Learning at I.S.S. Sindelfingen

Head of Campus: Sarah Kupke

Director of Academics for Learning: Rebecca Jones-Bürk_______________________________________________

International School Stuttgart Sindelfingen Campus

Hallenser Straße 2

71065 Sindelfingen, Germany

www.issev.de

+49 (0) 7031 6859780

THE SIFI TIMES

November 2017

EARLY LEARNING CLASS CLASS TEACHER: AMANDA HAWORTH

LEARNING ASSISTANT: SVETLANA LEBEDEVA

One day some students were playing dinosaurs on the playground. It was mostly stamping around and stomping around, but when the teachers responded to the play by asking the students what they needed we learned that they wanted to have a dinosaur cave to live in. We helped by providing materials and suggestions on how the build the cave. The students were talking with each other about how to best construct the cave, how many students could fit in it at a time and what the roles of students who couldn't fit inside would be (they were guards). The students played dinosaurs for several days with roles changing throughout their play.

This year we are devoting our Wednesday morning to cooking activities in the Early Years class. cooking can help young students learn and practice basic math skills and develop language. Creating food with children helps build their self-confidence and practice healthy eating habits.

These are some examples of responding to students interests. When a teacher can react and respond to

students interests we show the student that their

interests are meaningful and deserve attention. We can also elevate their play

and understanding to a new level, which often

increases the language used, attention to the

Some students were interested in making a puppet show, but they weren't really certain

where to start. We suggested they start with stories they already know like the Three Little Pigs or Goldilocks and the Three

Bears. The teachers helped them find materials and books that went along

with their stories. We watched some videos of short puppet shows to

understand better what a puppet show looks like. The students worked on their puppets and their stories in small groups. When it came time to

1&2 HClass Teacher: Andrea Haake

German Team Teacher: Karin Straub

Learning Assistants:

Aaron Chivington and Kirsten Donie

Creepy Crawlies

Our class researched the life cycle, habitat, anatomy and the environmental importance of their individually selected Creepy Crawlies. We incorporated non-fiction text features to write reports, created dioramas and then presented our findings to our peers and parents during a class museum open house.

Oliver: “ I liked that we shared to other people and that to share with grown-up.”

Cora: “ I enjoyed learning what creepy crawlies do.”

Freek: We learned much about creepy crawlies. And I like bugs and other yucky things.”

Lilly: “ Das Malen mit der Kreide hat mir ganz viel Spaß gemacht.”

Growth Mindset

Zu Beginn des Schuljahres haben wir uns überlegt, wie wir positiv denken können und somit positiv an die Herausforderungen des Schuljahres herangehen können. In

einer Schulversammlung haben wir unser Wissen in kleinen Theaterstücken mit den anderen geteilt.

Songhyun:” 나는 내가 힘든 일을 할 수 있다고 생각할 수 있다는 것을 배웠다.”

(I learned that I can think, that I am able to do hard things.)

Emily:”I learned that I can help somebody when I am positive.”

Joelle:”Dass man die Art zu denken ändert. Nicht dass man denkt, dass man es nicht schafft.”

Andrea:”I liked when we learned that when you think, I can’t do this, you

should think, I can do this!”

Morning Challenge - Herausforderung am Morgen

Morgens, wenn wir in der

Schule angekommen sind,

warten jede Woche neue

Kisten mit STEAM

Herausforderungen auf

uns. Wir müssen in der

Gruppe verschiedene

Sachen konstruieren und

Verbesserungen innerhalb

einer Woche vornehmen.

Warren:” I like the morning challenge because it is sometimes a little

hard, but still

fun!”

Julius:” Wenn wir ein Auto bauen müssen, dann muss ich überlegen,

wie ich es

mache.”

Misaki:” それはいいですね” (I like it.)

Mira:”Mir gefällt, dass man bauen kann und kreativ sein kann.”

Learning Logs

Every Tuesday our Learning Log goes home with us. It shows our journey of learning throughout the year.

Gyeom: “재미 있고 더 많이 배울 수 있습니다.” (It is fun and it makes me learn more.)

Hana:”It is not easy, but it is fun and I learn English.”

Marlon:”Ich mach Flips auf die Seite, wenn nichts mehr passt und ich mache Bilder.”

Kii:”I learn many English and I can do one time

D.E.A.R. (Drop Everything And Read) We find a cozy spot and enjoy curling up to a good book every day!

Liam: “ I like reading! Magic Tree House are my favorite books because they have so many adventures! “

Amelia: “During D.E.A.R. time I get to relax and it calms me down.”

Bei unseren Klassenausflügen zur Feuerwehrwache Sindelfingen und der Mercedes Benz Arena in Stuttgart haben die Kinder

1&2 K Class Teacher: Matthew Knights

German Team Teacher: Bianca Ginas

Learning Assistant:Rebecca Webster

Interlingual Fun

In class 1/2K we celebrate the children’s home languages, and support these where we can while focusing on the school’s main languages - English and German - for instructional input. Small groups enable us to work with each child at precisely their

learning level, delivering meaningful and tailor-made learning experiences that bring each child on to their next step in language development. Our first graders might be forming words from Scrabble tiles, our second-grade native-speakers might be reading a book and answering questions, and our language learners might be learning how to go shopping through role-play --- all at the same time! Our classroom walls are adorned with language resources, including the

vocabulary of the research unit in all the children’s mother tongues, which parents help us to translate and which all the children can use. Nothing makes us happier than when a Spanish-speaking child finds that ‘roof

tiles’ in Japanese is an exciting and interesting word!

In der Forschungseinheit 

“Krabbel4ere” haben die Kinder die 

kleinen Lebewesen in unserer Welt 

besser kennengelernt und wie wich6g 

sie für unsere Umwelt und uns sind.  

Viele Kinder haben festgestellt, dass 

diese kleinen Krabbel6ere, gar nicht 

so ekelig sind wie sie dachten 

sondern recht nützlich.  

Im Rahmen dieser Einheit, haben wir 

Ausflüge in die Natur gemacht und 

die 

Tiere 

in 

ihrem 

natürlichen Lebensraum 

beobachtet.  Viele Kinder 

waren überrascht wieviele 

Tierchen in unserer 

Umgebung leben und 

vorallem, dass es unter der 

Erde überall krabbelt. 

Zum Abschluss der Einheit 

hat die Klasse 1/2 K zu einem 

lebenden Museum 

eingeladen. Die Kinder 

verwandelten sich in die unterschiedlichsten Krabbel6ere und 

zeigten ihren Eltern und anderen Klassen wie ihr Tier lebt, 

aussieht, warum es wich6g ist und was wir tun können um es 

zu schützen.  

This unit provided many opportunities in class for

3&4 DClass Teacher: Liam Devaney

German Team Teacher: Bianca Ginas

Learning Assistant: Samantha Stocking

STEAM Measuring Grade 3/4D

As part of our STEAM project, Grade 3/4D were learning how to develop their measuring skills.

Part of our home learning (to help with STEAM in class) was working with families at home to measure bedrooms and some of the furniture we have in our bedrooms. We further discussed this home learning at school and looked at how to draw a scale version of our bedrooms.

In class, we focused on how to measure the length and width of our classroom. Most of the children used measuring tapes, or metre sticks to do this. Some of the children noticed the square wooden tiles were of equal size and thought this would make it easier to measure by measuring one tile and counting all the tiles, instead of measuring the whole floor.

During our STEAM project, the children had the opportunity to use various measuring instruments e.g. rulers, measuring tapes, metre sticks and trundle wheels. We feel that the children have greatly developed their ability to measure distances and also estimate too.

Math - Measuring with a focus on using weighing scales

As part of our math learning in Grade 3/4D, we are currently developing our estimating, comparing and weighing skills.

We have been experimenting by: holding, pulling, pushing and weighing various objects in order to make comparisons and to become more aware of their mass. We have used balance scales to estimate and weigh objects and used comparative language, for example, heavier, lighter, similar etc.

Combined with our current STEAM project, the children are learning to estimate and measure using different units of measurement. They are improving their ability to convert between units of measurement and to recognise and use the shorthand terms

for grams and kilograms.

Math - Measuring with a focus on using weighing scales

Mitarbeiter des Deutschen Roten Kreuzes haben die Forschungseinheit „Das deutsche rote Kreuz“ unterstützt indem sie unsere Klasse besucht haben und den Kindern Ersthilfemaßnahmen beibrachten. Falls wir ein Pflaster angebracht haben möchten, in Rettungsdecken eingewickelt werden müssen, in die stabile

Seitenlage gebracht werden müssen oder ein Notruf abgesetzt werden muss, auf die Kinder der 3. und 4. Klasse ist Verlass! Einige Kinder waren überrascht wie hilfreich sie sein können obwohl sie noch Kinder sind. Aber alle sind bereit bald

als ISS-Ersthelfer auf dem Pausenhof ihren Bereitschaftsdienst anzutreten.

3&4 KClass Teacher: Jennifer King

German Team Teacher: Sylvia Karaca

Learning Assistant: Samantha Stocking

In unserer letzten Einheit „Das Rote Kreuz“ hatten wir, die Klassen 3/4 K und D Besuch vom Roten Kreuz. Die Trainer haben uns viele verschiedene Dinge gezeigt, die man wissen sollte,um Erste Hilfe leisten zu können. Zum Beispiel haben wir gelernt, wie wir uns in einemNotfall am Telefon verhalten müssen, wie wir ein professionelles Fingerpflaster anlegenkönnen, wie wir jemanden warm bekommen, der unterkühlt ist, wie wir verschiedeneWunden verbinden können und wie wir verletzte und bewusstlose Personen transportierenkönnen. Die Besuche haben uns viel Spaß bereitet und wir haben sehr viel gelernt. Ab jetztsind wir bereit, auf dem Schulhof Erste Hilfe zu leisten, wenn etwas passiert!!!

GRADE 5 Class Teacher: Owen Murphy & Melanie Duffy

German Team Teacher: Lucie Räder

Inventors and Explorers

In den ersten Wochen des neuen Schuljahres haben wir, die Klasse 5, uns auf vielseitige Art und Weise mit der Lerneinheit "Erfinder und Entdecker" befasst. Zunächst haben wir uns eine Übersicht über verschiedene Erfinder und Entdecker geschaffen, die in der Geschichte eine bedeutende Rolle gespielt haben bzw. dies in der Gegenwart noch tun. Jeder von uns Schülern hat sich daraufhin mit einer bekannten Persönlichkeit seiner Wahl intensiv durch Recherchen, dem Erstellen eines Posters und einer mündlichen Präsentation auseinandergesetzt. Als nächstes haben wir einen Ausflug zu IKEA in Sindelfingen gemacht, wo wir unsere Perspektive auf unterschiedliche Erfindungen gelegt haben und hiervon gute Ideen für die Ausarbeitung unserer eigenen Erfindung erhalten konnten. Mithilfe einer Online-Umfrage, die jeder von uns individuell erstellt hat, waren wir dazu in der Lage, unsere Freunde oder Familie direkt zu befragen, um relevante Informationen zu notwendigen Erfindungen für Zuhause oder in der Schule zu erhalten. Später konnten wir unsere nützliche Idee mittels eines Entwurfs auch gestalten.

Student Comments:

I was very excited to present my poster to my class because I knew my poster looked good as I had spent a lot of time making it. - Francisco

今ま 私 誰 これ 発明し 分 らな っ誰 韓国語 発明し 知っ 私 去年これ しなっ 私 こ 調査 楽し し 日本 これ 作っこ ない - Sae

Ich habe gelernt das Rudolf Dassler an ein schnelles Tier gedacht hat und damit auf Puma gekommen ist. Mir hat gefallen das man an seinem Plakat kreativ arbeiten konnte.

- Henry

Ich habe gelernt das Adolf Dassler die Speiks am Schuh erfunden hat.mir hat gefallen das man sehr viel Kreativität in spiel bringen konnte als man das poster gemacht hat. - Alex

Grade 5’s - Visit to the Mosque Grade 5 are currently learning about the 5 main religions of our world: Islam, Judaism, Buddhism, Hinduism and Christianity. Each week we will be learning about the similarities and differences of these religions, while respecting their traditions. For our first field trip, we were invited by the very kind and welcoming people at the mosque in Bad Cannstatt. We had many interesting questions to ask and as always, they were more than happy to answer these during our visit. We were introduced to all the important rooms of the mosque, ate food prepared by our hosts and had the privilege of watching the midday prayers. Grade 5 have continued to grow and show respect towards other religions, another huge step towards being global citizens. Student Comments: I really enjoyed visiting the mosque, the people were very kind and even invited us for lunch. We were very lucky that they let us watch them pray. – Apryl 이슬람 사원,모스크나는 모스크에서 이슬람교에 대해 여러가지를 배웠다.나는 제일 인상깊었 던 것은 무슬림들이 예배 시간에 딱 맞춰 기도하고 신앙고백을 하는 모습이였다.또 알라(신)에게 예의를 지켜야 되서 기도하기전,씻고 여성들은 부르카나 히잡을 해야하는 것을 배웠다.그리고 이슬람은 이슬람교의 공통 언어 아랍어로 '평화와 동등하다'라고 알게되었다.마지막으로 쿠란은 신의 말을 모은 경전이라는 것을 배웠다.별계로는 카페트가 정말 부드러웠다. - Hoon Camiye Okul GezisiSalı günü sabah, bizim sınıf Badkannstad daki bir camiye gitti.Oraya gitmek icin Stuttgart a kadar giden bir tirene bindik. Orayı çok sevdim çünkü çok değişik şeyler örendim.Örneğin, gün içinde okunması yasak olan bir sure varmış. Beğenmediğim şeyler ise, binanın hiç gerçek bir camiye benzememesi ve mimberin hiç yüksek olmaması.Yine de, oradaki insanlar çok iyiydiler ve bize yemek bile verdiler. - Kai Han في البداية أعجبني تسامح امجتمع اأماني مع امسلمن.وإعطائهم حرية ممارسة شعائرهم الدينية ؤإفتتاح امساجد

خال الزيارة أعجبني تحدث امسؤل عن الكثير من امبادئ اإنسانية مثل امساواة والحرية وعدم التميز بن الناس سواء

الفقير أو الغني او ااديان ااخرئ او الشعوب ااخرى واعجبني

.حسن ااستقبال والضيافه Hashim

GRADE 6 CLASS TEACHER: PAMELA GRIMES

A Day in the Life of an ISS Grade 6 Student

Das tägliche Leben eines ISS-Schülers der 6 Klasse六年级学生的日常生活Every school day, the children of ISS travel from their beds to their school to learn for seven hours and thirty minutes of the day. We interviewed some of our classmates to tell us about their daily lifestyle starting at 8:00 am, and ending at 3:30 pm.This is what we have found out.

Students get to school a variety of ways, either by train, bus, their parents driving them, or by walking. When children get to school, they take a stairway up to the second floor and walk to their homeroom, one of the four apartments. Students usually then go to their lockers, where they store supplies or bags. The students then walk to one of their many classes. During the day, there are three breaks. A snack break, which is fifteen minutes long and takes place outside, and a pre lunch break and a lunch break. Both of these breaks take thirty minutes time. For extra exercise, on Tuesdays and Thursdays grade 6 Students have P.E. at a nearby gym. Here the students learn about and play many sports, such as volleyball, table tennis, football/soccer, gymnastics, and many more. There are a variety of after school activities, some focusing on cooking, others on strategy (games), music, programming, and more. These activities last one to two hours, and the day they take place could happen on any school day.

Some students that we interviewed said that classes are “stressful” because of “the switches between different learning sessions and teachers” and the “the amount of homework,” while some other children have trouble with language. Though language barriers can be a problem at first, there are always teachers to support these students in class, and grade 6 students are granted the freedom of sitting where they want. There is also the use of computers in class, but only when the teacher permits.

An fünf Tagen in der Woche reisen die Kinder der ISS aus ihren Betten in ihre Schule, um sieben Stunden und dreißig Minuten am Tag zu lernen. Wir haben einige unserer Klassenkameraden interviewt, um uns von ihrem täglichen Lebensstil zu erzählen, der um 8.00 Uhr beginnt und um 15.30 Uhr endet. Das haben wir herausgefunden.

Die Schüler kommen auf verschiedene Arten zur Schule, sei es mit dem Zug, dem Bus, den Eltern, die sie fahren, oder zu Fuß. Wenn die Kinder zur Schule gehen, nehmen sie eine Treppe in den zweiten Stock und gehen zu ihrem Klassenraum, einer der vier Wohnungen. Die Schüler gehen dann normalerweise zu ihren Schließfächern, wo sie Vorräte oder Taschen aufbewahren. Die Schüler gehen dann zu einer ihrer vielen Klassen. Während des Tages gibt es drei Pausen. Eine Snack-Pause, die 15 Minuten dauert und draußen stattfindet, eine Mittagspause und eine Mittagspause. Beide Pausen dauern 30 Minuten. Für zusätzliche Übung, an Dienstag und Donnerstag Klasse 6 Schüler haben P.E. in einem nahe gelegenen Fitnessstudio. Hier lernen die Schüler viele Sportarten wie Volleyball, Tischtennis, Fußball, Gymnastik und vieles mehr. Es gibt eine Vielzahl von Aktivitäten nach der Schule, einige konzentrieren sich auf Kochen, andere auf Strategie (Spiele), Musik, Programmierung und vieles mehr. Diese Aktivitäten dauern ein bis zwei Stunden, und der Tag, an dem sie stattfinden, kann an jedem Tag der Schulwoche stattfinden.

Einige Schüler, die wir interviewt haben, sagten, dass der Unterricht "stressig" sei, weil "die Weichen zwischen verschiedenen Lerneinheiten und Lehrern gestellt werden" und "die Menge der Hausaufgaben", während einige Kinder Probleme mit der Sprache haben. Obwohl Sprachbarrieren zunächst ein Problem sein können, gibt es immer Lehrer, die den Schülern im Unterricht helfen, und Schülern der 6. Klasse wird die Freiheit gewährt, dort zu sitzen, wo sie wollen. Es gibt auch die Verwendung von Computern im Unterricht, aber nur wenn der Lehrer es zulässt.

国际空间站的孩子们每周五天从床上到学校学习七小时三十分钟 我们采访了一些同学，告诉我们他们的日常生活方式，从上午8点开始，到下午3点半结束 这就是我们发现的

学生们以各种方式上学，无论是乘火车，巴士，父母驾驶，还是步行 当孩子们上学的时候，他们走上楼梯到二楼，走到他们的房间，四间公寓之一 学生们通常会去他们的储物柜，他们在那里储存用品或袋子 学生们然后走到他们许多班级中的一个班上 白天有三个休息时间 小吃休息时间为15分钟，在外面举行，午餐休息时间和午餐休息时间 这两个休息都需要三十分钟的时间 额外的锻炼，在星期二和星期四，学生有体育锻炼 在附近的健身房 在这里，学生学习和玩许多运动，如排球，乒乓球，足球/足球，体操等等 有各种各样的课外活动，一些专注于烹饪，另一些则专注于策略 游戏 ，音乐，节目等等 这些活动持续一到两个小时，他们发生的一天可能发生在学校的每一天

我们采访的一些学生表示，由于“不同学习环节和教师之间的转换”和“作业量”，班级“压力大”，有的孩子语言困难 虽然起初语言障碍可能是一个问题，但总是有老师在课堂上帮助学生，六年级的学生可以自由的坐在他们想要的地方 在课堂上也有电脑的使用，但只有当教师许可的时候

Grade 7 Class Teacher: Della Lawson

Language Teachers: Anja Knabe

Pamela Grimes

Grade 7 News

Kieran Sauter starring in ‘The Bodyguard’Whitney Houston, Kevin Costner and…. Kieran Sauter! Our very own Kieran Sauter has been starring in Stuttgart’s big musical hit, ‘The Bodyguard’, at the Palladium Theatre throughout the semester.

Playing the role of Fletcher, Kieran has been busy with performances on weekday evenings as well as matinée performances on Saturdays.

A group of us were fortunate enough to go and see him perform; it was an evening full of intense drama, great songs and amazing performances by Kieran and the cast. Afterwards, we had the privilege of a back-stage tour, where we got to meet some of the crew, see the sets, props and changing areas, and enjoy stories of how all of this comes together to produce a flawless performance for the audience.

A huge shout out to Kieran - great job! Well done!

Grade 7 Assembly

Also in October, the Grade 7 class was responsible for leading a whole-school

assembly. Focusing on the ‘Approaches to Learning’, we decided to concentrate on

‘Affective Skills’ and we set about producing a number of videos in different languages to

show the importance of Mindfulness, Perseverance, Emotional Management, Self-motivation and Resilience. All students played an active role in producing the videos and we also asked some other students from different

classes for help, so that we could include a wider range of the mother-tongue languages spoken on our campus. Well done to all who

took part.

Cultural Games Evening

In October, a number of Grade 7 students came together to help the PTG organise and host their Cultural Games Evening.

They had to make decorations to represent the different countries being represented and on the night itself, the students were ambassadors, helping guide people around the event - and

even dressing up as Minnie Mouse! Well done to Rishi, Ami, Ashwini, Claire, José, Lenora and Annabelle for all your hard work.

Mrs Wild

Grade 8Class Teacher: Michael Bowe

LangLit Teacher: Anja Knabe

News, News, and More Newsby: Yannis Bittner

Over the past few months, from August through November, Grade 8 has learned about News, News and More News in our Language Classes. These are the four projects we focussed on.Freedom of the pressThe first thing each Grade 8 student did, was pick two countries they would like to research about. One country with a very free press and one country that has a very limited press freedom. We researched about these countries and created powerpoint presentation and show them to the rest of the class.“All the news that’s fit to print”After all of the wonderful presentations the grade 8 class made their own newspapers. We looked at many different types of newspapers and found out which main parts a real newspaper needs. After all of the research and reading, every student picked out three different styles of writing for their newspapers. For example some students did interviews, reports or news articles. We wrote about some local topics and added relevant pictures. Then we started creating the newspapers. We had fun creating our own newspapers and being editors.Press house day trip During this newspaper project, we went on a day trip to the press house in Stuttgart for a better understanding of how the newspapers are made. The press house was very interesting and informative for all of us. We were amazed about how many steps are taken in order for a newspaper to be produced. We watched a presentation from our tour guide.Book with a journalistic perspectiveAfter the day trip to the Stuttgart press house, we went into the one week break with a book to read. The book is called Hand full of Stars by Rafik Schami. The book is a diary written in the point of view of a young boy coming to age. The narrator writes about his life in Damascus the capital of Syria. Through his writing he explains how he wants to be a journalist, but his dad does not want him to do so. This book shows the reader information about the lifestyle in Damascus and how different it is from ours.Summarized in a nutshellAll of these activities and field trips that we have done connect to our Global Context. The Global Context is Orientation in Space and Time. We most definitely experienced how the press, news, and journalists attempt to get the news to their readers even under politically challenging times. We as journalists learned how to gather information so that we too experience how to gather information and accurately present it to our class - orientating ourselves in space and time.

The Balla Stixx Investigation

The students of Grade 8 have lately done an Investigation in Math. This investigation was about graphing. Students would get in groups and work on their Investigation made up of instructions and questions.

In this investigation you were supposed to:

1. Take a bite. 2. Measure the bite. 3. Make a table. 4. Take 4 more bites around the same length as you did before. 5. Write down your outcomes. 6. Once done, continue by graphing those bites. 7. If the graph was finished you were supposed to answer 7 questions by using the graph.

This whole exercise was meant to show us how important and useful graphs are. All the questions were set up in a way so that you could answer them by simply using your graph and table. Although this investigation was easy, it was very important for the students to learn. Miko, one of the students said “The skill of graphing may not be interesting, but it is really important. It can help you, it will make a lot of math easier to you.” He thought that this skill is important and you must learn it. His fellow classmates agreed to this.

Mikolaj Dzierzanowski

The students in 8 grade did a game. That they create of cardboard they bring candies for price if you win. The game price is a candie and also they paint and decorate their games .Working in teams they also get turns so they can visit other games. We got the idea from advisory with mr.kraft we made teams then we work on our game and we set

everything to play.Next to school they choose who takes the game to home. Rules were :

Use cardboard No tape

Don’t buy any cardboard game Create your own cardboard game

Use recycle materials

This exercise help in creativity and teamwork ,the exercise was to make your own cardboard game and organizate who bring the cardboard,paint,prices we enjoy having

a good time with friends and teachers.

Fernando Alonso

Grade 9 Class Teacher: Chris Kraft LangLitTeacher: Anja Knabe

Language Acquisition GermanGr. 8 – 10 (Phases 3 -6) Statement of Inquiry:Unsere Entwicklung als Einzelpersonen und als Teil der Menschheit hängt auch von unserer Umwelt ab, was wir von ihr lernen und was wir weitergeben. Our development, as individuals and as part of humanity, also depends on the world we live in, what we learn from it and what we pass on. In the grade 8-10 language acquisition class, students explored one character’s personal journey through watching scenes from the movie “Schindler’s list” in German. They discussed if he was a hero or not, but concluded that he was certainly an example of a person who has decided at some point of his life to do something positive.The students should then identify someone in their own life, or in their own story, or in their own world, that they could identify that had done a similar thing. Their summative assessment was to produce a movie about that person and put their own voice over it. Das war für die meisten von uns neu, so holten wir uns Rat und Unterstützung von Anja Junginger vom Degerloch Campus, unserem Director of Digital Learning and Media Services.Die Auswahl der vorgestellten Personen ist ebenso vielfältig und verschiedenartig wie die Filme, die die Schülerinnen und Schüler produziert hatten – jeder Einzelne hat in dieses Projekt sehr viel Zeit, Energie und Engagement investiert, und so die IB Lernerprofil- Merkmale miteingebracht, die unsere Schüler anstreben: sie haben sich risikobereit auf dieses Projekt eingelassen, haben gefragt, geforscht, kommuniziert und reflektiert - und die Ergebnisse sind sprachlich und inhaltlich überzeugend. Diese Personen wurden in den Filmen porträtiert:- Abraham Lincoln - eine Frau, die nebenberuflich einen Gnadenhof für Pferde betreibt- eine Ärztin - Prinzessin Diana- Martin Luther King jr. - ein Anthropologe- Wilhelm Hosenfeld, der 2 Juden rettete - Erno Rubik, der Erfinder des Zauberwürfels

Students’ Reflections:

“I made a movie about Erno Rubik, the inventor of the Rubik's cube. I learned many new facts about Erno Rubik and many new grammatical cases in German. The most challenging aspect of this project was time management because I started a little bit late, but eventually, I caught up and finished the movie on time. The hardest part of the project was writing the script of my movie. I needed to talk about Erno Rubik in German which isn't my first language. I am proud of this movie because it turned out well and I finished it on time.” (Neel, Gr. 8)

“W klasie niemieckej mamy nowy temat. Temat jest mianowicie o ludziach ktorzy pomogli innym. Ucznie musieli wybrać sobie taką osobę i na ich temat nakręcić krótki filmik. Ja wybrałem Abrahama Lincolna gdyż dużo o nim nie wiedziałem. Ten oto temat był ciekawy choć bywał trudny. Mimo tego moim zdaniem był to temat udany. “ (Miko, Gr. 8)

“Este proyecto fue muy interesante porque tuvimos que encontrar información acerca de una persona de nuestro interés que haya hecho algo bueno para otros. En este proyecto aprendí a hacer un vídeo usando mi creatividad. Al narrar la vida de esta persona en Alemán, pude practicar mi pronunciación. En general, este proyecto me ayudó en mejorar el uso de mi creatividad y mi pronunciación en Alemán.” (Cathy, Gr. 10)

“Ich habe es genossen, meinen eigenen Film zu machen und das Thema war im Allgemeinen sehr interessant. Es war auch eine Herausforderung und ich kämpfte darum, volle 10 Minuten zu absolvieren. Ansonsten war dieses Projekt großartig. Ich habe es genossen und fand es sehr kreativ.” (Roxy, Gr. 10)

“Gostei muito de fazer este projeto porque foi muito desafiador. A parte mais difícil foi fazer um plano e fazer o vídeo como tinha planejado. Aprendi a fazer e editar vídeos e aprendi muito sobre a Princesa Diana. Se eu tivesse a chance de fazer de novo, eu faria.” (Livia, Gr. 10)

Welcome to Grade 10!

(Arun P., Lívia C., Roxy H., Ann-Katrin S., Philipp K., Sascha B., Louis H., Linus S., Carlo B, David K., Sophie W., Julien S., not on picture - Catherine V.P. and Alex D.)

We are this year’s 10th graders! We all are more or less a part of the Sindelfingen Campus. Many of us have been in this school since Grade 1 or 2, some came later, some in the middle but at the end we can call ourselves ‘’Sindelfingen Oldies’’. This year is and will probably be the most interesting, emotional and exhausting year, but at the end, we all know: It’s gonna get great! So far we already want to thank all of our teachers for guiding us through all the past years and that we are more than happy to have all of them for this year again! Just adding a small emotional part…. Somebody recently asked me if I have siblings and I answered no, because I am an only child. Then, I thought for a moment, and said ‘’However, that is not important. I spend 5 days a week, almost 8 hours a day with my best friends, whom I can call my siblings in some way.’’

Wir sind diesjährige 10. Klasse! Wir alle gehören mehr oder weniger zum Campus Sindelfingen. Viele von uns sind seit der ersten oder zweiten Klasse in dieser Schule, einige kamen später, einige in der Mitte, aber am Ende können wir uns definitiv "Sindelfinger Oldies" nennen. Dieses Jahr ist und wird wahrscheinlich das interessanteste, emotionalste und anstrengendste Jahr sein, aber am Ende wissen wir alle: Es wird großartig werden! Bis jetzt möchten wir uns bei all unseren Lehrern dafür bedanken, dass sie uns durch die letzten Jahre geführt haben und wir sind mehr als glücklich, sie alle für dieses Jahr wieder zu haben!Und obwohl das Jahr erst ein paar Monate alt ist sind emotionale Momente schon vorhanden ... Jemand fragte mich kürzlich, ob ich Geschwister habe und ich antwortete mit nein, weil ich ein Einzelkind bin. Dann dachte ich einen Moment nach und sagte: "Das ist aber nicht wichtig. Ich verbringe 5 Tage in der Woche, fast 8 Stunden am Tag mit meinen besten Freunden, die ich in gewisser Weise meine Geschwister nennen kann.’’

Grade 10 Class teacher: Rebecca Jones-Bürck

PP Coordinator: Carrie Scafe

Personal Project

Progress Fair!

Sophie Walther, Grade 10

New school year - new projects! The Personal Project Progress Fair took place and 10th grade was able to present their own projects to the other middle year students. As in many years, every student has come with their own personal project and over the last weeks and months, they were all working on their first and/or middle steps to show their audience what they’ve been working on and what they’ve achieved so far.

After the fair In a class with the Personal Project leader, Mrs. Scafe, we reflected and answered the question: How effective is learning through the Personal Project, where you personally drive and plan the methods of learning, in comparison to when a teacher plans the methods of learning for you?

For us, this question is more than important, because we are able to compare our ways of learning throughout the project. We are learning new methods, for example, learning under time pressure, which not only helps us in our personal project, but also in the future.

Here are some excerpts of the answers from the students:Carlo - The teachers methods are good sometimes; however, I believe mine are better for myself, as I know myself the best out everyone. Sascha - The primary difference between the learning method that we develop in our Personal Project and ordinary school learning is that the students design and organize their style of learning independently.Alex - I conduct research using multiple sources including, books, websites and I’m also trying to contact teachers from my old school who have knowledge and useful information. Teachers usually provide, structure, and plan the method of learning. In the personal project I’m implementing these structures in my own way that is beneficial to my needs. Roxy - I believe the method of learning though the Personal Project is rather ineffective for me. I enjoy having more time to work on it and be able to whenever I want as the due date is far in the future. I can work at home at my own pace without feeling too rushed. However, I enjoy being taught in a classroom environment and having clear guidelines that I can follow. Louis - You not only learn new information about the topic you chose, but also different ways of learning. Aspects like organization, responsibility etc. that you never really learn in any other classes during school. This is really important, because it is the step from child, to adulthood. Philipp - It is very effective to personally find methods of effective learning because it enables you to fit the method to your personal needs. A teacher might suggest using books or websites, but for me interviews and conversations are a better source because it takes me less time to get the same amount of extremely reliable information from a primary source.

(Personal Project Progress Fair)

David - This is the first experience that I have of working independently on a product while still monitoring my progress and deeply structuring my work. Comparing this to how I work when a teacher gives me instructions, I definitely get to think more. I have to reason every step I plan for my personal project to make sure to fulfill all strands necessary.Lívia - I choose what to do → how and why I want to do it that way, I can manage my time (choose how many hours I want to spend each day), choose what I want to take notes on. Linus - This helps me because I can decide how and what I want to study. This is because I can't always agree with the methods that the teachers are using.

Arun - My method of learning was not efficient or organised, as I have not had proper advice on how to improve my drawings. Cathy - When working on a project for a certain class, teachers tend to give us timelines on which goals we should complete on which dates, which I believe helps us stay organized on our time-management. I decided to use a similar method while working on my Personal Project, which I believe has been very effective as it has helped me to accomplish my goals on time, even if I have a shorter amount of time to complete my project. Anka - During the personal project one learns to effectively plan strategies to get through learning material quickly and effectively. When a teacher does that for you there is not as much critical thinking going on as you just have to follow the guidelines.Sophie - When I am planning my own work or the my own way of learning something then it’s easier for me to accomplish every goal

because I ‘’divide’’ my time myself. When a teacher plans it then I sometimes get or feel under pressure. Also, my methods aren’t always useful in class and at home I can listen to loud music, walk around, eat etc, just things that I call ‘’method’’.

(10 grade students at the ‘’Bodyguard’’ Musical)

(Design class)

KUNST/MUSIC/SPORT Pamela Grimes

St. Martin’s Day - A Tradition Shared with Many - and ALL Students Go to Holland by Grade 6

The Erasmus Project, which eight Grade 6 students were chosen to participate in, required the class to prepare a fall tradition to take and share with them to Amsterdam. St. Martin’s Day was the obvious choice as it is celebrated in November in Germany.

The students set out, in their Drama class, to do research on this man who even has a church in Sindelfingen named after him. Our international group of students discovered quite a few interesting facts about St. Martin.

As a class, all students participated in one group to create a drama skit. The students were put into different groups: the Script Writers, the Tech Team, Prop & Costume Team, and the Music and Sound Team. Together the students came up with a play showing who St. Martin was and how we celebrate and commemorate him every year. The eight students who went to the Netherlands acted out the main roles. The rest of the class, were part of the background staging. We took pictures at the Sindelfingen St. Martin’s Church and role played different scenes. We even sang songs and recorded them carrying lanterns along the way. Alidia, Mateuz, and Alondra also recorded songs with their instruments.

We not only were able to put a play together, but we were all in fact able to go to Holland together, either as the ISS Sifi Delegates or as part of the background scenes for the actual performance at the Amsterdam International Community School (AICS). We shared many great

experiences in our time travel skit which took ALL students to Holland.

SERVICE LERNING Della Wild

Service Learning Semester 1

Back in August, all the teachers began the year with full day of Professional Development which focused on Service Learning. The day was led by Cathryn Berger-Kaye, an international speaker for Service Learning and a true inspiration!

Since then, the Middle Years students have all been busy during the semester with their personal Service Learning projects. Activities range from students who help out in our immediate school community, to those who are helping in our local community here in and around Sindelfingen, in places such as a residence for elderly people and an animal shelter.

Both the Primary and Middle Years school council teams have been focusing on international service learning, with their current focus on World Toilet Day. Through this project, our whole campus has been learning about the importance of clean sanitation facilities, and the impact on communities when these are not available. The school council teams have organised assemblies, a charity collection (with a collection box shaped like a toilet!) and a bake sale, to raise funds for a charity which helps provide

communities with clean sanitation facilities.

Our second whole-school international Service Learning project has been Chirstmas in a Shoebox or Weihnachten im Schuhkarton. Students from all classes in Primary and Middle Years very generously brought gifts to be placed in shoeboxes, for shipping to children around the world who otherwise wouldn’t receive a christmas present. See Sophie Walther’s write up for more details.

Christmas in a shoebox / Weihnachten im Schuhkarton

For some weeks, the 9th and 10th graders have been organizing ‘Christmas in a Shoebox’, which is a charity event that we chose as a Service Learning project.

The 9th and 10th graders, and for sure all the children who will receive the presents, thank all the students in Primary and Middle Years, along with their parents, for their generosity and all the presents!

They are now in the shoeboxes and ready to be given to the church, from where they will begin their international journey!

Great effort everyone!

Durante las últimas semanas, los estudiantes de las clases 9 y 10 han estado organizando el proyecto ‘La Navidad en Caja de Zapatos’, que es un evento de caridad que elegimos apoyar como proyecto de ‘Servicio y Acción’.

Los estudiantes de las clases 9 y 10, y seguro los niños que van a recibir los regalos, agradecen a todos los estudiantes del colegio y sus padres por su generosidad ¡y todos los regalitos!

Ya están empaquetados en las cajas, y listos para dar a la iglesia, ¡de donde empezarán su viaje internacional!

!Un esfuerzo estupendo por parte de todos!

Für einige Wochen organisierte die 9. und die 10. Klasse "Christmas in a Shoebox", eine Wohltätigkeitsaktion, die sie als Service-Learning-Projekt ausgewählt haben.

Die 9. und 10. Klasse und natürlich alle Kinder, die die Geschenke erhalten werden, danken allen Schülern in den Primar- und Mittelstufen Klassen, zusammen mit ihren Eltern, für ihre Großzügigkeit und alle Geschenke!

Sie sind jetzt in den Schuhkartons und bereit, der Kirche übergeben zu werden, von wo aus sie ihre internationale Reise beginnen werden!

Ein großer Dank an alle!

Sophie Walther, Grade 10

SPANISH Della Wild

Español

Hay 8 estudiantes de la clase 6 que están al principio de sus estudios de español. Durante la primera unidad, que se llama ‘Los Básicos’, aprendieron el alfabeto, las cifras hasta 100, los días de la semana y los meses del año, unas frases para usar en la clase, junto con cómo presentarse en español. ¡En la foto, se ve el grupo cantando su rap - ‘Los Días de la Semana’!

En la clase 7, nos divertimos al aprender unas frases para hablar de ‘Mi Barrio’, incluyendo frases para hablar del tiempo. En las fotos, unos estudiantes presentaron su pronóstico para España. Además, aprendimos algo importante; ¡no se debe leer todo mientras estás presentando!

Los de la clase 8 se fueron ‘De Viaje’. Ya saben qué decir si se

pierden en España y también aprendieron frases para comprar billetes en la estación de trenes. ¡Mejor ir con ellos de vacaciones a España!

La clase 9 estudió un tema interesante: ‘Los Medios’. Tuvimos que dar nuestras opiniones de los móviles y el internet e investigamos las ventajas y desventajas de los dos. En su examen final, tuvieron que escribir un ensayo - ¡nuestra primera cosa un poco más sofisticada y lo hicieron muy bien!

En la clase 10, exploramos el tema del ‘Medio Ambiente’. Aprendimos que, los problemas que nos afecta aquí en Stuttgart - sobre todo lo de la contaminación del aire, también afecta a otras ciudades grandes del mundo. Vimos videos sobre Pekín y México, para aprender

cómo las autoridades solucionen el problema y al final, investigamos también unas medidas que se necesitan tomar al nivel individual para que protejamos el planeta.