Germany

Leaflet Germany

Berg-Grundschule Doberlug-Kirchhain
Address: Finsterwalder Str.7
Country: Germany
Region: DE4 – BRANDENBURG
P.O. Box
Post Code: 03253
CEDEX
City: Doberlug-Kirchhain
Website: www.berggrundschule.de
Email
Telephone : +353222378
Background and Experience
Berg- Grundschule Doberlug-Kirchhain in Germany is a two form primary school situated in a little town in the Elbe-Elster region in Brandenburg. The district is named after two rivers: The Elbe river forms the western border with Saxony. The Schwarze Elster („Black Elster”) is a tributary of the Elbe and runs through the district. The district is part of the Lusatia region. The fens along the Black Elster are a habitat of several rare animals, like kingfishers, beavers and otters.
We have no industry but some interesting places and buildings from the past. More than 150 years ago, people started to extract brown coal in the lower Lausitz region (lower Lusatia). Visitors from all over the world come to our area to visit for example one of the largest mobile machines in the world- the F60 and the lake next tot he bridge. We have a lot of forests and lakes here and places to visit and to relax.
In our school there are altogehther 274 students from Doberlug-Kirchhain and from different villages near our town. The students start our primary school at the age of 6 and leave school after 6 years at the age of 12 years. They come from different backgrounds, from well-to-do families and from families supported by the social welfare. We also teach students with special needs- students with ADHD syndrome,three students with hearing problems, one student with autism and some students with learning problems. Therefore we have got two teachers with special educational abilities to help and to teach those pupils. But most of our pupils don`t have any special problems.
At this time we don`t have students with immigrant background. But we are expecting a curtain number of families in our town. We are going to receive refugees in summer and including them into our social life and the students into our school life.
All of them are looking forward to working in the project. They enjoy learning other languages from the beginning in year 1. We will teach our immigrant students German and English and involve them into our project. This might be a new way of living and learning together but a very intersting one. Children learn fom each other and help each other.
In our area there is a decrease oft he population, the rates of senior inhabitants are increasing. Young and well trained people are leaving the region. That means we have a deficity of skilled employees. Our target ist o keep regional potencies and develop them.
There are small and medium- sized companies in our region and town. There are a few industrial companies near our town. Our primary school ist he only public school in our town, there are two more private schools. Most of our parents work, only a few are unemployed or live from social welfare. The children from families who live from social welfare get their money for educational needs fromthe local welfare agency. So we can all students include into the every school life and into special fetsivals and trips.
Since 2015 there are a lot of refugees in our town. They come and go and some oft hem stay longer and get help from the supported public institutions. At this time we don`t have students with immigrant background. But we are expecting a curtain number of families in our town. We are going to receive refugees in summer and including them into our social life and the students into our school life.
We integrate students with special needs – students with ADHD syndrome,three students with hearing problems, one student with autism and some students with learning problems. Therefore we have got two teachers with special educational abilities to help and to teach those pupils. These students are taught in their tutor groups and in smaller courses.They have a different curriculum according to their abilities and skills. Teachers with the special educational abilities work in teams with the tutors and all the other teachers. They have regular meetings.

What are the activities and experience of your organisation in the areas relevant for this project? What are the skills and/or expertise of key persons involved in this project?
We have lots of different clubs which offer different activities for all pupils after their lessons, for example, chess club, handball, table tennis, dance club, handicraft, reading club, theatre and swimming club. Our Comenius club will changed into Erasmus clubs. The students there work very hard on specific excersices according to our project and they learn the English language very well. They are coordinators fort he future Erasmus project. We produce handicraft things , sell them just as homemade cakes and sandwiches . We organize sponsored runs to earn money from parents and relatives of our students for charity and for our school equipments. We would like to include the elements of teaching entrepreneurship into the school curriculum . We practice them not only in our clubs. We believe that our future cooperation with the European schools which have the positive and successful experience in teaching this skill would result in forming the attitude of entrepreneurship within our students. The motivation to create the program of teaching entrepreneurship is high and the students are looking forward learning the aspects of business and economy.
In our previous project we involved the whole school including management, governors, cluster groups in different activities. That means that all pupils and staff gained a greater understanding and empathy of the European Community.
A new project will be a great chance for us to share a wide range of experiences and knowledge about our lifestyle.
Pupils will have the unique opportunity to visit the partnership countries and therefore gain first hand, a wealth of experience and be immersed in a different culture during the partnership mobilities.
Staff will gain a broad overview and greater understanding of the partnership countries through the partnership mobilities
We will be able to share and exchange knowledge of the variation in curriculum within the EU dimension of education through the evaluation of activities.
We will also exchange best practice across EU schools through the planning, implementing and evaluations of project activities.
Finally, we expect that our partnership will improve the students and teachers intellectual horizons by learning more ways and forms of education.
Our headmistress and the deputy head took part in a management training. Furthermore, we organize different competitions every year: an English contest for year 4 to year 6 students- they have to show their skills in listening, reading, speaking and cultural studies; Big Challenge competition – a international contest where students have to answer multiple choice questions; maths contests, reading contests; comparison tests with other schools and lots of sports matches. Every year we celebrate our school festival in summer, carnival, Christmas together and do projects like our circus projects where we involve all students according to their abilities and interests.
The English teachers will coordinate our new Erasmus project with the other tutors. We had and still have regular meetings to prepare the project activities and organize the distribution among all tutor groups. We learned how to manage the work from our last Comenius projects. The Comenius ( will switch into Erasmus)club students worked hard and were very busy with learning the language and accomplished the project tasks and activities.
The coordinator and deputy head has started to learn the Spanish language to communicate with the Spanish teachers in their mother tongue.