On the one hand, new methodological and didactic action strategiesneeded for teaching should be learned and paractised. This refers both to the challenge of daily work with heterogeneous learning and mentoring groups in school and boarding school and to concepts for a more ecological school. On the other hand, there was a need to catch up on foreign language skills among some colleagues as well as among the employees in the school admiknistration- This is of essential importance, especially when dealing with foreign students and their parents. The fact that more and more international students live in our boarding school to first attending the language school and then the grammar school classes means that both the educational and administrative staff need to improve their active foreign language skills. The learning and residental groups are becoming more and more heterogeneous as a result of the admission of pupils with different psychlogical problems. We want to counter this with training courses on diversity and classroom management. We also want to put outdoor activities on a broader basis, especially in the boarding school area as our school is situated in the middle of nature. The trained will act as multipliers for the colleagues.
Educational institutions such as schools and boarding schools are challenged to create new teaching and learning arrangements in the context of constant change in all areas of life. One of the major challenges for working with children and young adults in schools and boarding schools todayis the heterogeneity of the learning and living groups. Instead od aligning the lessons with a fictious avaerage student. it is important to become aware of the heterogenity and to take it into account as far as possible. Teaching in these groups should - provide the students with shared experiences - give space to the diverse ideas of the group - open up to multidimensionality and a variety of perspectives We wanted to create an expanded framework for the international students as well as for the students with AD(H)S, LRS, dyscalculia and autism spactrum disorders in which they can thrive. In doing so we have been able to open up opportunities for teachers in various areas such as methodological- didactical aspects and improving their foreign language competences.