Every year again – very good results at “VERA 3”

Every year again – very good results at “VERA 3”

Have we already got used to the fact that the children at IMS do very well in the Year 3 comparative tests every year? No. We are very pleased!

Background: All over Germany, scientific institutes survey the learning level in grade 3 for reading, spelling, and mathematics on behalf of the Standing Conference of the Ministers of Education and Cultural Affairs of the Länder in the Federal Republic of Germany. In addition to all state schools, some independent schools also participate voluntarily, including IMS. We want to know how successfully the children learn with us.

In 2022, our pupils have solved the tasks in the discipline “reading” 18 percent more often than the average pupil in Germany. We know from research that children growing up bilingually master spelling later than monolingual children. Nevertheless, our children’s spelling skills are at the average level. Our children solved the mathematical tasks 24 percent more often than the comparison group of the same age. We are happy for the children and thank the teachers for their successful work with the pupils.

Every year again – very good results at “VERA 3”2022-06-15T11:36:23+02:00

Modern art

A short history of Modern Art

Our 4-6 art classes these days enjoy learning about important movements in art history, while also trying to connect their projects to the many different topics in the curriculum.

Symbolism: Gustav Klimt

How can art reflect the children’s classwork on poetry, simile and metaphor? In fact, many of the ideas found in creative writing are also present in visual art, and Klimt’s breathtaking portrait of Adele Bloch-Bauer transforms her into a glittering, mythical goddess.


In our unit on Surrealism, children discovered that the movement’s dream-like images were strongly influenced by Sigmund Freud’s development of psychoanalysis, which the kids had learnt about while studying sciences.

Many of the children produced paintings based on famous works by the Belgian artist René Magritte, while some of the older students created their own compositions inspired by other leading surrealists, such as Frida Kahlo, Leonora Carrington and Salvador Dalí.


Colour theory! The Fauve painters used scientific knowledge of colour to create bright, vivid paintings, and this project was designed to support the related work on light and optics which the kids were doing with the class teachers.

The older children created their own vibrant compositions, while the younger kids produced fruit paintings in two resonant complementary colours.

So what’s next? Frau Dunzer, Frau Pakhuylu and Miss McEvoy have many more exciting topics planned for future weeks… get ready for some fantastic interpretations of Cubism, Expressionism and Pop Art!

Modern art2022-04-26T10:42:00+02:00

Enjoyment of disguise

Carnival at IMS. Our thoughts currently revolve mainly around peacemaking themes. For our students, the joy of slipping into other roles is also part of it.

Enjoyment of disguise2022-02-28T13:14:51+02:00

Montessori – can it also be done digitally?

Digital media used in a Montessori way

Maria Montessori was an extremely modern educator in her time and always promoted pioneering methods. Already some 70 years ago she wrote: “I believe… that the introduction of technical aids will generally be a necessity in the schools of the future”.

The students at IMS can now draw on even more extensive technical equipment at their school to creatively work out new content together. Captured here are two working groups on the topic of “Allegories”. Together and in German and English, our students discovered the meaning of the images chosen by class teacher Ms McEvoy.

The enjoyment in class is underpinned by an extensive media concept. Quoting from it: “When we introduce digital tools with a clear anchor in our pedagogy, children are given more opportunities to explore the world through their use. They learn about their everyday reality in a more authentic and rich way.”

Pupils acquire media competence by means of the following competence areas from the Berlin framework curriculum: Informing, Communicating, Presenting, Producing, Analysing and Reflecting.

Overall, there is an opportunity to give students more responsibility for shaping their own learning and thus to promote their independence. More open tasks can be offered, which in turn enable individual learning and promote the intrinsic learning motivation of the students. Furthermore, we support active participation in lesson design, as children can develop their own learning materials and peer-to-peer learning is also developed. This again is one of the basic principles of Maria Montessori’s work and so it can be even more successful to develop the cross-age approach.

The next phase of commissioning investments from the Digital Pact at IMS is now complete. The project began with the network expansion throughout the school. Repeaters now grant full access to WLAN in every corner of the listed building. The Child-safe server ensures that only desired content is accessible. When learning from home is necessary, we can temporarily equip individual students with mobile devices. Professional beamers now facilitate the sharing of visual learning content. Additional student notebooks expand the technical equipment for the higher grade level. A colour laser printer, a 3D printer and Promethean Smart Boards are now used by teachers and the students for interactive learning of modern learning content. We plan to put more i-pads and notebooks into operation in the third stage of the Digitalpakt funding. In this way, learning at the International Montessori School remains lively and attractive.

Montessori – can it also be done digitally?2022-02-17T09:09:35+02:00

Famous faces at the Inventors Fair

Leonardo da Vinci, Baron Karl von Drais, Margarete Steiff, Bill Gates – on 27 September 2021, children and parents at IMS had the opportunity to meet some very famous people and learn about their lives and work. Pupils from years 5 and 6 slipped into the roles of famous inventors. Dressed in costumes, they stood by their own stands and held fascinating information about the life and inventions of their chosen inventor. In the interview, Mrs Gerstner, class teacher of learning groups 4 to 6, reports on the Inventors Fair at IMS.

What was the educational idea behind the fair?

At the Inventors Fair, two aspects of Montessori education become clear: storytelling and explorative, discovery learning. The children researched in detail and put in a lot of extra work. In the end, they were able to answer all questions about their favourite inventors. It was incredible how strongly they identified with their inventor. The children were completely free in their choice of people and could also change their minds – for example, if they realised that they had not chosen the right invention after all. I think that’s very important, because motivation grows when you research something that interests you. It was interesting that many children first chose an invention and then the inventor.

What also became clear: the aspect “Help me to do it myself”. It was very nice to see how the children took over themselves after a certain point and no longer needed me. I only gave input at the beginning and was of course there, listening and giving suggestions. But the rest was done by the children all by themselves. And that is the highest form of learning, when the child takes over. Because of the freedom of choice, it is something relevant for them to learn. They take over and go their own way – step by step. And they tend to take one more step than they have to. They were totally in the flow, I as a teacher did not have to guide them. That is exactly what Montessori education is!

How did the idea come about to organise an Inventors Fair at IMS?

I brought this idea with me from another international school where I learned a lot about experiential learning. Our Inventors Fair had its premiere in this form at our school. At IMS, the students decide for themselves when and how they learn. For the Inventors Fair, they now had to learn with a fixed date. From my point of view, it is important that pupils also get to know this situation – as preparation for secondary schools. Finishing and delivering a project gives the feeling of having achieved something at the end. Only then can the pupils be proud of themselves.

How did the pupils prepare for the Inventors Fair?

At the beginning, the students were given certain criteria to help them. The topic and the framework conditions were given, but the children were completely free to choose their own inventors. They had four weeks to research their inventors in the social sciences subject. The task also included preparing a poster for the exhibition stand, creating a model of the invention and dressing authentically. In addition, the children practised their presentations together in advance. As a teacher, I didn’t have to intervene at all: By presenting to each other, they saw where they stood and how the others did it. By working together, they automatically learned how to improve their presentations.

How did the fair go?

Working together, the children put on a great fair for younger students and for their families. Every single child prepared their part. With wigs, hats and other accessories, all the children cut a fine figure and portrayed their favourite inventors in fascinating performances. The requirement on the day of the fair was that the pupils should be dressed as authentically as possible so that they really looked like their inventor. At the individual stands, the audience could meet and greet the famous personalities and then learn about their lives and work. Using the model and the poster, they answered all the questions. The presentations were very special.

What exactly was special about the presentations?

During the fair, the little inventors stood at their stands. The big and small visitors could choose which stand they wanted to visit and which inventor they wanted to learn more about. The inventors then presented themselves mainly in one-on-one meetings. This was much better for the children – because a room full of people where the children have to stand in front and present can be scary.

We designed the day so that the children would first present in front of younger children from grades 1 to 3 – which is more challenging – and later in front of adults to whom it is easier to explain things. The idea behind this was that the children learn to present in front of different audiences. So they had to adapt their presentations to the audience. This competence is very difficult to teach through learning. Beforehand, they practised a lot and tried things out – and thus found out for themselves how to do it.

How did the presentations go and how were they received by the audience?

The atmosphere was great the whole evening, there were lots of parents and siblings. The children were especially excited when the parents came. When we evaluated the day with the children afterwards, they said that it was easy to present in front of the adults in the evening. They felt very confident because they had presented so often before. I found it impressive to see how the children became more and more confident and relaxed with each presentation. There was one child who made over 45 presentations. Our young inventors were proud and tired at the end of the day.

So your concept worked?

Yes, from this we can see that Maria Montessori’s ideas and approaches work, even if children today are different than in the past. The Inventors Fair shows that learning can be fun and school doesn’t have to be boring. That’s why the idea of the Inventors Fair fit so well into our school concept.

What was your personal highlight?

I was very positively surprised by our children: it is unbelievable how they get involved in such work. As a teacher you can’t plan it, it comes from the children. And it comes so much more than you actually expect! One boy even made his own gummy bears and brought them with him, one girl came with her wheelchair. It was also fascinating how well informed the children were and how well they explained everything – especially to the first graders, in very simple terms. I was very impressed by our pupils; I was very proud. The Inventors Fair was a bit experimental and it was the first time we did it at IMS. Therefore, the joy afterwards was all the greater. Parents and teachers were happy with the children about their successes. There was only positive feedback from the parents, they were very surprised about the profundity of their children. They all said: “We want more of that!”. For me, this is also a kind of parent work and a very positive occasion to come together.

And what did the children like most?

The shared joy at the end – and that someone came to listen to them. They realised that it is a long way to the goal – until they were finally inventors themselves. And they experienced what can happen when you work well in a team. And one thing is certain: they will never forget their inventor.

Famous faces at the Inventors Fair2022-01-06T14:42:41+02:00

Cosmic Education

“Let us give the children a vision of the universe.”
Maria Montessori

“Give the world to the small child.”
Maria Montessori

One of the basic principles of Montessori education is cosmic education. Cosmic education strives to offer understanding of how the whole universe and everything in it is interlinked, from the smallest atom to the tallest tree. Everything is connected and everything works towards the same purpose.

The history of the universe is given to the students through six stories which takes them back to the creation of the universe before showing how life on earth has evolved and expanded. The children are given the big picture of the universe first as this gives the child a perspective on how the earth is shared amongst all living organisms. It shows the child their place on Earth.

The six Great Stories are:

1. The Creation of the Universe

This story tells how the universe first came to be in a big expansion, how the solar system was created, our planet among them. It tells the story of how the earth changed from a planet of fire into what it looked like just before the first living organisms appeared.

2. The Evolution of Life

The second story takes us on a journey of life, starting from the days of the first micro-organisms. It tells how they grew and developed into new living beings that first filled the oceans before conquering land. The second story ends just as the first humanoid species enter the scene.

3. Evolution of Humans

How have our species evolved since the times of Australopithecus africanus to today’s Homo sapiens sapiens? The third story tells about us humans, how we evolved and what gifts we have been given to be able to grow and develop. These gifts, the hand, the heart and the brain, set us apart and helped us survive among other species that were both stronger and faster than us.

4. The Story of Language

Why did people first start writing?

How has written language changed over time?

What did people write with before pencils were invented?

These are some questions that we learn about in the fourth story.

5. The Story of Numbers

This story tells us about how people long ago started making markings to count objects. It tells how the knowledge of numbers have developed and how different civilisations wrote numbers with different tools and with different symbols.

6. The Great River

The sixth story tells us about the human anatomy and all its wonders.

Through these stories children develop an understanding of how we are interlinked with all things, great and small, that inhabit the earth. We are one small part of a bigger whole.

Each school year IMS holds two project weeks when the children delve deeper into two of the stories. This school year, we explored the first and third stories.

In the autumn, the students heard the story of how the universe was created. They participated in several stations where they learned about volcanoes, planets, and plate tectonics. They also learned about different creation stories.

In March, each class held their own project week about the evolution of humans. We discussed and wondered about the gifts the human species has been given, the hand, the heart, and the brain. During this project we also learned about how the early humans lived. What did they eat? What tools did they use? What did the first homes look like? How have skeletons changed and developed over time? The children researched different species while writing and drawing beautiful pictures. Children worked with clay to make both tools and necklaces.

The Great Stories are open throughout the school year. They strive to ignite the children’s interest to research and learn more about the earth and all life on it. They open the world for the child to explore.

Cosmic Education2021-12-20T16:21:59+02:00