among the highest around the world. Their country does not offer them sufficient chances to improve their lives.
→ Beachte: Nur Fakten aus dem Text, keine eigene Meinung, eigene Formulierungen, unter 130 Wörter.
Du wählst eine von zwei Aufgaben:
In beiden Fällen musst du das Material beschreiben → analysieren → mit dem Text verknüpfen.
Titel, Quelle, Zeitraum, Thema des Charts nennen.
Zahlen, Vergleiche, Trends, auffällige Werte beschreiben.
Wie bestätigt/widerspricht der Chart die Aussagen des Textes?
Was zeigen Chart und Text zusammen? Gesamtbild.
Aufgabe: "Analyse the chart on p. 4 (Text B) and relate it to the text (Text A)."
Chart: "Unemployment rates have risen, but still highest among black Africans" — Vergleich 1994 vs. 2018 nach Bevölkerungsgruppen.
Introduction:
The bar chart, published by BBC and based on data from Statistics South Africa (Q4 2018), illustrates how unemployment rates have changed between 1994 and 2018 across four racial groups in South Africa: Black African, Coloured (mixed race), Indian/Asian, and White.
Description:
The most striking feature is that unemployment has risen across all groups since the end of apartheid in 1994. Black Africans are the most affected, with unemployment increasing from 24.7% to 30.4%. The Coloured population saw a significant rise from 17.6% to 21.6%. Indian/Asian unemployment grew slightly from 10.2% to 12.4%, while White South Africans experienced the smallest but still notable increase from 3% to 7.6%.
Despite these across-the-board increases, there is a clear racial hierarchy in employment opportunities. Black Africans face unemployment rates four times higher than White South Africans. This gap has persisted even decades after the official end of apartheid.
Relation to Text A:
These figures clearly support the claims made in Text A, where the author describes how inequality and racism still have a significant impact on the lives of young South Africans, even though they were born after apartheid ended. The text mentions that many young people are unable to find jobs — the chart provides concrete evidence for this, showing that nearly one in three Black Africans is unemployed. Furthermore, the text states that the country does not offer sufficient chances to improve their lives, which is reflected in the persistent unemployment gap between racial groups.
Conclusion:
In conclusion, the chart and the text together paint a picture of a country where the legacy of apartheid continues to shape economic opportunities. Despite political change, structural inequality remains deeply embedded in South African society.
Objektiv beschreiben: Personen, Objekte, Setting, Text im Bild, Farben, Komposition.
Symbolik, Botschaft, Stimmung, Kontext. Was will der Fotograf/Zeichner sagen?
Wie passt das Bild zum Text? Unterstützt oder widerspricht es?
Aufgabe: "Analyse the photograph on p. 5 (Text C) and relate it to the text (Text A)."
Foto: Kinder in Schuluniformen halten Schilder mit "I CAN CHANGE THE WORLD".
Description:
The black-and-white photograph, published on the blog "thetimeisnowsayit" in October 2013, shows a group of young South African children standing together. They are wearing school uniforms and each child is holding up a small blackboard. Together, the signs read "I CAN CHANGE THE WORLD." The children appear to be happy, laughing, and full of energy. The setting seems to be a school environment.
Interpretation:
The photograph conveys a powerful message of hope and empowerment. Despite what are likely challenging circumstances — the simple school environment, the use of basic blackboards rather than modern technology — these children express optimism and belief in their ability to make a difference. The words "I can change the world" symbolise the determination and resilience of South Africa's younger generation. The black-and-white format adds a timeless quality, suggesting that this message transcends any single moment.
Relation to Text A:
This photograph provides a hopeful counterpoint to the challenges described in Text A. While the text paints a picture of unemployment, inequality, and limited opportunities for young South Africans, the children in the photo refuse to be defined by these obstacles. The text mentions that the country does not offer sufficient chances to improve their lives, yet these children clearly believe otherwise. The image suggests that education — even under difficult conditions — can be a pathway to change, which contrasts with the text's description of many young people being without access to proper education.
In conclusion, while Text A focuses on the problems facing South African youth, the photograph reminds us that hope and determination persist even in the face of adversity. Together, the text and the photograph provide a balanced view of the country's reality.
Du wählst eine von zwei Aufgaben:
Tipp: Wenn du unsicher bist, wähle den Comment — er hat eine klare Struktur, die du auswendig lernen kannst.
Kontext geben. Was ist das Thema? Deine Position (agree/disagree).
Jedes Argument = eigener Absatz. Immer mit Beispiel unterstützen. Optional: Gegenargument + Widerlegung.
Wichtigste Punkte wiederholen. Klare Schlussfolgerung. Eventuell Ausblick.
Aufgabe: Comment on the statement "What happened during apartheid [...] still affects us as youths" using your knowledge about South Africa's history and present-day situation.
The legacy of apartheid is a topic that continues to shape South Africa more than three decades after its official end. In Text A, Kara Meiring states that "what happened during apartheid still affects us as youths" and expresses anger that people were not seen as equal. In the following, I will comment on this statement using my knowledge about South Africa's history and present-day situation.
I strongly agree with Meiring's statement. The effects of apartheid are still deeply visible in South African society today, despite the country's transition to democracy in 1994.
First of all, economic inequality along racial lines remains a major problem. As the unemployment chart (Text B) clearly shows, Black Africans face unemployment rates of over 30%, compared to just 7.6% for White South Africans. This enormous gap is a direct result of apartheid-era policies that denied Black South Africans access to quality education, land ownership, and economic opportunities. Decades of systematic discrimination cannot be undone in a single generation.
Furthermore, the education system still reflects apartheid's legacy. Many schools in townships lack basic resources such as functioning laboratories, libraries, or even enough classrooms. Young people growing up in these areas have significantly fewer opportunities than those in wealthier, predominantly white neighbourhoods. This perpetuates the cycle of poverty and inequality that apartheid created.
Moreover, the psychological impact of apartheid cannot be underestimated. As Meiring mentions, the wounds have not completely healed. Many young South Africans experience racism and discrimination in their daily lives, even though they were born after 1994. The sense of injustice and frustration is passed down through families and communities.
Some might argue that enough time has passed and that young South Africans should focus on the future rather than the past. However, this view fails to consider that the structural inequalities created by apartheid were intentionally designed to last for generations. Simply ending a racist system does not automatically create equality — active measures such as improved education, job creation, and land reform are needed.
In conclusion, Kara Meiring's statement is both accurate and important. The effects of apartheid continue to shape the lives of young South Africans through economic inequality, educational disadvantage, and ongoing racism. Taking everything into account, true equality will only be achieved when the government, civil society, and all South Africans work together to actively dismantle the structures that apartheid left behind. Until then, the wounds of the past will continue to affect the present.
Ein Article ist weniger formal, persönlicher und erzählerischer. Du schreibst z.B. für ein Schulmagazin und darfst kreativ sein. Du kannst "you" und "we" benutzen und persönliche Erlebnisse einbauen.
Kurz, interessant, neugierig machend. Z.B. "Dreams Without Borders" oder "The World We Want to Build"
Frage stellen oder Szenario beschreiben. Kontext geben. Worum geht es?
Fakten, Geschichten, Interviews, persönliche Erfahrung. Verschiedene Standpunkte beleuchten.
Was können wir tun? Hoffnung? Veränderung? Aufruf an die Leser.
Aufgabe: Your school magazine invites students to write about gender equality among young people. Write the article.
Beyond Pink and Blue: Why Gender Equality Matters to Our Generation
When was the last time someone told you that something was "not for girls" or "not for boys"? If you are like most students at our school, the answer is probably: not long ago. Despite living in 2026, gender stereotypes continue to shape our daily lives — from the toys we played with as children to the careers we are expected to pursue.
As a student here in Berlin, I have noticed how deeply these stereotypes are embedded in our society. My friend Sarah, for example, was discouraged from taking advanced IT classes because "that's more of a boy's thing." Meanwhile, my classmate Tom was teased for joining the school's drama club because acting was "too feminine." These may seem like small examples, but they reflect a much larger problem.
The numbers speak for themselves. According to the UN, women still earn approximately 20% less than men for the same work globally. In politics, women hold only about 26% of parliamentary seats worldwide. Even in Germany, a country that has had a female chancellor for 16 years, gender inequality persists in many areas of life.
Social media has added a new dimension to this issue. On one hand, platforms like Instagram and TikTok have given rise to movements like #MeToo and body positivity campaigns that challenge traditional gender norms. On the other hand, they have also popularised harmful trends like the "tradwife" movement, which glorifies traditional gender roles, and "alpha male" content that promotes toxic masculinity.
But here is the good news: our generation is more aware of these issues than any before us. We are questioning old assumptions, supporting each other regardless of gender, and demanding change. Whether it is using gender-neutral pronouns to respect non-binary identities, or simply calling out sexist comments when we hear them — every small action matters.
It is up to us to build a future where no one is limited by their gender. As the children in the photograph remind us: we can change the world. And it starts right here, in our school, in our community, in our daily choices. So the next time someone says "that's not for you" — prove them wrong.
Schwerpunkt: Gender stereotypes and gender identities. Diese Vokabeln brauchst du, um kompetent über das Thema zu schreiben.
| English | Deutsch | Beispielsatz |
|---|---|---|
| gender stereotype | Geschlechterstereotyp | Gender stereotypes limit what people believe they can achieve. |
| gender role | Geschlechterrolle | Traditional gender roles assign women to housework and men to paid work. |
| gender identity | Geschlechtsidentität | Gender identity refers to how a person perceives their own gender. |
| gender equality | Gleichstellung der Geschlechter | True gender equality means equal opportunities for all genders. |
| gender inequality | Geschlechterungleichheit | Gender inequality is still visible in the pay gap between men and women. |
| gender pay gap | Lohnunterschied zwischen Geschlechtern | The gender pay gap in Germany is still around 18%. |
| glass ceiling | gläserne Decke (unsichtbare Grenze) | Many women face a glass ceiling that prevents them from reaching top positions. |
| toxic masculinity | toxische Männlichkeit | Toxic masculinity pressures men to suppress emotions and act aggressively. |
| tradwife / traditional wife | traditionelle Ehefrau (Social-Media-Trend) | The tradwife trend on social media glorifies staying at home and serving a husband. |
| feminism | Feminismus | Feminism advocates for equal rights and opportunities for all genders. |
| sexism | Sexismus | Sexism in the workplace can take many forms, from unequal pay to harassment. |
| discrimination | Diskriminierung | Discrimination based on gender is illegal but still widespread. |
| empowerment | Ermächtigung, Stärkung | Education is key to the empowerment of women and girls. |
| English | Deutsch | Erklärung |
|---|---|---|
| non-binary | nicht-binär | Identifies as neither exclusively male nor female. |
| transgender | transgender | Gender identity differs from sex assigned at birth. |
| cisgender | cisgender | Gender identity matches sex assigned at birth. |
| pronouns (he/she/they) | Pronomen | Respecting someone's preferred pronouns is a sign of acceptance. |
| gender-neutral | geschlechtsneutral | Not specific to any gender. E.g. "they" instead of "he/she." |
| LGBTQ+ | LGBTQ+ | Lesbian, Gay, Bisexual, Transgender, Queer and more. |
| coming out | sich outen | The process of revealing one's sexual orientation or gender identity. |
| English | Deutsch | Beispielsatz |
|---|---|---|
| gendered marketing | geschlechterspezifische Werbung | Gendered marketing labels toys as "for boys" or "for girls". |
| body image | Körperbild | Social media can negatively affect young people's body image. |
| influencer culture | Influencer-Kultur | Influencer culture often reinforces unrealistic beauty standards. |
| representation | Repräsentation, Darstellung | Better representation of diverse genders in media is essential. |
| objectification | Objektifizierung | The objectification of women in advertising must stop. |
| double standard | Doppelmoral | There is a double standard in how society judges men and women. |
| to challenge stereotypes | Stereotype hinterfragen | Young people today are challenging gender stereotypes more than ever. |
| to break the glass ceiling | die gläserne Decke durchbrechen | Jessica Campbell broke the glass ceiling as the first female NHL coach. |
Schwerpunkt: USA — Immigration, American Dream, DACA, ICE, 2nd/3rd Generation Immigrants.
| English | Deutsch | Beispielsatz |
|---|---|---|
| immigration | Einwanderung | Immigration has shaped American society for centuries. |
| emigration | Auswanderung | Emigration from Mexico has decreased in recent years. |
| push factors | Abstoßungsfaktoren | War, poverty, and persecution are major push factors for migration. |
| pull factors | Anziehungsfaktoren | The American Dream and job opportunities are strong pull factors. |
| undocumented immigrant | Einwanderer ohne Papiere | Approximately 11 million undocumented immigrants live in the US. |
| asylum seeker / refugee | Asylsuchender / Flüchtling | Asylum seekers flee persecution and seek protection in another country. |
| deportation | Abschiebung | Many undocumented immigrants live in fear of deportation. |
| naturalisation | Einbürgerung | The naturalisation process to become a US citizen can take years. |
| green card | Daueraufenthaltsgenehmigung | A green card allows permanent residence in the United States. |
| border control | Grenzkontrolle | Border control has become a highly politicised issue in the US. |
| integration | Integration | Successful integration requires effort from both immigrants and host society. |
| cultural diversity / multiculturalism | kulturelle Vielfalt / Multikulturalismus | Cultural diversity enriches society with new perspectives and traditions. |
| English | Deutsch | Beispielsatz |
|---|---|---|
| the American Dream | der Amerikanische Traum | The American Dream promises that anyone can succeed through hard work. |
| "from rags to riches" | "vom Tellerwäscher zum Millionär" | The "rags to riches" narrative is central to the American Dream. |
| social mobility | soziale Mobilität | Social mobility has decreased for Gen Z compared to earlier generations. |
| DACA (Deferred Action for Childhood Arrivals) | Aufgeschobene Abschiebung für Kindheitseinwanderer | DACA protects young people who were brought to the US as children from deportation. |
| Dreamers | Dreamer (DACA-Empfänger) | Dreamers grew up in America but face an uncertain legal status. |
| ICE (Immigration and Customs Enforcement) | US-Einwanderungsbehörde | ICE is responsible for enforcing immigration laws and detaining undocumented immigrants. |
| second/third generation immigrant | Einwanderer der 2./3. Generation | Second generation immigrants often struggle with identity between two cultures. |
| melting pot | Schmelztiegel | The US is often called a melting pot of cultures, but is it really? |
| xenophobia | Fremdenfeindlichkeit | Xenophobia and anti-immigrant sentiment have increased in recent years. |
| brain drain | Abwanderung von Fachkräften | Immigration can cause a brain drain in the country of origin. |
| immigration policy / reform | Einwanderungspolitik / -reform | Comprehensive immigration reform has been debated for decades. |
| exploitation | Ausbeutung | Many undocumented workers face exploitation due to their legal status. |
| Linking Word | Deutsch | Verwendung |
|---|---|---|
| First of all, / Firstly, | Zunächst einmal | Erster Punkt |
| Secondly, / Thirdly, | Zweitens, Drittens | Weitere Punkte |
| Furthermore, / Moreover, | Darüber hinaus | Zusätzliches Argument |
| In addition, / Additionally, | Zusätzlich | Ergänzungen |
| What is more, | Was noch hinzukommt | Betonung |
| Not only... but also... | Nicht nur... sondern auch... | Doppelte Betonung |
| Linking Word | Deutsch | Verwendung |
|---|---|---|
| However, / Nevertheless, | Jedoch / Nichtsdestotrotz | Gegensatz zum vorherigen Punkt |
| On the other hand, | Andererseits | Andere Perspektive |
| Although / Even though... | Obwohl / Auch wenn | Einschränkung |
| Despite / In spite of... | Trotz | Gegensatz zu Erwartung |
| While some argue that... others believe... | Während einige... andere... | Zwei Seiten darstellen |
| Linking Word | Deutsch | Verwendung |
|---|---|---|
| For example, / For instance, | Zum Beispiel | Beispiel geben |
| This can be illustrated by... | Dies kann verdeutlicht werden durch... | Konkretes Beispiel |
| This is due to the fact that... | Dies liegt daran, dass... | Begründung |
| As a result, / Consequently, | Infolgedessen | Folge/Ergebnis |
| According to [source], | Laut [Quelle] | Auf Quelle verweisen |
| Linking Word | Deutsch | Verwendung |
|---|---|---|
| In conclusion, / To conclude, | Abschließend | Einleitung Schluss |
| To sum up, / In summary, | Zusammenfassend | Zusammenfassung |
| All things considered, | Alles in allem | Gesamtbewertung |
| Taking everything into account, | Alles in Betracht gezogen | Abschließende Meinung |
| It is therefore essential that... | Es ist daher wichtig, dass... | Appell/Forderung |
| Phrase | Verwendung |
|---|---|
| This relates to Text A because... | Verknüpfung Chart/Foto → Text |
| This supports the claim made in the text that... | Chart bestätigt den Text |
| In contrast to the text, the chart shows... | Widerspruch zwischen Chart und Text |
| According to the text, ... The chart/photo confirms this by showing... | Text + Chart ergänzen sich |
| The author's argument is further strengthened by the data, which reveals... | Daten stärken die Textaussage |
Diese echte Prüfung zeigt dir genau das Format, das dich 2026 erwartet. Das Thema wird anders sein (Gender oder Immigration), aber die Aufgabenstruktur ist identisch.
"Outline the challenges young people in present-day South Africa face according to the text. Do not write more than 130 words."
→ Du bekommst einen Text über das Thema und musst die Hauptpunkte zusammenfassen.
2.1: "Analyse the chart on p. 4 (Text B) and relate it to the text (Text A)."
ODER
2.2: "Analyse the photograph on p. 5 (Text C) and relate it to the text (Text A)."
→ Chart: Unemployment rates by race (1994 vs 2018). Foto: Kinder mit "I Can Change The World" Schildern.
3.1: "Comment on the statement 'What happened during apartheid still affects us as youths', using your knowledge about South Africa's history and present-day situation."
ODER
3.2: "You are spending a year in Cape Town as an exchange student. Your school has invited you to write an article about the lives, hopes and dreams of your fellow students in post-apartheid South Africa."
Diese Ressourcen wurden von der Senatsverwaltung Berlin für die Prüfungsvorbereitung empfohlen.