One runs a grammar school, the other a primary school, the third an integrated comprehensive school.

The three headmasters from the Rhine-Main area agree: There is a lot to catch up on from the Corona period in specialist classes.

But the students have missed even more in the past year and a half - experiences at school that, like the subject matter, serve learning.

A challenge that is greater than just catching up on the curricula from the previous school year.

Florentine Fritzen

Editor in the Rhein-Main-Zeitung.

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Gerhard Köhler takes the set of cathets as an example, learning content level seven. The director of the old-language Frankfurt Gagern-Gymnasium says that if the sentence is treated in math, it is nice. After all, that's part of education. But it will not have an impact on the future path of life if someone missed the catheter set because of Corona. “It never happens again.” In the six weeks before the autumn break, the classes worked up material that had been left lying around. The staff went through all the curricula and considered: What is essential for further success? Köhler says the children and young people learned well before the summer vacation. Much indicates that no one has to fear a professional deficit. Now, after the autumn break, there are compensation courses. But not more than in other school years.

"The beauty of the school was lost"

Hilmar Jüterbock speaks of the potato field. Children can understand a lot there. The classes at the Robinson School in Hattersheim in the Main-Taunus district also go to apple growers on a regular basis. In the pandemic, such places of learning disappeared. “The beauty of school has been lost,” says the primary school director. He's not too worried about the subject matter either, especially in German, math, and general science. Minor subjects such as music, art and religion, on the other hand, have "rather neglected" in the weekly plans for distance and alternating lessons. Most of the classes could at least start new material before the autumn break. But Jüterbock also reports that some fourth graders repeat the year voluntarily. Many also find it difficult to organize themselves again after homeschooling.

At the Integrated Comprehensive School Kalbach-Riedberg in Frankfurt, too, the task is to restore routine.

Headmistress Susanne Gölitzer reports on this.

The college evaluated the students' diagnostic work and the math competition, then exchanged material and offered additional help.

The high-performing are allowed to practice Spanish with native speakers.

Presentations are important at school, and there are exams in grade nine.

Because everyone has practiced presenting since grade five, Gölitzer is “very hopeful that the students can achieve good results”.

The children felt good again and were ready to work, so that the school could “get going” with specialist content.

In doing so, you pay attention to “each and every one”.

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