Our concept is based on Hatties study about visible learning, the framework curriculum of the Free State of Thuringia, our bilingual school curriculum and to meet requirements of the 21st century.
Our pedagogic multiplicity is visible thorugh a variety of courses and projects in social learning, diagnostics and mentoring as well as individual support and demand.
Our educational programme challenges students, develops their performance, fosters talents and strengthens relationships. The students are taught as a class. Individual focal points and learning goals are reviewed in small groups.
Students' expectations of their own performance.
Activity is the key.
Learners have to be active, make matters accessible to themselves, construct and structure their knowledge and gain experience.
Ideal learning conditions such as small classes, double lessons, no cancellation of classes, method training, bilingual projects and individual support lessons in small groups guarantee effective learning. Students are taught as a class in age-groups up to year 6. Starting from year 7, they are taught through course options.
Our system of double lessons offers the students the opportunity for deepened studies, experimenting and practicing and repeating the lesson contents. As a further positive consequence, the students only have to concentrate on three to four different subjects each day. Moreover, those 90-minute-sessions offer more flexibility in the teaching process and avoid unnecessary changes or rooms in the course of a school day.
Individual support and demand
With the help of a systematic diagnosis of the learner's individual preconditions and learning results, we are able to analyze the student's learning processes. This serves as a starting point for individual support and challenging of each student.
Bilingual lessons serve as an intense foreign language teaching to achieve a higher language competence. Students get the chance to attend subjects of social sciences in English. This enables them to understand, process and display contents concerning society, politics, culture and economics in a foreign language.
Use of digital media
Students acquire media competence, practical know-how and basic IT-skills through lessons supported by digital devices. We are providing the necessary infrastructure for successful virtual teaching and learning which also enables individual learning. Our classrooms are equipped with Wi-Fi and either projectors or smartboards. In addition to traditional school materials, laptops, tablets and a variety of educational software are available to the students.
First iPad-Class in Erfurt
The John F. Kennedy School Erfurt started a pilot project, the first one in the city of Erfurt, which is a class that is exclusively using iPads for learning and teaching in school and at home. Digital learning materials can be accessed through a cloud any time.
Media Lessons starting from year 5
The technical progress of the past years has changed our world and transformed it into an exciting and almost limitless playground for young people who are eager for knowledge. The John F. Kennedy School promotes and encourages this thirst for knowledge in our students. We dedicate ourselves to provide them with self-confidence and the skills needed. This is why it is crucial to enable young people to use digital media responsibly and to give them guidance and support.
Interdisciplinary as well as in the course "Medienkunde" starting from year 5 and in the elective subject "Medien und Technik" starting from year 7, we:
foster media literacy in the area of media education
enable students to a confident, responsible and independent use of information and communication technology
nurture critical thinking and communicative skills
discuss and challenge developments of the students media environment
scrutinize real and virtual phenomenons like social media
develop skills to use Office 365 independently
offer a 10-finger-typing course
teach how to use our digital class register
do jon application training
introduce students to programming and coding in a playful way
practice using PowerPoint presentations
Our "Learning Offices"
We expect the students to show a disposition to actively create their learning process. We support them through offering the necessary framework conditions. Learning offices offer a space to work in a concentrated, responsible and silent environment. The student's self-responsible learning processes are backed by interdisicplinary projects and cooperation opportunities.
Learn how to learn
Our teachers don't only teach curriculum contents but also put a special focus on learning methods. The aim is to enable the students to grasp problems and solve them in an efficient way which forms an essential competence for their further professional lives.
Constructive feedback between students, parents and teachers
The school's communication culture is based on trust and appreciation. Our mentors give appreciative, solution-oriented and constructive feedback on students' performances. This provides guidance and creates transparency. The students as well as the parents get feedback from the teacher or mentor on the student's individual learning performance. Moreover, our teachers frequently ask for their students' feedback. It is a crucial tool for our school's quality assurance.
Students and mentors agree on objectives for students. The main tool for support is indiviual learning agreements.
Issues and conflicts should be adressed openly and are evaluated in a manner that everyone is willing to take responsibility for their own actions.
Extracurricular learning places
Contents are more likely to stick to the memory when connected to emotions and real life experiences. We aim to connect theory and practice.
Our students enthusiastically take part in projects and competitions organized by the departments of natural and social sciences as well as economics.
Our tradition of "The Challenge": Students of Year 9 learn to practically apply their theoretical knowledge in the nature. The students complete a 3-day "survival tour" as a group with the help of compass and map, and money which they have earned themselves. This challenge enhances group cohesion and the student's preseverance. A pedadgogue accompanies each group.