Individual support is firmly rooted in our guiding principles and is an important teaching principle at the GSIS. For teachers at the GSIS, support implies assisting and encouraging pupils with learning difficulties as well as promoting the development of the specific gifting and talents of all pupils
The GSIS is a recognized German School Abroad. Individual support and inclusion have been part of the school programme for years and are implemented and lived in a variety of ways in everyday school life. Our school is attended by pupils from different countries with different learning requirements.
It is not unusual for children to switch to the GSIS in the course the academic year and also need special language support in order to find their place in our bilingual learning groups. Due to the size of the school and the small learning groups, the teachers are quickly able to get to know the strengths and weaknesses of their pupils, to coordinate with their teammates and to optimally support the children.
The following chart shows the wide range of opportunities for support available at the GSIS.
The following diagram shows the variety of support options at the GSIS.
3. Target group
With our support and inclusion concept we reach all children who attend the GSIS.
4. Concept goals (description of the individual support and measures for inclusion)
Structure of learning groups
Pupils are taught in classes (1/2, 3/4, 5/6, 7-10) that span several years. In a learning group there are a maximum of 15 children and the teachers intensively respond to the respective needs of each child. In turn, the across classes learning situation enables a very special form of professional social competence development.
Differentiation is practiced within a given learning group in order to create optimal learning opportunities for each child (e.g. learning counter, station work). A binding method of
English / German language lessons parallel
If possible, foreign language teaching is arranged in parallel in the timetable for all classes. Pupils are therefore able to participate in English or German lessons based on the level of proficiency in the respective language.
In the course of the academic year, the pupils take benchmark tests like the German VERA and the Cambridge Checkpoint and the language tests for levels A1 und A2 in German or English. The benchmark tests serve as an instrument to increase the motivation to learn and at the same time to check the quality of the teaching and to make improvements where necessary.
During the study time as part of our rhythmic school day, the teachers guide the pupils individually to responsibly learn on their own for up to three hours in a week. In this way, assignments and lesson content are deepened. During the optional study time, pupils are additionally supported with a support plan if needed.
‚Time for Talents‘
The timetable for grades 1-6 includes up to two lessons of Time for Talents. According to their talent or interest, the students choose a scientific, musical, sporting or technical course.
‚Support and Challenge‘
The designated hours enable the pupils to receive targeted support as well as additional challenging assignments.
Our wide range of extracurricular activities is differentiated according to inclination and allows for the targeted development of the children's talents.
On targeted method training days in all classes, our pupils learn methods that enable them to work in a goal-oriented team as well as to learn independently - including communication exercises.
If there is a special need for support, a targeted double staffing will be implemented in consultation with the class management and the specialist colleagues.
Participation in competitions
The teachers and their pupils regularly take part in competitions with their pupils, which promote the children's various talents, e.g. competitions such as the Accra Marathon, the Olympic Games of the German Schools in Sub-Saharan Africa, chess, the German School Prize, Spelling Bee and other competitions organized by the Central Agency for German Schools Abroad.
Antolin reading promotion
All pupils have access to the Antolin portal. As part of the Monday ritual, the entire school community receives feedback recognizes and the school's most active readers.
All children receive appropriate support in learning German and English on the basis of our bilingual concept.
An occupational therapist works mainly with children with ASA and ADHD. Selected contact lists are available for therapeutic offers that the school cannot offer directly.
Support teaching personnel
The teacher supports our pupils, most of whom are growing up multilingual, in improving their English and German language skills in order to be able to successfully participate in bilingual lessons.
Our reading mentors improve the language and reading skills of our pupils from class 1 upwards by meeting with their reading child once or twice a week for an hour and having a session of reading, writing and speaking together.
Support for pupils with dyslexia
Students with dyslexia attend a weekly reading and spelling course.
Depending on their needs, pupils attend support lesson in the various subjects
From class 7 onwards, all pupils complete a one-week internship in the companies of their choice. The GSIS teachers, who are familiar with the area, will assist the pupils in selecting the appropriate place for the internship.
5. Coordination of the implementation
1. ... for children with special needs
2. The school management conducts an initial discussion with the parents and the teacher about the child's needs.
3. The school management conducts an interview with the class teacher and the teacher and describes the child's needs. An adapted timetable for the pupil is worked out together. Each pupil is taught entirely or predominantly in the year or class group. Depending on the need for support, the hours are doubled or the child is taught individually by the support teacher on an hourly basis as required.
4. The class teacher and the teacher work out a support plan together, which is discussed in the class conference.
5. The class teacher and the support teacher discuss the support plan with the parents.
6. Depending on the child's development, the timetable or development plan is individually changed and adapted to the child's needs.
7. These changes are communicated in the class conference and with the parents anew.
8. If there is a need for support for which the school cannot provide the necessary measures, the parents will be informed by the school management and the teacher.
See 5.) Coordination and the implementation 3)- 7).
All the support offers except individual support lesson are financed by the school through tuition fees. Parents pay for additional hours.
The revised version of support concept has yet to be adopted at the teachers’ meeting; once adopted, the concept will be binding for all those involved in school life.
8. Validity period
This concept has been in use since the 2014/2015 school year and in a revised version since 13.08.2018.
At the end of the 2nd semester (2018/2019 academic year) the concept will be evaluated, modified, adapted and further developed.