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talented and skilled promotion

Talented and skilled promotion at the Anne-Frank-School Bargteheide

 Since February 2010 the Anne-Frank-School is one of eleven competence centres for talented and skilled promotion in Schleswig-Holstein and one of the first in the foundation for this educational project.

What influence does this have on our work here at school? The certification responds to the following measures for talented and highly talented students:

  • Recruitment of 5% tested and certified talented
  • Offers for talented such as the science enrichment within the school and organization of the external enrichment programs within the association Bargteheide/Großhansdorf. We already offer four weekly study hours in “research and practice” in the 5th and 6th year, and the science enrichment in the 7th and 10th year which gives the students a big chance for the talented students for individual level demands and challenges.
  • The establishment of the tracking room, which internally is slowly being used. In this room the students can work above their class lessons on specific projects.
  • Training of student partnership (as from 14 years and also highly talented) in order to look after younger students. Three new student partnerships from the 9th and 10th classes are now being trained this year, and will offer their own meetings, games afternoon and probably organize trips for the younger students. The student partnerships are also available for younger students when personal school problems arise or for e.g. questions to be answered.
  • Here you can have a look at our newsletter.
  • Student partnership program in Schleswig-Holstein; Website Education and Talent.

 

Integration

Integration – Inclusion

The meaning of inclusion is greater than that of integration.  Integration is meant carry people on the edge of community, whereas inclusion is to recognize people with differences, which mean individual needs of all people to be recognized. We understand our school as on the way from integration to inclusion.  Here we get support from the BIS-InPrax-Team.

Note: Sander, Alfred (2003) from educational integration to educational inclusion. In: special educational support: integration and educational rehabilitation. 48th year 4/2003, Pages 313/329, Beltz, Weinheim.

For further reading please click here (German only).

Diagnostic

 Diagnostic

Every student is different. Every student has its own weak and strong points. To recognize this and to support this is one of our main tasks.

Before the students come to us, we contact the primary schools and study the children in their usual school surroundings.

If we get a good impression of them, we carry out a standard diagnosis.

In this test the following skills are recorded:

  • Oral understanding
  • Reading features
  • Grammar writing
  • Information skills
  • Mathematics

Through this we can get a better view of the strong and weak points of every child.  It is often that hidden talents are brought forward, which can be even more supported by us.

The test results support the observation of the teachers and are intensively discussed with the parents and children at the first school-parent-teacher’s day.

Due to this the teachers can give the children an additional offer, organize lesson planning for each in order to transfer this into the lessons.

Most important for us is, that we are always in contact with the student and the parents.