Middle school bands really need saxophones




2 Foreword Dear Readers, Of course, teaching at a school is the most important thing. The pupils go to our school in order to learn and ultimately achieve a good degree. But a good school definitely wants more and offers its students opportunities to develop their personalities and experience community. This applies all the more to our school, which is committed to certain values ​​and ideals. In recent years, the electives, study groups and afternoon activities have expanded significantly. And that is not a result of the sheer necessity that increasingly working parents like to see their children being looked after at school until late in the afternoon. We are very satisfied that the Wilhelm Löhe School can offer its students more than just good lessons. A large number of young people like to stay in the school in the afternoons after class to follow their own talents, to get involved or just to have fun with the exercise. Here the students get involved without having to press grades and often face more difficult challenges than a demanding lesson in the morning. Here is also the space to learn differently, to learn in smaller groups, to develop creativity and to maintain one's own health through exercise. Sure, this has been known at the Wilhelm Löhe School since it was founded. Music groups and student theaters have always existed. In our time, however, the offer is growing on the way to open all-day care to a new quality. And for some in our house it is a surprise how high the proportion of students actually is who take advantage of the various opportunities. On the following pages you can read under the heading More than Lessons, which sporting, musical and cultural activities are now unfolding in the school building in the afternoon. I hope you enjoy it as much as we do to see how seriously some students work here. Going further on this path could lead to the school becoming the focus of their interest again for more students and they could regain the joy of everyday school life. The following articles also show in how many places the Association of Friends of the Wilhelm Löhe School helps to create this freedom. We would therefore like to thank all readers whose contributions create the conditions for this in the first place. Yours, Bert Nentwich On the cover picture: Photo from the musical Chefsache, performance on March 27 and 28, 2014 in the auditorium To the back: The Christmas crib for Löhe was created in the art class of the upper school based on models from the Italian early Renaissance (Giotto di Bondone *)

3 From the contents of the Association of Friends of the Wilhelm Löhe School ... 2 Invitation to the Association's general meeting ... 4 Declaration of membership ... 5 Comprehensive school management ... 6 All-day school Comments from the perspective of school theology The open all-day school from the point of view of the employee representatives Report from the work of the parent advisory board MENSA In the center of the school We have a new cafeteria and everyone is going there? Reports from school life Because you are worth it! Night of prayer School moves creative dancing Löhe footballers won the international tournament in Istanbul Now there are the traffic angels of the Löhe school Student performance certificates in the IT subject of secondary school students ... 24 »ABEL STANDS UP« More than lessons More than lessons Focus on elective lessons at the open Wilhelm -Löhe all-day school elective Chinese lunchtime and homework supervision for primary school children Homework supervision for pupils in 5th and 6th grades The mediators report to AK PEOPLE Presentation of elective Clever & Smart self-assertion course for girls and boys in 5th and 6th grades Aikido self-defense for girls from the 6th grade onwards The WLSG Sport in the afternoon The wind classes in the fourth year Instrumental lessons at the WLS News from the alumni and the colleagues The homepage of the alumni of the WLS WLS alumni on Facebook years graduation anniversary Briefly explained From the circle of seniors From the staff Appeal from the SEM Foundation PER REFORMANDA invitation to the autumn festival of the WLS and the SEMPER REFORMANDA foundation invitation to the summer festival call of the Wilhelm-Löhe school

4 Association of Friends of the Wilhelm-Löhe-Schule Dear RUF readers, There is a discussion in the press and among educators as to whether the school landscape in Bavaria, and thus also at the Wilhelm-Löhe-Schule, will become an all-day school after the im should develop or has already developed into the model practiced in other European countries. If you take a closer look at the daily routine at school, you might think that we have already arrived there in some areas. School lessons are scheduled until the late afternoon and there is a wide range of additional activities in the afternoon. The question now is how the Association of Friends of the Wilhelm Löhe School deals with this situation and how it can help the school, the staff and, above all, the students. For the Association of Friends of the Wilhelm-Löhe-Schule, its financial support for the renovation and expansion of the school aims to ensure that the school's equipment is of a higher standard than is generally customary. An example of this from the recent past is the grant from the association to equip the completely renovated bio and chemical wing of the school in order to make the lessons, which are scheduled until the early evening, more modern and contemporary for our students. However, especially the additional activities of the students outside of the regular lessons, which are also carried out with great enthusiasm and a high expenditure of time, usually require subsidies, which the Association of Friends of Wilhelm Löhe School is happy to provide. Last year, as in previous years, we were not only able to support the choir and orchestra during the rehearsal weekends, but also help finance the purchase of an oboe and a stage piano. In order to give the theater groups even better lighting for their performances, additional lighting technology was purchased for the auditorium. The middle school theater troupe received funding for the cost of preparing their performance. Those pupils who celebrated success in handball with their sporting commitment for the school were provided with a new set of jerseys for the school team. And with the help of the Association of Friends of the Wilhelm Löhe School, an outdoor playhouse is to be purchased for the afternoon care of the elementary school children. The pupils, who show commitment to the school community in addition to their school workload, were honored by the Association of Friends of the Wilhelm-Löhe School by promoting the training of mediators and the SMV conference. These examples are only intended to show that the Association of Friends of the Wilhelm-Löhe School is already helping in these areas

5 is at your side and is happy to continue on the way to the all-day school. In order to be able to support such projects in the future, I appeal to you to continue to support the Association of Friends of the Wilhelm Löhe School with your membership fees and donations. After all, the money will be used for those who are most important to us, namely the students of the Wilhelm Löhe School. With kind regards, Armin Döhler, Chairman of the Association of Friends of the Wilhelm-Löhe-Schule Nürnberg e.v. Music and theater performances have a high priority at the Wilhelm-Löhe School. The Wilhelm-Löhe School's reputation

6 Invitation to the general meeting of the Association of Friends of the Wilhelm-Löhe-Schule e.v. Dear members, dear parents! We cordially invite you to this year's general meeting on Tuesday, July 8th, 2014, at 6:00 p.m., cafeteria in the new building. The agenda of the general meeting has the following points: 1. Welcome, determination of attendance 2. Headmaster's report with debate Debate 4. Treasurer's report with debate 5. Auditors' report with debate 6. Discharge of the board 7. Formation of an election committee 8. New elections 9. Other You are cordially invited to the general meeting even if you are not yet a member of the association. The invitation is also valid for schoolchildren in the grades but only members of the association are entitled to vote. The board would be very happy to see you. With best regards, signed Armin Döhler, 1st chairman of the Association of Friends of the Wilhelm-Löhe-Schule e.v. School management of the Wilhelm-Löhe-Schule Deutschherrnstrasse Nuremberg Telephone 0911 / Fax 0911 / Sending the RUF At the beginning of the year, the address list of the recipients of the RUF was checked and revised. This can possibly have the consequence that someone has also been removed from the list, but who would still like to receive the RUF. In this case we ask for a short message and for the address. This will of course be added to the mailing list again. Of course, the RUF is also available for those interested in the entrance office of the Wilhelm-Löhe-Schule for personal collection. Your Association of Friends of the Wilhelm-Löhe-School Nuremberg 4 Call of the Wilhelm-Löhe School 2014

7 Association of Friends of the Wilhelm Löhe School, Deutschherrnstr. 10, Nuremberg With effect from the declaration of membership, I enter the name, address of the Association of Friends of the Wilhelm-Löhe-Schule e.v. Nuremberg at. In addition to the annual contribution of D 10, I am ready to make a donation (monthly / yearly, depending on the possibility) in the amount of D to the association. I have been informed that upon leaving (by means of a written declaration to the board of directors) the membership fee for the current calendar year is still to be paid. Date Name of the student Signature Vereinigung der Freunde der Wilhelm-Löhe-Schule ev, Deutschherrnstr.10, Nürnberg Creditor identification number: DE02ZZZ Direct debit authorization for SEPA BASIS direct debit mandate Mandate reference: (will be communicated to you by the association upon confirmation) I authorize the Association of Friends of the Wilhelm-Löhe-Schule ev to collect payments from my account by direct debit. At the same time, I instruct my credit institute that the Association of Friends of the Wilhelm-Löhe-Schule e.v. to redeem direct debits drawn on my account. Note: I can request reimbursement of the debiting amount within eight weeks, starting with the debit date. Applicable in this regard by the contract with my bank conditions. Type of payment: Recurring payment: 1 x per year on the 5th (Jan./Dec) from 12 x monthly on the 5th (ds.mts.) If the date falls on a weekend, the amount will be collected on the following Monday. Name (account holder) Account no. Bank BLZ IBAN (max. 22 digits) * DE Place, date Signature of account holder *) Important note: The IBAN information is mandatory! They can be found on your bank statement or can be requested from your bank. Bank details of the Association of Friends of the Wilhelm-Löhe-Schule e. V .: EKK IBAN: DE Call of the Wilhelm-Löhe School

8 General school management The whole day Löhe ?! School as a living space for colleagues too It wasn't long ago that the topic of all-day school was the topic: yes or no? to violent ideological disputes in Germany. In the meantime, the families have also made a decision with us: all the all-day offers at the Wilhelm-Löhe-Schule are increasingly being accepted and appreciated. Sure, large groups of schoolchildren still pour out of the house at around noon, most of them on their way home. But it is just as certain that children of all ages spend their lunch break playing in the courtyard, there is a crowd in the cafeteria, musical instruments are busily transported back and forth, students in the library prepare for the next lesson or relax, the communication islands too working or playing young people are populated. In order to substantiate the impression of the hustle and bustle in the afternoon with a few figures: More than 2/3 of our almost 200 primary school children now stay in the house at least until 12 am, many of them also until 12 am. In the past, the homework supervision for the 5th and 6th graders could never consider all registrations. From September 2014 we will now offer space for a further, 4th group, so that at least 80 boys and girls can now take part. In the afternoon elective lessons we have 1169 registrations from all age groups in 69 courses this school year! This school year alone, 261 girls and boys in 17 groups are taking part in additional instrumental lessons. The wind class children of the secondary school also stay at the school longer for at least one day. Last but not least, regular afternoon classes take place to a not inconsiderable extent: 22% of all hours given at the grammar school take place in the afternoon (from age 5 to 12, with an increasing tendency), in the upper school it is even 38%. Classes FOS 12 and FOS 13 also have afternoon classes on three or four days. And in the four classes of the 9th grade of the middle school approx. 27% of all lessons have to take place after the clock, partly to enable a diverse range of options. The question of all-day school: yes or no? is de facto decided. Of course, to the regret of some families, there are no classes with the so-called full day, i.e. regular and compulsory afternoon operation on all days of the week. This is of course not due to a lack of will on the part of the school management or school authorities, but results from the spatial confinement that already prevails everywhere in the school building. The cafeteria equipment is good, but there is a lack of sufficient play, recreation and work rooms for pupils and teachers in addition to a bound all-day school. Whether here the planned establishment of a new classroom in connection with the general renovation 6 Ruf der Wilhelm-Löhe School 2014

The fact that the sports halls can open up new possibilities can be questioned in view of the existing spatial confinement and the only small possible volume of new buildings. But let us examine this question thoroughly; It would be of help to many families if there was a corresponding need at least up to the 7th grade, provided that there could be a bound all-day class per school type. School is without a doubt an event for children, adolescents and young adults, this is especially true for the Löhe pupils and our open all-day offers. Nevertheless, we must also think of the main actors, our teachers, all educational, technical and administrative staff, without whom the school could not live and work. What does it mean for us adults that school is definitely no longer a half-day event? To take up the well-known (evil) saying that teachers are right in the mornings and free in the afternoons are they only right now? All day? Joking aside, an all-day school, even one with mostly open and voluntary offers, has a massive impact on everyday working life, especially for teachers. Your work is increasingly shifting from your desk at home to school. However, this currently only offers very suboptimal conditions. We also have teachers' rooms that, despite the relatively new furniture, still breathe the spirit of the 19th century, ideally suited as a place to stay for the short morning breaks. These teacher workstations are equipped according to standards from the 2nd half of the 20th century: compartment and cupboard of course for everyone, but only five computer workstations for more than 170 teachers! The list of rightly presented Monita could be extended; The fact remains in any case: Those who expect committed and good work from their employees throughout the day must also equip the workplace in such a way that the various needs during a long working day are also taken into account in the school building. In this respect, it is imperative to develop new concepts for the entire area, as I presented at the school parliament meeting in April. Our employees can rightly expect that there are enough well-equipped rooms to work, to stay, to relax and to rest. That this is not feasible with our current staff room is obvious to anyone who has already taken a look inside. I am therefore grateful to the colleagues who spontaneously volunteered to work in the planning group in the school parliament. Only together can school authorities, school management and employees develop and implement a comprehensive new concept.Because one thing is certain: The implementation of a new, different overall concept in additional and differently used new rooms also means for many of us goodbye to familiar processes, to established traditions (I've always done that), a changeover to new expectations and changed conditions . All together our students, parents and, last but not least, we teachers, all employees will experience and feel that the school is a place where everyone can relax, relax and work. We will feel and implement that a school that means everything is the reputation of the Wilhelm-Löhe School

10 has to be done between o'clock and o'clock, can't be a good school. In general, education cannot be forced into a time frame; and the Löhe School would do well not to allow itself to be pressed into a time grid wherever it is possible. If we succeed in doing that, then switching off the gong after clock, which has been successfully practiced since 2011, is more than an organizational petty issue. Then it is a symbol of our promise: The Löhe School is open all day for everyone who work and live in it, our students and all employees: School as a living space. M. Schopp Executive Director Long Night of Science at the Wilhelm-Löhe-School on October 19, 2013 There was a lot of visitor traffic in the new natural science rooms of the Wilhelm-Löhe-School during the Long Night of Science. In four differently designed rooms, the children were able to start their own experiments in the afternoon to discover the secret of water. Eleventh grade students patiently explained the significance of the experiments at eight stations. In this way, the functionality of a sewage treatment plant could be understood in a playful way and the surface tension could be explored. 8 Call of the Wilhelm-Löhe School 2014

11 With the concept of the all-day school, schools have changed significantly. Remarks from the perspective of school theology There is still no uniformity inherent in this idea of ​​the all-day school: It already exists in innumerable forms and types. They are found in all types of schools. They are available in open and bound forms. It is foreseeable that all-day school operations are growing and are constantly developing. One thing, however, is already more than clear: for all-day operation, in addition to things such as healthy food at lunchtime and the possibility of musical and sporting activity, social and spiritual activities are also required. Because where you used to e.g. went to the (sports) club or took piano lessons in the afternoon, you are in school today (often enough with us at the WLS). And so the school is increasingly becoming a community that knows far more than just teaching and learning in the morning. Like every community, the all-day school therefore also needs offers of a social and spiritual nature. The Protestant WLS offers this e.g. in the work of the mediators (see the report by Ms. Brunner-Wild) and of course in the work of the advisory center, which also takes care of lunch. However, all-day schools must be able to do even more: The contact persons for the pupils will primarily be the teachers with whom they get on well. People who you can trust and to whom you trustfully turn with many needs and questions, but also in the joyful things in life. Here I see school theology being challenged even further. We want to think harder in the Student Council on how such contact points can be expanded in a guaranteed way. How and where students can reliably find people who will listen to them and offer a spiritual framework for these conversations. Prayer and other forms of devotion can also have a place here. This brings me to the use of our valuable prayer room, the room of silence. Diverse forms of prayer are already being offered there, spread over the day. But here, too, further thought is needed. Because the breaks in the morning are probably too short for such relaxation and must and should of course also be used for other purposes. We therefore imagine offers that include the afternoon and can shed light on the spiritual side of a community. The first steps in this direction have already been taken: The Wilhelm-Löhe School was called for the second time

During the 12th school year, a night of prayer was held at school, in which all of this occurred and had space: eating together, singing and praying together and the necessary time to think about things that seem to be missing so often in everyday life. Many thanks to colleagues Schäfer, Siegling and Maletius, who were responsible for this night of prayer. As a new school theologian who has only held this office since mid-February, I am still too fresh to be able to say in which direction we will continue here. But I am sure that we will have to investigate this question of the all-day school and its content orientation even more intensively from the perspective of school theology. Rev. Mark Meinhard School Theologian Introductory service for the new employees at the Wilhelm-Löhe School on October 14th, call of the Wilhelm-Löhe School 2014

13 The open all-day school from the point of view of the employee representatives This term of the open all-day school has been around for more than ten years and is defined as follows: The open all-day school is a voluntary school offer of all-day support and care for students in grades 5 to 10 (State Institute for School Quality and Educational Research, Munich, short ISB). What is striking about all the handouts from the Ministry of Culture on this topic is the fact that the role of teachers in the open all-day school is only treated very marginally. For many pupils and teachers, all-day school is not always a voluntary offer, since, especially in high school, subject lessons must also be taught in the afternoon. This means that not only students but also many colleagues spend more time in school. Some people will ask themselves: Doesn't it matter whether someone corrects their schoolwork and prepares their lessons at home at their desk or in the staff room? As our general school director Mr. Schopp has already described in his article, the work opportunities at the WLS do not meet the requirements of a modern school. Two examples may illustrate this. Five (5!) PC workstations in the staff room are certainly not enough and unfortunately there is no real room of silence in which concentrated work is possible. This is certainly not just a question of money, but of course a question of space. Although the Löhe building is not exactly small, it is bursting at the seams in many places. We hope that with the general renovation of the gyms, an extension in the north-west courtyard can be realized in order to get a little more space. Until that happens, one will have to keep improvising. In connection with the open all-day school, the term school as a living space is often used. Here, too, there is definitely a need to improve the living space. With a redesign of the cafeteria and a new tenant, many colleagues hope that adults can spend their lunch break in a pleasant atmosphere. At this point, I would like to take the opportunity to thank all of the employees for their homework and lunch care. I think they play a key role in shaping the open all-day school in the afternoon and they do an excellent job, as the steady influx shows. I wish the readers of the call a nice summer. Klemens Schubert's call to the Wilhelm-Löhe School

14 Report from the work of the Parents' Council How should the school develop in the future? The discussion about the correct designation of a school type or type of school or its design is becoming increasingly grotesque in our school landscape. Of course, it's only very marginally about content. Rather, it is often only about implementing political goals and personal convictions. The question about the well-being of the students seems to be a hindrance at times. Far more important than the question of whether a school is called Hauptschule or Mittelschule or whether there is a grammar school with eight or nine years of schooling would, in the view of the parents, be the promotion of more flexibility in the existing structures and an individually adapted school career. It makes little sense to change a system every few years to which both teaching and learning methods have just been laboriously adapted. Given the right framework conditions, both a G8 and a G9 can make sense. However, it takes time and the necessary financial support to develop these framework conditions. An open all-day school could be a very helpful institution in creating the necessary framework. From the installation of inclination groups to goal-oriented learner groups to in-school and extra-curricular projects, the level of education could be developed at an individually adapted pace with significantly improved equal opportunities. It would be important to many parents that the school day would actually be over for the students when they left school and that the time in the family could be used differently than with discussions about doing homework. Such an all-day school would of course also need a much better staffing facility. On the one hand, this would of course have to be teachers, but could also be cooperation partners from business and parenting. Support from parents in structuring lessons in the broadest sense, with an influence on the level of school fees, could be better appreciated than by purely voluntary work. Regardless of how a school or school system is called - the quality of the facility is not created by its name, but by the commitment of the people working there. Gerhard Oswald Full Parents' Advisory Board On November 5, 2013, the Wilhelm-Löhe-Schule began taking part in a worldwide campaign entitled Schools500reformation with a tree-planting campaign, which will culminate in the 2017 Luther year. Until then, a little tree will be planted on the school premises every autumn. Because it is said that Luther said: If I knew that tomorrow the world would end, I would plant an apple tree today. 12 Call of the Wilhelm-Löhe School 2014

15 MENSA The focus of the school part. Our school attaches particular importance to the educational aspect and will respond to the requirements with appropriate measures and the use of staff. The quality of the food and the management will be coordinated by the canteen tenants and the committee in close cooperation with the concept. Educational mandate: eating culture At the end of the 2013/2014 school year, an era will come to an end in the cafeteria of the Wilhelm-Löhe-Schule. Our cafeteria tenant, Mr. Andreas Fischer, and his team have reliably provided our students and the school staff with an extensive range of food and drinks, school day after school day, for more than ten years. The school would like to thank the Fischer family and their staff for the many years of good cooperation. What does the future of the cafeteria look like? The canteen committee commissioned by the school parliament will work closely with a new tenant. A comprehensive concept of how the cafeteria should be operated in the future was voted on in the school parliament. It is divided into a pedagogical and a food quality one. A lunch menu with different components and the possibility to decide for yourself: What and how much do I want to eat? requires eating habits and culture techniques that go beyond the use of a knife and fork. The pupils should get to know and try out the different components. The students learn to pay attention to their feelings of hunger and satiety and to choose the right amount. Skills such as filling up plates, handling a full tray, sitting quietly while eating and taking care of the table together are part of a consciously consumed meal. Many children bring these basics with them. They should also be cultivated in the larger community. The cafeteria supervisor endeavors to ensure compliance with these principles. It is important to learn from the role model. For this reason, teachers and the members of the school management eat together with the students in the cafeteria and not in a separate room. It is important to both the school management and the cafeteria committee that the experience of community is cultivated beyond the lessons and that the reputation of the Wilhelm-Löhe School is cultivated

16 pedagogical task is also performed during the lunch break. Scope of supply and quality standards School catering is now subject to quality standards, which are also the basis of our cafeteria concept, additional requests for all-round care, especially regarding our national school, to which the students travel from far away, should be included: daily supply of the students, starting with the first long break, possibly to a lesser extent also small breakfast offers before a.m. Composition of the food components in the breakfast and lunch area according to the recommendations of the German Nutrition Society ev Minimum range of sweets, cakes and ice cream Milk drinks in the daily offer Drinks offer exclusively in the form of mineral water, fruit juice spritzers, smoothies and changing special offers such as isotonic drinks, but no sugar-rich lemonades and no caffeinated drinks Drinks only in the deposit system drinking water as a permanent menu component Lunch offer as mixed food with the highest possible proportion of freshness consideration of different, cultural dietary rules daily vegetarian components preference for regional and seasonal foods with a proportion of organic products, cooperation with local suppliers work with an electronic pre-order and payment system All components are prepared according to the principle of mixed food with the highest possible fresh food content. It is ensured that the students deal responsibly with the offer and the selection. The cafeteria should increasingly become the focus of school life, since school will no longer be just a place of learning, but more and more a living space for schoolchildren. Hubertus Gieck for the School Catering Committee The elective cooking workshop on the open day showed what the students want to contribute to the healthy dining options. 14 Call of the Wilhelm-Löhe School 2014

17 We have a new cafeteria and everyone is going there? Dream or Reality? The 2013/14 school year was the school year of open discussions about the cafeteria. The importance of school catering has increased enormously in recent years in the course of all-day school concepts and the resulting longer stay of students and teachers in school. Even at the Löhe School, afternoon operations are now normal. In order to be willing to learn and to be able to follow the lesson in a concentrated manner, it is physiologically sensible and necessary to take breaks and refill energy in the form of food and drink. of what we as a society are losing in terms of tradition, taste and behavior. Certainly it cannot be the aim of school catering to go completely against the trend and reject everything that is new and modern, but it can be goal-oriented to introduce young people to a balanced and varied offer and to advertise the advantages thereof and to make palatable. This goal pursues e.g. For two years now, the cooking workshop, which has been offered as optional lessons, in which schoolchildren of the year grades are regularly offered. The quality demands on food have changed nowadays. Above all, it should go quickly, shouldn't cost a lot and is best consumed while standing and walking. Most people, including children, are aware that these trends are not necessarily good for health. Quite apart from that, under the guidance of two oecotrophologists, cook and eat together in the secondary school kitchen and try to find interesting dishes that might even make their way into the future cafeteria. Schoolchildren cook for schoolchildren: How else do we get attractive, trendy and yet balanced offers? The refreshment committee for the Wilhelm-Löhe School, commissioned by the school parliament two years ago

18 (cafeteria committee) got really active in the last school year. After the summer vacation, the students could expect a newly painted cafeteria, but the soundproofing had suffered a bit and that had to be improved. In any case, new lighting provided a better visual ambience. The next step was to further develop the concept for a varied, balanced meal and, if necessary, to consider other providers. The further modernization of the premises and the furniture was also high on the agenda. The committee, which has now grown by a few people, went to work.A viable operator concept was developed, based on the DGE quality criteria (German Society for Nutrition) for school catering, supplemented by an educational claim that our school would like to realize in the future, and by the existing room concept, something in the meantime changed by the return of the adjoining room to the upper level room. This concept was approved by the school parliament in its second session. The first renovations were carried out during the carnival holidays, so that the cafeteria already had the planned lounge area at the beginning of the second half of the year, which is very well received with upholstered benches and stable, low wooden tables and appealing lighting. Tables and chairs as well as furniture for the outside area have been ordered so that everything can be set up in the coming summer holidays. The most exciting story, however, was the tender for the lease for a new cafeteria operator, because the Fischer company wanted to withdraw. Several interested parties responded to the newspaper advertisement in the Nürnberger Nachrichten, from various areas of the restaurant business. The selection ranged from small family businesses to somewhat larger butchers or bakeries to supraregional providers who have already made a name for themselves in the school catering or system catering sector. After a pre-selection according to the circumstances, suitable providers could be invited to an interview to present their concepts. The conversations were all interesting and opened up prospects for the future. The relevant committee members in the school parliament reported on the impressions and agreed on the direction of the further course of action. The vote of the school parliament and the commissioned committees was surprisingly clear in favor of a family business. The new tenant couple has good references: He is the kitchen manager in a large company, she is a cook and currently runs a student café in an urban school center. Together, both of them would now like to become self-employed and put their common culinary skills at the service of our students and our school. To be successful, some preliminary work now needs to be done. The kitchen has to be refurbished and a cashless payment system with pre-order installed so that the processing and serving of meals will work much faster and better in the future. And then the wooden spoon is swung! We are looking forward to it! And we wish the new tenants a good start in the new school year! A good offer deserves our appreciative consideration and appreciation. So: everyone goes !! Frauke Dietz-Wellhausen for the School Catering Committee 16 Call of the Wilhelm-Löhe School 2014

19 reports from school life

20 Because you're worth it! - Night of prayer 2014 The night of prayer at the Wilhelm Löhe School is an invitation to schoolchildren to experience prayer in a completely different way and to talk to new people, but also to God, an invitation to take time and think creatively to be, to spend real quality time, to have fun and to recharge. Thanks to everyone who took part in the 2014 night of prayer and helped! Romina Schäfer At the latest when the prayer balloons started, it became clear: Praying means: making matters specific and then letting go of the sky. 18 Call of the Wilhelm-Löhe School 2014

21 School moves - creative dancing Man, that was annoying again today !, I'm totally exhausted !, School assignment tomorrow and I can't do anything yet! - Sentences at the end of a long school morning, sentences from students who like to go to school, but always feel that they are reaching their limits, are tired, are looking for relief and just long for relaxation. It was an attempt. Something new. The offer to meet once a week, to look back on the last few days, on the morning that has just ended, in order to put what concerns me into motion and to be able to let go of it a little. Let off steam, relax, recharge your batteries, relieve stress - there was room for all of this. While dancing, discovering ourselves and others, what burdens me or makes me happy, communicating with others in motion and at the same time getting new ideas, that was our goal and we achieved it. We tried to translate moods and feelings such as joy, fear, disappointment or insecurity into movement. We went on a journey of discovery to find out what impulses the body gives us. And we felt what small changes in movement can help to gain new hope, and all of this with a lot of fun, laughter and, of course, a lot of music. We have parts of the book Oh, how beautiful is Panama shaped in dances, discovered the world of hip-hop and jazz dance and thus let each other participate in what is fun and gives us strength. Not with the aim of performing something at some point, but rather to tell the others something about us. Each of the eight girls, the youngest from the 2nd grade, the oldest from the 7th grade, pupils from all types of schools, contributed with their very own individual skills and their favorite music. Getting to know yourself and others through movement - we haven't spoken much to each other, but we have learned a lot from and noticed each other. Talents that lie dormant in each and every one of them and are unique in their kind. It was an attempt. Something new. Creative dancing at school - and it was worth it. It will continue in the next school year. Heike-Andrea Brunner-Wild, pastor at the Wilhelm-Löhe School

22 Löhe footballers won international tournament in Istanbul A very special international football tournament was won by twelve students from the 5th to 8th grade in April of that year. As guests of the IELEV, a school association from Istanbul run by parents, they were allowed to take part in the tournament as one of two German schools. A total of ten schools were involved, most of them from Istanbul. The WLS team won all games on the first day and went into the finals with a fantastic goal difference of 9: 1. The quarter-finals on the following day against Fenerbahçe Futbol Okulu they also won 3-0. The semi-final against the IELEV Özel Ortaokulu, which was a 1-1 draw after the end of regular time, then became exciting. Only a nine-meter shoot-out brought the desired result of 6: 5 for the Löhe students. In the final they met the also very strong team of Bağcılar Eğitim Spor Kulübü. Although both teams played a committed game, this game also ended with a 0-0. Only in a dramatic nine-meter shoot-out, in which the nerves were on both sides, the Löhe school was finally able to prevail with a result of 19:18 and won the coveted trophy. The Löhe students from all types of schools in the WLS and their teachers, Mr. Back and Mr. Dörschner, were fabulously looked after by colleagues from Istanbul-Erkek-Lisesi during the entire four days in Istanbul. In a very short time they showed them many of the countless sights of the cosmopolitan city and infected the team with their enthusiasm for the pulsating life on the Bosporus. After a visit to the Egyptian Bazaar on Monday, there was finally a common lunch in the host's school canteen before the 20 call of the Wilhelm-Löhe School in 2014

23 Löhe students made their way to the airport in the minibus provided by the school. The cup winners were greeted enthusiastically in Nuremberg by the waiting parents with banners. Hartmut Back Call of the Wilhelm-Löhe School

24 Now they do exist - the traffic angels of the Löhe School ... This school year, around pupils visit our school, who not infrequently accept the hardships of a long journey to school. Especially at an open all-day school with as many students as ours, it seems particularly important that we as an educational institution also deal with the issues of safety on the way to school. The working group for school pilots, together with the traffic committee, has been working intensively for a long time to ensure that our from the West Traffic Inspectorate can proudly look back on 13 motivated young traffic helpers - our school pilots. Our student guides are students between the ages of 13 and 20 who put a lot of heart and responsibility into ensuring the safety of the way to school around our school. Student guides are those who take up their duties early in the morning, long before classes actually begin and after school. School guides are those who present schoolchildren with a meaningful offer on road safety that will convince them and, above all, make them active. Since this year, thanks to the support of our school management, the college, the city of Nuremberg as well as the traffic educators, who are equipped with a trowel and a bright yellow vest, we have been able to guide countless streams of schoolchildren across the street even in wind and weather. Student guides are those who simply demonstrate a lot of responsibility and social commitment through their commitment and conviction. Student guides are the ones who make sure that 22 Ruf der Wilhelm-Löhe Schule 2014

25 especially smaller students can safely pass the street. We, the Wilhelm-Löhe-Schule, say thank you for the over one hundred completely successful student charity missions. We think the work and commitment of our student guide team is great and unique. We hope that they will find enough strength and stamina in the future to continue their job with just as much motivation and ambition. We wish that all of us, namely students, parents, employees and colleagues, always greet the student guides with a happy good morning, with a few friendly words or just a nice smile and appreciate them and their work. As a school, we very much hope that this beautiful idea will continue to live and grow. Because some of the student guides will graduate this year and will leave us. In order to carry out this task as well and reliably as before, it is important that we become even more and simply find more young people who are willing to continue this tradition of student guides at our school. We thank all student guides who are leaving and wish them every success. We thank all of you who continue to be loyal to us and do your service even in the worst rain outside. We would like to thank those who want to support us in the coming year and who will join our team as newcomers. Agnes Urbanski on behalf of the AK Schülerlotsen and the traffic committee of the Wilhelm-Löhe-Schule in Nuremberg Laura and Larissa from the FOS 12 about the meaning of their new task / looking for answers ... I think it's important to know the number of traffic accidents in which Students involved, reduce. Because even at our school there are simply too many older students who walk across the street and do not pay attention to the traffic. and they are simply not a role model for our little elementary school students ... I hope and wish that there will be no further traffic accidents in front of the school and no one will be injured. That's why I stand at the traffic lights even when it's cold and dark and guide the students across the street. I also know how important it is to get involved with others. Our student pilot service does well in every report and is sure to be well received by our future employers. Carissa L. Being a student guide is more fun than I initially thought! You see your friends in the morning, have a good chat with your colleagues because you meet like-minded people. Just a normal everyday school life! Incidentally, I am convinced that I can score points with my commitment in the certificate or in my later application. Most of all, I am now pleased to know that our little ones in particular, ok young classmates :-), walk part of their way to school more safely. Laura C. Call of the Wilhelm-Löhe School

26 student performance letters in the IT subject of secondary school students in the 7th, 8th and 9th grades Also this year in the 2013/14 school year our secondary school students were able to participate in the student performance writing in the IT subject on a voluntary basis. The Stenografen- Hort Nürnberg e. V., which is a member of the Bavarian Stenographers Association, has the competition carried out by teachers at various schools in Nuremberg. The pupils can use a 10-minute transcript, which they carry out practically in 10-finger touch typing on the PC, to compete with the pupils of the other Nuremberg schools. The students receive a certificate for a satisfactory, good or very good performance, which contains the minutes and the grade. This certificate can also be enclosed with the application as confirmation that the application has been written. Very good achievements are also awarded a material prize. 32 students from our secondary school volunteered to take part in the 2014 student performance report. The letter of performance was carried out by the IT teachers Ms. Karl-Schmidt and Ms. Stettner-Danker. The association honored the following pupils for good and very good performance: Grade 1 / certificate and material prize: Tabea Buschmann R 9b and Sarah Felmer R 8b Grade 1 / certificate: Melissa Özpelit R 8b, Johannes Städtler R 8c Grade 2 / Certificate: Luca Baer R 9b, Angelina Forisch R 8a, Nina Linz R 9b, Laura Messner R 9b and Katharina Nätscher R 8c All other students could also receive a certificate. Only five students failed the performance letter. We would like to thank the chairman of the association, Mr. Kampfer, for his work and commitment this year and also in the many previous school years in which we were also able to successfully take part in the competition. Anja Stettner-Danker From now on, the students of the Wilhelm-Löhe-Schule can also work in the multimedia room EC7 with 19 inch flat screens. The students who are busy with image and video processing in the media workshop will be particularly grateful for this. On January 21, 2014, Ms. Hampel-Schönfelder delivered twenty screens that had previously served the government of Middle Franconia. 24 Call of the Wilhelm-Löhe School 2014

27 "ABEL STANDS UP it has to be replayed every day" the theater group from the Wilhelm Löhe Middle School plays the poem by Hilde Domin Has anyone ever heard of a dead man who is only resurrected by his brother's pleading? Or about the fact that priests want to close all churches? We already 37 students from the classes. We are on. With great effort and a lot of pain, because all bones ached from sitting or lying down during rehearsals, we brought the poem Abel stand up by Hilde Domin onto the stage. Whether our effort was worth it and whether we actually succeed in showing how important peace is? Annika Kokott M8 These words, the theater group decided, should describe our Abel project for the program of the Nuremberg Culture Days and the 2014 annual report of the WLS at the end of the rehearsals. The 37 students in the group, across all ages, deserve the highest respect. The starting point was the request by the St. Sebald Cross of Nails Group on the occasion of its 15th anniversary to make a contribution to the theater group. The well-known Domin poem, which the author herself describes as her central word, offered itself. Call of the Wilhelm-Löhe School

28 Excerpt from the poem Abel stand up by Hilde Domin Abel stand up it has to be played anew every day it has to be played anew every day the answer has to be before us stand up so Cain says so that he can say it I am your guardian brother Abel get up so it starts differently between all of us Even many adults who read the poem only understood the station at first. The students had a similar experience, of course, and yet they got involved in more intensive engagement with it as part of their theater work. I don't know what drove them to do this, but I was enthusiastic about their interest. There seemed to be an appeal from this cruel biblical story. Soon the concern with the poem in the group was increasingly focused on the idea of ​​reconciliation. It became increasingly apparent how the students identified themselves with the scenic implementation of this difficult text, which at first sight did not match their reality at all, developed design ideas and took on one or the other strain. Without the central pillars on which this production is based, however, the work would not have been possible: the FRIENDS OF THE WILHELM-LÖHE SCHOOL, the STUDENT PARENTS, the COLLEAGUES and the SCHOOL MANAGEMENT OF THE MIDDLE SCHOOL. If we had not been so generously subsidized by our friends, as we have been for many years, the necessary props (in this case large-format calendars, banners) and costumes that illustrate the poem and make it understandable would not have been able to be purchased.THANK YOU, DEAR FRIENDS! If the pupil parents hadn't been so committed to supervising and providing refreshments for breaks at the labor-intensive and time-consuming Saturday rehearsals, accompanying them to extracurricular venues, taking photos and duplicating rehearsal recordings, the project would not have come off. THANK YOU, DEAR PARENTS! Also a big THANK YOU goes to the COLLEAGUES (Thomas Biller, Dieter Schlaht, Binia Schmidt, Agnes Urbanski, Verena Ziegler) for the extensive support in matters of sound, props, costumes and organization, to the SCHOOL MANAGEMENT OF THE MIDDLE SCHOOL, for example for the production of our sound machine and to Edith Christ, Benjamin Haygis and Sebastian Ludwig for helping with rehearsals and on the computer. Because the message of this poem is so important to us and its staging only takes about 16 minutes, in addition to participating in the Nuremberg Culture Days (), there are performances as part of the city performance in front of the Lorenz Church and the State Theater (), on our primary school yard (closing service of the WLS on), possibly in the Sebalduskirche (Repentance and Prayer Day,) and at the Löhe Christmas () planned. Perhaps you will find time this year, a hundred years after the beginning of the First World War, to let the central word of Hilde Domins sink in with its appeal for reconciliation and peace. Anne Aichinger 26 Call of the Wilhelm-Löhe School 2014

29 More than just teaching

30 More than just teaching Schooling, both locally and temporally. Accordingly, education does not only take place in school or only during school hours. Education is a lifelong process that is organized in a variety of ways in many places, especially outside of school, and is often experienced unconsciously. In the opinion of the young doctoral students, lifelong learning is the basis for social participation in a world that has reached the highest level of complexity, with no end in sight. Educational landscapes is the name of a doctoral college in Nuremberg, which was launched in July 2013 as an association of the University of Erlangen-Nuremberg, the University of Bamberg and the Technical University of Nuremberg Georg Simon Ohm and the Evangelical University of Nuremberg. For the celebrations, more than 100 WLS students painted pictures and made it clear in an impressive way how they imagine such educational landscapes. Educational landscapes this term is deliberately differentiated from the term lifelong learning has become necessary because what was true years ago is often no longer true today. Sometimes this fact is lamented as a loss of tradition combined with the longing for stability. When viewed with light, however, a life and a future without change is neither possible nor conceivable. The energy transition is a prime example for me. What used to be true is no longer true today. Green energy is only available if we succeed in breaking open the inflexible networks and rigid structures of energy generation; 28 Call of the Wilhelm-Löhe School 2014

31 if we store and forward energy according to the position of the sun and the wind situation in such a way that the security of supply that is indispensable for our modern life is guaranteed. More than teaching under this heading, these articles are reputed to mean that schools understand that they have to make their contribution to the modern world by changing and opening up if their contents are not to be sidelined in museums. Canon of knowledge or education that is taught and learned for its own sake. Instead, we are faced with the challenge of demonstrating the social relevance of school content even more clearly and imparting skills. The current Abitur assignments illustrate this concept of school. Our students should deal flexibly and problem-consciously with teaching topics and prepare and present them independently on the basis of current and realistic questions. School is not only changing, it is also losing its monopoly on education. If education and learning is a lifelong process, it can no longer be acquired only in school. The above-mentioned concept of educational landscapes reflects this insight and is looking for new ways of linking the learning worlds on the way to an open school that sees itself as part of the educational landscape in which the students move. School no longer conveys knowledge, facts or the basic content of the respective subjects as an end in itself. Teachers are no longer authorized by one. Even if the approach of the doctoral college appears innovative, it can be said that the considerations negotiated there are always in view at the WLS. We deliberately offer our students more than just a school. It is almost a hallmark of the WLS that there is a large number of elective sub-calls from the Wilhelm-Löhe School beyond the lessons

32 direct can visit. The offer is colorful and broad. There are musical or sporting courses as well as art or themed projects of all kinds. The grammar school with its 860 students has around 540 course attendances. This high number is due to the fact that approx. 270 students in grades 5 and 12 each take two courses. Girls and boys keep each other in balance. In grades 5 8, around 38% of all pupils attend elective courses, in grades 9 12 a total of 19%. As far as the school performance of these students is concerned, it is not only those with very good school performance who are on the elective course. Elective courses are also particularly attractive when school performance is in the middle range. The claim that there is hardly any time left for extracurricular activities in the G8 cannot be substantiated by these figures. If you analyze the high number of course enrollments more closely, you find that in addition to many individual enrollments, a number of students have between 3 and 5 elective course enrollments. This means that individual pupils in the eighth grade with 34 compulsory hours per week (including elective courses) come up to 39 hours per week. Indeed, these students are characterized by special school achievements. For years, the WLS has offered much more than just a school and, especially in the elective course area, there is education that prepares students for the complex life of our day. Whether in sport, music or art, well-trained skills only lead to success in spontaneous and flexible cooperation. No two moves are alike, no cycle can be repeated identically, no work of art can be reproduced. Competencies determine success or failure. It is precisely these realistic, flexible and creative activities that are fun. The mere reproduction or accumulation of knowledge remains unsatisfactory. Flexibility in the combination of what has been learned and practiced is what makes these courses so attractive and motivates so many students. What is meant by the concept of the educational landscapes of the above-mentioned doctoral program has been a genuine part of the self-image of the WLS for years. Education doesn't just take place in class. The educational landscapes are diverse and that is a good thing. As a teacher and headmaster, it is a relief for me as a teacher and headmaster that the reality-based competence orientation is always implemented in elective lessons, which is also becoming increasingly important in compulsory lessons. Our students find what they need for the future not only in the classroom, but also outside the school and at the same time in it a concept that is new at the WLS but very old and proven for doctoral students in Nuremberg! Reiner Geißdörfer (Head of the Gymnasium) 30 Call of the Wilhelm-Löhe School in 2014

33 Call of the Wilhelm-Löhe School