The concept

 Basic concept

  • At the International School Krems, children should be able to learn all day, namely from 8:30 am -3:30 pm, and to be supervised beyond that, namely from 7:00 am – 5:00 pm.
  • Teaching will take place bilingually in German and English and be designed so that every child can also learn individually according to their abilities and their own pace of learning.
  • Integrated teaching is paramount. Alongside cognitive learning, affective and social learning should be promoted.

 

The school’s educational goal/responsibilities

  • The school is an integrated all-day school, meaning that learning sequences and aptitude sequences alternate over the teaching time as a whole – corresponding to the needs and capabilities of the children. For the aptitude groups, appropriately trained leisure educationalists are available in the afternoons, who should have a very good knowledge of English.
  • It is the overriding responsibility of the International School Krems to provide children with the opportunity for various linguistic, cognitive, physical, character and social foundations, to empower them to develop into critical, performance-oriented, self-confident, responsible and socially competent individuals.
  • The condition to develop these educational goals is a learning culture, which respects the children’s individual (cognitive, emotional and sensory) development steps, individual learning and work pace and individual interests and talents and creates a framework for the development of their creative potential.
  • Moreover, the special focus is bilingual teaching (German-English). The class teacher team is to be particularly highlighted, where in each case one educationalist speaks to the children in German and the other in English (native speaker). In this way, English is always present and natural in the children’s everyday life.
  • Strict restriction of class size to 20 children with simultaneous assignment of two teachers per class. Such a structure also creates the necessary conditions for the individual analysis and promotion of the children’s talents. This is a costly, but unavoidable consequence, if one wishes to really promote (and not only request) individual learning.
  • An essential condition of this concept is the preparation of individual intelligence or talent profiles for the pupils, in order to be able to develop optimal learning strategies together with them.