Teaching concept - JFK-School
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Teaching concept
School
as a place for living and learning
The John F.
Kennedy School Erfurt is a school which provides full day care.
We ensure
that our pupils receive a successful education by providing optimal learning
conditions such as: small class sizes, double periods, no lesson cancellations,
learning strategy coaching, bilingual classes, Montessori education practices
and individual learning support in small groups.
Classes
Pupils are
taught in year groups and remain in their respective classes from Year 1 to
Year 4. The tutor usually
accompanies their class for four years. Classrooms are configured with a
wide variety of learning resources. Pupils learn independently, in pairs or
small groups, as a class and also as part of the whole age group.
We are a
school without homework, with revision and extension tasks being integrated
into the timetable. Pupils can choose to take learning resources home or to
leave them at school.
Double period lessons enable pupils to immerse themselves in their learning whilst also having more time for revision and practice tasks. Pupils have no more than four different subjects each day. The 90-minute lesson time creates more freedom to produce methodologically diverse lessons.
Pupils apply their acquired knowledge in discussions, when sat together in groups, by giving presentations and by creating educational materials.
Individual
differentiation
After
completing a systematic diagnosis of a pupil’s learning requirements and
outcomes, we analyse their learning curve. Targeted strategies for individual
differentiation are derived and put into practice. This takes place in extra
learning rooms, such as the Montessori room. Pupils are supported in their
individual learning by our teaching assistants and staff from the afternoon
care. We also differentiate for gifted and talented pupils.
Use of
digital media
Our
classrooms are configured with projectors or Smartboards. Pupils also learn
with iPads, as well as using traditional school materials.
Individual
learning progress reports for Year 1 to 4
The
feedback from the subject teachers serves as the basis for the learning
progress meetings between the parents, pupil and class teacher. The twice-yearly
reports are then produced subsequently on the basis of a standardised learning
progress form.
Until the
end of Year 4, pupils receive a report split up by subject. This is their end
of year school certificate.
In contrast
to graded reports, the learning progress of your child is described in detail.
From Year 5 onwards, pupils receive reports with grades.
Feedback
culture
Our
feedback discussions are solution-oriented and a key part of our school
culture. They serve to promote transparency and give orientation. They are the
basis of, and a vital instrument for, quality assurance within the school
community.
Literacy
We use a
wide range of reading methods and strategies to promote the systematic
development of reading competence. As a result, reading comprehension is
supported in all subjects.
Step by
step, taking a variety of cooperative strategies into account, pupils learn to
compose texts, make revisions and assess the quality of their written work.
Learning
to learn
Learning to
learn means that pupils acquire fundamental skills in the methodological and
social configuration of their learning strategies.
We
integrate active forms of learning (weekly tasks, independent learning) into
day-to-day lesson time. As a result, pupils receive more opportunities to be
active in their learning and to independently process, research, experiment
with, present, practice and review new information.
Extracurricular
learning spaces
We regularly
use extracurricular learning spaces in conjunction with specific lesson
modules. As a result, pupils are able to make connections to the topic of
focus.
