…When the level of development and previous knowledge are taken into account.
…When practice determines theory - and not the other way round.
…When the entrepreneurial spirit is kept alive and active.
A trial morning to discover the New City School St. Gallen, February 28th 2015
The trial morning to discover the New City School, February 28th 2015, was a great success. Thanks to every body who participated at this trial morning!
The concept used at the New City School is based on a simple but important realisation, which every child makes during its period of learning and which is also confirmed by numerous studies: After five years of French lessons, a child will have, on average, learnt less than they would during a two-month stay to learn the language in that country! And this is despite the fact that the child attends almost four times more language lessons during five school years.
Why is this? It is really quite simple: During a language stay in a country in which the language is spoken, other subject matter as well as the foreign language will be absorbed in an enhanced environment. Theoretical knowledge is connected with practical use. The point of learning is made obvious through direct experience. The New City School build their concepts on exactly this kind of recognition which can be formulated in three ways:
The schools of the 21st century only partly fulfil their obligations, when you take into account the outside world and the present developments within it. A school of the 21st century is therefore in this sense not a school as we know it but rather one which serves as a base camp from which the world can then be explored and understood, researched and shaped.
We want to...
...waken and maintain the entrepreneurial spirit and the ability to solve problems.
...make theoretical knowledge in context with the practical use of it something that can be experienced and comprehended.
...sharpen the understanding of global relationships and encourage cosmopolitan thinking.
...build on the individual strengths of the pupil and demand and encourage their personal development.
...use the city as an educational space with its diverse infrastructure and vibrancy.
...offer all pupils the opportunity of reaching the highest degree of educational attainment in an exceptional learning environment.
Many years ago the science council of UNESCO occupied itself with the question of what man really needs to cope with life and then formulated this knowledge into key qualifications. The New City School want to work towards reaching these qualifications by learning and working together with all those involved:
…to learn during your whole life
…to connect theory and practice
…to work together and to communicate
…to solve and deal with conflicts
…to represent your own interests
…to take over joint responsibility
…to understand symbols and unspoken hints
…to set goals
…to develop an understanding for technical and social foundations
…to develop stamina and the ability to concentrate
…to satisfy different social roles
…to practise exactness and creativity
The Swiss school founder Peter Fratton has had the idea of the Neuen Stadtschulen for many years. In his pedagogy of autonomous learning in an organised environment, Fratton went with his assumption that every learner gains autonomy and knowledge when they have the right environment. On these foundations, from 1980 onwards, were built the “houses of learning” whose basic principles are also today a role model for many state and private schools at home and abroad.
Together with entrepreneur and school founder Bettina Würth, chairwoman of the global company Würth-Gruppe, substance was given to the implementation of the city school idea. For her part Bettina Würth founded in 2006 the Freie Schule (free/open school) Anne Sophie in Germany in memory of her daughter Anne-Sophie who died of a tragic accident. It is her goal to create places where children and teenagers are not overlooked, where they can learn and perform autonomously and can develop themselves and their demands, their potentials and their abilities.
Swiss Science Center Technorama
Goba AG, Mineralquelle und Manufaktur
Beratung Hans-Ruedi Küffer
ZbW Zentrum für berufliche Weiterbildung
GdSL Gesellschaft für deutsche Sprache und Literatur
Universität St. Gallen
Büro für Unerhörtes
Würth Business Academy
Klaiber Partnership AG
Hugentobler & Bühler AG
PHSG Pädagogische Hochschule St. Gallen
Mathematische Lernplätze der Stadt St. Gallen
Hänni Gartenbau AG
Fotoatelier Bitte lächeln
Atelier im Sandkasten
HDS Handels- und Dolmetscherschule St. Gallen
Die Manufaktur GmbH
Schertenleib Baumanagement GmbH
Stolz WEB GmbH
Forum Würth Rorschach
OBS Obersee Bilingual School, Pfäffikon
Freie Schule Anne-Sophie, Berlin, Künzelsau
Goal orientated learning
The New City School does not know schoolwork in a traditional sense but instead recognises competence and goals which are to be achieved. We give students the chance to find out how they can achieve these goals. Which way they choose is their choice. The goal however must be reached and here the time limit, within which the goal is to be achieved, must be respected.
Competence orientated learning
To know something does not necessarily mean to understand it. Here at the new city school, we therefore recognize that theoretical knowledge alone does not stand in focus but instead the competence to be able to understand knowledge in the context of a definite theme and implement it in a way related to the project.
In terms of open dialogue, feedback, has a high priority (position 10 out of 138 in the Hattie study). Effective feedback is the most important aspect of efficient tuition and must answer the following questions: What is my goal? How can I reach my goal? What are the next steps? When must I reach my goal? Through open dialogue, learning guides can support the students and help them with individual concerns. This is something learning success demands. The learning guides are also contact people for parents.
Using the city as a place to learn
Whenever it is possible, learning in the New City School should take place where knowledge, work, companionship and culture are palpable: in the city. We use the infrastructure and the varied economic and cultural aspects of the city as a platform to become familiar with the course contents from all of the subjects of the curriculum in a practical environment. The school offers itself in this case as a modern base camp for students, one in which every student has their own work place and the necessary infrastructure. This is where goals are agreed and the basic knowledge required is obtained. From the base lager the students then set out – supervised and guided by a learning guide – out into the city, where they can work with assignments in the real world. Afterwards, the practically gained knowledge is discussed, processed and practised in the base camp.
Waking the entrepreneurial spirit
Success can only be achieved by those who work hard and who enjoy what they are doing. This is the same in private life as it is in working life. The desire to try something new and the joy in discovering it yourself combined with the thrill of experiencing life is something which can be found in everyone but most of all in our children. Our goal is to wake this entrepreneurial spirit in the students, to maintain it and to promote it. Only when we achieve something ourselves is the success sustainable. On the way to success we will always make mistakes. The goal is to learn from them and not to cover our mistakes up. That is why, we as entrepreneurs differentiate between setbacks and failures. Suffering a setback is not the end of the world.
Bringing in experts from business, politics and the economy
The New City School has a wide network of specialists, businessmen, artists, scientists and interesting people and institutions from a host of different fields. They support the pupils and their projects with their well-founded expertise, they offer workshops, lectures or company visits or they stand ready as external contact people as and when required.
The New City School are officially recognised places of learning and therefore fulfil the valid learning and education agenda. Where we are different is the way in which the children and young adults reach their goals (French, mathematics, history etc.). The subjects are newly packaged and adapted to the needs of today. The syllabus is, as a result, illuminated by primary social, economic, entrepreneurial and communal aspects. Steps in the city, for example, can be used for an exercise in maths. How high should they be? This should be considered not only from a mathematical perspective but also from a social one where old people may also be using them. Learning languages is made more fun by overseas pen friend correspondence or FaceTime contacts and it is more sustainable. In computer games if the subject is transport or sales, then children or young adults are more likely to be interested. The ingredients of a hamburger have to be there at the right time in order to be able sell it. On the other hand logistics play an ever more important role in our lives. What makes more sense than to use logistics to connect almost all subjects? (geography, mathematics, German, foreign languages, history, physics, environment and economics).
...When the level of development and previous knowledge are taken into account.
Every child has his or her own personality and consequently different strengths and interests. Every child goes through the same stages of development but not at the same time. What is important for successful learning is to recognise the stages of development and to take them into account in a child's learning programme. At the New City School competency grids allow the self-assessment and measurement of the learning progress of each individual as well as monitoring the achievement of objectives. It is not a question of going through material but to reach the goals set out.
...when practice dictates theory and not the other way around.
Learning is more fun and is, most importantly, more efficient when the practical benefits are visible. This is, however, in schools less so the case. The New City School expand the learning space within a school to the learning space within a city. They use the available commercial and social aspects that the city has to offer and turn them into a practical learning environment, an environment which can be connected with the theory and the syllabus to create a connection between theoretical knowledge and practical experience.
…where the entrepreneurial spirit is maintained or woken up.
Entrepreneurial spirit is not a privilege of successful business people, it is something that can be found in every child. A central aspiration of the New City School is to maintain or to wake up the entrepreneurial spirit. This is not possible where children are afraid of making mistakes. Research, experiments, discoveries, failures and experiences are important milestones on the road to success in life.
...when learning is supported by parents.
The New City School see the active participation of parents, learning guides and children as a necessity to successful learning. It is not wished that parents also give schooling at home but it is requested that parents give their children tasks and responsibilities and demand that they are fulfilled and carried out.
The New City School offer children and youths the opportunity, within the framework of secondary school levels (from the 6th to the 10th school year), the possibility of connecting with the practical demands of life during work or further education.
A further expansion of the learning programme up to the Swiss federal matura examinations has been planned. In the New City School there are no aged group classes, instead groups with the same interests and levels of knowledge work together towards the same or similar goals. Our teachers are there to take over the role as learning guides. They act as teachers and critical companions who are not indifferent to pupils who want to make the most of their time or those who waste it, whether pupils discover their strengths or just leave them unused, concentrate their willpower or let it drift away.
In addition to what they receive from the learning guides, the pupils are given guidance in their various projects by professional advisors. The New City School work closely together with established experts from different companies, branches and institutions.
1. Filling out the application form (» Downloads)
2. A meeting involving the parents, child and a member of the management team
3. Assessment to establish the previous knowledge and the potential
4. Admission or refusal
1. How do I know if the New City School is the right school for me?
By means of an admission consultation and by analysing your potential we try to find out if our educational institute is the right one for you. Afterwards, we will be able to tell you if we are the right teaching partners for you and how we judge your chances of successfully completing the period of learning are. In addition, the first semester of the first year of high school is a probationary period, where both parties can confirm that they have made the right choices.
2. Is the New City School recognised?
There are no “officially recognised schools” but rather schools which have been authorised by the state. In order to comply, such authorisation is obligatory throughout the entire schooling sector. This means that our school curriculum must also meet the same requirements as the cantonal secondary schools and we are assessed by the cantonal inspectors in exactly the same way as the state schools. The New City School is therefore also a state authorised school.
3. What kind of learning guides do the New City School have?
Teaching at the New City School you will find secondary school teachers, specialised subject teachers, learning advisors as well as project leaders from industry and the economy for individual projects. In addition, all learning guides are taught internally in order to successfully escort you through our system.
4. After the 8th or 9th school year can you also go to the cantonal school?
Yes, of course. Many pupils visit our school for that reason, to prepare specifically for the Gymnasium high school. After the 8th or 9th school year they attend a normal cantonal school. The learning studio and the coaching by the learning guides make for optimal preparation for the corresponding entrance examination.
5. What happens if my marks are not good enough?
As soon as you notice that your marks are not good enough, you should talk with your guide. He will work out solutions with you and show you how you can achieve the right marks again. This, however, will only work when you have the will to make it. If you do not have the will to help yourself, then no amount of assistance will help you. In this case the organisational regulations would come in to play, whereupon if a pupil`s performance is not good enough he or she can be rejected from the school. Before such action must be taken, however, we try to find a better solution.
6. How big are the classes?
At the New City School we work in teams and not in classes. The size of the teams is then dependant on the kind of assignments to be completed. The size of a team that is learning a foreign language must not be too large, otherwise not all pupils will get the chance to talk. If the input is mainly concerned with listening then, the team can be of a larger size. What is important is that every pupil has a coach who also is available for personal advice.
7. Can you also be „kicked out of the school“?
Being kicked out of the school sounds terrible but to answer a straight question with a straight answer: yes you can. If you repeatedly go against the rules, which affect your learning or other people`s learning, then you will be reprimanded. Two written reprimands within one year will lead to a dismissal. We will also have to dismiss you from the school if your performance no longer meets the requirements of the secondary school level 1. As previously mentioned, we will do all we can to support you with your learning. This does not rule out, however, that when both parties reach their limits a different solution must be found.
8. What does the timetable look like?
The timetable is split up into inputs and concentrated work in the learning studios or at suitable learning places in the city (individual work on your studies) and projects in the city. Every student has a different timetable, whereby the start and finish dates are the same for everyone.
9. Do the parents also have a say in the proceedings?
Parents know through their experience of bringing up their children what their children need. The exchange of ideas and feelings between parents and teachers is therefore an important point in working together for the good of the child. Through talks with parents, courses for parents, career choice evenings, working together in parent committees, the parents can decide for themselves if they want to take direct action in forming the layout and learning atmosphere.
10. Is it possible to do short pre-apprenticeships to help choose a career?
After the 8th school year, short pre-apprenticeships are possible at any time. Thanks to the possibilities offered by the learning studios and through the help of the learning advisors, any subject matter missed during the absence, can be caught up on or prepared earlier. This form of organisation gives the students a large degree of maneuverability to help make the right career choice. You do not have to wait until the official short pre-apprenticeship week comes, this can either be too early or too late or at the right time depending on the person.
11. Are you allowed to smoke at school?
No, we demand behaviour free of addiction and we try to give you freedom with the limited options that we have. Nobody who indulges in an addiction is free, however. Addictive behaviour always restricts a person and makes them less free. This does not go hand in hand with free thinking education. Therefore, all kinds of behaviour that indicate an addiction are definitely not welcome. We are not a police force out to find smokers. When we do, however, find such people, then they would be deemed as invalidating the rules of our organisational regulations. If you, therefore, intend to smoke, then you should find a different type of school.
12. What kind of pupils attend the New City School?
With our educational system and manner of teaching in the surroundings we have developed, we can respond to many different talents and personalities. We have a wide range of people from those who are highly talented to those from secondary school. Nevertheless, a degree of basic intelligence is absolutely necessary to ensure that you can successfully complete the secondary school period. In addition, we require basic motivation to learn from our pupils and an acceptable degree of behaviour.
13. What is included in the tuition fees?
Included in the tuition fees (see Infopool/Downloads) are everything that is offered to all pupils. This includes an iPad, normal lessons, expenses in the learning studios, learning guidance with each pupil and individual extra tuition. Not included in the tuition fees are all of the individual costs, which mount up for each separate pupil, for example, introductory lessons for children who start during the school year, regular private lessons in a particular subject etc.
Does St. Gallen really need an additional school?
We can confidently answer this question with a NO.
Does St. Gallen need another school?
Here we can also clearly say NO!
If there is no need for another or additional school, then why have we, nevertheless, founded the Neue Stadtschule? In order to answer this we would like to illuminate and scrutinise this topic from a different perspective – namely from the point of view of a child. As far we are concerned, the following questions then arise:
1. Do children learn better when they also experience what they learn?
This question answers itself: Yes
2. Do children learn better when they have clear goals to achieve?
Also here experience shows the answer is: Yes
3. Do children learn more successfully when they can assess their level of performance themselves in definite situations?
Yes, the educational researcher John Hattie proved, in an extensive study, that the ability to assess yourself takes first position from 138 different learning factors. In second place came the consideration of the stages of development of a child (according to Piaget).
If there were to be just one place of learning, a place where learning can be done through experience and performance can be measured by goals, where pupils have the possibility to assess themselves in definite environments, where their stage of development and previous knowledge are taken into account, then this would be one of the most successful “schools”.
The New City School, with its structure and organisation, allows exactly this kind of learning!
School founder, president of the Board of Directors
School founder, member of the Board of Directors
Member of the Board of Directors
Overall responsibility and editing
Concept and design
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Team leader, learning guide and coach
04.09.2014 Press review
Pressespiegel vom 04. September 2014
attendance at school (DE)
18.03.2014 St. Galler Tagblatt
bilingual learning (DE)
18.03.2014 St. Galler Tagblatt
teaching at the construction site (DE)
24.08.2013 St. Galler Tagblatt
the city can be predicted (DE)
13.02.2013 St. Galler Tagblatt
a staircase used as a blackboard (DE)
Member of the Board of Directors
Member of the Board of Directors
Often I arrive before school starts. Sometimes I see to something or other – but often I prefer to meet my friends for a game of table tennis…
Our learning guide meets us to start our day. Goals are set, deadlines agreed and learning partnerships, for example, are formed.
In my daily learning book I have written down my own personal daily plan. This is important because my learning guide must know what I have planned for the day. Today, for example, I will go between 11.00 hrs and 12.00 hrs to my literary learning job in the Freihand library.
Today, I will carry on with my chemistry experiment. At 10.00 hrs, I will demonstrate three experiments to my learning guide. Here at our school, it is known as “showing evidence of our learning“. Afterwards, we will lead a discussion on substances and mixtures.
Active break. Together with the other learning partners we have an active break, usually playing basketball, frisbee or football.
Now, I have planned my English learning job. It is my goal next summer to do the international Preliminary English Test (PET) at the University of Cambridge. I am assisted here by Eric Garrity who comes from America.
Together with my learning guide I am setting out, using my laptop, my new interdisciplinary learning job. My learning guide supplements my goals on the subject of electricity with learning goals from the syllabus and together we look for two distinct learning places in the city. I have already previously gathered information from the energy advice centre in St. Gallen about possibilities at the city power station.
Together with two other learning partners and my mathematics learning guide we are meeting at the Gallusbrunnen (Gallus fountain) maths place in order to define a mathematical equation using applied volume calculations.
Here, at one of my favourite places using my iPad, I am preparing a short presentation on the subject of current affairs. Tomorrow, I will present the next voting proposals to all of my learning partners and justify my own personal voting recommendation.
Now, I am writing down my learning achievements in my learning portfolio. By now I have made many entries in my portfolio, which documents my learning development. I am looking forward to taking these with me on my first job interview.
With the beginning of the autumn holidays came the start signal for the renovation of our learning studios on Dufourstrasse 76 in St. Gallen.
With the beginning of the autumn holidays comes the start signal for the renovation and reorganization of our learning studios on Dufourstrasse 76 in St. Gallen.
Within just eight months the building will be completely renovated and re-built. We are looking forward to moving into the new premises right before summer holidays in 2014.
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More than just teaching in two languages
As a sign of worldwide communication and connections, a united basis of communication is becoming more important. The (united???) English language builds this basis. In order to be able to be a competent part of a more globalized world, people need this foundation not only to be able to communicate, but rather English as a language should become a second “thinking language”.
In the New City School, each Lernpartner (student) decides along with parents and coaches which degree of bilingualism he or she wants to achieve.
20% Bilingual: Most of the Lernprojekte (Learning Projects) and lessons are in German. The everyday language on campus, in the breaks, and for general information is English.
-> International Certificate (KET) - A2
100% Bilingual: Half of the Lernprojekte and lessons are in English, the other half are in German. The everyday language on campus, in the breaks, and for general information is English.
-> International Certificate (PET) - B1
160% Bilingual: Most of my Lernprojekte and lessons are in English. My coach exclusively speaks English with me.
-> International Certificate (FCE) - B2
More specific information
We thank you for your visit on Saturday 06 September 2014.
Pünktlich zum Start des neuen Lernjahres am 11. August 2014 konnten wir einziehen. Wir laden Sie zu einer kleinen Reise ein. Hier empfangen wir unsere Gäste.
Und hier sehen wir das Lernatelier. Im Lernatelier sind zwei Think Tanks, zwei Inputräume, zwei Bibliotheken und unser "Roter Platz":
Aber auch das Auditorium bietet uns viele Möglichkeiten - wir haben sozusagen unser eigenes Kino:
Bei uns gibt es keine festen Sitzplätze. Jeder von uns hat sein eigenes Caddy und ein eigenes ipad:
Nun betreten wir den unteren Bereich des Gebäudes. Hier befindet sich die Mensa. Dort wird täglich frisch gekocht. Pünktlich um 12 Uhr steht das Mittagessen bereit:
Hier hängt auch unsere Tafel für die Ausserschulischen Lernorte, denn wir lernen dort, wo Wissen angewandt wird - als Unternehmer in der Praxis:
Haben wir Ihr Interesse geweckt - dann besuchen Sie uns. Bei uns sind Kinder, Jugendliche und Erwachsene immer willkommen...
Respektlotsen intervenieren bei fehlendem respektvollem Verhalten gegenüber Menschen und Materialien im und um das Lernhaus.
Zwei unserer Lernpartnern konnten sich vergangenen Dienstag und Mittwoch, 3. und 4. Juli 2014, zu Respektlotsen ausbilden lassen, unter der Leitung von Caroline Spirig, Dipl. Psychologin und pädagogische Beratung an der FSAS Berlin.
In diesem 1. Kursteil war der Hauptaugenmerk auf der eigentlichen Aufgabe als Respektlotsen. Weitere wichtige Ausbildungsthemen waren Kommunikation, Mediation, Verantwortung und Achtsamkeit.
Für die Lernpartnerinnen Tiffany und Maissa waren es zwei gelungen Tage in Frasnacht. Toll war auch, dass die anderen Jugendlichen aus unseren Partnerschulen kamen. Darunter waren 13 Jugendliche aus den Freien Schulen Anne-Sophie in Künzelsau und Berlin und 3 Jugendliche aus der Obersee Bilingual School in Pfäffikon.
Rückmeldung von Maissa
Am diesen beiden Tagen, Dienstag und Mittwoch, haben wir vieles erfahren und gelernt – zum Beispiel die Kommunikation nach Schulz von Thun, den Bystander-Effekt und noch viel mehr.
Vor allem die Atmosphäre während dem Kurs war toll. Die anderen Kursteilnehmer aus der Schweiz und Deutschland waren alle sehr nett und wir haben uns von Anfang an super verstanden, als hätten wir uns gekannt.
Lustig war auch, dass wir verschiedene Apfelmoste probieren sollten und erraten, welcher zu den einzelnen Beschreibungen passt. Dann war der Dienstag auch schon wieder vorbei und das Schlafen im Stroh stand uns noch bevor.
Am Mittwoch war das Programm besser für uns. Was uns sehr gefallen hat, war das Role-Play und dass wir zusammen im Team arbeiten konnten. Dabei musste jemand eine/n Respektlotsen spielen, zwei mit Problemen und zwei die Beobachter. Die Pausen konnten wir am See oder bei den süssen Kälbchen verbringen. Übrigens hatten wir eine super Köchin, sie hat uns immer lecker verköstigt.
Zusammen mit Frau Spirig haben wir uns zum Schluss auch überlegt, wie wir das gelernte in der Schule einsetzen könnten. Wir werden für alle, welche zum Beispiel ein Problem mit einem Lernbegleiter haben, da sein und versuchen, zu vermitteln.
Am Mittwoch, 4. Juni 2014 konnten wir einen erneuten Halbtag mit erlebbarer Physik im Technorama verbringen.
Nachdem wir die Autofahrt nach Winterthur wieder zur Lernjob-Arbeit am iPad genutzt haben, sind wir in Winterthur zum Schloss Hegi gefahren, wo wir im Garten inmitten einer Kunstausstellung von Winterthurer Künstlern nochmals 45 Minuten gearbeitet haben. Danach fuhren wir zum Technorama.
An diesem Tag stand die Ausstellung „Klangwelten“ im Zentrum unserer Betrachtung. Am Vortag haben wir uns bereits ins Physikthema der Akustik eingearbeitet. Die Sonderausstellung ist voll von Hörerlebnissen und spielerischen Experimenten: Man kann Schwingungen messen, trommeln, ein Wettrennen gegen ein Modellauto oder an einer Bar den Cupsong machen. Unsere Fotos sagen vermutlich mehr als viele Worte...
At the New City School pupils together with their parents and learning coach will decide what degree of bilingualism is to be achieved at the end of the learning period. » More about it
In view of worldwide networking and connections, a common language base is moving more and more into focus. This increases the importance of the English language. In order to be able to competently negotiate and do business in a globalised world, people need this foundation not only to make themselves understood in verbal communication, but it must also be anchored in people\'s thoughts as a basis in which to think (to speak and to reason). As research has shown, the most efficient form of learning a second language (for us the reasoning language) is to start learning it at an early stage of your development.
Also during the period of puberty, when the so-called new organisation of the brain is taking place, there is a suitable window of time to learn a second reasoning language on a level par with German.
We take this into account and allow every pupil to decide for themselves the manifestation of his or her bilingualism. The pupil has the option to choose in consultation with his or her coach as to whether they complete their learning job in English or German. This means that pupils can determine for themselves as to whether they develop the second language to a similar degree as their mother tongue or can simply use it as a second language at the end of their learning period.
It can though be justified when due to professional aims or learning capacity, a pupil exclusively processes his or her work in German. He or she will, however, in any event able to show at the end of their learning period a more extensive, passive English vocabulary and be able to make themselves more easily understood in English. In order to achieve high interest in sustainable bilingualism with the pupils, it is necessary that the learning guides force and cultivate the use of English as a colloquial language and speak it at break times.
The majority of the learning jobs and inputs are carried out in German. The colloquial language on the school premises, during break times and for general information is English.
> International Certificate (KET) – A2
50% of the learning jobs and inputs are carried out in English and 50% in German. The coach only speaks English with me.
> International Certificate (PET) – B1
Most of my learning jobs and inputs are in English. My Coach speaks only English with me.
> International Certificate (FCE) – B2
Am Dienstagmorgen besammelten wir uns bei der Fachhochschule St. Gallen um 8.20 Uhr. Leider hat es viele Abmeldungen gegeben und ein Lernpartner war gar nicht erreichbar. Trotzdem hatten wir eine Verspätung von rund einer Stunde, bis wir dann endlich abfahren konnten.
Wir bekamen von Mr. Mo den Auftrag, die Fahrt mit Lernen der Quartieren, Hügeln und der Geschichte von Winterthur zu verbringen. Dafür hat er uns eine Zusammenstellung auf Dropbox gestellt.
Kurz vor 10.00 Uhr kamen wir in Winterthur an. Wir gingen in das Museum Sammlung Oskar Reinhart “am Römerholz“ auf dem Goldenberg.
Dort hängen zum Teil Bilder die über 1 Millionen Franken kosten.
Mr. Mo machte mit uns eine kurze Führung durch das Museum, mit dem Auftrag, sich ein Bild oder eine Skulptur auszuwählen. Jeder von uns hat sich anschliessend für rund eine halbe Stunde mit einem Bild befasst – Bildbeschreibung, Aussage des Bildes, persönliche Meinung. Ich habe mich für ein sehr teures Bild von Picasso entschieden: Portrait of Mateu F. de Soto.
Danach hat jeder sein Bild vorgestellt, es war sehr spannend bei einigen Bildern.
Ich könnte das Museum sehr Mr. G und Herr Gander empfehlen, weil ich weiss, dass sie Kunstliebhaber sind.
Gegen 11.30 Uhr gingen wir zurück zum Bus und fuhren in den Coop Grütze. Die Mädchen hatten den Auftrag, das Getränk und die Chips zu organisieren. Wir Jungs kauften Würste und Brot zum Grillieren. Mr. Mo hat sich währenddessen um Holz gekümmert. Schon bald darauf parkierten wir in der Nähe der Töss und fanden einen tollen Grillplatz gleich am Fluss. Es war sehr schön, da das Wasser sehr klar war.
Wir haben sehr schnell ein Feuer machen können weil Mr. Mo ein Spezialist ist J. Es schien, dass einige noch fast nie eine Wurst über dem Feuer gebraten hatten... doch mit etwas Hilfe wurden alle Würste gar. Dann konnten wir endlich essen und es war so lecker!
Obwohl ich sehr hungrig war, wurde ich nach zwei Bratwürsten satt. Wir durften uns noch eine ganze Weile beim Fluss erholen, Steine schiefern lassen, oder einfach nur bisschen quatschen.
Nach der Mittagspause sind wir hoch auf die Kyburg, das hört sich zwar leicht an aber es war recht streng! Wegen den vielen Treppenstufen durch den Wald, ging ganz schnell den meisten die Puste aus. Andi traf es hart wegen seines Asthmas.
Dann waren wir endlich bei der Burg. Es war sehr cool, vor allem in der Waffenkammer haben wir viel über die Ritter erfahren. Herr Moricca hat uns erzählt, was die Ritter und Bauern so gemacht haben. Was ich auch sehr spannend fand, war das Gefängnis, wo die Verbrecher gefangen waren.
Nach etwa einer Stunde war die kurze Tour fertig und wir gingen zurück zum Bus. Als kleine Abkühlung hat uns Frau Parpan in Winterthur eine Glace gekauft, welche wir dann auf der Heimfahrt essen konnten.
In den Lernzielen für den Tag stand auch, dass wir den Tagessbericht auf der Heimfahrt schreiben sollten und nochmal ein wenig über Winterthur lernen. Dass ging für die meisten ganz gut.
Dann bei der FHS angekommen gingen alle auf ihre Züge und Busse nach Hause.
Es war ein toller Tag mit spannenden Sachen. Ich hoffe, wir können wieder einmal einen Ausflug machen.
Am Mittwoch haben Ramon, Adhu und ich am Vormittag zusammen mit Herrn Moricca die Exkursion vom Donnerstag nach Konstanz geplant und vorbereitet.
Wir sind am Donnerstag am Parkplatz der Fachhochschule gestartet. Während der Fahrt nach Konstanz bestand der Auftrag darin, die Bundesländer und Hauptstädte von Deutschland, die Kantone und Hauptstädte der Schweiz und die Mitgliedsstaaten von Europa zu lernen. Ich sass mit Tiffany, Maissa, Benno und Frau Parpan im Bus. In unserem Bus wurde konzentriert gearbeitet. Bis nach Konstanz konnten wir die Daten einigermassen auswendig.
Als wir zu Fuss die Grenze zwischen der Schweiz und Deutschland erreichten, habe ich kurz etwas über die Grenz- und Zollregeln gesagt. Zum Beispiel darf man nicht mehr als 10’000.-Franken Bargeld über die Grenze nehmen oder nur 500g Frischfleisch.
Danach sind wir etwas Trinken gegangen. Adhurim erzählte etwas über die EU, den EWR und Schengen. Herr Moricca erklärte es dann noch etwas genauer und wollte, das wir den Unterschied wirklich kennen.
Nun startete die Stadtführung. Ramon führte uns mit der Karte im iPad durch die Stadt. Wir begannen bei der „Imperia“. Die Imperia ist eine riesige Statue am Hafen von Konstanz. Eine Vollbusige Riesin trägt einen Kaiser und einen Bischof. Das sagt etwas über das Verhätlnis von Konstanz (Vollbusige) und den weltlichen und kirchlichen Machtträgern aus.
Weiter ging es mit dem Konzil. Das Konzil ist ein Gebäude, wo früher Sachen gelagert wurden. Heute ist es ein Restaurant mit einem Saal für Festivitäten.
Das Schnetztor war die südliche Stadtbegrenzung von Konstanz. Es ist ein Wehrbau des Mittelalters.
Das Münster war Sitz des Bischofs von Konstanz. Damit war es die wichtigste Kirche der Stadt.
Zum Schluss gingen wir zum Pulverturm. Dieser war ein Lager für das ganze Waffenpulver.
Jetzt stand das Mittagessen auf dem Programm. Wir haben von Frau Parpan 20€ für drei Personen bekommen. Tiffany, Maissa und ich waren im Mac, wo wir ein richtig leckeren McChicken gegessen haben. Ramon, Andi, Brian und Amina assen im Lago. Dort soll es grosse Pizzastücke geben und vieles mehr. Beno und Adhu sind mit Frau Parpan und Herrn Mo essen gegangen. Die Mittagspause wurde kombiniert mit der „Shoppingzeit“, die das Organisationskommitee extra eingesetzt hat :-). Wir hatten also noch Zeit, einkaufen zu gehen. Tiffany, Maissa und ich haben nicht so viel eingekauft…
Der Nachmittag war mit das Coolste. Wir trafen uns an der Tret-Bootvermietung. Im Schweizerdeutsch heisst das natürlich „Pedalo“! Das Tret-Bootfahren hat mega viel Spass gemacht. Wir haben uns gegenseitig nass gespritzt und geärgert. Es war sehr lustig und vor allem sehr warm. Es waren 19 Grad, aber es kam uns vor wie 23 Grad.
Auf der Rückfahrt nach St.Gallen sollten wir die Kantone, Bundesländer, Hauptstädte und EU-Bundesstaaten nochmals repetieren, damit wir den Test am Dienstag gut absolvieren können. Nicht alle haben das gleich intensiv getan - sie müssen wohl am Wochenende noch etwas dahinter…
Es war ein sehr schöner Tag und ich hoffe, dass wir so was bald mal wieder machen werden.
Quotations from the young students about the winter sport camp — St. Moritz
“I think the winter sport camp was really cool because we were able to ski so much and have such good fun.”
„I found it really good that we always had something good to eat and that there were never any complaints about the food.”
„I think everybody really liked our room, it was like a meeting place for all of the school kids.”
„In the camp building we got on better and better with each other as time went by, also with the people we had never met before”
„When one of us fell down, then we all fell down, it was a really fun group!”
„Another highlight was when we ran out into the snow, jumped around and filmed it all with the Copro followed by a nice warm shower”.
„The fourth day was something of a painful experience for me. It was ski race day and I fell exactly where, firstly, there was a patch of ice and secondly, where Mr Mo was standing!”
„On that day I learned how to stand on the snowboard properly so that I didn\'t fall down again too often”
„I hope Mr Gander will allow us to come to the winter sport camp again so that we can have so much fun again and be so happy like we were this time”
Quotations from students about the learning week in Berlin
“The host family is really nice. They have already spoken Swiss German with me thanks to the translation book, which I brought with me as a present for them.”
“Up to the platform in the television tower there are 986 steps, it is 268 metres high and the lift travels at 6 metres per second.”
“As we started for home with our cases, I did look forward to being back at again but on the other hand I also really enjoyed staying with Conner”.
„To begin with we travelled with the S-Bahn “Ring” and got off in “Schöneberg”. We then travelled with the S1 in the direction of “Posdam Hauptbahnhof” and got off in “Zehlendorf”.
„The Brandenburger Tor is much more attractive in the evening when it is lit up than it is in the daytime”. At one point there was a bear walking around. Tiffany and I were sitting on the ground when suddenly the Berliner Bear came and stole my hat. Naturally I ran after it so as to get it back again. Fortunately he couldn\'t run so fast wearing such a costume!”
„As we were coming in to land at Zürich I, as always, became hyperactive with excitement”.
„The journey to the wall was really cool. A few of us then wrote our names on it. The highlight, however, was later on when we up to the viewing platform on the television tower. The view out over Berlin from the television tower was fantastic”.
„I fell asleep at 2100 hrs. That has never happened before!”
„I really like staying with this cool family, consisting of 4 people and some fish!”
„I thought the Spanish was really cool and I therefore intended to drop in for the second input on Thursday”.
„afterwards I planned to FaceTime with my sister. At 1930 hrs I then FaceTimed with my mum and my other two sisters”.
“My highlight on Thursday was when Ronja, her mother and I went for a quick cruise in the car, we even managed to see some of the Olympic Stadium”.
“But still the best of all was as we were on our way to the cinema, nearby we saw the Bambi awards! Even Robby Williams was there!”.
„The school in Berlin is overwhelming, very big and really beautiful but still nevertheless a school”.
„I really enjoyed the film „ Fack yu Göhte”, it was really funny and very entertaining”.
„The museum „The story of Berlin” was fascinating. Unfortunately there was so much to do that it was not possible to see everything. That was a bit of a shame.
Technorama — Workshops in the Chemical Laboratory
Straight after the Christmas holidays, our young students had the chance to practically apply their chemical know how in the Technorama. Under the direction of a qualified person we were able to attend two different workshops, alchemie and the kitchen laboratory, where personal research and discovery are paramount.
Impressions of the renovation on Dufourstrasse 76
Work had already begun in October last year to hollow out, redesign and rebuild on Dufourstrasse 76.
Young students regularly visit the building site in order to document the progress being made.
Here are some of their impressions…
With the beginning of the autumn holidays came the start signal for the renovation of our learning studios on Dufourstrasse 76 in St. Gallen.
With the beginning of the autumn holidays comes the start signal for the renovation and reorganization of our learning studios on Dufourstrasse 76 in St. Gallen.
Within just eight months the building will be completely renovated and re-built. We are looking forward to moving into the new premises right before the summer holidays in 2014.
Start time was exactly 7.15: Our Furniture and teaching materials were packed and transported to our temporary address on Webergasse 15 in St. Gallen.
The temporary location is just opposite the Hotel Dom in the middle of the old part of the city.