Performance through Diversity - School as a Place of Identity Formation Learning from Differences and Commonalities - SIS Swiss International School
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Spring 2020 I Germany Performance through Diversity School as a Place of Identity Formation Learning from Differences and Commonalities
E D I T OR I A L
Performance through Diversity
Dear readers,
When we decided on the topic for this edition of emphaSIS – Performance through Diversity – we
did not imagine to find ourselves in a situation as we currently are. In mid-March, the respective
authorities in Germany announced that students and children at schools, preschools and day care
centres were not allowed to return to their educational institutions, due to the high infection risk
with the Corona virus. This applied to all six of our SIS Swiss International Schools in Germany
as well.
This new situation had an enormous impact on our school communities and imposed many chal-
Verena Simpson
lenges on our students and their families, teachers, as well as our other staff. From one day to the
CEO
next, teaching and learning was required to change from in the classroom to digital. In this new
situation, teachers have been required to use different methods and resources to ensure their
students’ learning progress. Parents, who often have to work themselves, were needed to sup-
port their children with their learning at home. Administrative staff and school management teams
were busy organising distance learning and a staggered return of groups of students.
Office 365, especially the Teams application, which was introduced at all SIS Schools in Germany
at the beginning of the last school year, is now being used to put distance learning into practice
and to communicate with our students in order to ensure their learning progress. You can find
more examples of our teachers’ creative ideas to successfully implement distance learning on
pages four and five.
Our teachers’ and students’ actions and commitment in this extraordinary situation wonderfully
reflect Performance through Diversity. Our diverse teaching body, with a broad range of experi-
ences and knowledge on teaching and learning, is used to flexible, outside-the-box thinking and
has a wide range of different teaching methods available to them to implement digital learning
successfully. Our students have adapted quickly and flexibly in their way of thinking and learning.
Parents show continuous support at home for their children as well as for our schools. We all have
one common goal in mind: to enhance students’ learning progress and to allow them to perform
to their maximum potential, in the classroom as well as through digital platforms. Please find more
about Performance through Diversity as one pillar of SIS’ Educational Concept on page six and
examples of how it is lived at our schools in some of the school articles.
Teaching and learning as we know it has changed. However, student learning continues – in a dif-
ferent way. I would like to thank everyone part of the SIS community for your continued support,
motivation, engagement and commitment to teaching and learning during these special times.
Please stay healthy.
We hope you enjoy reading this edition of emphaSIS. Design concept
dezember und juli gmbh
Kindest regards, Concept, editing
Tânia Saraiva, Karoline Gees
Verena Simpson Photos
CEO SIS Swiss International School Germany Palma Fiacco, Giona Bridler,
Teams at SIS schools
Printing
Bechtel Druck
Circulation
2.600
June 2020
TA B L E OF C ON T E N T S
Spring 2020 I Germany
In Focus
4 Schule auf Distanz – getrennt und doch gemeinsam lernen
6 Performance through Diversity – a Pillar of SIS’
Educational Concept
7 Heimat, Sprachen, kulturelles Erbe und vieles mehr...
8 SIS Cup 2019: a Team Effort Wins the Trophy
9 7 Kinder – 7 Sprachen: Leistungsorientiert durch Vielfalt Schule auf Distanz 4
From the Schools
SIS Berlin
10 Exploration of Diversity in Secondary School
SIS Friedrichshafen
11 Variety Is the Spice of Individual Development
Die ersten Schritte 12
SIS Ingolstadt
12 Die ersten Schritte: Diversität und Kommunikation
im Kindergarten
SIS Kassel
13 Tag der Kulturen – eine Weltreise im Schulgebäude
SIS Regensburg
14 Reading Buddies – One Book at a Time
SIS Stuttgart-Fellbach
15 Pinwheels for Peace: Creativity and Diversity
Conquer Conflict
Pinwheels for Peace 15
This and That
16 A Day with Kaloyan, Student and School Council
President at SIS Regensburg
18 What’s Your Favourite Traditional Garment
from Another Culture?
19 What Do You Value Most about an International School?
A Day with… 16
emphaSIS I Spring 2020 3
I N F O C US Aus aktuellem Anlass Schule auf Distanz – getrennt und doch gemeinsam lernen Karoline Gees, Unternehmenskommunikation SIS Swiss International School Deutschland Das Coronavirus SARS-CoV-2 hat Schulen in Deutschland vor ganz neue Herausforde- rungen gestellt: Unterricht ohne Klassenzimmer, Lernen und Lehren zuhause auf sichere soziale Distanz. Auch die SIS-Schulen waren von Schließungen betroffen. Lehrkräfte, Schülerinnen und Schüler sind der neuen Situation mit viel Kreativität begegnet, wie die folgenden Beispiele zeigen. Schule ohne Schulgebäude, das erschien in Deutschland lange regulären Unterricht eingebauten Umgang mit digitalen Lern- unmöglich. Dabei ist Schule auf Distanz keine Erfindung aus möglichkeiten und der Einführung von Office 365 zu Beginn Corona-Zeiten. Im australischen Outback wurden Kinder schon des Schuljahres 2019/20. Seitdem konnten die Lehrkräfte in den 80ern per Funk unterrichtet und von Simbabwe bis zu Erfahrungen sammeln und sich in Schulungen mit der Software abgelegenen isländischen Inseln lernen Schülerinnen und vertraut machen. Diese Maßnahme war eine wichtige Grund- Schüler gezwungenermassen ohne regelmäßigen Schulbe- lage für gelungenen Distanz-Unterricht zu Corona-Zeiten. So such. Zu einem abgelegenen Ort wurde ganz Deutschland im war die Umstellung zwar eine erhebliche Herausforderung, März 2020 durch eine globale Pandemie, wie sie die moderne gelang jedoch schnell und beinahe reibungslos. Die Lehrkräfte Zeit noch nicht gesehen hat. Schulen wurden geschlossen, konnten durch die Teams App, die Teil von Office 365 ist, online doch der Unterricht musste und sollte weitergehen. Auch mit ihren Klassen zusammen kommen. Weitere Apps und Tools die sechs Standorte der SIS Swiss International School unterstützten den digitalen Unterricht zusätzlich. Zudem stan- Deutschland mussten sich schnell umstellen. Dabei profitier- den Tablets und Laptops zum Ausleihen für Schülerinnen und ten alle Schulen von zwei Besonderheiten: dem bereits in den Schüler zur Verfügung. 4 emphaSIS I Spring 2020
I N F O C US
Auch Marc Corner, Schulleiter der SIS Stuttgart-Fellbach, sieht Bezug zur Lehrkraft wichtig ist, fanden für alle Kinder Einzel-
die Einführung von Office 365 zu Beginn dieses Schuljahrs als sitzungen statt, bei denen sie die ganze Aufmerksamkeit der
großen Glücksgriff. Den dadurch problemlosen Übergang in Lehrerin bekamen.
den Unterricht zuhause schätzten auch die Eltern. Während
einige davon sprachen, eine ganz neue Wertschätzung für die Auf audiovisuelles Lernen setzte auch die zweite Klasse der
Arbeit der Lehrkräfte gewonnen zu haben, lobten andere die SIS Kassel. Mit der Videoreaktionsplattform Flipgrid konnten
gute Organisation und die Unterstützung durch die Lehrerinnen sie auf die Aufgabenerstellung ihrer Lehrkraft mit einem Video
und Lehrer. reagieren, das sie auf Flipgrid hochluden und, dass dann so-
wohl die Lehrkraft als auch alle Mitschülerinnen und –schüler
Während Schülerinnen und Schüler am Gymnasium natürlich sehen konnten. Zum Thema Pippi Langstrumpf fiel allen etwas
schon selbständiger sind und digital versierter, sollten auch ein und die vielen lachenden Gesichter verraten, dass Schule
die Kinder der Grundschule und sogar des Kindergartens auf Distanz richtig Spaß machen kann.
nicht ohne Unterricht bleiben. An der SIS Regensburg nutz-
ten die Lehrkräfte an der Grundschule die Website Jitsi.org,
die gemeinsames Lernen ohne große Computervorkenntnisse Die Schülerinnen und Schüler mussten
möglich macht. Jeden Abend erhielten die Kinder Arbeits- sich beim Lernen neu organisieren,
materialien für den nächsten Tag, während der Schulzeit am
Vormittag hatten sie dann täglich mindestens eine Live-Session selber planen und Selbständigkeit üben.
mit ihrem Lehrer oder ihrer Lehrerin und allen Klassenkamera-
den und –kameradinnen.
Im Kindergarten verbanden sich die Erzieherinnen der SIS
Regensburg über Jitsi jeden Tag um 10 Uhr zum Morgenkreis
mit den Kindern. Die Eltern erhielten einen Link, auf den sie
nur klicken mussten und schon waren sie, bzw. ihre Söhne und
Töchter, im Morgenkreis. Dort wurde dann wie im Kindergarten
gemeinsam gesungen, erzählt und Ideen für den Tag gesam-
melt. Um 14 Uhr trafen sich alle wieder zur Story Time. Dann
wurde eine Geschichte vorgelesen oder erzählt, vorher gab es
oft noch eine kleine Sporteinlage, damit alle fit bleiben und die
Aufmerksamkeit danach ganz gezielt auf die Geschichte lenken Auch am Gymnasium der SIS Kassel lief das Distanzlernen
können. rund und die Schülerinnen und Schüler gewöhnten sich fast
ein bisschen an die neue Situation. Als besondere Heraus-
Wirklich kreativ war auch die Umsetzung des Kunstunterrichts forderung sahen sie, dass die Lehrkräfte nicht immer direkt
auf Distanz an der SIS Berlin. Vorausschauend haben die Kin- ansprechbar sein konnten. Im Vor-Ort-Unterricht muss man
der der 3. Klasse am letzten Tag in der Schule Materialien mit nur die Hand heben, wenn man etwas nicht versteht oder eine
nach Hause bekommen. Für den Unterricht zuhause erhielten Frage hat. Beim Bearbeiten von Aufgaben ist man zunächst auf
sie per E-Mail eine genaue Anleitung, was sie für ihr Kunst- sich allein gestellt und muss mit der Frage bis zur nächsten
projekt brauchen. Aufgabe war es, einen Schmetterling zu Online-Session warten. Die Schülerinnen und Schüler mussten
zeichnen und dabei Farbübergänge zu üben. Neben der Anlei- sich beim Lernen darum neu organisieren, selber planen und
tung erhielten die Kinder ein passendes Gedicht als Audiodatei, Selbständigkeit üben. Doch sie alle wussten, dass sie dennoch
so dass sie es nicht nur lesen, sondern auch hören konnten. nicht allein sind, das nächste Online-Treffen mit der Lehrerin
Die fertigen Werke fotografierten die Kinder ab oder scannten oder dem Lehrer und dem Rest der Klasse ließ nie lange auf
sie ein, um sie an ihren Lehrer zu senden, der daraus ein wun- sich warten. Nur an einem Umstand konnte selbst der am bes-
derbares Schmetterlingsmeer kreierte. ten organisierte Distanzunterricht nichts ändern: Die Jungen
und Mädchen der SIS-Schulen beklagten einhellig, dass sie
ihre Mitschülerinnen und –schüler und ihre Lehrerinnen und
Lehrer vermissen. Dagegen hilft tatsächlich nur die Rückkehr
Die Einführung von Office 365
ins Klassenzimmer und auf den Pausenhof.
zu Beginn des Schuljahres 2019/20
war eine wichtige Grundlage für
gelungenen Distanz-Unterricht SUMMARY
zu Corona-Zeiten. Due to the Corona SARS-CoV-2 pandemic, schools in Germany
suddenly had to switch from regular lessons to distance learn-
ing. SIS schools were well-prepared to handle this situation,
Grenzen waren dem Ideenreichtum der Lehrkräfte an keiner because the use of digital equipment and IT skills are regularly
der SIS-Schulen gesetzt. An der SIS Kassel griffen sowohl part of lessons in all grades. Teachers were very creative in
Lehrerinnen und Lehrer als auch Schülerinnen und Schüler zur finding ways to engage with students, filming explanation vid-
Kamera. In der Einführungsstufe drehten die Lehrerinnen selbst eos, having students film themselves while working on a task or
Erklärvideos, zum Beispiel zu den Zahlen 0 und 10. Weil natür- meeting smaller children in preschool online for morning circle
lich besonders bei den kleineren Kindern auch der persönliche or story-time.
emphaSIS I Spring 2020 5
I N F O C US Performance through Diversity – a Pillar of SIS’ Educational Concept Verena Simpson, CEO SIS Swiss International School Germany The SIS Educational Concept lies at the heart of our pedagogical, social, didactical and entrepreneurial approach. But every concept is only as good as its implementation in everyday school life – that is why SIS makes it the highest priority to live by it on a daily basis. Performance through Diversity is one of its eight aspects and this year’s edition of emphaSIS in Germany is dedicated to it. The SIS Educational Concept connects 16 schools, which are ways to approach and solve problems. By using different meth- located in three countries – Germany, Switzerland and Brazil – ods, they meet diverse learning styles, giving all students the on two different continents. opportunity to learn and achieve. At our schools, diversity becomes visible and tangible by At SIS Swiss International Schools, students are at the heart looking at our student body and their families. Our students of all efforts. The teachers stimulate their natural curiosity and come from a variety of countries with different school sys- thirst for knowledge, encouraging them to enquire and explore. tems, contributing to our school communities with a wide The goal is to foster learning and allow students to become range of experiences, prior knowledge and language skills. independent, reflective and lifelong learners. Every day, we They learn from each other and support each other, becoming encourage them to achieve their full potential and exceed their open-minded, independent individuals. Therefore, our schools own expectations. The diverse school environment supports provide a stimulating and diverse environment, which enables and enhances the students’ performance. and empowers students to achieve excellent academic perfor- mance and take pride in who they are and what they do. All students are encouraged and supported to fulfil their maximum potential and show strong academic and social performance. The teachers at SIS schools contribute to the diverse school community as well. They also come from different countries, having been influenced and shaped by their educational back- ground and teacher training. Therefore, they use a broad range of teaching and learning methods, influenced and shaped by what they have learnt and used before. At SIS schools, teachers plan and prepare their lessons together, have the opportunity to visit each other’s classrooms and showcase good practice during in-school pedagogical days or yearly SIS Professional Development Days. They learn from each other and therefore, have a variety of tools available to allow children a number of 6 emphaSIS I Spring 2020
I N F O C US
Heimat, Sprachen, kulturelles Erbe
und vieles mehr...
Chantal Sylla-Bucher (CSB), Schulleiterin SIS Berlin
Auch in Zeiten von Corona war und ist die Diversität an den SIS-Schulen gut spürbar.
Wenn es nicht möglich ist, persönlich mit den Schülerinnen und Schülern zu sprechen,
dann ergeben sich andere Möglichkeiten zum Austausch. Diese Art von Diversität und die
damit verbundenen Chancen und Herausforderungen werden anhand von Interviews mit
zwei Schülerinnen der SIS Berlin zum Ausdruck gebracht.
Interview mit Lilly, Klasse 3a
CSB: Du bist Schülerin an der SIS Berlin, wo Du bereits in der
Grundschule Englisch und Deutsch und jetzt auch Französisch
lernst. Wobei kann es Dir helfen, verschiedene Sprachen zu
sprechen?
Lilly: Ich kann mich mit Menschen unterhalten, die dieselben
Sprachen sprechen, Bücher in diesen Sprachen lesen und Interview mit Hana, Klasse 4a
Filme in diesen Sprachen schauen, das ist sehr schön. Ich CSB: Deine Eltern stammen aus Japan und Ägypten. Welche
spreche auch Russisch. Sprachen sprichst Du zuhause?
Hana: Wir sprechen zuhause Deutsch und Englisch. Seit ich
CSB: Was können Vorteile und Schwierigkeiten sein, wenn Du sechs Monate alt bin, besuche ich eine japanische Schule, und
mehrere Sprachen auf einmal lernst? ich kann schon ca. 340 Schriftzeichen. Seit einer kurzen Zeit
Lilly: Der größte Vorteil, ist, dass ich mich mit vielen Leuten lerne ich auch Arabisch.
unterhalten kann. Als Schwierigkeit sehe ich die verschiedenen
Schreibweisen und die vielen Buchstaben, die man sich einprä- CSB: Wie prägen Dich die beiden Kulturen aus Japan und
gen muss, wie zum Beispiel in der russischen Sprache. Ägypten im Alltag?
Hana: Die japanische Kultur ist streng, vergleichbar mit der
CSB: Was ist das Beste daran, mit Kindern aus verschiedenen deutschen Kultur. Die ägyptische Kultur ist hingegen lebendi-
Kulturen in der Klasse zu sein? ger und mir noch nicht so nahe, da ich die Sprache nicht so
Lilly: Das Schönste daran ist, dass ich dank den anderen Kin- gut spreche. Mir ist die deutsche und japanische Kultur zurzeit
dern verschiedene Bräuche und Feste kennenlerne. näher, doch seit ich Arabisch lerne, wächst mir die ägyptische
Kultur mehr und mehr ans Herz.
CSB: Machen sich die verschiedenen Kulturen in Deiner Klasse
und allgemein in der Schule bemerkbar? CSB: Wie beeinflusst die Herkunft Deiner Eltern Dein Verhalten
Lilly: Manche Kinder aus anderen Kulturen essen beim Mittag- in der Schule?
essen nicht immer mit. Sie feiern andere Feste. Ansonsten sind Hana: Die japanische Kultur ist sehr streng, was das Thema
sie nicht anders. Schule und Lernen betrifft. Das prägt mich sehr. Bei meinem
Vater spüre ich, dass er direkt ist. Ich habe gelernt, keine Angst
CSB: Was möchtest Du zu unserer Schule in Bezug auf die zu haben und meine Meinung zu vertreten.
Verschiedenheit und Vielfalt noch sagen?
Lilly: Ich finde es gut, dass sich alle gut verstehen, egal aus CSB: Wo siehst Du die Vor- und Nachteile einer internationalen
welcher Kultur sie kommen. Klassengemeinschaft?
Hana: Alle Schüler sind einzigartig. Jeder bringt etwas aus sei-
ner Kultur mit, davon kann ich lernen und das mag ich sehr.
Was mir nicht so gefällt, ist, dass einige Mitschüler mehrheitlich
SUMMARY die Nachteile der eigenen Kultur sehen. Sie sind nicht stolz auf
ihr Land. Das macht mich traurig.
Even in times of Corona, diversity was and still is in evidence at
SIS schools. If it is not possible to talk to the students personally, CSB: Was sollten wir alle über unser kulturelles Erbe wissen?
there are other opportunities for exchange and communication. Hana: Wir sollten alle die Vor- und Nachteile der einzelnen Kul-
This kind of diversity and the opportunities and challenges it turen kennenlernen, damit wir die Vorteile in der Schule zeigen
presents are expressed in interviews with two students from können, und die Nachteile nicht wiederholen müssen.
SIS Berlin. The two students talk about their personal learning
experiences, how their cultures and different languages shape Vielen Dank für die eindrücklichen und persönlichen Einblicke.
them and what they appreciate about diversity. Bleibt so mutig und neugierig. Wir wünschen euch viel Erfolg
und Spaß, damit ihr alles lernen könnt, was ihr möchtet!
emphaSIS I Spring 2020 7
I N F O C US
SIS Cup 2019: a Team Effort Wins
the Trophy
Sebastian Koch, Principal SIS Kassel
The SIS Cup 2019 was hosted by SIS Friedrichshafen and included sportsmanship, fair
play, smooth operation and a lot of fun for all participating teams. SIS Kassel tells how
they managed to take victory last year. But what else is required in a community as large
as SIS to win such an event and promote the community at the same time?
Is there a common recipe to win a big sports competition? Is
it enough to be skilled in just one area? If you ask a group of
successful coaches you will most certainly hear similar phrases
like endurance, stamina, dedication or motivation that lead to
success. When it comes to winning the annual SIS Cup, a com-
petition with a lot of different sporting disciplines, the key to
success is having a strong team with a diverse skill set.
For SIS Kassel, 2019 was only the second year of participa-
tion and, speaking honestly, winning the trophy seemed like
aiming very high. “Never say never” turned out to be the right
catch phrase. The team managed to win and bring the trophy
to SIS Kassel. But how was it possible for the SIS Kassel team
to succeed?
In fact, preparations for the SIS Cup had some challenges. Our
coach, Celia Diogo, had to deal with different setbacks during
the preparation period. Malika, one of our very sporty grade
6 (now grade 7) students, injured her foot shortly before the
competition. One of our back-up players, Mariam from grade 5
(now grade 6), was brought into the game and as in every good
and strong team, the back-up players can make the difference.
Each individual player in our team An additional key part of the competition and get-together is
was well aware when it was their time less related to physical activity or sport. Meeting students of
the same age group from many different countries or even con-
to shine or to possibly make space for tinents with a lot of different cultural backgrounds may not win
a team member to shine. the cup either, but most certainly has broadened the horizon of
our young students.
One great aspect about the SIS Cup is that being strong and It goes without saying that having the polished trophy in our
skilled in one sport is not enough. Should a student or a team school foyer has raised expectations for future SIS Cup com-
be outstanding in streetball but lacking in the other disciplines petitions. For this year, our coach, Celia Diogo, had already
that are on the agenda during the SIS Cup, the trophy most pre-selected a team and the pre-competition training sessions
certainly will not travel home with them. The skill set that is had already begun. Students were very keen and proud to be
required is very diverse and has to cover different facets of on the team and volunteered to train before their first lesson.
sport. Being a team player is the key! This includes also know- That’s the spirit!
ing your own strengths and weaknesses.
As we all know, the SIS Cup 2020 had to be cancelled. Even
Each individual player on our team was well aware when it was though SIS Kassel was already looking forward to travel to
their time to shine or to possibly make space for a team mem- Switzerland and to try to defend the cup, the cancellation
ber to shine. Similar to the Musketeer motto: one for all, all for allows us (hopefully the only time in SIS Cup history) to be cup
one! holders for two years!
8 emphaSIS I Spring 2020
I N F O C US
7 Kinder – 7 Sprachen:
Leistungsorientiert durch Vielfalt
Christine Scheid, Stufenleitung Gymnasium und IB-Koordinatorin, SIS Regensburg
Vielfalt ist nur eines von vielen Merkmalen, welches die SIS definiert. Es ist vom Kin-
dergarten bis zum Gymnasium stets erkennbar, sei es an den Herkunftsländern der
Schülerinnen und Schüler, oder an deren unterschiedlichen Lösungsansätzen. Das
Erreichen eines gemeinsamen Ziels im Unterricht kann durch diese Vielfalt durchaus
herausfordernd sein.
»Sprachen öffnen nicht nur Türen, sondern auch die leben. Wir tauschen Meinungen aus und sammeln unterschied-
Augen« – gemäß dieses Grundsatzes arbeiten wir an der SIS liche Eindrücke und Erfahrungen, um diese im Kontext der SIS
leistungsorientiert durch Vielfalt, beginnend im Kindergar- Regensburg in Deutschland zu verankern. Dazu bietet sich das
ten bis in die Abschlussklassen am Gymnasium. Man nehme lokale Umfeld an, zum Beispiel in Geschichte, Geographie oder
Mexiko, Indien, Deutschland, die Niederlande, Bulgarien, Süd- politischer Bildung, wo man die Unterschiede zwischen den
korea und Spanien, bringe diese in einer Klasse zusammen und Ländern und damit der Lebenswelt unserer Schülerinnen und
unterrichte – das hört sich sicher interessant und spannend Schüler mit dem breiten Repertoire an Themen und Einrichtun-
an. Doch diese verschiedenen persönlichen Hintergründe und gen, welche im Unterricht relevant sind, verbinden kann. Auch
Sprachen in einer Unterrichtsstunde differenziert zu berück- in den Sprachen Englisch und Deutsch, aber auch Spanisch,
sichtigen und damit zu einem einheitlichen Ziel zu führen, kann kommen lokale Verankerung und internationale Ausrichtung
eine Herausforderung darstellen, besonders wenn sie in der täglich zum Tragen und die sprachlichen Unterschiede, aber
11. Klasse zusammenkommen. auch Synergien der Klasse, werden besonders deutlich. So
haben wir hier eine Gruppe, welche, so unterschiedlich sie
Die letzten zwei Jahre des Gymnasiums sind die entschei- auch ist, mit viel Herz und Ehrgeiz an ihre Herausforderungen
dende Zeit, in der Schülerinnen und Schüler befähigt werden herangeht. Diese sind für jede einzelne Schülerin und jeden
sollen, sowohl das Abitur als auch das International Bacca- einzelnen Schüler anders, aber das hindert sie nicht – es stärkt
laureate (IB) Diploma erfolgreich zu absolvieren. Mit diesen vielmehr den Zusammenhalt und das Vertrauen, wenn man
beiden Abschlüssen als Ziel, und somit einem nationalen und weiß, dass jeder auf seine Weise an den unterschiedlichen
internationalen Curriculum und Standard, arbeiten die sieben Herausforderungen arbeitet – sei es in Biologie, Mathematik
Schülerinnen und Schüler unserer 11. Klasse täglich an ihren oder dem Extended Essay als Teil des IB. Denn letztendlich
Aufgaben. Die SIS hat sie bis hierher als Schulfamilie gefördert, sitzen zwar alle nur im selben Raum und lernen, haben schon
mit eigenen Curricula für Schreiben, Lesen, IT, Naturwissen- allein dadurch aber eine weitreichendere Sicht auf die Welt.
schaften und neu auch Mathematik. Auch die Bilingualität, die Die Tür der SIS Regensburg öffnet ihnen den Blick auf unsere
eine große Stärke der SIS ist, spielt hier eine große Rolle: Die globalisierte Welt.
Klasse kann sich sowohl in Deutsch als auch in Englisch gut
ausdrücken und so ihre Aufgaben für die beiden angestrebten
Abschlüsse erfolgreich bewältigen.
Im Alltag heißt das, diese unterschiedlichen Zugänge der Ler-
nenden zu fördern und in den eigenen Unterricht differenziert
einzubringen, so viel es geht. Betrachtet man den kulturel-
len Aspekt, so lässt sich dieser am einfachsten integrieren,
besonders bei Fächern, welche von Interaktion und Diskussion
SUMMARY
Diversity is only one of many characteristics that define SIS. It is
always recognisable from preschool to secondary school, both
in terms of the students’ countries of origin and their different
learning approaches. In everyday life, this means promoting
these different approaches of the learners and introducing
them in a differentiated way into their own lessons. The classes
and teachers approach their challenges with heart and ambi-
tion. This strengthens cohesion and trust in the classroom.
emphaSIS I Spring 2020 9
F ROM T H E S C HO OL S
SIS Berlin
Exploration of Diversity in
Secondary School
Keith Jones, Teacher Secondary School
Just as the city of Berlin is a melting pot of different nationa- cultures, it is also important to explore the more difficult to see,
lities, cultures, religions, and individual experiences, so too is or nuanced, aspects of our diverse student body by exami-
SIS Berlin a coming together of diverse backgrounds. Since ning topics in the more formal academic setting. This could be
school is a reflection of our society, it is important at SIS Berlin an introduction to the customs or rituals of an unfamiliar cul-
that we not only celebrate the various backgrounds and expe- ture, especially in relationship to how individuals in that group
riences of our students, but that we also explore them through conduct themselves personally, their understanding of family
diversity in learning. obligations, or their sense of self-worth. By providing a safe
and respectful space to explore these unfamiliar cultural nuan-
ces, we hope that our students can build the intercultural skills
necessary to help them successfully and respectfully navigate
their future work and personal lives.
Exploration of diversity can be found throughout the curriculum
and instruction in the classroom. From German language clas-
ses through to ethics and history, there is plenty of exposure
to diverse perspectives, accounts and opinions. The curricu-
lum content at our school allows our students to explore the
beauty of diversity in our world in many different ways, and this
is facilitated by our teachers. Just like the students at SIS Ber-
lin, our teachers come from all around the world and bring with
Diversity in learning at SIS Berlin can mean different things. For them their own unique experiences, which makes them diverse.
example, we already know that our students, their families, and However, teachers are also diverse in their approaches in the
our staff members bring their individual cultural norms, beliefs, classroom. All of the teachers bring to the classroom their own
and experiences to school every day, and there are plenty of expectations of students, classroom management techniques,
opportunities to share and learn about each of them. From the assessment tools, and personality traits that make the inter-
celebration of different holidays and festivals, to the singing of national education experience even more special and unique.
songs at assemblies, or the wearing of traditional clothing, the For the students themselves this can make their experience in
diversity on display allows for students to find commonalities the classroom frustrating at times, but more often than not it
in cultures and celebrate their unique experiences. While the provides them with the opportunity to learn how to accomplish
diversity of our SIS Berlin family is seen in these examples, tasks in a way that is satisfactory to the teacher. If students are
there is perhaps a more important meaning of diversity in lear- able to succeed in classrooms run by teachers from different
ning that is incorporated into the curriculum at our integrated countries, then they will surely be able to manage in the real
Secondary School. At the core of the curriculum framework world that awaits them after school. Success in the classroom
for SIS Berlin is the belief that students should develop an has taken on a whole new meaning recently. In fact, the class-
appreciation for the democratic values that guide our pluralistic room is more diverse now than it ever has been. The Corona
society. Those democratic values begin with an understanding, situation has brought on many changes for students, teachers,
or recognition, of the fact that society is becoming more and and parents alike. For many students the transition to home-
more of an international community. Furthermore, as this inter- based learning was a challenge at first, but could prove to be
national community is connected more than ever with advances of benefit in the long run. Diversity in learning also means to
in technology, it is important that students can participate res- develop the confidence to adapt to different situations and still
ponsibly in society. Responsible participation begins with the be able to achieve success.
development of essential skills used in the academic setting.
The various skills that students are introduced to, practise, and Diversity in learning can be viewed from many different ang-
develop throughout their secondary years are building on the les or perspectives and we are always hoping to celebrate and
appreciation for diversity fostered at the primary level. explore diversity in the classroom, at seasonal festivities or
simply in our daily interactions with each other. As students
Diversity in learning in the secondary section of our school att- learn to recognise and appreciate the social, gender, ethnic,
empts to dive a bit deeper than the often obvious, or easily linguistic, religious, and cultural diversity among their friends,
identifiable cultural diversity explored at the lower levels. As classmates, and even teachers, they will be better able to navi-
mentioned above, celebrations of different backgrounds at SIS gate the interconnected world in which we live. Building respect
Berlin are sometimes expressed in holiday festivals, internati- for differences among people can lead us to celebrating our
onal bake sales, national clothing days and more. While these similarities and we attempt to do this at SIS Berlin in as many
are crucial in building acceptance and familiarity with different ways as we can.
10 emphaSIS I Spring 2020F ROM T H E S C HO OL S
SIS Friedrichshafen
Variety Is the Spice of Individual
Development
Shane Lions, Principal
In even the most generic settings, teachers are trained to cre- Academic Support
ate a diverse range of learning activities and assessments in Students have the opportunity to seek extra teacher support in
the classroom to provide their students with as many oppor- one of the school languages or class subjects each afternoon.
tunities as possible to demonstrate their accomplishments. In In these clubs, skills learnt in subjects can be revised or addi-
education, we accept that student skills, interests and potential tional activities can be given in a smaller group setting to allow
develop irregularly and our task as educators is to best under- students to extend and deepen their knowledge. In addition,
stand the individual needs and interests of students in order to students also have access to supervised library reading clubs
better facilitate learning respective to these variables. throughout the school day. For students who wish to apply their
skills and try something new, specialised academic activities
For an international school made up of families from around the are offered on selected days. Current highlights include soap-
globe, diversity is inherent. Our students are exposed to differ- box debating and the chinese club.
ence and accept a broad spectrum of languages, traditions,
beliefs, abilities and interests from the earliest age. It was this Sports and Movement
diversity of student interests and abilities that was key to rede- Students have access to a range of sports equipment for free
veloping our whole day educational programme in September play during breaks. They may also form teams with their friends
2019. In addition to regular lessons, this new programme, the and sign-up to compete in a range of competitions during the
SIS-Profile, was designed to offer diverse language and aca- week. For those who prefer lower intensity competition, board
demic support, sport and movement activities, creative arts, games are available each morning during breakfast. For those
social opportunities, and student directed free-time activities. who have specific interests or who would like to try something
We aimed to create a programme that students could tailor to new, specific disciplines are taught by experts on selected
their own individual needs and interests throughout the school days. Current highlights on our programme include taekwondo,
day. It was intended to be inclusive and unique for each stu- gymnastics and zumba.
dent.
Creative Arts
Thus the SIS-Profile is a programme that takes place through- Students have the opportunity to extend on their skills and
out the whole school day. It begins in the morning, takes place interests in visual, musical and performing arts. Students can
between breaks, and continues after lessons have finished for join an English or German choir, as well as enrol in arts and
the day. The SIS-Profile offers various activities in main areas: crafts club, to create individual or group artworks in a range of
academic support, sport and movement, and creative arts. media. Students can also develop their skills in a specific artis-
tic discipline taught by an expert. The photography and theatre
clubs are current programme highlights.
A Monday in Primary School
07:30 – 08:30 Breakfast Bar and Board Games
08:30 – 10:00 Lessons 1 and 2
10:00 – 10:30 Dance, Reading Club and Free Play
10:30 – 12:00 Lessons 3 and 4
12:00 – 12:30 Lunch
12:30 – 13:30 Dodgeball Cup, Reading Club, Free Play
13:30 – 15:00 Lessons 5 and 6
15:00 – 16:00 DaZ / ESL, German Plus, English Plus, Math Plus,
Homework Plus, Wellness Club, Art Club
16:00 – 17:00 Sports Club
emphaSIS I Spring 2020 11F ROM T H E S C HO OL S
SIS Ingolstadt
Die ersten Schritte: Diversität und
Kommunikation im Kindergarten
Tim Kaboth, Regionalleiter und Schulleiter
Stellen Sie sich vor, Sie verreisen und kommen in ein Land, In dieser Anfangsphase, aber auch später kann es manch-
dessen Sprache Sie nicht sprechen. Sie können die Schrift- mal zu negativen Gefühlen kommen. Im Kindergarten ist es
zeichen nicht lesen und Sie sind darauf angewiesen, dass die die Aufgabe der Erzieherinnen und Erzieher auch mit diesen
Menschen dieses Landes in irgendeiner Art und Weise mit umzugehen und den Kindern Wege aufzuzeigen, wie sie diesen
Ihnen kommunizieren. Nicht selten würde die Situation ent- Gefühlen altersgerecht begegnen können. Eine sehr einfache,
stehen, dass die nonverbale Kommunikation die gesprochene aber sehr effektive Strategie ist hier zum Beispiel das Basteln
Sprache ersetzt. Nonverbale Kommunikation zu lesen und zu und Verwenden von sogenannten Sorgenpüppchen. Diese klei-
verstehen, lernen alle Menschen von ihrer frühen Kindheit an. nen Puppen werden mit einfachen Mitteln – mit einem kleinen
Der erhobene Zeigefinger, sich die Hand geben, Umarmungen. Zweig und Bindfaden – hergestellt. Den kleinen Puppen können
Die Bedeutung dieser Gesten ist meist bekannt und sie sind die Kinder dann ihre negativen Gefühle und Sorgen mitteilen.
zum überwiegenden Teil – von bestimmten Ausnahmen abge- Danach werden sie unter das Kopfkissen gelegt und über Nacht
sehen – universal und international gebräuchlich. werden die Sorgen von den Sorgenpüppchen davongetragen.
In einem nächsten Schritt rücken dann die beiden Sprachen
unseres Konzepts noch stärker in den Fokus. Anfangs mit
einfachen Worten, später mit einfachen Sätzen, entsteht so
eine Kommunikation auf Deutsch und auf Englisch. Die Kin-
der lernen, dass in einem von Vielfalt geprägten Umfeld, trotz
unterschiedlicher Sprachen, Kommunikation von Anfang an
möglich ist und ein freundliches und fröhliches Zusammensein
gelebt wird. *
Stellen Sie sich jetzt vor, Sie sind nicht Sie, sondern ein dreijäh-
riges Kind, das neben der Muttersprache gegebenenfalls noch
eine andere Sprache zu sprechen beginnt oder erlernt. Mit
dieser Situation sind unsere Erzieherinnen und Erzieher im Kin-
dergarten sehr häufig konfrontiert. In unserem von Diversität
geprägten Umfeld besuchen Kinder mit vielfältigen kulturellen
und sprachlichen Hintergründen den Kindergarten und häufig
ist in unserem bilingualen Kontext die Sprache nicht sofort das,
was die Kinder und Erzieherinnen und Erzieher miteinander
verbindet. Die Sprache, die die Kinder bisher ganz selbstver-
ständlich verwendet haben, ist plötzlich nicht zwangsläufig
mehr die Sprache der täglichen Kommunikation. Am Anfang ist
das für die Kinder, aber auch für die Erzieherinnen und Erzie-
her nicht immer ganz einfach. Die nonverbale Kommunikation
hilft hier, das Eis zu brechen. Durch Visualisierung und einfache
Gesten lernen die Kinder schnell, dass sich die Situationen vor
Ort, trotz der Sprachunterschiede, gar nicht so sehr von dem
unterscheiden, was sie bisher kannten. Trinken, Essen, Spielen,
in den Garten gehen, traurig sein, fröhlich sein, all das lässt sich
nonverbal hervorragend zum Ausdruck bringen. Das Vertrauen
zu den Erzieherinnen und Erziehern und den anderen Kindern
wächst mit jeder gelungen Kommunikation und es entsteht eine
Beziehung zwischen Kindern und Kindern sowie Erzieherinnen
und Erziehern. Daraus entwickelt sich dann auch ein Gefühl der
Geborgenheit. Diese Sicherheit benötigen Kinder, um lernen zu
können.
12 emphaSIS I Spring 2020F ROM T H E S C HO OL S
SIS Kassel
Tag der Kulturen – eine Weltreise
im Schulgebäude
Sebastian Koch, Schulleiter
Man ist sich in unserer SIS-Schulgemeinschaft auf mehreren Die Schülerinnen und Schüler bereisen an diesem Tag in
Ebenen, aber auf jeden Fall in einer Sache einig: Der jährlich kürzester Zeit unzählig viele Länder durch einen Besuch der
stattfindende Tag der Kulturen ist ein absolutes Highlight im verschiedenen Stände. Dabei gehen sie mit Selbstverständ-
Schuljahr und bei allen Mitwirkenden zu Recht sehr beliebt. nis, Offenheit und Wissbegierde auf neue Kulturen und die
Mittlerweile etabliert und bei Schülerinnen und Schülern, Lehr- repräsentierenden Familien zu. Die Erkenntnis, dass unsere
kräften sowie Eltern und Familien hoch geschätzt, findet das Schulgemeinschaft aus einer Vielzahl an unterschiedlichen
Ereignis immer zum Wechsel des Schulhalbjahres statt und hat Nationalitäten besteht, ist für unsere Schülerinnen und Schüler
einen festen Platz im Schuljahreskalender. keine Besonderheit, sondern gelebter Schulalltag. Am Tag der
Kulturen wird diese Diversität besonders in den Fokus gestellt
Eltern und Familien gleicher kultureller Hintergründe schlie- und zelebriert.
ßen sich an diesem Tag zusammen und präsentieren mit
Stolz ihre Heimatländer und Heimatregionen. Dies geschieht Besonders schön ist die zahlreiche Teilnahme der Eltern und
häufig, zur Freude aller Teilnehmenden, anhand von Speisen Familien, die entweder aktiv mitwirken oder ebenfalls mit
und Leckereien unterschiedlichster Art. Zusätzlich aber auch großem Interesse die vorgestellten Länder »besuchen«. Im
durch weitere, abwechslungsreiche Aktivitäten, wie Tänze, Schulalltag wird diese Art der Vielfältigkeit durch die unter-
landestypische Geschichten und Märchen oder Informationen schiedlichen Herkunftsländer der Lehrpersonen zusätzlich
über das repräsentierte Land. gelebt und Schülerinnen und Schüler profitieren auch hier, zum
Beispiel durch variierende methodische Herangehensweisen
So kommt es dazu, dass beispielsweise Schüler Max aus der im Unterricht.
fünften Klasse das erste Mal in seinem Leben voller Aufregung
und Nervosität gefüllte chinesische Teigtaschen probiert und Max aus der fünften Klasse würde abschließend sagen: »Der
damit seinen Ernährungshorizont erweitert. Andere Kinder Tag der Kulturen ist total cool, man bekommt leckeres Essen
tauchen mit Spannung in die grimmsche Märchenwelt ein, wäh- und erfährt sehr viel über verschiedene Länder.« Recht hat er!
rend Eltern ihr Vorlese-Talent präsentieren. Dass der türkische
Mokka sehr lecker, aber für Kinder auch sehr stark schmecken
kann, ist nicht allen bekannt. Oder, dass Thai Curry ein delika-
ter, aber auch scharfer Gaumenschmaus sein kann...
emphaSIS I Spring 2020 13F ROM T H E S C HO OL S
SIS Regensburg
Reading Buddies – One Book
at a Time
Andrea Maes-Prior, Schulleiterin
Every Tuesday, levels of excitement rise amongst the grade 4 differentiate and adapt what they are doing to the needs of the
students and the children of the preschool at the SIS Regens- person opposite them, is teacher training textbook excellence.
burg as it’s Reading Buddies time. The grade 4 students storm
from the playground at 1 p.m. to get to the library. Yes, they are
getting away from their well-earned lunch break to support the Taking on responsibility for the
younger ones in their reading. The preschool children line up learning of a younger child is a huge task
two by two to climb up the stairs to be united with the grade 4s.
In the library, it is then the task of the younger buddy to select a that we, as grown-up educators, at times
book that will be enjoyed by both. The pairs find themselves a find quite challenging.
comfy space somewhere in the library and start reading.
Skillfully, the grade 4 students will enquire why their partners The time in the library is also a truly bilingual experience as
chose the book and ask them to predict what the book will be the students read in German and English irrespective of their
about by looking at the cover and reading the title. A gentle mother tongue. As we try to build our school community on
murmur starts enveloping the library as the children explore our school values, it is particularly wonderful to see our school
their books. They settle into their bean bags as they escape value “Integrity” being demonstrated by the older partners reli-
to Neverland, Narnia and other magical places. When the time ably turning up once a week. It is nothing they have to do, they
is up, just before lessons start again in the primary school, a are there because they want to. The bright eyes and smiles on
reading log is filled in. And usually, there is a great sense of the faces of the preschool children express their deep sense of
disappointment as the session draws to an end. There was so appreciation – another one of our school values.
much more to read and enjoy. Ah well, there is always another
Tuesday. As you can tell, I am very proud of our students and how they
integrate into the very diverse SIS Regensburg family without
The beauty of the Reading Buddies scheme is that it supports even realising any differences, but by embracing every oppor-
so many aspects of our work at the SIS Regensburg. The obvi- tunity as a way of promoting learning and therefore enhancing
ous one is the SIS Reading Curriculum. However, there is so performance.
much more to it. Taking on responsibility for the learning of a
younger child is a huge task that we, as grown-up educators,
at times find quite challenging. Our grade 4 students meet this
challenge with great gusto and grow as people right in front
of the eyes of the supervising teacher. The way they intuitively
14 emphaSIS I Spring 2020F ROM T H E S C HO OL S
SIS Stuttgart-Fellbach
Pinwheels for Peace: Creativity
and Diversity Conquer Conflict
Suzanne Füllemann, Head of Primary School
Conceived in 2005, Pinwheels for Peace is an art installation students is when they get to plant their pinwheel on the grass.
project that takes place across the world on Peace Day (21 Sep- Over the past few years, we have seen musical performances
tember) each year, which encourages children to express their and songs, poetry in various languages and personal state-
feelings about what is going on in the world and in their lives. ments shared by the students with the school community.
The project inspires children, teachers and parents to show These events have provided the students a platform to express
their desire for peace by designing and planting a Pinwheel. their thoughts and views on peace.
At the beginning of each school year, the SIS Stuttgart-Fellbach The students learn a lot from the experience of participating in
students, from preschool, primary and some secondary school this global event. Although the focus is on peace, the students
classes, begin planning and designing their own pinwheels in learn about the different perspectives of life, themselves and
preparation for the Pinwheels for Peace Day. As teachers, we others, celebrate diversity and develop personal values such
talk with the students about the meaning of the word peace, as integrity, respect, fairness and responsibility. Making the
and how it impacts on their lives and the lives of others. In pinwheels is also great fun and the children learn how to be
return, the students explain what it means to them through pic- creative with their designs, applying artistic skills, colour and
tures, works and their actions. Over the past 10 years at the imagination.
school, I have enjoyed the discussions I have had with students
who highlight the importance of tolerance, thoughtfulness, “Peace”, “Honor”, “Hope” and “Happiness” appear on many of
thankfulness and love as qualities they connect with the word these Pinwheels, year after year, which reflect the child’s desire
peace. Through various subjects including art and language to grow up in a world absent of violence, free from conflict,
lessons we explore the best way to bring these words, pictures where people can live in harmony and with respect. While Pin-
and colour designs onto each student’s individual pinwheel, wheels for Peace allows the school to contribute, in a small
which is the product of the child’s thoughts, imagination and way, this global gathering inspires millions of children across
interpretation of peace. This year was particularly interesting, the world to speak out and promote the principles of peace,
with many children theming their pinwheels on love and colour, and celebrate cultural diversity, beliefs and individuality; the
which reflected their compassion and empathy for others. very characteristics that make us all special. It is this cele-
bration that promotes solidarity, sustainable development and
The yearly celebration turns cultural diversity and the desire leadership, whilst encouraging the learners to grow with con-
for peace into a learning tool and platform for reflection, whilst fidence when standing up for their beliefs, and more skilled in
encouraging the children to not only promote peace, but evaluating the ethics and impact of their decisions.
express what humanity means to them and how this impacts
on the world they live in. Therefore, the children at the school
have the opportunity to express their feelings and speak out
for themselves, while coming together as globally-minded citi-
zens. This sentiment is expressed nicely through the words of
one grade 4 student, “Kids are finally going to be cooperating
together and be nice to each other”. As an international com-
munity of learners, we thrive on the cultural diversity present
in our school and strive to use this as a learning tool in many
ways. The many cultures, beliefs and traditions at the school
allow the students to think as global citizens, with an interna-
tional-mindedness and compassion for all. The Pinwheels for
Peace Day is an opportunity for the school community to show
the kindness and respect we talk about in our daily lessons and
promote throughout the school.
The Pinwheels for Peace Day has become a public event at
the school and has captured the imagination of the whole
community. Whilst this year students gathered together on
the playground to present and discuss their visual statements
expressed in their pinwheels, the grade 12 students also took
the opportunity to interview the younger students and staff, as
part of their Creativity, Activity and Service (CAS) International
Baccalaureate Project, based on peace. The highlight for the
emphaSIS I Spring 2020 15T H I S A N D T H AT
SIS en route
A Day with Kaloyan, School Council
President and Student
Kaloyan, School Council President and Grade 11 Student, SIS Regensburg
Kaloyan is a student at SIS Regenburg. But not only that: Kaloyan was elected as school
council president by the student body this year. He gave us an insight into his extraordi-
nary task, how he masters it in his everyday life and how he encourages others to bring
out the best in themselves.
5:30 a.m. My day starts at 5:30 a.m. with the sound of my alarm, 12:45 p.m. We all make our way to the lunchroom, where we
a sound no one truly likes, and when 6:00 a.m. hits, I collect my can enjoy our food. Every Monday, at 1:10 p.m. the student
bag, coffee and keys and walk to the train station. The train ride council members meet up. At the start of the year I was elected
takes about an hour, which gives me perfect time to fully wake school representative by the student body. In that role and
up and look through all the notes for my daily classes. together with our teacher, I lead the discussion on future events
we would like to organise, but also raise awareness of matters
7:30 a.m. It's 7:30 a.m. when I walk into school. My first block of that must be addressed. We are the future and if we don’t start
classes starts at 7:45 a.m. since I am in 11th grade, which gives helping solve the issues that plague our planet, we are going
me a good fifteen minutes to organise all my notes and books. to live in a bleak world filled with racism, sexism, homophobia,
Mondays are always the longest days of the week. When the transphobia and other unacceptable viewpoints.
time finally comes, I enter my first lesson of the day. A double
biology lesson provides the right kind of motivation to get you
focussed for the rest of the day. This is followed by a single les-
son of ethics which is a subject that interests me immensely.
Ethics helps me learn more about myself and my views on dif-
ferent subject matters and how I can add to the discussion,
moving the debate one step closer to a solution.
10 a.m. Once ethics finishes, my friends and I make our way to
our weekly choir lesson. As I personally cannot sing that well,
I attend to improve my voice. Choir ends a few minutes before
10:30 a.m., giving us time to fetch our books and attend our next
class. History is a class I have always enjoyed and throughout
the years it has helped me expand the way I think, focussing
on asking questions that matter and offering a solution. After
history, we have Spanish class. I only started studying Spanish
in 10th grade since that was when I moved to SIS Regensburg,
meaning I did not start from the beginning, making it really hard
to catch up. However, everyone was very supportive and while
I’m still not on the same level as the rest, I manage to participate
in classes and am encouraged every day to talk more Spanish.
Kaloyan, School Council President and Grade 11 Student,
SIS Regensburg
We are the future and if we don’t start
helping solve the issues that plague our
planet, we are going to live in a bleak world
filled with racism, sexism, h
omophobia,
transphobia and other unacceptable
viewpoints.
16 emphaSIS I Spring 2020T H I S A N D T H AT
1:30 p.m. I have seconds to grab my math books from my
locker and walk to class. I am either good at what we are doing
and understand everything right from the start or it takes me
weeks to understand a potentially easy topic. Once our lesson
finishes, we are allowed a fifteen-minute break, giving us time
to say goodbye to our friends, whose classes end at 3 p.m., and
gather our material for our last classes of the day.
3:15 pm. Luckily for me, I end the day with my favourite lesson,
English. I have always loved English class because writing and
English literature is where I can truly shine. Having lessons from
3:15 p.m. to 4:45 p.m. is tough, especially if you have had a
full day’s worth of lessons beforehand. But our teacher under-
stands and that is why our lesson is a mixture of activities.
I love our school and I love going to school.
Here, I have made lifelong friends and I
am being taught by amazing teachers.
4:45 p.m. Our school day ends at 4:45 p.m., but I still have a
long way ahead of me before reaching home. So, before leav-
ing I collect all the books that I require for homework and say
goodbye to my classmates. Before exiting the building, I pass
by the preschool area to say goodbye to the few children left
at school. And then I’m off to catch my train home. It is another
hour back home. You might wonder, how do you go through
this every day? Honestly, I don’t know. I often ask myself this
question. What I do know is that I love our school and I love
going to school. I have made lifelong friends and am being
taught by amazing teachers. Our school might be small, but
we are more than just a school, we are a family. A family that
accepts everyone for who they are, because a school filled with
courage is a school filled with acceptance and love.
emphaSIS I Spring 2020 17T H I S A N D T H AT
SIS recommends
What’s Your Favourite Traditional
Garment from Another Culture?
Agatha and her mother Liane, Mandeep Mitter, Kindergarten Teacher, Sophie and Clara photographed by their
SIS Stuttgart-Fellbach SIS Stuttgart-Fellbach mother Suzanne, SIS Stuttgart-Fellbach
Folk Cloth from Romania Saree from India Kente Cloth from Ghana
Romanian folk clothing became modern The Saree, worn by the women of the The traditional costumes of Ghana are
and very in: renowned haute couture Indian subcontinent, ties together the not just bright and beautiful, they are
brands discovered it and use the pat- Indus valley civilization with modern deeply embedded in the country's cul-
terns. Going back in time, Romanians India and imbibes hues of a rich cultural ture and heritage. Designs, fabrics and
and their costumes can be classified evolution and regional diversity intri- patterns aren’t random.
according to seven traditional regions. cately woven into its fabric.
Romanians treasure their traditions and Kente cloth – one of the main fabrics
costumes, they celebrate yearly the day It is primarily worn as a four to nine for traditional clothes – is often still
of their hometowns. metre long drape in twenty-plus pos- loomed by hand. Formally reserved for
sible styles differing in fabric, form and royalty, it is now available to everybody.
A white shirt or blouse made from linen accompanying clothes. From being a The most interesting feature of Kente
or wool is the basic garment for both formal daily wear for working women, is the pattern. Each has its own name
men and women. Traditionally, men it is also a fashion statement for movie and symbolic meaning. But not only
wear white pants, a white shirt, a hat, stars, while being the ornate choice for the p atterns have meaning, the col-
belt and overcoat. Skirts are woven with brides in any Indian wedding. The family ours used for the fabric are symbolic
colorful patterns, have rich and sophisti- Saree collection is passed on from gen- as well. For example: white stands for
cated embroideries and are topped with eration to generation as rich heritage purity, blue for peace and green for
a black embroidered vest or a jacket. and daughters proudly wear the Sarees good health. In Ghana, national garment
of their mothers or grandmothers during is proudly worn to church, to special
My 100% Romanian gem is a tradi- family celebrations. occasions such as weddings, funer-
tional jacket, which was handmade by als and holidays, but also as everyday
a Romanian lady. She manually sewed Having lived outside India for a con- clothing.
and needled millions of colourful glass siderable time, I am quite eager to try
beads on black velvet, creating a mas- on my Saree collection whenever the Wearing traditional clothing offered us
terpiece. She invested ten months in my occasion demands. I would certainly a wonderful opportunity to show our
jacket, an example not only of patience, like to wear the splendid Saree more appreciation of the hospitality and rich
but also discipline. My daughter, often and let the world around me culture of this beautiful country. The tra-
Agatha, wears her handmade belt with admire the magnificent blend of tradi- ditional style clothes helped Sophie and
love for half of her origin. tion and modernity that it seamlessly Clara to immerse themselves deeply in
blends. the local culture.
18 emphaSIS I Spring 2020Sie können auch lesen
