🧩 Concepts of our school
"Hello! I'm Silas.
I want to show you what makes our school special!” 🌟
🧩 Concepts of our school
"Hello! I'm Silas.
I want to show you what makes our school special!” 🌟
At the Hude-Süd primary school, we work according to various educational concepts that promote learning, community, and the personal development of our children.
Each of these concepts contributes to ensuring that all students feel comfortable with us, learn with joy, and grow strong together.In the Hude-Süd Primary School we work with various pedagogical conceptsThis means: We have special ideas and methods to help children learn well and feel comfortable at school.
These concepts help
- the Learn exciting and child-friendly,
- the community to strengthen,
- and the personal development to promote every child.
In this way, we work together to ensure that all children feel comfortable at our school, learn with joy, and grow strong together.
🧩 Educational concept of the Hude-Süd primary school
🌿 Sustainability concept of the Hude-Süd primary school
💻 Media development plan of the Hude-Süd primary school
🧍♀️ Supervision concept of the Hude-Süd primary school
🐾 Animal-assisted education at the Hude-Süd primary school
🏃♀️ Sports concept of the Hude-Süd primary school
🧩 Educational concept of the Hude-Süd primary school
🤝 Taking responsibility together
Education is only successful through cooperation – between children, parents, teachers and staff.
We support our students on their journey to becoming independent, responsible, and socially responsible individuals. To ensure everyone feels comfortable at school, we adhere to binding values and rules that promote respectful and fair interaction.
🌟 Our basic rules
We treat each other kindly, help each other and respect the instructions of adults.
Property is respected, no one is harmed – neither by words nor by gestures or actions.
Friendliness, consideration and helpfulness are integral parts of our school life.
⚖️ Dealing with rule violations
When rules are violated, we respond pedagogically—with discussions, reflection sheets, redress, or temporary placement in a different class. For more serious violations, disciplinary action may also be taken. The goal is always to take responsibility and learn from mistakes.🛡️ Protection and security
Our school is a safe place. Violence, insults, or exclusion have no place. Bullying is taken seriously – we act immediately to protect those affected, stop perpetrators, and strengthen the classroom community. Teachers, parents, and our social worker work closely together to achieve this.🌱 Collaboration and values
The educational concept was developed jointly by parents and teachers. It is sustained by regular reviews, open communication, and the shared goal of a school where all children feel safe, valued, and empowered.
🧩 Educational concept of the Hude-Süd primary school
🤝 Taking responsibility together
Education can only be achieved together – through the cooperation of children, Parents, teachers and employees.
We support our students in self-employed, responsible and social To ensure that everyone feels comfortable in our school, we have set fixed values and rules. These promote a respectful and fair cooperation.
🌟 Our basic rules
- We go friendly with each other and help each other.
- We respect the instructions of adults.
- We respect property.
- No one gets hurt – neither with words, gestures nor actions.
friendliness, Consideration and Willingness to help are an integral part of our school life.
🛡️ Protection and security
Our school is a safe place. Violence, Insults or Exclusion have no place with us.
bullying is taken seriously. We act immediately to:
- To protect those affected,
- to stop perpetrators,
- and strengthen the class community.
Working teachers, Parents and our social worker closely together.
🌱 Collaboration and values
The educational concept was jointly by parents and teachers developed.
It lives through:
- regular review,
- open communication,
- and the common goal: a school in which all children secure, valued and strong may feel.
🧍♀️ Supervision concept of the Hude-Süd primary school
⚖️ Responsibility and safety
Supervision at our school is for the safety of all children.
Teachers and educational staff ensure throughout the school day that
that pupils can learn and play in a protected and reliable environment.
🕗 Supervision – when and where
Our supervision starts in the morning at 7:30 a.m. and applies:
- before classes begin,
- during breaks,
- on the paths between the main building, the gymnasium and the containers,
- after classes end until the buses depart.
Additional regulations apply to special activities such as sports, swimming or excursions.
👨👩👧 Parental responsibility
Parents ensure that their children leave the school premises at least 10 minutes before the start of the lesson enter and make your way home quickly after classThe school is not responsible for supervising the journeys to and from school.
🏫 Organization of break supervision
A fixed supervision plan determines which teachers are responsible for which areas. Supervision is carried out actively, attentively, and in a child-friendly manner – always adapted to the child's age and developmental level. Teachers are available during this time and remain on the playground until the end of recess.
🎟️ Certificate of trust
Children who act responsibly receive a Certificate of trustIt allows them to move around the building or work independently after consultation. In the event of violations, the ID card can be temporarily revoked.
🧾 Claims and evaluation
In the event of damage, the school must demonstrate that it has fulfilled its supervisory duties. The plan is regularly reviewed and adjusted as needed to ensure safety and clarity for all involved.
🧍♀️ Supervision concept of the Hude-Süd primary school
⚖️ Responsibility and safety
The Duty of supervision at our school the Safety of all children.
teachers and educational staff throughout the school day, ensure that all pupils are in a protected and reliable environment learn and play.
🕗 Supervision – when and where
Our supervision starts in the morning at 7:30 a.m. and applies:
- before classes begin,
- during breaks,
- on the paths between the main building, the gymnasium and the containers,
- and after classes end until the buses depart.
For special activities such as sport, To swim or Excursions Additional regulations apply.
👨👩👧 Parental responsibility
Parents ensure that their children do not leave the school premises at least 10 minutes before the start of the lesson enter and after school quickly the way home compete.
The Ways to school and home lay not under the supervision of the school.
🏫 Organization of break supervision
A fixed supervision plan regulates which teachers are responsible for which areas.
The supervision will active, attentive and child-friendly – always adapted to the age and developmental level of the children.
During supervision, the teachers remain approachable and until the end of the break in the schoolyard.
🎟️ Certificate of trust
Children who act responsibly, receive a Certificate of trust.
With this ID card they can, after consultation, independently in the school building move or there work.
If rules are not followed, the ID card temporarily withdrawn become.
🧾 Claims and evaluation
In case of damage, the school must provethat they fulfill their supervisory duties properly complied is.
The supervisory concept is checked regularly and if necessary adjusted, with it Security and clarity be guaranteed for all involved.
🌿 Sustainability concept of the Hude-Süd primary school
💡 Introduction
Climate change affects us all – especially our children growing up in this world.
Therefore, the topic sustainability also plays an important role in everyday school life.
We want to show children how to use resources consciously and responsibly
and how sustainable action can begin at primary school age.
📚 Integration into the classroom
Sustainability is part of many teaching units – especially in the subject general education.
Topics such as “The forest,” “Waste separation,” “Healthy eating,” “Electricity” or "Water"
take up the principles of sustainable action.
In addition, regular Project weeks where children are interested in
work on sustainability topics and present their results.
Also Working groups offer space to engage with environmental issues in the long term –
for example with waste avoidance, energy saving or recycling.
This creates concrete projects that are implemented in everyday school life.
🌍 Current implementation at the school
Sustainable thinking and action are already firmly anchored in school life. This includes excursions to environmental and energy facilities, the annual Environment Day as well as courses within the framework of Fridays for Future. There is also a separate Sustainability AG for grades 3 and 4.
The school pays attention to environmentally friendly materials: Fair trade products and regional organic products are preferred, recycled paper is used and school fruit is sourced from regional organic farming.
🔄 Topics and projects
- Recycling: Waste separation, waste avoidance and recycling.
- Upcycling: Creating something new from old materials – creatively and meaningfully.
- Save energy: Save electricity, understand and use renewable energies.
- Mobility: Promote walking or cycling, reduce CO₂ emissions.
- Fair Trade & Organic: Get to know sustainable and fair products and choose consciously.
🌱 Future and visions
The primary school Hude-Süd would like to establish itself as a sustainable school To this end, existing projects will be continued and new initiatives developed – including within the framework of programs such as:
- “Walking to school” – Promoting sustainable school routes
- Climate Protection School – Actively shape environmental education
- Environmental School in Europe - Take responsibility
- Fair Trade School – Conscious consumption and action
🌿 Sustainability concept of the Hude-Süd primary school
💡 Introduction
The Climate change affects us all – especially the children growing up in this world. That is why sustainability an important part of everyday life at our school.
We want to show the children how they consciously and responsibly with resources This way they learn that sustainable action can begin as early as primary school age.
📚 Integration into the classroom
The topic of sustainability can be found in many school subjects, especially in general education. Topics such as:
- The forest,
- Waste separation,
- Healthy eating,
- Electricity,
- and Water
These topics show how important it is careful with the environment to deal with.
In addition, regular Project weeks During this time, children can explore their interests in Sustainability topics work and then present their results.
Also in our Working groups (AGs) Children are concerned with environmental issues in the long term – for example, Waste avoidance, Save energy or recycling. This is how concrete projectsthat enrich everyday school life and protect our environment.
🌍 Current implementation at the school
Sustainable thinking and acting are an integral part of everyday life at our school. The children experience environmental protection in a very practical way – for example, through:
- Excursions to environmental and energy facilities,
- the annual Environment Day,
- and Classes in the context of Fridays for Future.
For grades 3 and 4 there is also a separate Sustainability AGin which children actively develop ideas and implement projects.
The school also pays attention to environmentally friendly materials: We prefer to use Fair trade products and regional organic products, to use recycled paper and refer School fruit from regional organic farming.
🔄 Topics and projects
- Recycling: Waste separation, waste avoidance and recycling.
- Upcycling: Creating something new from old materials – creatively and meaningfully.
- Save energy: Save electricity, understand and use renewable energies.
- Mobility: Promote walking or cycling to reduce CO₂ emissions.
- Fair Trade & Organic: Get to know sustainable and fair products and choose consciously.
🌱 Future and visions
The primary school Hude-Süd would like to establish itself as a sustainable school Existing projects will be continued, and new ideas will be added – including through these programs:
- “Walking to school” – Promoting sustainable school routes,
- “Climate Protection School” – actively shape environmental education,
- “Environmental School in Europe” - Take responsibility,
- “Fair Trade School” – Consume and act consciously.
In this way, our students learn that every contribution counts – and that sustainable action, even in small ways, can have a big impact.
💻 Media development plan of the Hude-Süd primary school
🎯 Goals and guiding principles
Digital media are now an integral part of our lives – even for children.
Our school aims to enable students to use digital media in a reflective, responsible, and safe manner.
Media education not only promotes learning, but also creativity, teamwork and independence.
🖥️ Equipment
The Hude-Süd primary school has a growing range of digital resources:
- Wi-Fi in all classrooms
- Laptops, tablets and media carts with projectors, document cameras and Bluetooth speakers
- Learning software such as Antolin, Number Zorro, Learning workshop, Flex and Flora, Budenberg
- Programming materials: Calliope Mini, Lego WeDo 2.0, Cubetto Primo
- Digital presentation technology in several classrooms
The long-term goal is to equip all classrooms with interactive displays and modern equipment.
📚 Media in the classroom
Digital media are used regularly in all grades:
- Class 1/2: Getting to know laptop, tablet, mouse, keyboard and learning programs
- Class 3/4: Working with text and graphics programs, researching on the Internet, creating presentations
- Use of Children's search engines (Blind Cow, FragFinn, Hamster Box)
- Introduction to Copyright and data protection
- Learn to program with Calliope or Lego WeDo
🧠 Skills and digital education
The children learn:
- Research information safely and purposefully
- to create and present digital content
- to communicate responsibly
- Recognize and avoid dangers on the Internet
- to work creatively with programs, apps and digital tools
In this way we make an important contribution to Media literacy and to digital participation of all children.
🏫 Use and promotion
Digital media are used specifically for individualized support – both in class and in small groups. Children with special needs benefit particularly from learning software, visual aids, and the opportunity to write or practice on the computer. This makes learning differentiated and inclusive.
👩🏫 Training and further development
To ensure the success of digital education, teachers receive regular training—both internally and externally. The focus is on:
- Handling tablets, learning software and interactive displays
- Programming with Calliope and Lego WeDo
- Media literacy and data protection in the classroom
🚀 A look into the future
To further develop the digital learning environment, the school plans to:
- Digital boards in all classrooms
- More mobile devices (tablets/laptops)
- Own recording devices and digital cameras
- A central school server for data exchange and backup
💻 Media development plan of the Hude-Süd primary school
🎯 Goals and guiding principles
Digital media are now a natural part of our everyday lives – even for children. The Hude-Süd primary school wants to enable its students to reflected, responsible and secure to deal with digital media.
Media education not only supports learning, but also promotes creativity, Teamwork and Independence.
🖥️ Equipment
Our school has a constantly growing digital equipment:
- Wi-Fi in all classrooms,
- Laptops, tablets and mobile media carts with projectors, document cameras and Bluetooth speakers,
- Learning software such as Antolin, Number Zorro, Learning workshop, Flex and Flora and Budenberg,
- Programming materials such as Calliope Mini, Lego WeDo 2.0 and Cubetto Primo,
- Digital presentation technology in several classrooms.
The long-term goal is all classrooms with interactive displays and modern equipment to equip.
📚 Media in the classroom
Digital media are used regularly in all grades:
- Class 1/2: Getting to know laptop, tablet, mouse, keyboard and learning programs,
- Class 3/4: Working with text and graphics programs, researching on the Internet and designing presentations.
In addition, the children learn how to handle Children's search engines How Blindman's Buff, AskFinn and Hamster box.
The lessons also cover topics such as copyright and Data protection discussed. Children learn with Calliope or Lego WeDo to gain initial programming experience.
Digital media support learning in all subjects – from German, mathematics, social studies and English to religion, art and music.
🧠 Skills and digital education
The children learn
- to search for information safely and specifically,
- to create and present digital content,
- to communicate responsibly,
- to recognize and avoid dangers on the Internet,
- and to work creatively with programs, apps and digital tools.
This is how we promote Media literacy and enable digital participation for all children.
🏫 Use and promotion
Digital media are used specifically to individual support used in classrooms and in small groups. Children with special needs especially benefit from Learning software, visual aids and the possibility to write or practice on the computer.
This is how learning differentiated and inclusive designed.
👩🏫 Training and further development
To ensure the success of digital education, our teachers regularly receive training—both internally and externally. The focus is on:
- the use of tablets, learning software and interactive displays,
- Programming with Calliope and Lego WeDo,
- as well as media literacy and data protection in the classroom.
🚀 A look into the future
To further improve the digital learning environment, the school plans to:
- Digital boards in all classrooms,
- more mobile devices such as tablets and laptops,
- own recording devices and digital cameras,
- and a central school server for data exchange and backup.
In this way, we are creating, step by step, a modern, safe, and inspiring digital learning environment for all children.
🐾 Animal-assisted education at the Hude-Süd primary school
💬 General
Animals can have a very positive effect on people and support us in many areas of life.
In the animal-assisted education Animals are used specifically to stimulate children emotionally,
socially and cognitively. They create closeness, promote a sense of responsibility and facilitate
access to other people.
- Promoting emotional well-being and social integration
- Strengthening self-confidence and self-control
- Promoting consideration, empathy and patience
- Motivation through positive experiences and shared responsibility
🦎 Rudi – our bearded dragon
The children learn about our bearded dragon Rudi know, observe and care for them.
In doing so, they take on responsibility and expand their social and emotional competence.
- Class 4c looks after Rudi during his daily school life – feeding, cleaning, and grooming are all part of this.
- A daily “Rudi Service” is taken over by two children.
- In one Rudi-AG Children gather knowledge about the posture and behavior of the lizard
and create an information booklet for other students. - Rudi is also known as Motivational booster used:
Spending time with Rudi can serve as a reward for positive behavior. - Dealing with Rudi requires calmness and mindfulness – this is how children learn composure and consideration.
🐔 Luise and the chickens
Our school chickens – led by Louise – are part of animal-assisted work. The children observe, care for, and nurture the animals and learn to take responsibility for living creatures.
- Class 2c takes care of the care and feeding of the chickens.
- A “Chicken duty” is taken over weekly by three children.
- In the chicken club, children learn more about the behavior, nutrition, and care of the animals.
- Here too, care can be Reward or calming activity.
🐶 Hanno – the school dog
Hanno, the dachshund of the headmistress Mrs. Kempers, becomes School companion dog He has already been trained. He accompanies individual lessons and office visits. The long-term goal is to use Hanno as a class dog, reading dog, or companion in the animal club.
🧼 Hygiene and safety concept
The safety of children and animals is our top priority. All animals are kept in species-appropriate conditions and regularly checked by veterinarians. Contact with animals is only permitted with parental consent. Children learn rules of conduct and hygiene when interacting with animals:
- Wash your hands thoroughly after every contact with animals
- No access of animals to rooms containing food
- Documentation of vaccination protection and health checks
- Responsibility for care, cleaning and species-appropriate keeping lies with the supervising teachers
This ensures that animal-assisted education is implemented safely, carefully and hygienically.
🐾 Animal-assisted education at the Hude-Süd primary school
💬 General
Animals can be very positive and help us in many areas of life support.
In the animal-assisted education Animals are used specifically to protect children emotionally, social and cognitive (i.e. mentally). Animals create closeness, promote Sense of responsibility and facilitate contact with other people.
- Promoting emotional well-being and social integration,
- Strengthening self-confidence and self-control,
- Promoting consideration, empathy and patience,
- Motivation through positive experiences and shared responsibility.
🦎 Rudi – our bearded dragon
The children learn our Bearded Dragon Rudi know, observe and care for them. In doing so, they take over Responsibility and strengthen their social and emotional competence.
- Class 4c looks after Rudi during his daily school life – feeding, cleaning, and grooming are all part of this.
- A daily “Rudi Service” is taken over by two children.
- In one Rudi-AG Children learn more about the lizard's posture and behavior and create an information booklet for other students.
- Rudi also serves as Motivational booster: Time with Rudi can be used as a reward for positive behavior.
- Dealing with Rudi requires Peace and mindfulness – this is how children learn calmness and consideration.
🐔 Luise and the chickens
Our School chickens – led by Louise – are part of animal-assisted work. The children observe, take care of and maintain the animals and take responsibility for living beings.
- Class 2c takes care of the care and feeding of the chickens.
- A weekly “Chicken duty” is taken over by three children.
- In the Chicken AG Children learn more about the behavior, nutrition and care of the animals.
- Here too, care can be Reward or as calming activity be used.
🐶 Hanno – the school dog
Hanno, the headmistress's dachshund Ms. Kempers, is currently being School companion dog He is already attending individual classes and visiting the school office.
The aim is to have Hanno as a Class dog, Reading dog or Companion in the animal group to use.
🧼 Hygiene and safety concept
The Safety of children and animals always comes first. All animals are kept in a species-appropriate manner and regularly veterinarian checked.
Contact with animals is only permitted with Parental consentThe children learn important Rules of conduct and hygiene:
- Thorough hand washing after every animal contact,
- No access of animals to rooms containing food,
- Documentation of vaccinations and health checks,
- Responsibility for care, cleaning and maintenance lies with the supervising teachers.
This is how we ensure that the animal-assisted education is implemented safely, carefully and hygienically – for the benefit of children and animals.
🏃♀️ Sports concept of the Hude-Süd primary school
⚽ General
Physical education classes at Hude-Süd Primary School comprise two hours per week in grades 1-4.
Swimming lessons usually take place in both semesters in the 2nd year and in one semester in the 3rd year.
From an organizational perspective, classes are held in double lessons, so that sports and swimming take place alternately every two weeks.
🧍♂️ Participation in physical education classes
All students are required to participate in physical education classes.
Even in the case of temporary restrictions, children can, where possible, take on supporting tasks.
In case of health impairments, the teacher will decide on alternative participation after consultation.
Exemption from physical education classes is only possible in justified exceptional cases and upon written request.
👕 Sportswear and swimwear
During school sports, everyone—children and teachers alike—must wear appropriate sportswear. This includes:
- Sportswear and indoor shoes with light soles
- No jewelry or watch (risk of injury)
- Long hair tied back
- No chewing gum or objects in the mouth
- Glasses or braces must be securely fastened or removed
During swimming lessons, children need:
- Swimsuit or swimming trunks (no swim shorts or bikini)
- Shower gel and towel
- Flip-flops for hygienic reasons
- If necessary, swimming goggles or cap
🌦️ Safety and weather conditions
School sports also take place outdoors, weather permitting. In extreme weather conditions (heat, cold, ozone levels, poor visibility), lessons are adapted to avoid health risks. Therefore, children should always bring appropriate outdoor clothing and shoes.
🏊♀️ Objective
Sport and exercise not only promote physical fitness, but also team spirit, fair play, and perseverance. Regular exercise strengthens health, enhances well-being, and promotes social interaction. Thus, school sports make an important contribution to children's holistic development.
🏃♀️ Sports concept of the Hude-Süd primary school
⚽ General
The Physical education at the primary school Hude-Süd includes grades 1 to 4 two hours per week.
The Swimming lessons usually takes place in 2nd year in both semesters and in 3rd year The lessons are usually held in Double lessons organized so that Sports and swimming take place every two weeks.
🧍♂️ Participation in physical education classes
All students are generally required to Participation in physical education classes obligated.
Even with temporary restrictions Children can, as far as possible, supporting tasks take over – for example when setting up and dismantling or watching games.
In case of health problems, the teacher decides after consultation whether a alternative participation is possible.
One Exemption from physical education classes is only in justified exceptional cases and with written application possible.
👕 Sportswear and swimwear
In physical education classes, everyone – children and teachers – suitable sportswear These include:
- Sportswear and indoor shoes with light soles,
- no jewelry or watch (risk of injury),
- long hair tied back,
- no chewing gum or objects in the mouth,
- Glasses or braces must be securely fastened or removed.
At the Swimming lessons The children need:
- Swimsuit or swimming trunks (no swim shorts or bikinis),
- Shower gel and towel,
- Flip-flops for hygienic reasons,
- If necessary, swimming goggles or a swimming cap.
🌦️ Safety and weather conditions
School sports also take place outdoors weather permitting. extreme weather conditions such as extreme heat, cold, high ozone levels or poor visibility, lessons are adapted to Children's health to protect.
The children should therefore always appropriate clothing and shoes for outdoor sports.
🏊♀️ Objective
Sports and exercise not only promote the physical fitness, but also Team spirit, fairness and Perseverance.
Regular exercise strengthens the Health, improves the Well-being and supports the social interaction.
School sports therefore contribute significantly to holistic development of children – for body, mind and community.
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