Neighborhood school Leipzig

from Wikipedia, the free encyclopedia
Neighborhood school Leipzig
Neighborhood School.jpg
type of school Community school ( elementary and high school ); "School of a special kind"
founding 1991
address

Gemeindeamtsstrasse 8-10,
04177 Leipzig

country Saxony
Country Germany
Coordinates 51 ° 20 '13 "  N , 12 ° 19' 54"  E Coordinates: 51 ° 20 '13 "  N , 12 ° 19' 54"  E
carrier City of Leipzig
student 526 (2016)
management Alice Avishus
Website www.nasch.de

The Neighborhood School Leipzig ( NaSch for short ) is a state community school ( elementary and high school ) with a reform pedagogical concept in the Leipzig district of Lindenau . It was initiated in 1989 by teachers, parents and educators during the reunification in the GDR and approved in 1991 by the Free State of Saxony as a " school trial ". It has been anchored in the Saxon School Act since 2017.

Formative elements of the school concept are mixed-age classes (in grades 1 to 3), interdisciplinary project and weekly schedule lessons and, in the higher grades, sometimes epoch lessons . The school authority is the city of Leipzig. The initiative Neighborhood School Leipzig association supports the school and is also responsible for the associated after- school care center and kindergarten .

history

From the summer of 1989 teachers, parents and educators developed new ideas for the school system in the context of the citizens' movement Neues Forum in Leipzig. They founded the initiative Neighborhood School Leipzig and designed the concept of a state school with a reform pedagogical orientation, inspired by elements of Freinet and Montessori pedagogy , Jenaplan , practical learning and community education . The name “neighborhood school” is derived from the latter concept. After the peaceful revolution in autumn 1989, the school founders visited schools with a reform pedagogy in West Germany (including Laborschule Bielefeld , Glockseeschule Hannover), Sweden and Italy, as well as representatives of Gestalt pedagogy in Berlin to get further inspiration.

The founding advisory board included a. the reform pedagogue Otto Herz and the then headmaster and later mayor Wolfgang Tiefensee (SPD). In 1991, the Saxon Ministry of Education and Culture granted the initiative a provisional license to run an experimental school based on the school model it had developed, initially for a limited period of one school year. With 86 children, five teachers, one teacher, one educator and one headmistress, the NaSch started school operations in the building of the former 144th secondary school in Lindenau at the end of August 1991. The Chemnitz school model had already been founded the year before as the first state school experiment in Saxony, with the Leipzig neighborhood school maintaining a partnership. From 1995, the lower secondary level was established, initially with mixed-age classes for levels 4 to 6.

In 1997/98 the NaSch received a second building on Demmeringstrasse. In the school year 1999/2000 the expansion up to grade 10 was achieved, the first year took the secondary school examination. Due to the requirements of the school authorities, the mixed-age grades 4–6 had to be dissolved. When it was ten years old, the school had 430 students in 20 classes. House I was modernized from 2002, and the following year the school opened its new gymnasium wing. When the CDU-SPD government in Saxony introduced the option of a community school in 2006, the NaSch was one of the first two schools to choose this type of school. In 2008 the NaSch kindergarten was opened. The after-school care center and kindergarten then moved into the newly renovated Odermann houses . House II was renovated in 2009-11.

The status as a state school, whose teaching staff are employees of the Free State of Saxony, occasionally leads to conflicts with the school authorities if these teachers, who identify strongly with the educational concept of the NaSch, delegate to other schools against their will. In the 2017 amendment to the Saxon School Act, the Leipzig neighborhood school and the Chemnitz school model were anchored as “schools of a special kind” ( Section 63d SächsSchulG). This ended after more than 25 years the classification as a "school trial".

concept

The school is divided into three levels: In the entry level of grades 1–3, lessons take place in mixed-age classes. In the middle level of grades 4–6 and the upper level of grades 7–10, there are age-homogeneous classes. The teachers work together in teams for the respective school levels. In all grade levels duzen to teachers, students and educators each other.

In levels 1–3, each school day begins with a morning group led by one of the children. Afterwards, weekly plans and projects are used . The students work with learning partners and in small groups. The classrooms have a "studio character". Certificates are issued in the form of a letter to the children without grades and provide information about the level of performance achieved and tips for further work.

A class council is held weekly in the higher grades . In levels 4-6, performance is still assessed verbally, but also with a point system. At this level, too, there are interdisciplinary project lessons, as well as specialist lessons in German, English and mathematics, which take place in open forms of work such as a weekly plan and free work.

In the classes from levels 7-10 there are systematic specialist lessons that lead to the final exams in the long term (97.7% of the students orientate themselves towards the secondary school leaving certificate). In addition, the students deal with topics of their own choosing in half-year papers. Two internships are intended to provide career and life orientation. From the seventh grade onwards, student performance is assessed with grades, which are, however, supplemented by biannual verbal learning development reports.

After completing secondary school, more than half of the graduates switch to secondary schools ( grammar school , vocational grammar school , technical college ).

literature

  • Sylvia Fuchs, Katharina Marlow: Opening inwards and outwards. Two sides of community-oriented education in the Leipzig neighborhood school. In: Michael Göhlich: Open Classes, Community Education, Alternative School Education, Reggio Education. Beltz, Weinheim / Basel 1997, ISBN 978-3-407-25516-7 , pp. 116-125.

Web links

Individual evidence

  1. ↑ a b c Evelyn ter Vehn: Neighborhood School Leipzig wants to get out of the school trial after 25 years. In: Leipziger Volkszeitung , June 14, 2016.
  2. ↑ Addresses. In: www.nasch.de. Retrieved June 14, 2020 .
  3. ↑ a b c Andreas Pehnke : Leipzig - city of school reforms at the end of the 20th century. In: Leipzig city history. Yearbook 2012. Sax-Verlag, Beucha / Markkleeberg 2013, pp. 167–186, here p. 178.
  4. ^ Ehrenhard Skiera: Reform Education in Past and Present. A critical introduction. 2nd edition, Oldenbourg Verlag, Munich 2010, p. 362.
  5. ↑ a b c Our history , Initiative Neighborhood School Leipzig, status October 2013.
  6. ^ Parents' council of the Leipzig neighborhood school: Protest by the parents of the neighborhood school (NaSch) against the personnel policy of the Saxon Education Agency (SBAL). In: Leipziger Internet-Zeitung , August 31, 2015.
  7. ↑ Saxony presents a new school law. In: Sächsische Zeitung , February 10, 2017.
  8. ↑ Dorothea Blendinger, Marlene Diehnelt: Cooperation between classes. Learning from one another in heterogeneous groups. Klinkhardt, Bad Heilbrunn 2003, pp. 60-61.
  9. ^ Ehrenhard Skiera: Reform Education in Past and Present. A critical introduction. 2nd edition, Oldenbourg Verlag, Munich 2010, p. 364.
  10. ↑ The concept of the NaSch , as of October 2013.