Interview with our talented dancers and world champions, Jayce and Naveh, ahead of their performance at IS Ruhr Unplugged!

In anticipation of our upcoming IS Ruhr Unplugged event on 5 December, two of our Grade 11 CAS students, Masha and Yu Su, sat down with Jayce and Naveh from Grade 8, who will be lighting up the dance floor that evening. In this interview, they share insights into their preparation, the passion behind their routines, and what inspires them to dance. Alongside the interview, we're thrilled to showcase a video preview of their dance moves, giving everyone a taste of what’s to come. Don’t miss this behind-the-scenes look, and be sure to join us for what promises to be an unforgettable performance!    

Fostering Empathy in the Classroom: Key Takeaways from the AGIS Conference

In September 2024, teachers from the Early Years, Primary Years, and Secondary Years at IS Ruhr attended the AGIS Conference, with "Empathy" as a theme this year. The Association of German International Schools (AGIS) is a network that brings together international schools across Germany to share knowledge, best practices, and resources. This year's conference focused on the importance of empathy in education, offering practical strategies for educators to implement in the classroom. To better understand how the conference impacted our colleagues who attended, we interviewed them to find out more! In this blog post, they share their key takeaways, how empathy is shaping their approach to teaching and supporting students, and why empathy is so important in our diverse international community. Read on to learn how these reflections are shaping their approach to fostering a compassionate learning environment. Q1: What were your key takeaways from the training on empathy, and how has it changed your perspective on teaching? Ms Kirsty: Understand that each person comes to school that day with different levels of stress. Some may have had a wonderful morning. Someone may have been in or observed an argument. Someone may be losing a family member. Understand that people's needs and behaviours will differ according to what is happening in their life right now. Ms Marga: Sometimes, people simply need someone who will listen without judgment. When someone shares their struggles with you, ask how you can support them rather than jumping in with solutions. A simple “I’m here for you” or “What do you need right now?” can make a significant difference and show that you genuinely care about them. Ms Yuni: The importance of understanding students' unique perspectives and the role of empathy in building a supportive classroom community. Creating an inclusive and respectful learning environment. Ms Rebecca: This was key: direct action that you can take a person and educator. Actively seek out unique and challenging perspectives (be aware of the digital echo chamber). Create habitual check-ins with your team/class - be curious but respectful. Choose your environment carefully when building connections/developing empathy Model vulnerability (within reason) and you can help model empathy. Offer (or find) varying and conflicting perspectives/viewpoints - empathy isn’t about agreeing, it’s about having enough viewpoints to make the right decision . Look at the tools/events you’re already using - add stories and diverse perspectives into these. Q2: How do you plan to integrate empathy into your teaching (Early Years, Primary Years, Secondary Years)? Ms Kirsty: We have implemented a calm tool box and area in EY3 where children can go if they need some personal space to calm down or be alone. Ms Marga: I am thinking of using the template ("How to Work Best with Me") from Ms Rebecca´s sessions. This will be posted in the classroom. Ms Yuni: In Grade 2, I use stories, and discussions to help students recognize and respect others' feelings and experiences. Regular reflective activities will also encourage them to consider the impact of their actions on others. Ms Rebecca: As part of my inclusion teaching as well as striving to have empathy at the heart of all my interactions with students, staff and the community. Q3: Were there specific strategies or methods that you found helpful for fostering empathy in students? Ms Kirsty: Showing simple videos that give a glimpse of how others' lives are, and that some people face problems such as hunger and illness. This helps the children to refelct on their own lives and discuss problems they may need help with or empathise that others may have difficulties they face each day. Ms Marga: In my Grade 8 English class, I have students rewrite scenes from our current book from different characters' perspectives. This activity enhances their empathy and understanding of character motivations, showing them that every story has multiple viewpoints. It not only improves their literary analysis but also fosters appreciation for diverse perspectives in real life. Ms Yuni: Exercises and modeling empathetic language are effective ways to help students understand and express empathy. Ms Rebecca: Yes, sharing a video, picture or sound track and reflecting on how the students feel before and after engaging with it. What do they have in common with others? Q4: In your opinion, how can parents support the development of empathy at home to reinforce what is taught at school? Ms Kirsty: When a child has had conflicts with other children, recognise that each child may have issues they are facing that they do not know about. To support their child in facing issues and problems and supporting them with problem-solving techniques to be able to work through these situations themselves. Ms Marga: Parents can help build empathy at home by encouraging their children to share their feelings, knowing that they are being listened to and understood. Ms Yuni: Parents can encourage empathy at home by discussing feelings openly and modeling empathetic behavior in everyday situations, which reinforces what students learn at school. Ms Rebecca: Parents can encourage empathy at home by sharing a range of view points and perspectives with their children. Q5: Why do you believe it is especially important to teach and promote empathy within the context of an international school? Ms Kirsty: We have many cultures in our community and it is a perfect setting to learn respect and understanding of the many different languages, religions, races, traditions etc. Ms Marga: In a multicultural setting, misunderstandings can easily arise. Empathy helps students navigate cultural differences and resolve conflicts peacefully. Ms Yuni: Empathy is essential in an international school as it helps students appreciate and understand diverse backgrounds, cultures, and perspectives, fostering a respectful, globally-minded community. Ms Rebecca: Because students are interacting everyday with members of our school community who have very different life experiences and come from all over the world.  

Exploring Grade 5 Perspectives: Insights into the PYP Exhibition Journey  

The PYP Exhibition (PYPX) is a special event that marks the culmination of the International Baccalaureate Primary Years Programme (IB PYP) journey for Grade 5 students. It provides them with an opportunity to showcase their learning, skills, and interests through an in-depth inquiry into real-world issues. As the PYPX is a unique and significant milestone in their academic journey, we held interviews with all Grade 5 students to gain insights into their exhibition experiences and progress. Q1: What inspired you to choose this particular topic for your exhibition? S: I chose it because I also have ADHD, and I wanted to know more about it. I thought I could explain to people about what ADHD is. ADHD doesn’t play a big role and not everyone knows about it. E: My topic is about Down syndrome. I chose it because my little sister has it, and I want to inform other people about it. M: My topic is about reading and writing. I chose this topic because I found it interesting that so many kids at school don’t read and write so much. K/M/R: The main reason why I [R] took this topic, literacy, is because it's something I like. I started with it with 3 years. I like action and drama, and I could read and write at the age of 3. I got trained at home. I [M] chose this topic because I found it interesting that so many kids at school don’t read and write so much. M: It inspired me because half of my life I started with sports, and it was one of the most important things what I have right now. I knew I wanted to choose it. Basically, I work out every day. Hopefully, one day I can compete in the sport I would like to and hopefully win something. I want to show people how nice exercising could be. P: I love fashion, and I wanted to make it myself and I put some makeup and had some allergies on my face, so I chose makeup for my exhibition Q2: Can you tell me about one surprising thing you've discovered during your research? S: ADHD has really good things, actually more good things than bad things. A good thing would be that they have a lot of creativity and can feel how other people feel. E: There are many famous people with it {Down syndrome]. Some of them are actors or models. K/M/R: One surprising thing is that 750 million adults and 250 million kids can't read and write. This is almost the population of Europe. We did a survey and found out in grade 1 not many kids read or write at home so much. That was really surprising because usually, kids practice at home to improve. M: It was like how big is mental health. It has a really big impact on your physical health. You also have to have a good mindset to be physically fit. Even big athletes say that. P: It surprised me that humans are comfortable about wearing makeup; it makes them feel confident. It's like a standard for social events. It shocked me that they put everything on animals to test it, makeup, foundation, and everything, It's part of my action to create makeup. They can do it by themselves, and I can help them. Q3: What challenges have you faced during your preparation, and how have you overcome them? S: I had some problems with researching. I had some help from Ms Jessee, my mom, and Elisabeth. They tried to help me on the internet E: I also had problems to research, and I had some help from Sophia, Ms Jessee, my mom, and Sophia, and our mentor, Ms Eszter. Our mentor is helping us for getting more information. We see them once a week so that they know what we have done so far. K/M/R: We faced a kind of problem, we were just thinking of our action plan and we were thinking about making a book about literacy. We didn’t have time so we decided to make a video. Editing the video was not easy, we had to review it many times but in the end, it got quite good. It were not so many challenges because we were working together in a group. You can help each other and it is much easier. M: Time management was a challenge and it was a lot of pressure. You are always not sure if they're gonna like it. I did a training session with grade 6 with a warm-up and a cool down. With different movements and the cool down was some stretching. Before, I was talking about warm-up. It was a challenge because of the planning of the session. Make sure everything works perfectly and exercise, and I was super excited. I overcame it by doing it, and then I was asking myself why was I so excited before. P: It is so hard to do the action. It took me like two days to do it. My interview days were so hard because I was doing two people, and it was a bit hard to reach them in India. I just stayed persistent. Q4: What do you hope people will take away from your exhibition after they've seen it? S: That they learn more about ADHD, that it doesn't matter how someone looks, and that what matters is what is inside E: That they learn that it doesn't matter how people look and that every person is special, and that every person does what they want to do. K/M/R: They could learn new strategies to improve their literacy skills. I [R] just want them to understand that literacy is important in their life. They think reading a few pages is enough. If they understand that so many people and kids can't read or write, they can take action for themselves to succeed, and then they know how to take action for others. M: I hope that people like to exercise. I did a survey which was pretty good. 60 percent like to exercise, and I want to get the other people to like it, to do exercises and find out what the benefits are. P: I hope they feel like that they read the labels and will buy something natural and healthy for their skin.      

Starting a Musical Revolution: Emma Lloyd and Karin Schistek's Dynamic Duo

The collaboration between Emma Lloyd and Karin Schistek is a colorful example of the magic that happens when two musicians come together to pursue sound exploration. They set off on their voyage in 2013 during the centenary celebration of Witold Lutoslawski in Edinburgh, where their first performance of his 'Partita for violin and piano' lit the spark that would lead them further. From this fortunate start, Emma and Karin formed a deep human connection in addition to a common musical language. Their shared passion for exploring pieces from many historical periods and their preference for enjoying the unpredictability of free improvisation established the groundwork for a collaboration marked by limitless imagination and steadfast commitment. Internationally acclaimed artist Emma Lloyd adds a plethora of expertise and originality to the team. Her violin dexterity crosses genre boundaries, fusing modern experimental with classical tradition in a seamless manner. Emma's performances radiate a compelling blend of passion and skill, whether she is navigating the complex intricacies of baroque repertoire or exploring new sonic realms with live electronics. Emma's artistic abilities are enhanced by Karin Schistek, whose training in classical piano performance lends depth and resonance to their cooperation. Karin, a graduate of the University of Music and Performing Arts Vienna and the Mozarteum University in Salzburg, has traveled from Austria to Edinburgh and then to Essen, Germany, all the while pursuing her passion for music. Her natural ability to navigate a variety of musical terrain and her versatility as a pianist give their sound a unique quality. Emma and Karin set out on a musical journey together that is driven by their mutual commitment to artistic integrity, curiosity, and teamwork. They use an intensely attentive and responsive approach to free improvisation, delving into the acoustic depths of their instruments with a resolute dedication to inquiry. Every show is a conversation, proof of the mutually beneficial partnership between two skilled performers. Inspired by their common ideals of cooperation, curiosity, and artistic integrity, Emma and Karin set off on a musical journey together. With a keen and sensitive approach to free improvisation, they want to fully explore the sonic potential of their instruments. Every show is a conversation, demonstrating the supportive bond between two successful artists. Emma Lloyd and Karin Schistek create a world where every note has significance and every quiet is full of potential. Their relationship is based on respect for one another, a common interest, and an unquenchable desire to explore new music. Emma and Karin continue to be awe-inspiring performers who push the envelope of artistic expression. Join us at IS Ruhr on Thursday 21 March to experience the magic for yourself.

Interview with Juan, Edgar and Jean Carlos

Juan, Edgar and Jean Carlos are a Colombian trio who share the vibrant world of South American music with their audience.

Eya: Can you tell us about the origins of your band and how you all came together? Juan: We came separately to Germany and managed to come together through contacts. From there we started rehearsing and playing gigs together as a 'band'. Eya: Can you share any interesting or memorable experiences from your live performances or tours? Juan: At a wedding in Holland, the audience made us play an hour extra because they were having so much fun. It was a lovely experience and we didn't expect that. Eya: Do you collaborate as a band, or does each member contribute individually? Juan: A bit of both. We put our creativity and experience into the covers we play: Edgar is a composer and singer in another band in Cologne; he is a guitar and bass player. Jean Carlos is a Mariachi singer and sang since 11 years old in order to make a living due to being emancipated from his family. I am a classical trumpet player, graduating with a masters in classical trumpet here in Germany. All of our roots are in Latin America and we come together to play at events from time to time. Eya: What advice would you give to aspiring musicians or bands who are just starting out? Juan: 10% talent, 90% dedication. Listen to all kinds of music and keep practicing your instrument. Consistency and dedication is key. Never give up! +++ You can see Juan, Edgar and Jean Carlos live at the IS Ruhr on 14 December. Come along! We are looking forward to seeing you.  

IS Ruhr Unplugged with Moke Ame

Our first IS Ruhr Unplugged event – we were very happy with the first event, big success, there were a lot of people from in and around Essen. We were surprised to see how many people attended from within the school community and beyond. We were so delighted to finally meet Moke and get some key IB tips, such as ‘passing is a W’. The Primary Choir was enthusiastic and we were surprised to hear how loud they were and how well they could sing. Keep up the fantastic work, Choir! We loved Moke’s voice, and her extraverted and out-going personality on and off stage. Her humble but confident presence was soothing for the audience. Well done to Deutsche Bahn once again for being late and creating so much last minute stress for Moke. Be better guys… Moke – you are cool, stay how you are and keep doing what you do. You have a talent for music! You are ready for the DSDS!!! We are going to back on December 14 – same time, same place. See you there! 😊 Frieda, Parsa, Kris, Eya, Sophia... +++ Photos: Photo Mengede, Mülheim an der Ruhr      

Interview with the IS Ruhr PY Choir Singers

The IS Ruhr PY Choir came to life in 2022 with just 6 members. Since then it has been growing and there are 9 singers now. So far the choir has been part of in-school performances as well as a visit to the German Red Cross Retirement Home for a sing-along with its residents. The participation in the “IS Ruhr Unplugged” event on Thursday, 26th October 2023 will be the choir’s first performance in front of a bigger audience. Ms Karin Schistek, the IS Ruhr music teacher, leads the choir as part of the IS Ruhr’s After School Programme.     Ms Karin: Why do you sing in the choir? Everyone: We like singing. It’s fun and relaxing. Ms Karin: How is the choir different from singing in music class? Aylin: In the choir we only sing and don’t do other music activities. I like that. Lara and Melina: In the choir there are children from different classes and we like that. Linus: In the choir we sing in the afternoon; that’s more fun than in the morning. Loni: Singing in the choir is more relaxing, because it’s in the afternoon and not so chaotic. Nathanael: In the choir we go straight to singing; there are no discussions beforehand. Raissa: The choir is different, because kids here really WANT to sing and there are not so many kids. Zoe: It’s easier to sing in the choir. Zosia: Singing in the choir is more relaxing. Ms Karin: Are you excited about the choir’s first performance next week? Everyone: YES!! Ms Karin: What will the choir sing? Lara: Life is a Song Ms Karin: Why did we choose this song? Aylin: Because it’s happy and relaxing. Lara: Because it’s in English. Linus: Because it’s beautiful. Loni: Because you feel good after singing the song Nathanael: Because it’s happy and powerful. Raissa: Because it’s an international song, a song for everybody, and for any mood. Zosia, Zoe and Melina: Because it’s fun!   +++     You can see the IS Ruhr PY Choir and Moke Ame live at the IS Ruhr on 26 October. Come along! We are looking forward to seeing you.              

Interview with Moke Ame

Moke Ame is a Canadian songwriter based in Berlin with a background in both modern and classical singing.

  Sophia: How did you become a singer/composer? Moke: I guess I just decided to at some point! I have always loved singing and writing for as long as I can remember, but only recently have I decided to take it from just being a hobby to being something I pursue as a career. Sophia: Which song do you like singing at concerts the most? Moke: Well it sort of depends on how I am feeling, but in general I enjoy performing Puppy Doll as there are a lot of powerful emotions and dry remarks to act out. It almost feels like I am putting on a play. I also love performing Before they Hatch, simply because it feels like one of my mostly well rounded songs both lyrically and melody-wise.   Sophia: Can you tell us about your musical role models? Moke: My top three musical role models (in no particular order) would have to be Mitski, Melanie Martinez and Taylor Swift. I really admire the raw emotion of these artists, as well as the story telling in their lyrics. From a more career driven perspective, I also find the work ethic of these three ambitious women to be very inspiring. Sophia: How does it feel to sing on stage in front of many people? Moke: A little bit terrifying but exhilarating overall. I love the feeling of live performance, it is unmatched, absolutely thrilling. It is wonderful to see the reactions and hear the sounds of a live audience. When I perform live, I believe we are both witnessing and creating something new together. Sophia: Is there a special place where you like to sing? Moke: At first I did not think I had an answer to this question but upon further reflection I actually do. I love to sing around a campfire. This is not something that I have done in quite a long time, but when I was younger my family would often make me sing around the fire while my cousin played guitar. It would terrify me at the time with all my family watching and listening, but I look back on these memories very fondly. Many of my songs have themes of nostalgia and homesickness; I love to reference the Rockies, lakes, forests and other remnants of my early childhood that I miss so dearly. I suppose it is only appropriate that my favourite place to sing would be around a campfire or surrounded by a thick wall of evergreens. A more accessible place would be in one of the Berlin Open Mics, the folk music community here is unmatched. Lovely. Sophia: Where did you start your career? Moke: Well the first time I performed my own music in front of an audience was when I was attending high school in Belgium. I performed first for a few grade 1 and grade 4 classes in my mum’s library, then at a couple school events. On that note, I really recommend performing for young children as a first step, they are so encouraging and full of love. Sophia: Have you always wanted to become a singer/composer? Moke: In my heart of hearts, yes. There have been many moments where I have not felt that it is a possible career choice for me, particularly concerning my instrumental capabilities. However, it has always been my dream to make music professionally. Sophia: What are your future goals as a singer/composer? Moke: To try my hands in as many different genres and styles as possible! I love collaborating with other people and I hope to be able to work and play in as many fields as I can. Currently, I mostly have experience with alternative folk and a bit of electronic pop, but I want to try everything! Sophia: Do you have any rituals that you do before having a show? Moke: Oh la la. I should. Technically, it is super important to warm-up before a performance, and I do, but I am not very good at it. I cannot say that I have any set ritual for warming up as I am writing this response, but hopefully I will be a warm-up master by the 26th of October. I have recently started bringing a little plush fox with me to performances so I always know I have a familiar face in the audience but I feel this is less of a ritual and more like carrying a talisman. The fox’s name is Ranger, she is very cute but full of rage. Sophia: Is there anyone you are thankful for the experience you had? Moke: My family for sure. Living in Berlin I have met so many people in the music and film industry who had to go against their families’ wishes to do what they love, so I feel very grateful to have a family that fully supports my pursuit of a musical career. I am also thankful for all of my friends in Berlin who have shown up to my little performances and helped me get more involved in the music community. Sophia: What’s your favourite song? Moke: Aye, the world’s hardest question. This year I have been obsessed with the song’s A&W by Lana Del Rey and  I Go Hungry by Mother Mother. They are the kind of songs that just really get it, like on a psychological level. Also they slap, 10/10 recommend. Any song on Melanie Martinez’s latest album, Portals, is also my favourite. This album makes me absolutely feral. A masterpiece. Of my own songs, my current favourite is An Avalanche, A Landslide. Sophia: With whom did you work with? Moke: I am so lucky to have many musician friends and so we collaborate sometimes. I have had friends help me produce some of my own stuff, and I have also given samples of my voice to friends for experimental or techno tracks. I have collaborated the most with my friends Hari and Ashley (their band is …on Soundcloud), and my friend Philippe (Monsieur Philippe on Soundcloud). This year I will be collaborating with many many more people through my school. Sophia: What was your first song? Moke: Technically, I wrote my first song when I was eight but understandably this is not something I would ever perform. The first song I ever named and recorded was called Parasitic, and I wrote this when I was 14 I believe. It was not amazing but you have to start somewhere ahaha. That being said, I wrote a song around the same time called Forest Eyes which I still occasionally play to this day. +++ You can see Moke Ame live at the IS Ruhr on 26 October. Here is a little sneak peek. Come along! We are looking forward to seeing you.    

WATERLOO/ESSEN – Auf der Suche nach einer Möglichkeit, wieder nach Deutschland zurückzukehren, ist Simon Vanderkelen (52) fündig geworden: Per 1. August 2023 wechselt er von der St John’s International School in Waterloo an die SBW International School Ruhr (IS Ruhr) und übernimmt die Schulleitung von Claudia Beckmann. «Für mich gibt es nichts Wichtigeres als die Gesundheit und das Wohlbefinden der mir anvertrauten Schüler:innen», sagt Simon Vanderkelen, der eine breite Führungserfahrung von IB-Schulen in Deutschland, Belgien, Singapur und Australien mitbringt. Vanderkelen freut sich darauf, die IS Ruhr in das nächste Kapitel der Schulentwicklung zu führen. Herzlich willkommen in der SBW Gruppe!

“My language is understood all over the world”

Discovering the Life and Music of Joseph Haydn

“Meine Sprache versteht man durch die ganze Welt” - “My language is understood all over the world” was Joseph Haydn’s response to W.A.Mozart who said that he didn’t speak enough languages to travel to London. The Austrian composer Joseph Haydn lived from 1732-1809. This was some time ago; do we still understand his “language” today? We went to find out!  On Thursday, 27th October our learning partners of grade 2, 3 and 4 visited the Aalto Theatre to learn about Joseph Haydn. With a good dose of humour Fräulein Vorlaut and Professor Gisbert, two characters played by the opera singers Marie-Helen Joël and Michael Haag, as well as the Essener Philharmoniker lead us through J. Haydn’s life and his music. We heard anecdotes about Haydn’s life with plenty of music examples. We listened to funny stories and guessed the title of symphonies. Not only did we learn a lot of facts, but we also had the opportunity to experience a live orchestra in front of us. The event took place in the foyer of the Aalto Theatre; there you are very close to the performers on stage. We could see what the instruments looked like and how the musicians played them. Some of the students were surprised by the actual size of a real bassoon. They had seen videos and pictures, but that just wasn’t the same! In preparation for the trip learning partners explored J. Haydn’s “Surprise Symphony”. They listened to it in full suspense and indeed they were all very surprised when they heard the first unexpected attack in the symphony. Students in grade 4 learned to play the famous theme including the surprise attack on xylophones. Even though we were prepared for the trip, gathered facts about J.Haydn, listened to his music and played some of his famous themes, we still learned a lot more during our visit. Who knew that Mr Haydn composed symphonies that imitate chickens or a clock? Who knew that in his so-called “farewell” symphony musicians walk off the stage in the middle of the concert until only two players are left? Who knew that W.A.Mozart called J. Haydn “Papa”? After this experience, do we believe that J. Haydn’s quotation is still true? Do we still understand his language? We think it is safe to say “yes”! We still got a big surprise hearing the timpani attack in the “surprise symphony”; we still thought it was funny that musicians would walk off the stage in the middle of a piece; we still heard the “clock” and the “chicken” in the symphonies called after them.

And have our learning partners to say about the trip?

• G2: “The trip was really fun!” (Loni)
• G3: “There wasn’t just talk, talk, talk, but we could also answer some questions and guess things!” (Raissa)
• “I liked the symphony called “The Clock”, because it was nice and quiet and it sounded like clocks ticking. I also liked the symphony “The Chicken” because it was funny and I liked how the instruments played it. I liked the bassoon, because it has a nice sound.” (Aylin)
• “I liked the symphony called “the Storm”, especially the thunder in it.” (Sheyanna)
• G4: “I liked to do the quiz and game after the trip to reflect on what we learned.” (Cara)

We really enjoyed the opportunity to explore music history in such an interesting way! At the end of the event we were given a sheet about J.Haydn including a game and a quiz. Could you answer this question: The melody of the German National Anthem was composed by J. Haydn.

Who did he originally compose it for?

• a) the Pope in Rome
• b) the English King
• c) the Austrian Emperor?

(check the end of the article for the correct answer) . . . . . . . . . correct answer: c)

Intern Perspective on International School Ruhr, Essen

IS Ruhr is founded on international open mindedness. The atmosphere as soon as you enter the school is warm and welcoming. Diversity is celebrated on a day-to-day basis; the students learn about who they are, they explore new cultures, they learn to respect the world we live in and to welcome and respect everyone in the world. IS Ruhr’s mission is part of a new age of education. Having attended a Catholic primary and secondary school in Ireland, being a teacher in an international school is a huge experience for me. I am envious of students who get the opportunity to attend an international school full of diversity, the PYP curriculum teaches children to build positive relationships, understand emotions, resolve conflict and explore their own learning. The class groups are small in IS Ruhr. This means that the teacher can be more attentive and supportive to each child. In addition, because of the small class size, the classes are a close-knit community. New topics are introduced in ways that activate the students’ prior knowledge and allow them to explore their learning. IS Ruhr recognise that children’s’ needs and abilities are unique. The teachers cater for these through differentiation in their learning. Being an intern in IS Ruhr, has been an uplifting and eye-opening experience and has further enhanced my drive to become a primary school teacher. I was consistently supported by IS Ruhr school community during every step in my teaching practice journey. I have learned more about what kind of teacher I strive to be. In my opinion, an effective teacher is responsible, knowledgeable, caring and light- hearted. All of these traits were transparent through the teachers I interacted with at IS Ruhr. I can only attempt to express how insightful and warm-hearted my experience in IS Ruhr has been. The children are a huge aspect of that feeling. Every day was different and full of positive energy. The children love to learn and explore. Being a teacher is a responsibility, I am an educator, a counsellor, a guardian, a moral leader and a conflict mediator. I have been told about the impact teachers have on their students, but I never realised how much of an impact the children have on the teacher. I will miss all the children from IS Ruhr because of their wonderful unique personalities and kind-hearted nature. I wish the students’ and staff at IS Ruhr the very best. By Eva Murphy | Intern at IS Ruhr | Student, International Teacher Education for Primary Schools (ITEps), Meppel/Netherlands

G4 Pretend Concert and Student Agency

What did G4 students work on? This term G4 students put a mini concert together and performed it in front of themselves and two extra teachers. The whole idea started with one student suggesting to perform something. Out of that idea we asked ourselves what we would need to have a little concert and made a list: tickets, ticket sellers, seats, a concert manager, an audience, … and wait, wasn’t there something else? Musicians! Thinking about what was necessary for organizing a concert, musicians and their performances seemed to be low on the list; a first little run through of a rather improvised concert where students had very little time to find and rehearse musical ideas, turned out to be quite disastrous! Even though jobs such as selling and checking tickets seemed quite important we definitely needed more time to rehearse the actual music! G4 students are divided into two groups of six students for their music (and art) lessons. At the beginning it seemed practical to have a few acts where all children play the same piece/sing the same song etc. as this would allow for an easy coordination of rehearsals. But then, there is student agency, isn’t there? And if you want minds to be creative and students to follow their ideas and plans, you need to have a voice and choice when deciding what to play and sing. It was clear right from the beginning that everyone wanted something different. Still, not a challenge we couldn’t take! After a few changes in group settings, students’ ideas for their musical pieces turned out to be two solos, two duos and two trios. (funnily enough each group was divided into a solo, a percussion duo and a trio with xylophones). Student Agency didn’t come to a halt when students developed their musical ideas. After they had chosen their preferred piece, instrumentation, group setting etc. they had to refine their concepts, tackle difficulties, practise, rehearse and reflect, reflect, reflect. On top of that they had to do this with rather little direct support by their teacher as she couldn’t split herself into three. With three different musical preparations per class the biggest challenge was to grant everyone enough quiet rehearsal time. One solution to this problem was: two groups working on something that doesn’t create a lot of noise/sound while the third was working on their piece/song. Quiet activities included: writing a program, cutting out play money, allocating jobs such as “usher”, “ticket seller”, “concert host”, etc or discussing what these jobs involved. Over several weeks students practiced, rehearsed and thought about everything that needed to be organized to have our little performance. On Thursday, 18th November G4 was ready! Students invited Mr Daniel and Ms Jessee and performed their pieces/songs in front of everyone. How does this all fit into the PYP? The answer is simple! ALL learner profile attributes are addressed in the working process:

1. You need to be open-minded for musical ideas
2. You need to be principled when sharing rehearsal time and the teacher’s attention
3. You need to be a thinker to tackle problems in rehearsals
4. You need to be knowledgeable to learn you pieces
5. You need to be caring when playing with fellow students
6. You need to be an inquirer to find the right music to play
7. You need to be balanced when you play in a group
8. You need to communicate with fellow musicians, your teacher and the audience in verbal and non verbal ways
9. You need to be reflective in each rehearsal to improve your playing
10. You need to be a risk-taker to go on stage!

Concerning ATL students developed their communication skills on complex levels, from discussing projects to communicating without words while playing music, as well as their social skills, thinking skills and self-management skills. And last, but not least, student agency was at the core of the project. What’s so special about preparing a concert in music class? If you are looking for a place to prepare a concert at school it probably would be in music class! But, usually there is a program fixed from the start and students perfect it until it’s ready to be performed. This was not the case with our project though! As if the risk wasn’t big enough to follow a clear musical goal from the start and have it ready at a certain time, we didn’t even know what that musical goal entailed when we started! At the beginning students in G4 were given one song called “Snappin’ Harriet” (see below) which in its original form is a piano piece with a text to sing along to. The plan at first was for the whole class to learn to sing it and maybe find an instrumental accompaniment. But what did it turn into? Our two trios were the only students who worked with this piece and made their own arrangements for piano and xylophones. They worked on their music for weeks, kept changing, adjusting, and adding new parts until these two separate groups created completely different versions. All other students (six of them) decided to do something completely different:

1. A piano solo (L. Mozart’s “Bagpipes”) that a student prepared for mostly at home, but also in class.
2. A singing solo (“Cover Me in Sunshine” karaoke version) a student worked on in class mainly with computer and headphones
3. A drumming duo improvisation that started with a simple rhythm and became more complex every time students rehearsed it
4. A percussion duo planned improvisation playing a story based on a computer game

What did students think of all this? Time for reflection. The overall response was very positive. Most of the students would like to do it again, preferably with a bigger audience and more rehearsal time! Here are some answers to selected reflection questions: When you were on stage how concentrated were you on a scale from 1-10?

• Svea: 9 (not 10, because the audience was distracting)
• Anneli: 8.5 (not 10, because the audience was moving/talking too much)
• Max: 10
• Eric: 10
• Tom: 8.8
• Andreas: 7
• Gowri: 10
• Zara: 7 (not 10, because audience was moving/dancing)
• Philipp: 9.5 (not 10, because I got some notes wrong and that distracted me. I thought there was some giggling in the audience)
• Mihir: 10 (I was super focused on playing the drums)

Were you nervous?

• Svea: no
• Anneli: a bit
• Max: no. I was confident
• Eric: yes
• Tom: a little bit
• Andreas: no
• Gowri: no
• Zara: yes, because I was singing alone on stage!
• Philipp: a little bit, especially when I made a mistake
• Mihir: yes, I was anxious before the concert and on stage, because everybody was watching me

When you were on stage what did you think of?

• Svea: dogs
• Anneli: my youth (or when I was a baby)
• Max: the legend of Zelda
• Andreas: amoguss
• Gowri: the music
• Zara: the music
• Philipp: I had a good feeling although I was a little bit nervous
• Mihir: the music and the audience

When you were finished with your performance how did you feel?

• Svea: embarrassed, because something went wrong
• Anneli: happy
• Max: confident
• Eric: happy
• Tom: bad, because I made one mistake
• Philipp: good, although I made some mistakes
• Mihir: awesome
• Andreas: stupid, because I wasn’t happy with the performance

Is there such a thing as a mistake? If yes, what do you think one should do when they make a mistake on stage?

• all: yes.
• all: continue and pretend there was no mistake.

If you worked in a group how would you describe your collaboration (finding ideas, practicing, rehearsing, performing)?

• Eric: I felt respected. I enjoyed working with Max.
• Max: Eric could have respected me a bit more. I felt I could have had more of a say.
• Svea, Hannah, Anneli: We think we are a good trio and would work together again.
• Svea: I felt like I had to make the decisions.
• Hannah: I didn’t feel that my ideas got through all the time.
• Anneli: Svea and Hannah are great! It was a shame that Hannah was not at the concert!
• Philipp: It was good, everyone was listening to each other
• Andreas and Mihir: We made a good team!

If you could do the project again, what would you do differently?

• Svea, Anneli and Hannah: more rehearsal time on our own partly with Ms Karin there to help out when needed
• Max: proper seats for the audience. Make jobs (ticket checker/seller) clearer
• Eric: ticket sale: tickets should have seat numbers
• Tom: a bigger audience
• Svea: the concert hosts could add more comedy to their introductions
• Zara: more singing practice, I’d sing together with Gowri
• Gowri: I would play the guitar and sing along
• Zara: have better lighting, coloured lights

Last, but not least, what did Ms Karin think about the project? I really enjoyed getting to know my students better through their way of finding ideas, solving problems, working together and expressing themselves musically! I’m proud of them.

Früh übt sich: "Bundestagswahl" an der IS Ruhr   

Am 23. September um 15:35 Uhr fand die sogenannte Juniorwahl, eine Simulation der Bundestagswahl, an der Internationalen Schule Ruhr statt. Der gesamte Prozess - beginnend bei der Organisation der Wahl, über deren Durchführung bis hin zur Auszählung der Stimmen - wurde von den Schülerinnen und Schülern durchgeführt. Beispielsweise wurden im Vorfeld Wählerverzeichnisse erstellt und Wahlbenachrichtigungen verteilt, welche am Wahltag vorgezeigt werden mussten, um in unserem Learn Atelier, was kurzerhand zum Wahllokal umfunktioniert wurde, einen Stimmzettel zu erhalten. Insgesamt waren 56 Schüler wahlberechtigt, wovon 41 Schüler ihre Stimme abgaben, was einer Wahlbeteiligung von 73 Prozent entspricht. Die 15 fehlenden Stimmen hätten das Ergebnis, welches so “deutlich” war, wie die Antwort auf die Frage, welche Partei den nächsten Kanzler stellen wird, erheblich beeinträchtigen können. Dies zeigt einmal mehr: Jede Stimme zählt. Die Ergebnisse der Wahlen waren alles andere als vorhersehbar. Mit jeweils 17,5 % sind nämlich die Grünen und die CDU/CSU die Wahlgewinner an der IS Ruhr. Dies spiegelt jedoch nicht die Meinung der restlichen Schulen in der Republik wider. Landesweit kam die CDU/CSU nämlich auf 130,463 Stimmen, was 13,5 % entspricht; bei der letzten Juniorwahl war die Union noch auf rund 27 % gekommen. Die Verluste entsprechen dem Trend, der auch bei der Bundestagswahl am vergangenen Sonntag beobachtet werden konnte. Bundesweit wurden die Grünen mit 20,6 % die stärkste Kraft bei der diesjährigen Juniorwahl, dicht gefolgt von der FDP mit 18,5 %. Von diesem Ergebnis konnte die FDP an unserer Schule nur träumen, 7,5 % machten ihr Kreuz bei den Liberalen. Für die SPD entschieden sich 15 %, was interessanterweise auch das Ergebnis der Partei “Die Partei” ist. Die Koalitionsverhandlungen mit unseren Ergebnissen wären also mindestens ebenso spannend geworden wie die tatsächlichen. Die Juniorwahl, bei der abermals tausende Schulen aus ganz Deutschland mit über 1 Million Schülern teilgenommen haben, lässt sich aus unserer Sicht als voller Erfolg werten. Die Durchführung der Wahl, bei der uns sehr realitätsnahe Materialien zur Verfügung gestellt worden sind, bot uns einen exzellenten Blick hinter die Kulissen.

PYP Exhibition - A Journey that Shares our Passions   

‘Excited’ was the word that the 5th graders expressed as they began the academic year. They knew that the exhibition would be something that they would do and look forward to. They began their journey back in August 2020. Platon said, ‘I have been very excited since Grade 4 and I was looking forward to doing my PYPx. Last year, when I watched everyone’s PYPx presentation, I already knew my topic and the action that I would take.’ Matthew mentioned that he felt quite nervous because he wasn’t sure how hard it would be to finish the exhibition. But at the same time, he felt excited because he thought it would also be really fun to do it.   The 5th graders began their journey by unpacking what the PYP Exhibition (PYPx) means. Ms. Rebecca Warburton, the 5th grade class teacher, set up a timeline which provided the children with lots of opportunities to explore and develop their understanding.  They had the opportunity to have a chat with the 6th graders who positively shared about their PYPx experience. Using the visible thinking routine strategy ‘Compass Points’, they shared their worries, excitements, and things that they needed to know in order to do the exhibition. As they developed their understanding of what PYPx is and looks like, they explored opportunities and issues that matter to them and connected to their interests and passions. After developing a clear understanding of how PYPx works, the 5th graders decided on what topic they would like to inquire into and also thought of actions that they could take. With the support of their class teacher and mentors they were diligently researching and showing lots of commitment to what they did. Throughout the process, the children demonstrated the attributes of the learner profile and approaches to learning skills. ‘I think I was reflective because I always think a lot before I decide on the next step,’ Zisan shared her thoughts. Noyan felt that he had been an inquirer and thinker as he worked on his action and presentation. To create an animation on Scratch, he looked at YouTube tutorials and asked a grade 6 learning partner for help. ‘I had to change many things in my presentation so what I wrote makes sense for me and others,’ Noyan explained. Baran mentioned that he felt he had gotten better at his research skills. He felt that he had found relevant information for his topic and for presentation.  ‘I think my research skills have improved and I have used these the most to find out information more efficiently as well as my self-management skills to stay organised,’ added Beta as she reflected on the skills that she developed. Linnea echoed Beta and thought the same about improving her self management skills, particularly in using the time wisely and making plans for her action. Lillian mentioned that she remained open-minded throughout the journey and listened to her mentor's feedback and used it.   IS Ruhr supports PYPx, which is a shared learning community responsibility. Teachers, staff, parents, students and even people beyond the internal community support the journey. The 5th graders appreciated the support from Ms. Rebecca, their mentors, teachers, family members and other learning partners across the school. After a long journey, the 5th graders eventually celebrated their journey as they presented their findings and understanding of their chosen topics virtually. As the children finalized their presentation, Ms. Rebecca asked them if they would like to share their PYPx with others beyond the school community. They were pleased knowing that people outside the IS Ruhr community would join and listen to their presentations.  Noyan shared, ‘I thought it was exciting to share my knowledge with others.’   Platon mentioned,’ I was happy and nervous. I was happy because it took me so much time and effort to prepare and complete this presentation and now finally it’s the moment when I need to show my project and work to everyone. But I was also very nervous because there were so many people not only from our school but also from outside the school like my parents, friends and other students from other school’s around the world. Shriya added, ‘I enjoyed presenting my hard work and was pretty relieved knowing that I am finally done and I could just sit back and enjoy the rest of the presentations.’ They shared their actions which took forms - websites, books, videos, animation, an online board game. Please see this link to see their actions.  The 5th graders felt relieved. They reflected and shared their accomplishments throughout the journey. They shared a few tips for the kids who will do PYPx. This may be the end of their PYPx journey, but this is not the end of their passions. The children would like to continue updating their websites and sharing the books that they created with others. To learn more about the PYPx journey they have done, you can see the timeline here.  ‘...The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance....’ (PYP: From Principles into Practice document)

Math Inquiry during Home Learning  

During home learning, teachers use live lessons and online tasks that are assigned on Toddle Classroom to help students (learning partners) to continue to learn various subject knowledge, concepts and skills. Toddle is a collaboration platform for Primary Years Programme (PYP) teachers, designed by PYP teachers. As teachers plan for the learning experience for home leaning, they consider the home environment that can support learning. The children are encouraged to use any objects they have or can find at home. In our current Grade 3 Math unit, we inquire into how we can collect, organize and record data, and what the probability of a future event or consequence of action might be. As they have been exploring this topic for a while, they were given a chance to extend their thinking by doing an experiment. Learning partners had an optional math task that requires them to find and organize items and predict & record the likelihood of pulling a specific item from an imaginary bag.

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Math: Optional: Making your own experiment Learning intentions

• Investigating likelihood/chance

Learning experience instructions Choose three different items of which you have several pieces at home. For instance; Lego figures or blocks, toy cars, Playmobil figures or blocks. Again, it can be anything you have plenty of.

• Explain what it would be unlikely to pull from an imaginary bag filled with your items.
• Explain what it would be likely to pull from an imaginary bag filled with your items.

When designing your experiment, think of the different tasks about likelihood/chance we solved during live sessions and in learning tasks. You can take a picture of your items and explain your findings by using your microphone.

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This learning experience provides them with the opportunity to extend and apply what they learn and at the same time to be creative.  Through this task, the learning partners are encouraged to apply the IB PYP approaches to learning (AtL) skills, particularly self-management, thinking and communication skills when finding suitable items for the experiment to show their understanding of using terms, such as ‘impossible’, ‘unlikely’, ‘likely’ and ‘certain’ appropriately.   This is one of the examples that a G3 learning partner, Svea, submitted as a response to the task. Based on the photos and a video she shared, she demonstrated a solid understanding of likelihood in her own terms by presenting and explaining her experiment in a video message.   She completed the task independently and thoroughly while demonstrating the learner profile of an inquirer, thinker and communicator.

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 ‘...The power of mathematics for describing and analysing the world around us is such that it has become a highly effective tool for solving problems....’ Source: IB PYP: Mathematics Scope and Sequence Source: IB PYP Mathematics Scope and Sequence.2018.

The PYP and me: Parent's Perspective on PYP

I am a father of two - My son completed PYP and my daughter are currently in Grade 1. Both of them started at IS Ruhr in Early Years 3. There are four things I would mention if someone asked me to describe my understanding of the PYP: The learner profile, units of inquiry, exhibition and the dedication of people who are implementing the programme.       The Learner Profile Before knowing about PYP I would have never thought of such a thing, but the attributes of the Learner Profile seem to me to be highly self-evident, at least, if you share an assumption.  The strong belief that encouraging any positive step your child takes towards learning, is much more effective and valuable than criticism. When going through the Learner Profile, you might find them demanding, if you see them as requirements your child needs to meet. But I rather see them as a bunch of opportunities to support positive learning situations. There is rarely a situation where one of my kids learned something and I do not find the connection between the attributes to value this learning. I try to appreciate and encourage the learning that happens all the time. Once you accept and understand that the attributes empower your kids to acknowledge any learning, you will find that they have their own path to it.  You need to accept that the attributes give somehow control to your kids over the learning process as you are obliged to acknowledge any learning. There is another advantage I see in learner profile attributes. I can tell my child that I think he was a risk-taker or that he was caring. Through the learner profile, children can understand the concepts of learning from the very beginning, and you can talk with them about it. The Units of Inquiry I consider the units of inquiry (UOI) being a kind of continuous peacekeeping operation. If you go through their titles you find that they raise questions that kids could rise. I experience that my children found them interesting, often they estimated them to be the most interesting things in school. The UOIs reconcile to a certain degree the children’s approach to follow what they are interested in with the requirements of formal education.  Of course, this reconciliation is not perfect, but in my perception, the UOIs are a kind of the backbone of PYP and you can talk about their contents with your children. The PYP Exhibition At the end of PYP children hold an exhibition on a subject they worked on for a certain time. They choose a subject, gather information, do research, interview people and decide on how they present the results. When I enrolled my first child to IS Ruhr, I took note that there would be this exhibition at the end of PYP and honestly, I was not a fan. I imagined it to be a combination of prematurely demanding scientific standards from the children and what I understand when other parents and befriended teachers from other school forms tell me that they are currently doing a project at school: keeping a scratched group of teachers, children and parents very busy doing who knows what. Well, they would survive. But for sure it would not be me, who would be busy. Surprisingly just the last two of my assumptions held true. What I learned when I followed the presentation during the PYP exhibition of my older child, is that all of the presentations covered a broad area of applying what the children had learned during PYP, all of them contained the same set of key methodology (e.g., gathering statistics, interviewing an expert), although each one was on a subject the children chose, and each one had room for some methods the children chose freely according to their respective subject. They had worked on it in small fixed teams. The work was all done by the children. There were clear requirements on what it had to cover, and a lot of freedom to add individual extensions. The standards they met represented what they had learned in PYP. The presentation did not pretend to be more, but everyone was eager not to accept less. It must have been tremendous work for the teachers to coach this. I saw a group of children that were very proud of what they had achieved and that completing the exhibition and with it, PYP was something really worth celebrating. I like it when schools have a program they follow. Lucky me, the PYP has the advantage of being highly understandable. I do not want to blame other educational programs for sharing what I looked at as an alternative. I appreciate the dedication of the fantastic people teaching at IS Ruhr. Probably they would also do a good job with a program that needs to be interpreted and negotiated to a greater extent, but I believe it helps that they are doing it within the IB PYP.   ‘...Partnerships with parents and legal guardians benefit the students and value the perspectives they bring to the learning community. They add richness to the community by being actively involved in the life of the school to share decisions, exchange ideas, build on experiences and provide support…’ (Source: IB PYP: From Principles into Practice. Learning Environment. A PYP Learning Community.)

Technology Integration at IS Ruhr: Using Book Creator to share research findings

As an IB PYP school, IS Ruhr commits to prepare students to take positive action in an interconnected and changing world. One of the ways that we do is to develop technology literacy through our teaching and learning process. Our PYP students (learning partners) develop these skills through relevant and meaningful integration of technology in the teaching and learning process. The PYP learning partners are not only using technology to learn (as consumers) but also to use technology to express themselves and share their ideas/understanding. This is one of the examples of how technology integration is done in Grade 4. As a part of the ‘Who we are’ unit of inquiry, the 4th graders researched brain injury.  They researched on the topic that they chose. They used different resources such as video and digital/online books. They also used their approaches to research and thinking skills to summarize the information they got from the resources and put it on a Google document. After that, they created a digital book using Book Creator. Book Creator is a digital book-making tool that enables children to produce and publish their own books or comics with images, videos, and audio. One of our fourth graders, Jayce Wimalathas, would like to share about his experience using Book Creator to share his research on concussion. The title of the book is ‘Concussion’. You can read the book here. Book Creator and the Approaches to Learning skills Jayce: I think I used my thinking skills because I was thinking about what to write and what pictures I should use. After I did the research on the topic, I used the information I put in the Google document to write the book. I have to use my own words. I also need to think of the pictures that match with the texts. What I like about Book Creator Jayce: What I like about Book Creator is that I can add videos and pictures to my book.  If I write it on paper, I can’t add videos and I have to draw the pictures by myself.   But Book Creator allows me to add videos and pictures. They help the readers to understand the book. The readers of my book Jayce: I think my book is for children up to grade 2. This will be good for them if they want to know about concussion. I have facts about concussions in my book. Perhaps people who have already had a concussion will also be interested in  reading it because I have a chapter about how to heal a concussion. What I enjoy most when writing a book on Book Creator Jayce: I like writing stories on the laptop because I can type fast. Until now, I wrote 4 books including the book about concussion. On Book Creator, I enjoy writing stories and adding pictures. I also like that on Book Creator I can change the background, use the shapes and record my voice. I can add videos and record myself too so the readers can also see me. Suggestions for children if they want to use Book Creator Jayce: I would tell them not to have a colourful background and not to add too many texts nor pictures. The Learner Profile Attributes that I showed Jayce: I think I have been a balanced creator because I have to make sure that the texts and pictures should be balanced and at the same time I have to be creative too. I also learn to be a thinker because I have to think of how my book looks, how the setting should be and what I should write. Using Book Creator has made me an explorer/inquirer because I have to search for the pictures and videos as well as do the research for the information I want to use in my book. ‘....Schools provide students with multiple, authentic and purposeful opportunities to learn technology, learn about technology and learn through technology…’ (Source: IB PYP: From Principles into Practice. Learning Environment. Technology in the PYP.  

Audio Podcast: Press Freedom

I have completed a short podcast on “Press Freedom”. The main purpose of my podcast is to inform my classmates and the members of IS-Ruhr about press freedom. My podcast focuses on: Why is Press Freedom different in each country? And is Press Freedom important? Many people think that a certain country, like the US, has a high press freedom index but, it is a different country. I want to tell my audience about the factors that determine Press Freedom. The special thing about my podcast is how I have made it interactive by asking questions to the audience and relating the information to real life.

Why Press Freedom is important

The reason why I am talking about why Press Freedom is important is because, in many cases, investigative journalists have solved cases that police officers or the CBI couldn't. Multiple individuals think that press freedom isn’t important. But do these people know that sometimes journalists are the only way for the members of a community to know about hidden corruption? That is why I am trying to get people to understand the importance of press freedom and respect it. My text has different varieties of information that is framed in a way which is engaging the audience. For example, my podcast contains real life events related to press freedom. My podcast also includes rhetorical questions which make the audience think more in depth about this topic. In my podcast I have focused on the facts and elaborated them, so the audience has a better understanding of the topic. These are the main reasons why I think my podcast will be effective and appealing to listen to. Audio podcast link: https://youtu.be/EiDMaYIcmWo  

Developing International Mindedness at IS Ruhr

‘Why did you enrol your child at IS Ruhr?’ This question kicked off our first PYP Parents Learning Hub on November 4. The discussion led to the concept of having international minded children. What is international mindedness? “...International mindedness is the goal of all IB programmes. [it] is a view of the world in which people see themselves connected to the global community and have a sense of responsibility towards its members…’ IB PYP: From Principles into Practice Document. As an authorized IB world school we strive to support our students to develop and demonstrate international-mindedness. How do we do it? Through the promotion of the Learner Profile attributes, which are key to becoming internationally minded, active and caring community members who respect themselves, others and the world around them. Students explore how the attributes look, sound and feel like through the units of inquiry and across all subject areas. Daily class experiences and interactions with one another, provide them many opportunities to understand and demonstrate them. We encourage everyone to also demonstrate these attributes outside school - at home and in their community. Going back to the original question, Dr. Vaishali Bhintade (mum of Advaya (G1) and Nyra (EY1)), explains why she chose IS Ruhr for her children: "I enrolled my kids at IS-Ruhr because it is very important to grow and respect the diversity in the world. For some it may come naturally and some learn through a process, and this is where schools play an important role. An international minded school and curriculum can help students see the world through different lenses and help them orient around their own experiences. I believe at IS-Ruhr, my kids will not just learn the regular subjects like Maths, languages, Sciences, Art etc. but find the common grounds and the path where the individual subject learning overlaps. Hence, they will be in a better position to comprehend the real life situations, develop observational and problem solving skills in the most (possible) non-contemporary way. IS-Ruhr with the PYP curriculum is at the horizon where I see my children ready to take ownership of their learning and conquer the world with their skillful knowledge."    

TOK Pioneers

What can an object tell you about the way knowledge is produced, acquired and interpreted? Much more than meets the eye, according to the new TOK assessment 2022. On the 30th of October, grade 11s experimented with the TOK Exhibition, an assessment which focuses on what objects can tell us about knowledge. The learning partners set up their stations in museum-like fashion in the Learn Atelier of the SY Building and each displayed three objects that they carefully selected. Along with this, they placed a written analysis explaining how the objects connected to their prompts. The TOK guide provides the learning partners with a choice of 35 prompts about knowledge. Amongst some of the questions you find are: Should some knowledge not be sought on ethical grounds? And Can new knowledge change values and beliefs? OR Who owns knowledge? Turkish tea, a lensball, a family photograph and a solar panel driven miniature Albert Einstein were a few of the objects that the learning partners chose to display. It was even more exciting to have a few masked-visitors come to examine their objects and question them on how they related to knowledge. After reflecting on their first practice TOK Exhibition, the learning partners acknowledged that there is room for growth, and hope that their next Exhibition will have more evident connections to how knowledge is created and influenced, and will be easier to navigate for the viewer. Hopefully, once Covid-19 regulations have eased, more visitors from the school community will be able to join the final TOK Exhibition in June 2021.  

Challenge on the Keep Fitness Trainer App

The Keep Trainer App is a digital app that acts as a home fitness trainer to use anywhere at any time. Because of the pandemic and more effort and time that is required to go into a fitness studio. I got familiar with the app through my mother who uses it on a regular basis too for fitness and meditation regularly. After some fiddling with the app, I soon realised that that app could be the perfect tool to suit my needs. Since it is heavily time-consuming to keep up work in school and do the driver’s license at the same time, likely I won’t have time to go to any fitness studio nearby. Furthermore my way to school is pretty long too. I began to use the app on a regular basis mainly to stay fit with endurance & HIIT exercises. Soon I was referring to the app to my friends and one of them was willing to organize a challenge where we join a fitness plan and complete the daily workout consistently with a maximum of 4 days of breaks in one month allowed. Each of us would have to share an automated message over the internal social media platform. Of course it was not an easy process, there were definitely quite a few difficulties during the challenge, mostly including increased difficulty of exercises because of wrong practice. I would have to review descriptors of exercises several times in order to practice them correctly. Already more than 4 months have passed since the initiation of the Experience, there were clear ups and downs thoroughly, but I was mostly successful with my schedule.    

Fit X

Whenever I was still in England, I started to develop the interest to go to the Gym. Luckily for me, the Gym was on the campus already which meant that I was able to go there after school almost every day. Whenever I got back here to Germany, I wanted to start going to the Gym again, but I never really did it because the laziness took over me. Right whenever I learned about the lovely subject called CAS, I definitely considered going to the gym again. So I did an internet search to see which Fitnessstudio is the closest and best for me. I found out that Fit X is the closest one, which is right at the Ruhrallee meaning right between ISR and my home. I started on the 14th of September and I tried to be consistent in going to the gym 3 to 4 times a week. Of course, this is not always possible and there were times where I got really sloppy in terms of going there. As people might refer to, once you stop it’s hard to get back to it again. I procrastinated more and more and pushed it to another day which kept on for sometimes over 2 weeks, but I never lost the passion and affection to keep on going to the gym to build up more muscles. It has been a long process and it took some time to see any noticeable progression but I am pretty happy as to where I got now but I will keep working and pushing myself to another level.    

Animal Shelter Volunteer

Before quarantine, I was volunteering at an animal shelter which was suggested to our class by a teacher. She let us know that the animal shelter was looking for some extra support to help out in some of the areas. The first time I went there, I was introduced to all the different areas which include different animals from reptiles to birds. They explained what kind of animals they have, where they keep them as well as the conditions they need to be in, how they take care of them and what they feed them. They specified which animals they’ll need extra help with as there are some they wouldn’t want us to handle due to some difficulties and safety purposes. Unfortunately due to COVID, I wasn’t able to keep going but the times I was there, I enjoyed it a lot because I was able to help with some of my favorite animals such as cats and rabbits even though I would’ve liked to work with reptiles because I find them very interesting. It was overall a very nice experience and I would love to do it again, not just for CAS.    

Hiking during the Summer

Going for a hike is an individual activity experience, which I have done during the summer holidays. I have done this as a CAS experience because we went to Switzerland and because of the mountainous terrain, I thought it would be an excellent opportunity to go hiking and commit to some activity during the summer. This experience also went well with my other "working out" activity that I have ongoing for CAS already. Because I also hiked with other people, it was also a chance to learn skills from other people and be more social, especially during COVID-19. It was also an excellent opportunity to get out of the house and also to strengthen my body, which will (hopefully) greatly benefit me in the future. By going hiking, I have discovered a new hobby and will also commit to it in the next couple of years. The learning outcomes that I have completed by conducting this CAS experience are Strength & Growth, Initiative & Planning, Collaborative Skills, Challenge & Skills, and Commitment & Perseverance.