We offer awesome classes like Yoga, Piano, Drama and more.
The German Language Immersion approach at German ISD uses an immersive environment to teach young children by connecting words, phrases and hand-on experiences. Students rise to the challenge of reading fluently, writing proficiently, and building vocabulary and comprehension when their lessons are engaging and fun. Interactive lessons and assessments guide elementary learners from phonemic awareness (reading readiness) all the way to fluency, while also developing skills in sight reading, grammar, the writing process, and reading for understanding in German language.
The German language is spoken by over 100 million people worldwide. In addition to Germany, German is also spoken in Austria, Switzerland, Liechtenstein, and Luxembourg. German ranks third in the list of most commonly taught languages, right behind English and French. German and English are similar in nature; in fact, these two languages share 60% of their vocabulary.
German in Kindergarten
The content for the curriculum for Kindergarten is based on the Bayerischer Erziehungsplan fuer Kinder in Tageseinrichtungen bis zur Einschulung https://www.ifp.bayern.de/imperia/md/content/stmas/ifp/bildungsplan.pdf
and includes stories, myths and legends. Although the class focuses on vocabulary acquisition, basic grammar principles are intuitively grasped through stories, activities, songs, and assessments. Through the course, students maintain and simple learn German phrases; begin to read, write, speak, and listen for meaning in German.
The curriculum for Lower Elementary is based on the Bayerischer Lehrplan Plus für Grundschule. https://www.lehrplanplus.bayern.de/schulart/grundschule
Students explore language through a fun and interactive experience designed for young learners. The content is based on an immersive approach, which runs throughout the different classes. Although the curriculum focuses principally on vocabulary acquisition, basic grammar principles are intuitively grasped through stories, games, activities, and assessments. Students will become familiar with the sounds and rhythms of German; expand their listening and reading comprehension and expand their ability to read, write, speak, and listen for meaning in German.
German ISD combines the Lower Elementary grade-level students to learn together “from-, for- and with each other” in a multiage and grade-level setting.
The principles of this method have plenty of benefits, and prepare the young children to become successful students and individuals:
The subject curriculum mathematics is divided into four learning areas:
Each learning area is divided into further subareas in which the competence expectations are formulated. The contents by which the students acquire their competencies are directly integrated into learning expectations. Thus, a stronger orientation towards competence expectations as well as the linking of process-related and content-related competencies is supported.
The subject area Patterns and Structures does not form a separate learning area, but is integrated into all learning areas due to its overarching significance.
The competence structure model of mathematics is based on the educational standards in mathematics for the primary level. It is divided into two areas, which are always linked together in the classroom: in the process-related competences (outer ring) and in the five subject areas (inner fields) that reflect the subject-specific content. In this way, students always acquire process-related and content-related skills in close contact with one another.
When modeling students take factual texts or other representations of the reality of life relevant information and translate these into the language of mathematics. They recognize mathematical connections and use them to arrive at a solution, which they finally apply to the concrete situation. Primary school is based on mathematical approaches and modeling skills. Your acquisition is fundamental to solving application-related mathematical problems and has a lasting and consistent impact on all other learning areas in the subject curriculum. That is why starting points for modeling processes are always offered throughout the primary school mathematics lessons.
Solve problems Probleme lösen
Students learn to solve problems by applying their existing mathematical knowledge, skills and abilities in dealing with challenging or unknown tasks, developing and using solution strategies. In doing so, they must also be able to process relevant information from various sources in a targeted manner and present solutions plausibly.
Communicating skills are also used by primary school children in mathematics in cooperative and interactive teaching processes. They use mathematical technical terms and signs correctly and gradually gain experience in working on math problems together as well as in describing their solutions in a comprehensible way.
The learners are becoming increasingly confident in their argumentation by questioning mathematical statements and checking for correctness or plausibility (eg in the case of salmon situations: can this be correct?). In doing so, they recognize mathematical relationships, develop solutions within the scope of their possibilities, and look for reasons appropriate to the situation, which they explain on their own or together with others. Unusual calculation methods also make you think and challenge you to argue.
Use Representations Darstellungen verwenden
The students acquire and consolidate this competence by also reading and developing suitable sketches, calculations or simple tables for mathematical problems, choosing between different representations and using them. In elementary school, the children learn to transfer one presentation into another (eg a table in a diagram or concrete action situations in a sketch) as well as to compare and evaluate different representations.
The students use basic ideas about the structure of the decimal system as well as arithmetic operations. In doing so, they solve tasks for the four basic arithmetic operations in the number range to hundreds, both with the help of notes and in the head. One-to-twenty tasks and one-off tasks with 1, 2, 5, 10 as well as squares sets of the small multiplication tables are used automatically and flexibly.
In exchange with others, the students compare their solutions and check the results both mathematically and out of context.They solve simple combinatorial tasks. Students recognize and describe patterns and structures. They use regularities and strategies in arithmetic and orient themselves in their immediate environment; Spatial relationships between objects of everyday life (eg left / right), describe both in terms of their own perspective and that of another person. Students learn to describe properties of geometric surface and body shapes, while studying the surface contents and the sizes of simple planar figures and compare them. Lower Elementary pupils produce geometric patterns and describe their regularities.
The students acquire ideas about the size ranges monetary value (ct and €), time periods (min and h) and lengths (cm and m) and apply them to solving simple problems from their world of experience. Simple problems in everyday situations (e.g. shopping or purchasing situations) solve the students with mathematical means. For this they extract information, for example, from actions, pictorial representations, simple texts, formulate questions and tasks, and apply solutions.
The students collect data on problems from their world of experience, using appropriate representations (e.g. tally lists, tables, simple graphs) and describe both their approaches and the information content of the resulting representations.Students develop simple random experiments and first problem-solving strategies (e.g. systematic sampling) and use basic terms of probability to describe the random experiments.
In dealing with all aspects, students increasingly apply principles of scientific thinking and practice to gain insights, and make research methods themselves the subject of lesson. They increasingly use technical terms as a common basis for understanding.Pupils describe themselves in their respective roles in different communities: family, class, and school. The multitude of different family forms accept and value them as equal forms of living.
They distinguish between basic human needs and consumer desires, also by considering their own experiences. The children describe media from their living environment and explain what they use it for.
Attitudes and behaviors that are important for a healthy lifestyle (eg healthy diet, hygiene, leisure behavior) are explained and acted accordingly. They describe the basic structure and functioning of the human body, appreciate the value of their senses, respect their own person and also deal with the feelings of others with care. They determine animals and plants (in hedge or meadow) and present them in their mutual relationships and in their adaptability to the habitat. The children describe fruits and vegetables and their development cycle. Using concrete examples, they illustrate the importance of farm animals and crops.
They distinguish different substances according to their properties and show an awareness of a responsible and sustainable use of scarce resources. Airborne phenomena explain and explain the importance of air as a natural livelihood.Starting from the daily and annual run and their own life story, they orient themselves in the present and the past (eg using a timeline). They also illustrate the course of their own life history and use age-appropriate sources (eg objects, photos, narration of the parents).
The students explore spaces of their familiar surroundings, compare their perceptions, orient themselves with the help of simple plans and create even developmental drawings, floor plans, models and plans. By way of example, they describe the use, stress and protection of a school-related space (eg playground, park). The children act in a safety-conscious mannerm actively use exercises in the sanctuary to enhance their ability to perceive and react.
They explain the importance of tools for various human activities and distinguish occupations. By constructing and constructing themselves, they describe features for stability and operability, and use these insights for their own designs.
Students will develop ideas and inner pictures (eg through narratives, pictures, impulses) for their own design intentions.
They consciously perceive their environment, images, objects and actions and describe them in simple words, v. a. as a basis for your own design.
The children will design images / objects / actions based on their own perceptions and perceptions in order to express their own feelings and feelings. They use the appropriate handling of different materials and tools as well as simple design methods to arrive at individual pictorial solutions.
The students differentiate their age- and development-oriented pictorial schemes in order to develop their own imagery.
They present their pictures to their classmates, describe the procedure and judge.
Students perceive foreign images (eg from other cultures) and compare their effects in order to initiate an aesthetic judgment.
The students know and present age-appropriate songs, pieces of music and dances, dances and scenes in order to build up a musical repertoire.
They make music and experiment with voice, instrument and movement, expressing their own ideas and feelings through musical means.
In their encounter with stylistically different songs, works, forms of movement and dance, they consciously perceive music in their diversity and present their impressions in non-verbal forms of expression (eg in movements or pictures).
Graphical notation translates the students into sound and develop sound-based individual forms of notation to gain initial experience of how music can be recorded in writing.
The children reflect and communicate about experienced music. They bring music in connection with their own world of experience.
Simple pieces of music explore them according to musical criteria (eg Tempo) and get to know basic design possibilities.
They distinguish exemplary instruments according to appearance, sound and style of play.
The pupils move in the respective sportive action space within their physical possibilities with joy, creatively and increasingly safely.
They adhere to age- and development-related rules of the game, change them depending on the situation and play in a fair and mutual manner in different roles and margins.
They use simple forms of relaxation and experience the balanced alternation of effort and regeneration (eg also for the rhythm of everyday school life).
They adhere to safety rules and thereby prevent injuries and accidents. They comply with hygiene regulations, taking into account the special requirements of physical education (eg fresh sports clothing).
In construction and dismantling, in handling small and large equipment as well as in various movement tasks, they help each other and take responsibility.
They put music, rhythms, pictures, stories into action creatively and joyfully.
The students examine and describe selected materials and workpieces as a basis for planning simple production processes (eg windmill made of metal foil).
The students test and reflect on simple working techniques (eg embroidery) in order to draw conclusions about the manufacturing process.
They professionally produce simple workpieces (eg paper planes) and describe individual work processes using technical terms.
They design simple workpieces individually, imaginatively and creatively.
The pupils present their own work results to their classmates and describe their approach.
They perceive workpieces of their classmates and other cultures (eg weaving) and express their appreciation.
Students learn to read the typefaces of known words and understand them in other contexts.
They read and understand written tasks and work instructions supported by pictures or pictograms and act accordingly. Read and understand the contents of texts with a well-known vocabulary and extract essential information.
Students answer questions on familiar topics by retrieving known sentence patterns and filling them with personal content.
Classes participate in conversations on age-related topics (e.g. hobbies and interests) by using familiar phrases, supplementing and supporting their statements with facial expressions, gestures, actions, and the use of objects or images. Students describe in detailed terms what they see on pictures and photographs.
They learn to tell personal stories by listing what they want to tell their classmates.
Learn to read individually, as well as in the class context of literary texts, which they have heard previously. Learn to expand in terms of content, after several repetitions read out loud.
It is German ISD’s goal to teach and maintain English on a level in which all students are benefiting from on a daily basis.
Give and request information (eg name, age, place of residence, class, birthday, family members and friends, hobby and pet, time and place).
Invite individuals and respond to invitations; offer congratulate and best wishes.
To express favor and displeasure, approval and rejection in an age–appropriate way and the right manner.