The following describes the procedure for the enrollment in the first grade at the DBSAA and the enrollment procedure for the second to fourth grades of the DBSAA Primary School.
1. Affiliation to a group of persons corresponding to the profile of the school
Students with a high affinity to the German language and culture will be admitted to the DBSAA. This proof is available for following persons:
Excluded are students who cannot be adequately trained because of severe physical impairments or intensive educational needs in the area of emotional-social development at the DBSAA.
If capacities are available, children whose parents have sufficient knowledge of German or whose parents work for a German employer can also be admitted.
Only in special cases (eg if parents are proven to relocate to Germany for work-related reasons) can other children be considered for admission.
2. Language certificate for German
Requirement for admission is the participation in a language test at the DBSAA, if the organization is possible prior to admission to school, or another language certificate (such as the school leaving certificate). If participation in a language test prior to admission is not possible, it will be rescheduled at the earliest possible date.
3. Further requirements
Basically, a child can be admitted if it meets the following requirements:
a) Reaching the age of 6 years until June 30 of the enrollment year – or children that reach the age of 6 years until October 31; so-called “Kann-“ Kinder.
b) Submission of a certificate of physical fitness for school (determined by a doctor).
2nd to 4th grade:
Basically, a child can be admitted if it meets the following requirement:
a) Presentation of a school leaving certificate confirming successful school attendance
Recommendations of kindergarten and elementary school
1. Justifications and objectives
The DBSAA primary school is a school attended by children with very heterogeneous learning requirements. Children with various cultural, social, linguistic and cognitive skills attend our kindergarten and primary school classes.
For a successful common learning in the elementary school, the learning prerequisites are observed and documented already in the preschool.
For admission to the DBSAA primary school, children must meet some so-called school-readiness criteria.
These criteria are to be assigned to the following development areas:
The pre-school makes an important contribution to promoting school readiness in every child through comprehensive and targeted educational offers. Especially criteria from development areas 1 and 2 provide an important basis for learning in open learning settings as they are aimed in our elementary school. Good conditions in these two areas of development make it easier for children to develop their full cognitive and linguistic potential.
Detailed development plans are used to monitor and document the progress of each child’s development in close cooperation between preschool teachers and primary school coordinators. Development areas in which a child needs support are identified on these development sheets and concrete support measures are indicated.
A competence-oriented and strength-oriented approach forms the basis of such individual support.
The documentation of the individual development goals serves as the basis for individual support and performance planning. In this way every child can be best supported on the basis of their own development profile. The aim is to admit every child appropriate to his age to the elementary school of the DBSAA. Documenting and adjusting individual support measures is an immanent process that takes place throughout the year. Regular development discussions with parents should show in which areas the child has already acquired good requirement for successful school learning. Also, areas in which the child can still develop are addressed and proposals are given for support at home.
In rare cases, significant special educational needs for a child may be suspected. To a limited extent, the DBSAA has resources to diagnose it. The use of external experts is recommended in this case.
In such a case, it is discussed with the parents whether the DBSAA can provide the suitable framework conditions for successful schooling. If the need for support exceeds the support possibilities of the school, parents have to ensure that the additionally required support is granted.
Developing and strengthening good learning requirements for attending school at DBSAA should be the central goal of preschool work for all kindergarten children.
The written development forms in kindergarten serve the elementary school teacher as starting point for individual learning support of the first graders from the beginning. Intensive cooperation between preschool and elementary school provides the basis for this.
In addition to the detailed observation and promotion of learning requirements, informal and standardized procedures for learning requirements in some cognitive as well as linguistic areas are carried out in the pre-school during the school year. This also serves the support planning.
In summary, it should be noted that the most successful attendance at school of the DBSAA is to be ensured by three measures:
At the end of the pre-school, the parents receive final recommendations for further schooling. If the summary recommendation of the educators is not to continue the school career at the DBSAA due to social-emotional problems (eg age-related aggressive behavior) the child will not be admitted to primary school. In all other cases of a recommendation not to continue schooling at the DBSAA, the child will still be admitted to primary school if
a) the parents confirm in writing that the admission is contrary to the recommendation of the school
b) the parents commit themselves in writing to organize additional support offers, if deficits cannot be sufficiently minimized even after additional support from the school
c) the parents confirm in writing that they have read DBSAA’s promotion regulations.
The head of school decides in consultation with the pedagogues about the admission.
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