wsa_en

coACTION Project ModulePage 8/24Whole School Approach ● When competences grow, they can help shape things responsibly . When one cogwheel stands still, the others turn more slowly. That's why all three need care, attention and structure - at all levels of the school. Developing democracy is a joint task Democracy in schools does not succeed through isolated projects or well-intentioned class discussions. It succeeds when all groups in the system - school management, teachers, children, parents - experience spaces in which they can help shape, develop and take responsibility. The Whole School Approach provides the supporting framework for this. What this means in concrete terms for your role In the following, we take a closer look at the individual stakeholders of the Whole School Approach. For the school management: you set the tone A democratic culture starts with your attitude. Are decision-making processes transparent ? Are teachers or parents allowed to say ‘no’ - and is this respected? Question to yourself: Does your school have a real say in lesson planning, the organisation of project days or the development of school rules? ➡ Concrete examples: ● Timetable as a joint project : At a primary school in Schleswig-Holstein, the educational priorities are discussed each year together with the teaching staff and parents' representatives. The school management sets the organisational framework, but the distribution of working groups, remedial lessons or break times is determined by agreement. ● Project weeks are organised democratically: A school management enables the theme of the project week to be determined annually by a joint vote of pupils, teachers and parents in the school forum.