Our pedagogical concept
The idea behind the Jenaplan concept is the versatile personality development of all pupils within the framework of communal school life.
The influence of Freinet pedagogy is evident at our school in the democratic orientation of our school culture and in the experiential education.
The aimof our educational work is to prepare children and young people for an individual path towards self-determined and responsible life in our society.
Everyday school life - an appreciative and outward-looking school culture
Daily school life is characterised by an appreciative and outward-looking school culture, which is lived out in the classroom as well as in group life and in the school community.
We are always concerned with the individual as a person among people. Structures and rituals that offer space and time for interpersonal encounters and experiential engagement with the environment support the school culture.
Our school culture can be experienced in many ways, for example:
- group circles and home group times
- student parliament
- weekly celebration
- themed working groups
- common mealtimes
- mentor meetings
- mixed ages and abilities in a range of activities
- appreciative feedback culture
- joint projectsand the integration of external places of learning
School culture also means that our pupils can engage in different areas of school life according to their strengths and interests and are required to deal with real-life situations (in the sense of world orientation).
Finally,our school culture includes the participation of parents— both in the form of parental services to the school community and as educational partners.
Teaching — world orientation, personal responsibility, practical relevance
The purpose of our lessons is world-orientated, independent and collaborative examination of the various subject areas. For this, the foundation is our pupils’ experiences, interests and questions. At the same time, lessons take into account and apply the competences to be taught in accordance with the current educational plans of the state of Baden-Württemberg.
In addition, world orientation is a central principle of our lesson design. World orientation does not only mean illustrating subject matter with the help of practical examples. Rather, it is about the formation of critical awareness through engagement with real-life situations. It is also important to reflect on what has been learned in the context of a larger framework of meaning. The lessons aim to build a bridge between pupils' interests and the world in which we live. In this way, we as a school play our part in instilling in the next generation asense of responsibility for our world and society.
As an all-day school, we also offer awide range of activities giving our pupils the opportunity to try out new pursuits or deepen their existing interests. This includes the school garden, rowing on the Neckar, various ateliers, workshop assignments and much more.
Well-connected school community
The concept of the LernZeitRäume school programme is that of a learning, organic school that continuously develops with its experiences and arising challenges.
On the way, we work closely with experts from different fields to gain new impulses and feedback on our work. In addition, thenon-profit association LernZeitRäume e.V. supports us in many ways as a representative and supporter of the school community. However, for all our developments and enhancements, we never forget what we are ultimately all about: making
LernZeitRäume a place where the well-being of our children and young people is at the core of all we do and where there is ample time and space for individual personality development in a communal atmosphere.
Our school environment
Children, young people and adults should feel comfortable in our setting. Wooden shelves and colourful features create a homely atmosphere, the aptly named ‘school living room’ according to Peter Petersen - Jenaplan 21.
Carpeted floors and comfortable sofas encourage people to sit and lie down and thus to adopt alternative working postures and methods.
The corridors, the foyer and the outdoor area also welcome people to sit, talk and work in individual small groups.
Several rooms are available so that the children and young people can freely choose their workplace and also move around during lessons.
The materials necessary for working are available in a visible and structured way that enables and encourages self-organised autonomous learning.
The older groups set up their rooms individually and age-appropriately at the beginning of the school year. This creates anatmosphere of well-being, which in turn supports our goal of promoting our pupils' independent work in the most effective way possible.
Our teachers also have their personal workplaces in the school. In parallel to the team meetings, this also promotes communication within the team.
With its themed decor and equipment, the room is a ‘third educator’ that promotes pupils’ explorative and investigative engagementwith their living environment and world of experience.