Cooperation between kindergarten and primary school

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  • Cooperation between kindergarten and primary school

    Registration for attending primary school is until November 15th of the year preceding schooling. This leaves time until the start of school to introduce any necessary pre-school support measures. All parents of school-age children are informed in writing by the school authorities about the registration process. The letter contains the reference to the responsible primary school (if the school authority has defined school catchment areas) or the reference to the primary school closest to the apartment in the community. The parents register their child at the respective school of the desired school type.

    As part of the registration process, the school determines whether the children have sufficient command of the German language to be able to take part in the class. (Language level)

    A good cooperation between school and parents is characterized by speaking to each other in the event of problems or disagreements and trying to find a common line. The children also learn that parents and school work hand in hand. The Parents’ Day, which takes place twice a year, offers the opportunity for such discussions. This also includes the teacher’s office hours or the agreed appointments in between. Often there is also the opportunity to talk to the children when they pick them up, go to school or on another occasion. Basically, the first contact person is always the class teacher

    Work and social behavior

    In addition to knowledge, social skills are one of the basic requirements for a successful educational biography. Statements on work and social behavior should be included in the certificates. The school conference establishes principles for this. In the comment field on the certificate, special school or extra-curricular engagement of the children can be recognized.

    Elementary School Training Regulations (AO-GS)

    The Ministry regulates the educational programs of the individual school levels and school types in training and examination regulations (§ 52 SchulG). The provisions for elementary school can be found in the regulation on the course of education in elementary school (training regulations elementary school AO-GS).

    Training regulations for special needs education (AO-SF)

    For children with special educational needs who learn in elementary school in joint lessons with non-disabled children, different requirements apply depending on the focus of funding. These are laid down in the Ordinance on Special Education, Home Education and the School for the Sick (AO-SF).

    Encounter with languages

    In addition to the language English, which is part of the timetable for all students from the first half of the first school year, is in all grades and in all languages "Encounter with languages" possible. The individual schools decide for themselves whether and in what way encountering languages ​​is included in the school’s own work plans. The choice of the encounter language is the responsibility of the individual school.

    In evangelical or Catholic Confessional elementary schools teach and educate children according to the principles of the relevant confession. Confessional schools are like public elementary schools.

    Report certificates are certificates that do not express performance development and performance level with grades, but in a descriptive form. Report certificates provide space for detailed feedback on the learning and performance development of the individual child. In the school entrance phase, the pupils receive report certificates at the end of the school year

    The transfer certificate to class 3 and the certificates of class 3 are also report certificates, they also contain grades for the subjects.

    Class 4 certificates are not report certificates. They contain notes.

    Already in elementary school, the children acquire first knowledge, skills and abilities in the age-appropriate use of the medium computer, they use the advantages and learn the critical and conscious use. The computer and its applications are integrated into the teaching of the elementary school in an interdisciplinary manner. Many schools have set up media corners in the individual classrooms. The children use the computer as a writing instrument, for Internet research on selected pages or in connection with exercise programs.

    In German, children learn to read and write. Your speaking skills, for example communicating in a larger group and listening to each other, will be expanded. The lessons always build on the existing skills of the children and develop them further.

    The procedures for learning to read and write are different today from previous teaching methods. Most children today learn to read and write in block letters. It is the script that children find everywhere in the environment and that makes it easier for them to learn to read and write. It is also the written form that best helps structure the words. Later they develop their connected, personal handwriting from the block letters.

    Many children discovered the world of writing for themselves before they started school. At school, they are encouraged to apply this knowledge. At the beginning, the children do not always write the words as they appear in the dictionary, but faithfully: out "father" then for example "Fata". This notation shows that the child listens to the word and assigns the sounds to the letters that it already knows. This is a first and important step on the way to writing correctly. Of course, the spellings don’t stay that way. From the very beginning, children learn the correct spelling in the reading texts and later in the spelling exercises. Taking into account the individual acquisition of written language, the teacher is responsible for systematically learning the spelling rules. Through regular practice and repetition, the children become confident in using the German language. You will learn, for example, how to practice yourself with a flash card or how to get help in the dictionary yourself.

    It is particularly important that children enjoy reading and writing and that they realize how important these skills are for them. School and family home can awaken the desire to read together. They can show that there are exciting stories and interesting information in books and that texts can entertain, inform or stimulate other people to think. It is good when children experience that reading and writing are also important for their parents.

    Information on the school entry phase can be found here, general provisions of the School Act on the start of compulsory schooling in § 35 SchulG.

    You can find a list of questions and answers on the subject of schooling here.

    Every school invites to a parent-speaking day at least once every six months. This offers the opportunity to speak openly and confidentially with the teachers. The first point of contact for parents is the class teacher.

    English is a mandatory subject from the second half of the first year of school. English lessons in primary school form the basis for lifelong language learning and the acquisition of multilingualism. He develops the possibilities of the pupils to act in their living environments determined by linguistic and cultural diversity and to deal with the diversity of cultures within and outside of their own country

    On the one hand, the English lessons aim to acquire basic elementary linguistic means as well as concrete communication skills and abilities that the pupils can test and consolidate in specific situations. On this reliable basis of language skills, the secondary schools start with their English lessons from grade 5 and subsequently offer other languages.

    On the other hand, the English language is a "model" for the students. for overall language learning. In this way, the basis of English is laid in elementary school for lifelong language learning and for the ability to open up new realities in life. English classes therefore open the door to multilingualism and set the tone for an individual, developing language biography.

    The lessons in the elementary school include the subjects German, mathematics, subject lessons, English, art, music, sports, religious studies and remedial lessons. For children whose language of origin is not German, language instruction is also offered.

    The primary school is intended to offer children learning opportunities in which cognitive learning is linked to practical, artistic, creative, sporting, religious and social learning. Interdisciplinary topics or projects can be developed from many areas that are primarily assigned to a subject in the curriculum.

    All day in primary school

    At almost all primary schools, there are reliable all-day offers beyond the classroom. The most comprehensive offer is the open all-day school (OGS). At schools without a full day there are other offers such as B. "School from eight to one". This also improves the compatibility of family and work and ensures more educational quality and equal opportunities for the children. The various offers are supported by the state. The school authorities can charge parents’ fees.

    Open all-day primary school

    All-day schools have more time for education and thus for individual support. In North Rhine-Westphalia, more than 85% of primary schools are open all-day schools. Through the cooperation between school, youth welfare, culture and sport, lessons and extra-curricular offers are put together in a pedagogically meaningful way under the school roof

    The advantages of the cooperation between school and youth welfare in open all-day primary schools lie in the variety of offers, which range from homework help to additional support courses to offers from culture, sport and games in the afternoon. Children and parents are spared additional, long journeys. In addition to the teachers, the offers also include pedagogical specialists such as educators, social pedagogues or sports trainers as well as music and art educators. Teaching and extra-curricular offers are thus interlinked.

    As a rule, the children attend the open all-day primary school Monday to Friday, from 8:00 a.m. to 4:00 p.m., but at least until 3:00 p.m. The opportunity for lunch or lunch is guaranteed. Scientific studies show that the quality and success of the extra-curricular activities increase if the children take part regularly on every day. Therefore, the registration for the ?? full day ?? voluntary, but then obliged to participate regularly for one school year

    Parents’ contributions should be graded by the school authority according to the financial possibilities. The municipalities can provide a discount for siblings.

    For all open all-day schools, the school authorities receive a flat-rate childcare allowance from the state, which they can distribute to the school locations as needed. As a result, many open all-day schools can offer additional offers, e.g. This includes, for example, childcare for children who do not take part in the full day, offers after 4:00 p.m. and during the holidays or to intensify existing offers.

    School from eight to one

    Schools that are not open all-day schools offer their pupils support in the hours of the morning when no classes take place. Through the program "School from eight to one" a reliable school time between 8:00 a.m. and 1:00 p.m. is ensured for the supervised children every day. Comparable offers are also possible at open all-day primary schools for children who are not in the "whole day" go. The state provides the school authorities with a flat rate for childcare.

    Thirteen plus

    With the program "Thirteen plus" these are afternoon offers until at least 3:00 p.m. The children can have lunch together, do their homework and take advantage of open offers from culture and sport. The schools work closely with youth welfare partners. "Thirteen plus" there is after "School from eight to one" for schools in rural areas that need little childcare and therefore cannot be converted into open all-day schools.

    Special needs education can take place in general schools in North Rhine-Westphalia as a joint lesson or in special schools (Section 20 (1) SchulG).

    In joint classes – also in secondary schools – children and young people with special educational needs learn together with children and young people without special educational needs in a general school. For this purpose, the teacher of the general school receives support from a teacher of special education. Together, they create an individual support plan for students with special educational needs. They sometimes teach together in the class and regularly check the learning progress of the children and young people.

    The common lessons of the elementary school can be continued at a general school of the lower secondary level (§ 20 Abs. 7 Schulgesetz).

    The decision to take part in joint lessons is always made with a view to optimally promoting the individual pupil. The responsible school supervisory authority decides on the basis of an expert opinion for each student individually about the type and scope of special educational needs as well as about the suitable place of support. This ensures that above all those pupils take part in forms of integrative education that are expected to benefit particularly from this form of funding. School supervision and school authorities are equally responsible for implementing the requirements of the UN Convention on the Rights of Persons with Disabilities as much as possible and for fulfilling the parents’ wish when choosing the place of support (general school or special school).

    Various parties are currently working on concepts to implement the UN Convention on the Rights of Persons with Disabilities in schools.

    Community Primary School

    In community elementary schools, children are taught and educated together on the basis of Christian educational and cultural values ​​in openness to the Christian confessions and to other religious and ideological convictions. Religious instruction is given separately according to confessions.

    The basis for the lessons and the associated requirements are the guidelines and curricula for the elementary school from 2008 and the training regulations for the elementary school. The primary school recommendation is also based on this.

    However, there is no predetermined quantified weighting of the respective knowledge, skills and abilities.

    It is the responsibility of the teachers to translate the legal requirements for assessing and evaluating performance into pedagogical action and to make a well-founded recommendation for suitability for attending a secondary school.

    However, since parents and teachers assess the further school development of a child from different perspectives, parents are advised on the choice of secondary school by the primary school.

    With the semi-annual report of class 4, the primary school draws up a reasoned recommendation for the type of school that appears suitable for further school support (cf. § 8 AO-GS). If, according to the elementary school, a child is suitable for another type of school with restrictions, this is also mentioned with the addition mentioned.

    With the 4th School Law Amendment Act, which was passed by parliament in December 2010, the recommendations of the primary school are no longer binding. After the advice from the primary school, the parents register their child at a secondary school of their choice.

    Admission to registrations that exceed the number of available places will be decided in accordance with the provisions of Section 1 of the Training and Examination Regulations for lower secondary level.

    Questions and answers on the recommendation for primary school can be found here.

    You can find more information on an important court decision on the primary school recommendation here.

    Homework is a job for children. They learn to work independently, to practice or to prepare for lessons, and the tasks must be differentiated according to the students’ performance, resilience and inclinations.

    Many parents want to help their children with their homework. This is understandable, but it may make it more difficult for the child to become independent. In addition, the teacher gets the impression that the children are able to do something alone that they can only do with help. This can be to the detriment of children.

    Homework in grades 1 and 2 should not exceed 30 minutes, in 3rd and 4th grades 45 minutes, unless the children are so caught up in a particularly stimulating task that they continue on their own initiative want to work on it. Lesson does not always result in a meaningful homework. Then the children have no tasks to do.

    In the full day, homework should be integrated as much as possible as learning times. The children then have enough time for their own leisure activities outside of school. Parents also benefit because the tasks are largely done in the all-day school.

    Home language instruction

    Pupils whose language of origin is not German can take part in the language classes that complement the hourly table of the primary school. This instruction is given by teachers who mostly come from the countries of origin of the children concerned. Home language teaching helps young people in North Rhine-Westphalia to grow up who, in addition to German, speak the language of their family and thus contribute to the linguistic wealth in the state.

    Learning groups for one or more schools are set up for traditional language teaching. It is currently issued in 20 languages. The head teacher provides information about the language teaching in the language of origin.

    The individual promotion of all pupils is the central guiding principle of the school law. Each child should be given sustainable support based on their individual strengths and weaknesses through differentiated teaching and a stimulating school life. This includes individual help for children with learning backlogs or special problems with learning as well as the promotion of special talents and inclinations.

    Individual support in primary school can take place in internal differentiation or in external differentiation. Primary schools, which are faced with special challenges due to their general conditions, can be assigned additional personnel resources such as social education specialists or additional teachers.

    Each school creates its own funding concept that describes the areas of learning status diagnostics, funding planning and lesson organization.

    The funding, content, duration and scope are recorded in an individual funding plan.

    The remedial instruction shown in the hourly table should benefit all children. The schools ensure that promotional offers are also made for high-performing students.

    Classes related to the year

    When learning in year-related classes, the year-related class forms the fixed reference group for the children. In addition to the joint development of learning content, lessons aimed at the entire class also include phases of independent learning with differentiated requirements.

    Interdisciplinary lessons

    In this organizational form, all children are admitted to a mixed class for grades 1 and 2. The individual support of each child is the aim of the lessons.

    A mixed-age learning group allows the particularly gifted and the faster-learning children to take part in the learning opportunities of the higher year. A? Gentle? This makes it possible to shorten school time. A differentiated support program that is tailored to the individual child takes into account its special opportunities. Children who learn more slowly are encouraged by individual help so that they are not excluded. Even after going through the school entrance phase for three years, the social structure and the familiar environment are preserved for the child.

    No written work is written in classes 1 and 2, short written exercises are permitted. In classes 3 and 4, written classes are written in the subjects German, mathematics and English, which are only graded in the subjects German and mathematics.

    School trips or multi-day hiking trips help children to experience themselves outside of class as a group with common goals and interests. Social learning is therefore the focus of school trips. In addition, technical learning in projects can also be part of a class trip. School trips are lessons in a different location.

    The members of the class conference are the teachers who teach in this class. The parents’ representatives (class care chairperson or class care chairperson and another substitute) regularly take part in the meetings in an advisory capacity.

    Class teacher

    The class teacher is the most important reference person for the pupils in the elementary school. They teach much of the class in class. The class leader is always the first point of contact for parents when it comes to questions, information or problems.

    The members of the class guardianship are the parents of the students in the class. They advise on all matters at class level. They elect the chairperson and their deputy, who represent the interests of the class in the context of the class conference and the school staff. In addition, they send representatives to the specialist conferences.

    The task of art classes in primary school is to arouse and promote joy and interest in aesthetic forms of expression. Pupils’ perception and imagination are stimulated and developed, new and unusual ways of working, viewing and thinking are opened and creativity and imagination are developed.

    Introducing students to school performance requirements and the productive use of their own performance is an essential task of the primary school. It is committed to an educational understanding of performance that combines performance requirements with individual support. For the classroom, this means not only demanding performance, but above all enabling and promoting it. Therefore, the lessons always start from the individual requirements of the children and instruct them to test and develop their performance. A systematic, comprehensible assessment of performance provides the necessary basis for individual support.

    The performance assessment is based on the stipulations in the Ordinance on Education in Primary Schools (§ 5 AO-GS). The performance evaluation is based on the binding requirements of the guidelines and curricula and on the lessons given. It also takes into account the personal learning development of the individual child.

    In elementary school, the children are gradually prepared to assess their performance. This begins in classes 1 and 2 with short written exercises. In grades 3 and 4, only in the subjects German and Mathematics are written assignments that are graded. Written papers in English are number, form and content of ?? compared to the subjects German and mathematics ?? to adjust the lower number of hours per week. They are not graded. ?? (VV to § 5 AO-GS). The school conference can decide not to give grades in the school entrance phase and up to and including class 3.

    The number of works is not fixed. The content of the work relates to the knowledge, skills and abilities imparted in the classroom.

    Learning materials are textbooks or other media that are used by the pupils over a longer period of time. The schools themselves decide which approved learning materials are used.

    An average amount is set for each school type, for which learning materials can be purchased after the school conference has decided. The parents’ own contribution is one third of the average amount. This personal contribution does not apply to recipients of living support according to SGB XII.

    Teaching in primary school should develop the child’s personal responsibility and independence. Learning diaries are kept in many primary school classes. Each child writes his or her learning results in a separate booklet, documenting their learning paths as well as their feelings and thoughts. Based on these records, the child can determine his or her own growth in learning and gain motivation to continue studying.

    The teacher gains insight into the learning opportunities of the individual child and can then set individual requirements for further lessons.

    Primary school teaching develops and promotes imagination and imagination while reading. The students learn that reading can be fun. Many primary schools set up reading corners where children can retreat at certain times with their own reading material.

    Not all children learn to read and write without problems. Special school support measures are necessary for children with special difficulties. The Circular -> compulsory school attendance

    Supporting schoolchildren with special difficulties in learning to read and write (LRS)" dated July 19, 1991 represents the binding specification for primary and lower secondary schools. Binding in so far as

    • An analysis of the learning situation, possibly with the involvement of external experts, and the resulting conception of appropriate school support measures is a compulsory task of all schools,
    • the spelling performance is not included in the assessment of the written work and exercises in German or another subject,
    • in certificates, the proportion of spelling in the formation of the grade is to be weighted with caution,
    • performance in reading and spelling should not be the deciding factor in decisions about transfer, suitability for a secondary school or awarding degrees.

    Girls and boys

    Girls and boys bring unconsciously "typically female" and "typically male" Behaviors to school with. Teachers create the teaching situations in such a way that the different interests of girls and boys are taken into account. The aim is to promote the individual abilities and skills of girls and boys in such a way that each child develops a fundamental trust in their own strengths regardless of traditional role expectations.

    As a rule, girls and boys are taught together; separate groups of girls and boys can, however, be formed for a limited period of time if this appears to be educationally meaningful.

    In math classes, the children learn to add and subtract, multiply and divide. You will learn the small multiplication table and how to deal with lengths, weights and times. But math is more than just counting and calculating. Children build and draw, estimate and measure in math classes. You write your own calculation history and keep a calculation diary. This means that mathematics lessons are closely linked to language and subject lessons.

    First of all, children have to learn to solve age-appropriate mathematical problems through their own thinking and knowledge. Such classes promote active, discovery-based learning. The teacher promotes learning in his own way and relies on insight and understanding. Mathematics lessons also include regular, systematic repetition, as well as a variety of exercises and solving challenging tasks.

    Like the traditional media, information and communication technologies are tools for learning and the subject of instruction.

    The lessons in primary school provide the children with an orientation about important information options and instruct them to use the information and communication media in a meaningful way. The media can take on a meaningful function in a differentiating class with open forms of learning.

    The primary aim of primary school music lessons is to arouse and intensify the joy and interest of the students in music, to develop their musical perception, experience and expression skills and to develop their musical skills.

    This also means that children sing, play music and enrich school life with musical and creative performances.

    Many schools offer their students the opportunity to come to school and actually read, play, or simply chat in the classroom before the actual class begins. This open start creates good conditions for learning together in class.

    Instruction in primary school is primarily characterized by open forms of teaching. Here the children have the opportunity to design the learning path themselves. This includes, among other things, the free work and the weekly schedule work, in which the children can choose content and materials after consultation with the teacher or according to their own assessment.

    Also in topic-related "workshops" the children deal with the different aspects of a topic at their own discretion.

    The terms are known in school pedagogy "project work", "project type" or "project-oriented" Lessons or plain "Project". Projects are subject-related teaching projects that take the place of the scheduled lessons according to the timetable for a specified time (e.g. within the scope of a project week). As a rule, projects end with a presentation of the work results by the pupils.

    Project teaching is a holistic form of learning with a high degree of openness. In the project lesson, the pupils are involved in finding topics and defining learning objectives. Project classes increasingly offer space for internal differentiation and cooperative work.

    In North Rhine-Westphalia, unlike children who have difficulty learning to read and write, there is no special regulation for children with arithmetic disorders.

    The Standing Conference of Ministers for Education and Cultural Affairs of the Federal Republic of Germany (KMK) decided on November 15th, 2007 that "Principles for the promotion of students with special difficulties in reading and spelling" revised from 04.12.2003.

    Developments and decisions also became a topic "numeracy deficits" in the principles, so that these have been updated since the beginning of January 2008 in the "Principles for the promotion of students with special difficulties in reading and spelling or arithmetic" are published on the KMK website. You can find these principles here.

    Basically, according to § 1 of the School Act, every school has the mandate to support pupils individually – regardless of the possible learning difficulties that a child shows. This also applies to children with arithmetic disorders.

    In order to discover patterns and regulations in the language and to be able to take spelling rules into account, the pupils acquire different working methods that lead to self-active spelling learning. Among other things, this is the independent practice with learning words. The children use exercise techniques to train words independently, e.g. B. Forms of self and partner dictation, lengthening and deriving words, collecting, ordering and structuring words. In this way, they acquire strategies that help them to develop spellings of words independently.

    The classic dictation, in which the teacher reads an unknown text and the student has to write it down as accurately as possible, is not useful from a subject-related didactic and linguistic perspective and is also not a goal of spelling lessons.

    Rules and rituals

    The first weeks of class at the beginning of school are used to introduce rules and rituals that lead to a quick familiarization of the individual children in the class community and an identification with "their class" and "their classroom" guarantee. These rules and rituals are often supported by symbols.

    Religious education in North Rhine-Westphalia

    What special perspectives does religious education offer today??

    Religious affiliation and dealing with different religions form the cultural basis and identity of many people. Religious instruction helps schoolchildren to develop their own values, critically review them and build bridges of respect, understanding and togetherness.

    The more children and young people know about each other, the better the living together. Knowledge of values ​​such as freedom, justice and solidarity is also at the center of religious instruction. They should be reflected in religious instruction and filled with life. The topic also includes essential questions such as: What do love, suffering, death mean to me, or what is the meaning of life? Religious instruction can also help to counter the so-called “simple” solutions offered by some fundamentalist groups. It enables a systematic and differentiated examination of the diverse religious and moral values ​​of our society against the background of our own denominational identity.

    What do students learn in religious education?

    Religious instruction offers more than ethical orientation. In addition to imparting basic knowledge about one’s own religion and its cultural and historical context, religious instruction looks behind the "first" and "last" things, especially where other sciences cannot provide answers.

    Students learn in religion classes based on the scriptures of their creed. Using examples from the history and life, as well as the traditions of the churches and religious communities, children and adolescents deal with the basics of a religiously shaped life. In this way, they learn to develop standards of value and orientations, “to see behind things” and to understand the world as “creation”.

    An important goal of religious education is to promote living together with members of other faith communities with mutual respect and care. Students learn that openness, tolerance and respect between people and societies with different religions and worldviews are important. This is an essential part of personal identity formation.

    In 2017, for example, Protestant Christians celebrate the Reformation anniversary. If Martin Luther has demanded that everyone has a Bible at home and should be able to read it, then that is also an assignment for educational planning and school development. Church is oriented towards people who talk about their religion together and celebrate celebrations together. Young people who today, in the spirit of Luther, learn that religious traditions are a cultural part of our society are more likely to feel that they belong to a denomination and find a positive attitude towards their own confession. Holy Scripture is essential for religious instruction, even if it is not the only form of mediation of revelation for all confessions.

    Religious education is compulsory?

    Confessional religious education is a regular subject that is also graded. The basis is Article 7 of the Basic Law and Article 14 of the State Constitution as well as the School Act for North Rhine-Westphalia.

    Religious instruction in a confession is generally introduced by the Ministry of Education. The respective religious instruction is given in accordance with the principles of the church / religious community. The Ministry, in cooperation with the school supervisory authority and the churches or religious communities, takes care of the correct issue. If at least twelve pupils belong to the same confession at a school, they are entitled to confession-oriented teaching. Students who belong to the relevant confession are obliged to take part in the class. Pupils from elementary schools and secondary level 1 of secondary schools wishing to take part in Islamic religious education are registered by their parents at the school their child is attending.

    An exemption from religious instruction is possible?

    Students can unsubscribe from religious education. For pupils who are not yet 14 years old and are therefore not yet under the age of religion, the parents can unsubscribe. Conversely, in coordination with the teaching religious teacher, pupils can also take part in religious instruction if they do not belong to the respective confession.

    Secondary school pupils who do not take part in religious instruction receive the compulsory offer "practical philosophy" in many schools. The subject “Philosophy” is given in lower secondary level.

    Participation in school services or religious festivals is mandatory?

    The school service is a voluntary school event. The pupils decide whether to attend the school service regardless of whether they take part in religious education. For pupils who are not yet 14 years old, this is decided by the parents. The school ensures that pupils who do not attend the school service are subject to supervision.

    Religious festivals in everyday school life offer children and young people a variety of opportunities to celebrate in community. Participation in such religious events is – regardless of participation in religious instruction – voluntary.

    An important part of the curriculum is comparative information about other religions. It is therefore entirely possible to visit church institutions, churches, mosques or synagogues. Students thus learn how members of other confessions live and celebrate. You may not be obliged to perform religious acts.

    In what professions is religious instruction offered??

    In North Rhine-Westphalia, religious instruction is offered in eight confessions:

    • Protestant,
    • Catholic,
    • Syrian Orthodox,
    • orthodox,
    • Jewish,
    • Islamic,
    • Alevi – as part of a school trial,
    • according to the principles of the Mennonite brothers in North Rhine-Westphalia – as part of a school experiment.

    The basis for the lessons are the respective guidelines and curricula, which you can find here in the curriculum navigator.

    Some of the religious instruction, for example for children and young people of Jewish faith, is also taught across schools. Care is taken to ensure that the classroom is easily accessible for all participants. Lessons are also given in the afternoon. It is important that the school management coordinates the participation in advance with the class management and ensures that the lessons and grading are carried out properly.

    Denominational cooperation in religious education

    A school can introduce denominational cooperation in religious education with joint learning groups for Protestant and Catholic religious education if religious instruction of both professions is set up there. This cooperation is a regular offer that enriches religious education; it is denominational religious instruction in the sense of the Basic Law, State Constitution and School Law.

    The Evangelical Church of Westphalia, the Evangelical Church in the Rhineland, the Lippische Landeskirche as well as the dioceses of Aachen, Münster and Essen and the Archdiocese of Paderborn have agreements on denominational-cooperative religious education from the school year 2018/ 19 signed (see example :) Agreement diocese Essen / Ev. Churches from June 2017

    The Ministry of School and Education and the district governments welcome the initiative of the churches. The ministry has included in the circular "Religious Education at Schools" for interested elementary schools, schools in the secondary level I or vocational colleges regulations on the requirements and the procedure (Official Gazette of the Ministry of School and Education 09/17, p. 34).

    With this cooperation, the two large churches are also adjusting to the declining number of Christian students. Religious instruction is intended to raise awareness of one’s own evangelical or Catholic identity – both for oneself and in relation to one another. In addition, it should encourage critical thinking and help to become more aware of your own denomination.

    Religious instruction remains bound to the respective Catholic or Evangelical confession. Evangelical religious studies and Catholic religious studies remain independent subjects. The denominational-cooperative religious education does not change anything and follows the intention "Strengthen common ground – do justice to differences".

    Guidelines and curricula

    The guidelines and curricula for primary school are the binding foundations for teaching. In addition to the general guidelines, there are specialist curricula for the subjects German, mathematics, subject classes, English, art, music, sports, Protestant religious studies and Catholic religious studies. The curricula for the subjects show which subject-related competencies the pupils should have acquired at the end of primary school.

    In the subject lesson, the children are supported to find their way in their living environment, to understand and to shape it. The lessons include the experiences and interests of the children. The teacher also arouses the children’s interest in topics, questions and problems and tasks with which they have not yet come into contact.

    The subject lesson does not only impart knowledge to the children. He also familiarizes them with working methods with which they can answer questions independently. Typical working methods in subject teaching are: observing, experimenting, looking up and documenting. Scientific phenomena and facts are discovered and explained to children.

    Children today learn to read and write in block letters. It is the script that children find everywhere in the environment and that makes it easier for them to learn to read and write. It is also the written form that best helps structure the words. The pupils develop an easily legible and fluid personal handwriting from the publication. In all phases of primary school writing tasks will be included in the lessons in which formal writing is practiced.

    The school supervision over the elementary schools lies with the state school offices in the 53 districts and independent cities.

    Addresses of the school offices

    The central goal of the school entrance phase is to admit all school-age children of one year to primary school and to support them according to the level of their individual development. Children of the same age are different in their development. Depending on the level of development and skills, you need different learning times.

    In the school introductory phase, all pupils are taught with their different learning requirements in such a way that their development is supported by support and special challenges. Many forms of differentiating teaching make it possible to promote pupils at different levels of competence.

    The school entry phase can be completed in one year, in two years or in three years.

    Regardless of the individual length of stay, all students acquire sound foundations for further learning in classes 3 and 4 in the school entrance phase.

    The children can be taught in the school entrance phase separately according to age groups or in cross-year groups. This teaching organization determines the school conference for at least four years. (Section 11 (2) School Act)

    International comparative studies have made it clear that Germany must increase its educational efforts. The promotion of all children must start earlier in order to create the best starting opportunities for starting school. It is important to place a clearer emphasis on preschool education and kindergarten education, to take up the natural curiosity and enthusiasm of children to learn and to use it for a successful transition to primary school. This is of crucial importance for the future school career.

    A school ability profile is intended to provide guidance to pedagogical specialists in kindergartens and teachers in primary and special schools in the primary area in the transition phase from kindergarten to the school entrance phase. The pedagogical specialists in the kindergartens also receive guidance on strengthening pre-school education and upbringing through an educational agreement between the Supreme State Youth Authority and the sponsoring associations of the daycare centers.

    The handout "Start successfully! School ability profile as a bridge between kindergarten and primary school" can be used as booklet 9039 of the series "School in NRW" can be ordered through bookshops or directly from Ritterbach-Verlag, Rudolf-Diesel-Str. 5-7, 50226 Frechen.

    The school conference is the top participation committee of the school. It includes the elected representatives of the teachers and parents, as well as the head teacher. The school conference decides on a variety of school matters. This includes the organizational form of the school entrance phase and the choice of the head teacher.

    When many children and adults interact with each other on a daily basis, certain rules make sense to ensure that school life is quiet and satisfactory for everyone. For this reason, many schools adopt school regulations that have been agreed between all those involved, i.e. the teachers, the children and the parents.

    The heads of the class caretakers are represented here. The school administration elects the parents’ representative to the school conference and advises on the concerns of parents at school level.

    Compulsory education begins for children who have reached the age of six by the beginning of September 30, on August 1 of the same calendar year. School-age children can be postponed for one year due to significant health reasons. The head teacher makes the decision on the basis of the school medical report.

    Children who only reach the age of six after the deadline can be admitted to primary school earlier if requested by their parents. The head teacher decides on the application taking into account the school medical report.

    The school program is the basic concept of a school’s educational objectives and development planning. It specifies the binding requirements and scope with regard to the specific conditions on site. It defines goals and action plans for the further development of school work and specifies forms and procedures for reviewing school work, particularly with regard to its results.

    Children like to carry everything with them. Not infrequently, they come to class with a school knapsack that is so heavy that postural damage can result. The weight of the school satchel should therefore not exceed 10 to 12 percent of the body weight. For example, a child weighing 25 kg should not carry more than 2.5 to 3 kg. The class teacher will discuss which teaching materials can stay in the school and which materials only need to be brought on certain days.

    To prepare for sex education at school, the school communicates the goal, content and methods of sex education to parents. The choice of teaching materials in all subjects, including sex education, is the responsibility of the teachers, but they must be based on the decisions of the respective specialist conference and the guidelines and curricula for the relevant subject.

    Children want to run, jump, climb, play and constantly test their skills and strength. The physical education links up with this pronounced urge to move and the children’s joy of playing. The main focus of physical education is the development of the ability to move and the introduction to playing together. All children should enjoy physical education.

    All children like to move in the water. Being able to swim strengthens self-esteem, has health-promoting and possibly even life-saving meaning. School sport supports children in discovering the variety of movements in the water and in learning to swim, dive and jump.

    Language level determination at registration

    When registering for primary school, care is again taken to ensure that children have sufficient command of the German language to be able to work in the classroom. If there are indications that this is not the case, the children who have not previously participated in the Dolphin 4 procedure will go into more depth language test carried out.

    It is helpful if parents pass on information about support measures in which the child has taken part to the school management during the registration interview. The additional language support will continue there until school starts.

    The primary school ties in with the language support of the daycare center in the school entrance phase and continues this – integrated into everyday teaching.

    Where many children learn and play with each other, there are sometimes disagreements and arguments. As "arbiters" Students learn to solve their own classroom disputes as moderators themselves, without resorting to violence. They are trained accordingly beforehand.

    The timetable provides information about the start and end of the lesson. Since children do not learn in rigid time units, lessons are not always organized every 45 minutes. You may write 20 minutes and calculate 30 minutes, then play or sing a song. Reading, writing and arithmetic should be practiced daily. That is why the subjects of mathematics and German are usually on the daily schedule.

    For all schools in the country, the so-called hourly tables determine the individual subjects and the number of hours for the different classes. On this basis, the school creates the timetable.


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    Christina Cherry
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