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The Early Learning curriculum is organized around projects referred to as units of inquiry which form the framework for our inquiry-based, student-centered teaching.

These units are derived from the following six interdisciplinary themes:

  • Who are we
  • Where are we in space and time 
  • How do we express ourselves
  • How does the world work
  • How do we organize ourselves
  • How do we use and share our planet

These six key themes – which are based on the key questions of human existence – are used to develop the units for each age group. The aim is to make the learning process more relevant to their world and for our Early Learning students to have an active role in shaping their education. In accordance with the Berlin education program, it is our aim to create a link to the individual world of a child, a link to the culture of the child, and to use the child´s perception and interests to lead the learning process.

What may seem very theoretical enables us to explain the world around our students by using their lives as a starting point, thus enabling them to understand more complex questions and concepts based on direct relevance to their lives. 

These six key questions and the units derived from them accompany our students from kindergarten to graduating primary school in sixth grade. This project-based work is supplemented by content that draws on various specialized subjects.

This relates to language-learning – with German and English as languages of instruction here – Math, Music, Sports, Drama, Science, Art and Crafts. For these subjects, we have also defined targets to be achieved via project work in line with the educational program in question. This concept of interdisciplinary, research-based learning demands a lot of our teachers. Extensive planning, in-depth preparation and collaboration within the teams are necessary to provide the correct balance between an open-learning environment and the fulfillment of learning targets.

In line with the school’s values and in addition to the communication of content, both the development of our students’ character and the development of key social skills in an international, multicultural environment remain at the center of our school ethos of learning. 

We work with structured daily and weekly schedules but this still leaves plenty of scope and time for children to be at the forefront of the inquiry cycle of learning. Our work is supported by a comprehensive planning and a deep commitment to providing our students with a meaningful and diverse school experience.