The Flexible Lower Primary concept is designed to give the child the optimal start to his/her school life, to have the time necessary to develop academic as well as personal and social skills. The "Hessische Kultusministerium" (Hesse Ministery of Culture) HKM promotes the use of the "Flexible Lower Primary"-concept (Flex).
As an International School we have children with different educational and cultural backgrounds. Moreover, our children learn to read and write in two languages, thus facing greater challenges than children in national State Schools. To react to the different individual needs of each child, differentiation in many ways is necessary.
In Flexible Lower Primary classes children are usually aged between 6 and 8 years; they are taught together in mixed age classes. As exceptions younger children can be considered. All children have the opportunity to take 1, 2 or 3 years to complete the Curriculum required to enter Year 3. During Flexible Lower Primary Years the children will cover objectives of the British National Curriculum in Maths and Literacy for Reception, Years 1, 2 and 3. German follows the Curriculum of the State of Hesse, history, geography and science follow the International Primary Curriculum (IPC).
In some subjects, (Literacy, Maths and German) more homogenous groups are formed to give specific encouragement. In these subjects the children will be grouped by their age, which is often related to their learning year in school. All groups of the same learning year follow the same core curriculum; however, methods, materials and extensions may vary according to the groups' needs. In general, grouping will not be considered until after the second week to usually be finished by the autumn break. Currently, the first groups to be formed are for Literacy, followed by Maths and finally German.
As this is a whole day school, our children have 5 -9 more lessons per week than children in German national State schools. Homework is only given in the main subjects when the need arises to review what has already been taught. There will not be more than one piece of homework given per main subject per week. In addition to this, daily practice of subjects such as reading will be expected. The time required should not exceed 20 min per day.
The HKM provides the SISS with a "Diplom-Sozialpädagoge" (Social Pedagogue) to offer support and advice. Social Pedagogues work closely with the classroom teachers; important decisions are made together.
To understand more easily the different roles of these professionals, imagine two overlapping circles: classroom teachers are more involved with curriculum areas whereas Social Pedagogues are more involved with the emotional, social and physical development of the children. Their input is of equal relevance, each part reinforces the other.
Social Pedagogues and teachers discuss where general or individual support is needed, both within and outside school.
Within the school Social Pedagogues have a variety of roles, which includes support strategies regarding the development of the whole child as well as prevention and reduction of problems.
The work of Social Pedagogues follows many different approaches. In response to the wide range of issues, depending on urgency and time, priorities will be set by the Social Pedagogue.
Areas of Social Pedagogues' work include:
- Counselling of and support to teaching staff
- Support to pupils through individual, small group, whole-class activities
- Parent conferences and counselling
- Links to local support organizations and internal organisational and administrative tasks.
As we do respect each child's right to confidentiality we request parents not to ask the Social Pedagogue questions about the contents of group sessions. When there are concerns about an individual child, the parents will be informed by the class teacher or the Social Pedagogue.
If a sequence of one-to-one sessions is advisable, apart from situations that require immediate response, parents will receive prior notice.
The cooperation between Social Pedagogue and parents requires trust and openness for maximum benefit to the children concerned.
Where a child needs ongoing support the parents will be referred to external professionals in the area (see information received on application).
Appointments with the Social Pedagogue can be made through the School Secretary, the class teacher or directly through the Social Pedagogue's letterbox in the entrance area.
March 2012