Georg-Christoph-Lichtenberg Comprehensive School
| Georg-Christoph-Lichtenberg Comprehensive School | |
|---|---|
|
|
| Main entrance to the school | |
| type of school | Comprehensive school |
| founding | 1975 |
| address |
Way to school 22 |
| place | Goettingen |
| country | Lower Saxony |
| Country | Germany |
| Coordinates | 51 ° 31 '0 " N , 9 ° 56' 59" E |
| carrier | City of Göttingen |
| student | 1,500 |
| Teachers | 150 |
| management | Tanja Laspe |
| Website | www.igs-goe.de |
The Georg Christoph Lichtenberg Comprehensive School in Göttingen was named after the Göttingen natural scientist and philosopher Georg Christoph Lichtenberg (1742–1799). The school was founded in 1975 under the name IGS Göttingen-Geismar . It is one of the few comprehensive schools that consistently refrains from differentiating external subject- specific performance , as it wants to make positive use of heterogeneity ( integrated comprehensive school ).
history
Around 1970 a working group of parents, teachers, educationalists, architects and politicians came together, which on the one hand wanted to realize an alternative school model to the four-tier school system, but on the other hand out of what he called the mistakes of the large comprehensive schools of the first generation wanted to learn.
This working group visited a number of reform schools , including in Sweden, and thus developed a concept that from his point of view has proven to be viable to this day: consistent renunciation of external specialist performance differentiation including grade 10. This was covered by a resolution of the Conference of Ministers of Education of May 25, 1982, in which only the following schools were exempted from the compulsory external differentiation of specialist performance: Fritz-Karsen-Schule and Bettina-von Arnim-Oberschule, Berlin; Albert Schweitzer School, Hamburg; Comprehensive School Göttingen-Geismar, Lower Saxony; Comprehensive schools in Cologne-Holweide and Cologne-Höhenhaus, North Rhine-Westphalia. The compulsory external differentiation in the subjects of English , mathematics , German and the natural sciences, otherwise prescribed in this resolution , was deliberately included in the agreements at that time in order to apply the principles of homogeneity of the learning groups and the selection of performance from the four-tier system in the comprehensive school which, from the point of view of opponents of these principles, jeopardized the success of the comprehensive school.
The city of Göttingen almost completely implemented the concept developed by the working group, also architecturally.
In 2010 the IGS was one of six schools to receive the German Prevention Award from the Federal Ministry of Health.
In 2011, the IGS was awarded the German School Prize of the Robert Bosch Stiftung . In addition, the IGS celebrated 40 years of existence in 2015.
Educational work
Composition of the student body
The comprehensive school accepts the pupils according to the representative cross section of the Göttingen population: 10% pupils with secondary school recommendation , 30% with secondary school recommendation, 60% with high school recommendation, pupils with various disabilities. Half of the students are girls. The individual school careers are successful: Around half of the students with a recommendation for a secondary school achieve the Abitur , as do many of the students with a recommendation for a secondary school. The school sees the renouncement of external professional differentiation as the cause of this success.
organization
The school runs the grades 5 to 13. In the classes of the lower secondary level there are six classes with 30 students each. Only in the four integration classes is the number of students limited to 24, as students with intellectual disabilities or learning disorders also work here. The school works according to the team small group model , both in the table groups of the students and in the class teams of the teachers, in the collegial school management, in the secretariat and canteen , in the leisure and social pedagogue area and with the caretakers.
The school relies on the personal ties between teachers, parents and students. Therefore, the teachers are generally assigned to their classes with many hours and subjects. The team of teachers, which consists of 12 to 15 colleagues, takes on a year in the 5th grade and accompanies it through to the end of the 10th grade.
The classes of a year are put together as heterogeneously as possible. In the individual class, learning teams are formed that work in table groups of six students each. In each table group, girls and boys, less able and more capable children, work together over a period of about a year by having to solve tasks together and thereby help each other. In the six years of lower secondary level , each student works with every other student in the class in a table group. Several times a year, the table groups meet at one of the students' homes, plus all the students in the table group, their parents and the tutors. Here the learning developments of the students, the educational concept of the school, disorders and family education concepts are discussed. This makes it clear that everyone involved is responsible for the individual learning success of each student.
Subject offer
In grade 6, all students learn French for six months and Spanish for six months . Only in year 7 do they decide whether and, if so, which foreign language they want to continue. It is possible to study biology bilingually in English up to the Abitur .
The subjects chemistry , physics and biology are combined into the subject natural sciences , the subjects history , geography , social studies and religion into the subject society-religion .
In addition to classical specialist lessons, music (winds class from year 5), theater , circus and working groups play an important role. Every student at the school should recognize their abilities and interests, should learn that they can do something and thus develop self-confidence.
Country school home
On the Hohen Hagen , together with the Otto Hahn Gymnasium Göttingen and sponsors of the region, the Haus Hoher Hagen school camp is maintained.
Other special features
The school does not sit down or go to school . The Duzen has been adopted from the Swedish school system : All members of the school community use Duzen .
Architecture and buildings
The architecture of the school followed the pedagogical concept: the six years of secondary level I are designed as a cluster. In each cluster - separated from the other clusters - there are six classrooms, toilets, a computer room, a teaching team room for the team that supervises this year for six years, and a large central area in which small groups work and work outside the classrooms can be played. There are specialist rooms for the natural sciences, for the areas of work, economy and technology (work rooms), art rooms, music rooms, sports halls, computer rooms, cinema, theater, leisure center, cafeteria, library, disco, billiard room, tea room, workshop and a centrally located forum. in which larger events can take place. 1,200 students eat in the cafeteria every day, also from other schools. In the outdoor area of the school there are various exercise options (beach volleyball, climbing frames, cable car, skate park, football and basketball opportunities).
Cooperations
The IGS Göttingen has school partnerships with schools in Nicaragua, England, France and Poland. The International Education project plays an important role . Here, 18 European schools have contractually agreed to implement joint projects and a joint European curriculum that is intended to enable the participating pupils to move around Europe and to work in European teams.
The school works in the school association 'Blick über den Zaun' , in which numerous reform schools in Germany have come together to influence education policy in Germany.
She was a consultant school for five years in the reform time alliance of the Robert Bosch Foundation and the German Children and Youth Foundation .
There are cooperation agreements with many local companies and institutions that regulate the cooperation with the school.
In all performance comparisons, the school ranks among the first 10% of schools in Lower Saxony, numerous prizes have been won in various areas, the school is committed to the environment ( European environmental school ) and against racism . Every year around twice as many students register as there are places available. The share of registered siblings and former children is over 40%.
Web links
Individual evidence
- ↑ school management. In: www.igs-goe.de. Retrieved May 30, 2020 .
- ^ German Prevention Award 2010 - Growing up healthily - Holistic health promotion of adolescents in secondary level I. In: www.deutscher-praeventionspreis.de. 2010, archived from the original on April 15, 2011 ; accessed on May 30, 2020 .
- ↑ International Education. In: ie-network.eu. Archived from the original on January 21, 2019 ; accessed on May 30, 2020 (English).
- ↑ View over the fence. In: www.blickueberdenzaun.de. Retrieved June 17, 2008 .
- ↑ Reform time. In: www.ganztaegig-lernen.de. Retrieved May 30, 2020 .
- ^ Robert Bosch Foundation and German Children and Youth Foundation: How schools learn from schools. 5 years of reform. School development in partnership. Results, experiences, practical examples. (Pdf) In: www.ganztaegig-lernen.de. Retrieved May 30, 2020 .
