How we really assess and promote learning!

Unlike most schools in Germany, COLOGNE INTERNATIONAL SCHOOL – Internationale Friedensschule Köln does not award grades from 1 to 6 or from 1 to 15 points. There is a good reason for this: a grade for a child’s performance in a subject over the course of a school year says little about what the child can do exceptionally well for their age and what they still need to work on. If you ask elementary school parents whether they would prefer grades with smileys and differentiated texts or traditional grades for their offspring, the choice is almost always in favor of traditional grades. Why is that? Do grades motivate children? How do grades affect children’s self-confidence?

In my opinion, differentiated approaches to performance assessment are lost in the discussion about grades. The COLOGNE INTERNATIONAL SCHOOL – Internationale Friedensschule Köln is an IB school and therefore follows a well thought-out system that focuses on the individual learning progress of our students. I would like to present this system in more detail in this article.

Primary Years Programme, Grades 1 to 5 (IB PYP)

In Grades 1 to 5, we use a 4-level grading scale that not only reflects achievement but also takes into account specific learning objectives. It is important to understand that grades do not reflect the whole picture. They only reflect a moment in the learning process.

In the middle and upper school, we also rely on an assessment continuum that reflects individual learning progress without directly comparing students with one another. In this way, each grade contributes to the reflection and further development of the students – regardless of name, gender or origin.

Middle Years Programme, Grades 6 to 10 (IB MYP)

At IB schools like CIS, grading is understood as “evidence of learning”. This means that we set clear criteria for assessment that are standardized worldwide and allow for transparent comparison. Our aim is to highlight the strengths and areas of development of each individual student. This gives parents a clear overview of what their child can already do and where they still need support.

One example: In math, we assess up to 12 learning objectives, from clock time to word problems. This enables precise feedback on learning progress and targeted further development.

Diploma Programme, Grades 11 to 12 (IB DP)

In the Upper School we use a similar assessment continuum as in the Middle School, but the 4 criteria are added together (A+B+C+D) to give a grade from 1 to 7, with 7 being the best possible grade.

Grades are important, but only one part of the whole. We need to ensure that they are seen as a tool for improvement and not as the sole indicator. Let’s work together to create a system that values and promotes the diversity of learners.

For more information about our programmes and admissions, please visit our Primary School and Secondary School pages.

Ingo Stolle, Member Board of Directors at Cologne International School

IT’S OFFICIAL!

CIS Becomes An IB Continuum School!

Cologne International School is proud to announce its official designation as an International Baccalaureate (IB) Continuum School, offering the full spectrum of IB programmes for students aged 5 – 18: the Primary Years Programme (PYP), Middle Years Programme (MYP), and Diploma Programme (DP). 

After a rigorous five year process, we received MYP authorization in December, marking a new chapter in our school’s development that underscores our commitment to educational excellence.

We are only the 3rd school in NRW to offer the complete IB Continuum, and the 15th in Germany as a whole. 

We are honored to join this distinguished group of schools, offering a world-renowned international educational journey for our students throughout their school career, fostering their development as inquisitive, knowledgeable, and caring young individuals prepared to thrive in a globalized world. 

It is important to know in this context that the successful completion of the MYP examinations in Germany is recognized as an equivalent qualification to the Fachoberschulreife (Mittlerer Schulabschluss). Depending on the number of points achieved, it also entitles the holder to attend the “Gymnasiale Oberstufe”. The IB diploma is also recognized as an equivalent qualification to the German Abitur. 

For more information about our programmes and admissions, please visit our website. Please visit the official IB Website for more information.

A special thank you to the MYP Coordinators who made this possible: Ms. Ana Srepel, Mrs. Shelly Sachdev, and Mr. Edward Parker. 

Helping kids deal with bullying

Bullying on Social Media

Before we send our children out on the road alone on their bikes for the first time, we explain the traffic rules to them and practise with them.

43% of tweens (aged 8 to 12) and 88% to 95% of teens (aged 13 to 18) have their own smartphone (Rideout et al., 2022; Pew 2022), according to an article from Common Sense Media (2023). How many of these children were given their phone without ever having been prepared for bullying, phishing or cybergrooming? How do our children acquire the necessary media skills to recognize influencer advertising, expose fake news or deal with bullying?

Of course, there has always been bullying in schools. It used to be about pushing or flicking paper balls. Today, it’s mainly about insults on TikTok, Instagram and WhatsApp. There are many bad examples among adults and so our children quickly learn that attacks on social media are completely normal. 

The more often a child reads negative messages, for example about their appearance, the more often the brain makes this neural connection. At some point, this connection becomes a highway and the child firmly believes that they don’t look good enough.

Educating students to protect themselves from bullying

Our Middle Years Principal Anastassia Srepel Gallo, M. Ed has a Master’s in Neuroscience. She educates our students (and their parents!) about the effects of bullying on the brain, body and psyche. She has developed a mandatory curriculum that teaches students basic social and emotional skills. It uses content from commonsensemedia.org, among others, as a basis. During Homeroom time, the pupils learn the most important things about social media, nutrition, social skills and much more on a weekly basis.

Unfortunately, bullying cannot be completely prevented. Children need to learn to set clear boundaries and say no. They need to learn that they don’t have to please everyone. They learn that they benefit from a healthy lifestyle with a balanced diet, sufficient sleep, exercise and social contact.

What experiences have you had with bullying on social media?

Ingo Stolle, Member Board of Directors at Cologne International School

Source: Das erste Smartphone für Ihr Kind – Tipps für Eltern

Only those who feel comfortable at school can learn properly

Seven valuable measures to make a school a feel-good place

Many pupils suffer from exam anxiety and are under pressure to perform. Social pressure and emotional stress also often lead to physical and psychological complaints. How can school become a place where pupils feel comfortable and where they can concentrate on the learning content?

Britta Grothues, School Director of the COLOGNE INTERNATIONAL SCHOOL – Internationale Friedensschule Köln, names seven valuable measures that make a school a feel-good place.

1. Create a variety of opportunities to relax

People have different needs in order to regenerate. Some need peace and quiet, others need exercise, others need to talk. A good school offers a variety of possibilities and opportunities to relax.

2. Learning in small groups

The smaller the learning groups, the more individualized the support. This makes lessons more enjoyable and effective.

3. Replace traditional tests with more informal and more authentic performances of learning

You can often prepare for announced tests by memorizing. This knowledge from short-term memory is quickly forgotten. Inquiry-based learning such as the PYP, MYP or DP can offer more authentic evidence of learning, such as delivering presentations or designing products to address real-life problems.

4. Link assessment to outcomes to specific criteria

Traditional letter or number grades often say nothing about the areas in which children can improve. They create pressure and unhealthy competition within the class. Grades are demotivating for many. Linking assessments to specific and differentiated objectives shares the success criteria in advance and offers guidance on how students can improve next time.

5. Establish teachers as learning partners / coaches

Teachers should not just present and question content in a frontal manner. They are responsible for the pupils’ learning progress and take on the role of a learning partner.

6. Signal a willingness to talk

Professional counselors and all other teachers should signal a willingness to talk and meet students with open eyes.

7. Work on social and emotional issues

Continuous work should be done on social and emotional issues. An anti-bullying program and the teaching of social values are among the foundations of a good school community.

Ingo Stolle, Member Board of Directors at Cologne International School

Exploring Global Citizenship: Empowering Change

Confronting pressing global issues through role-play and dialogue

In our first unit of the subject Individuals and Societies with Ms. Wedy, Grade 6 students embarked on a thought-provoking exploration of the question: “What does it mean to be a global citizen?” Throughout this unit, we delved into crucial topics such as human rights and child labor, with a particular focus on a real-life case study involving a girl named Eliza from Hulene, Maputo.

Eliza’s story served as a poignant lens through which students examined the harsh realities faced by many children worldwide. Working on a garbage dump due to poverty and familial hardships, Eliza embodies the challenges confronting marginalized youth. However, amidst difficult circumstances, hope emerged as the local school principal extended an invitation for Eliza and her peers to participate in discussions aimed at finding solutions to their challenge.

In our classroom, students assumed various roles, embodying perspectives ranging from child laborers and concerned family members to community leaders like the school principal and the mayor. Through role-play and collaborative dialogue, students grappled with complex issues and brainstormed strategies to address the root causes of Eliza’s situation, particularly her inability to attend school due to financial constraints and familial circumstances.

Fostering global citizen’s skills

Crucially, this unit fostered great skills among Grade 6 students. They learned the importance of active listening, empathetic communication, and articulating well-founded arguments. By engaging in respectful dialogue and advocating for change, students realized the power of their voices. Moreover, this unit nurtured students’ self-confidence as they recognized their capacity to contribute meaningfully to discussions on global issues. Encouraged to think critically and creatively, students embraced their roles as global citizens, committed to promoting equity, justice, and dignity for all.

As part of their creative reflection, students were tasked with crafting either a newspaper article detailing the insightful discussions held in our classroom or a diary entry written from Eliza’s perspective. In the following, an example of a student work can be read.

Reflection on a real-life case study: Eliza attending school

Last Friday, there was a conversation in the Maputo International School about Eliza, who does child labor but is already registered at the school. The people that participated in the conversation were Eliza, who works in the trash dump, her grandma, the principals, human rights experts, the mayor Koshaij and the trash dealers from the trash dump.

Eliza worked 7 years in the Maputo trash dump, which closed because of an accident, where 17 people died. Last Friday, she had a meeting with all of the people fornamed. The discussion was separated into two parts. They discussed whether she should attend school or not. At the start of the first part of the conversation, everyone except the trash dealers already agreed that she should stop working and start learning. One of the human rights experts said: “She should learn. If she doesn’t learn, it would be against the 29th convention of children rights.” Eliza herself also stated her opinion: “I want to go to school and learn.” But there was a problem: Eliza and many other kids can’t afford the school. The materials and the uniforms are too expensive.

In the second part of the conversation, they discussed how they would enable Eliza to attend school since Eliza doesn’t have the money for school. This part of discussion was not only about Eliza, they also discussed about all other children that are in Eliza’s situation. They also posited a solution for this poverty problem. The mayor suggested: “The government and I will provide them with donations.” One of the human rights experts gave another idea: “The school could also cancel the uniforms, so more people can afford school.” Eliza’s grandma said: “The government could give me some seeds, so I can plant goods and sell them. This way it would be possible for my Eliza to go to school.” Everyone was debating about these solutions and decided to vote for the resolution with the most votes. The first round of voting on the mayor’s and the human rights expert’s suggestions ended with 5 votes each. So these two suggestions came into a tie vote, after which the mayor’s suggestion got 6 votes and the human rights expert’s idea 4 votes.

So the solution was: Donation from the government to the poverty stricken people. This way, the kids could go to school. At the end, every person in the discussion at the Maputo International School meeting was fulfilled. Surprisingly, the garbage dealers were also contended with the solution.

Zhilong Chen, student of Cologne International School

Introduction by Stefanie Wedy, Cologne International School

Finden Sie hier weitere Informationen über unsere Bilinguale Grundschule und unsere Internationale weiterführende Schule.

Everyday life at our Boarding House

How does a place become a home?

Our boarding house is located on the top floor of one of our school buildings directly on campus. The open living, cooking and dining area and a large bright window front with a roof terrace create a cozy and friendly feel-good atmosphere. However, a great living space alone does not make a place a home. Rather, the community life in the multicultural boarding house family, which is not only a living space but also a learning space, must also fit one’s own ideas and needs.

Everyday life at the boarding house is openly structured. It encourages the young people to organize themselves as independently as possible, if needed with the support of the boarding school pedagogues, who encourage and support each resident with their individual needs. To ensure that community life runs harmoniously, the young people debate the rules of living together at the beginning of each school year. Here, everyone can have their say in what is considered important for the well-being of the community. The jointly developed rules are then hung up in the living area for all to see.

Apart from that, as in every household, there are tasks that need to be done, but also these are shared by the boarders and the boarding house staff and integrated independently into everyone’s individual daily lives. Through these duties, the young people are trained in their sense of responsibility, in self organization and self-structuring and, of course, in domestic skills.

Typical everyday life at Boarding House

The typical school day begins at 7:30 a.m. with a varied, international breakfast, which is set up in the form of a buffet. A team consisting of two boarders is responsible for helping prepare the breakfast at 7:15 a.m. for one week at a time, thus supporting the supervisors. For example, they set the table and provide breakfast ingredients. The buffet is also supplemented daily with a speciality, such as scrambled eggs. 

Independence already starts in the morning because the students themselves are responsible that their alarm clock rings on time. The back-up wake-up by the staff is only given shortly before the start of lessons. This means that everyone can enjoy the breakfast buffet according to their own preferences. Some are ready for breakfast punctually at 7:30 a.m. and enjoy it in peace and quiet, while others just grab a sandwich shortly before school starts. In addition to the existing breakfast offer, some residents prepare their own dishes, which they know from their home country, for example. During school hours, the boarders stay at school and eat lunch there.

The students may often freely plan their afternoons and evenings themselves. The boarding house supervisors regularly offer a range of activities in the school’s large sports hall which is available to the boarding house students and is used, for example, to play basketball. Students interested in music can also practice their favorite instrument in the music rooms outside of lesson time.

However, the academic part should not be neglected either. There are supervised learning times in the boarding house, where the residents are supported in their learning or also support each other. Together with the school’s pedagogues and teachers, current learning goals are regularly formulated for the students to work towards. Students who already have good learning methods and can organize and structure themselves well are also allowed to design their learning plan completely independently.

Particularly interesting: All boarders have their own key to the boarding house and can therefore pursue their hobbies or meet friends on their own. Once a week, the so-called student meeting takes place in the afternoon. The residents can and should actively participate and help shape boarding house life. They can discuss their own topics or ideas, plan and, if possible, finally implement them. This may result, for example, in a new coffee machine for the boarding house, a change in the community rules, or an addition to the breakfast menu.

A fixed part of everyday life is the mandatory dinner at 6:30 p.m., for which the entire boarding house community comes together. During the week, the boarding house is supplied by a caterer; on weekends, the residents cook for themselves together with their supervisors. For the main meals, the boarding house staff does the shopping and fills the pantry. Wishes for the shopping list are gladly taken into account. In addition, the residents also share another refrigerator, which they can fill independently with their own purchases and use at any time for cooking outside of or in addition to meal times.

During the week, the curfew begins at 10:00 p.m., but on weekends this time may vary. A room and its bathroom are shared by a maximum of two people, although single rooms are also available. There is a lot of freedom here. However, there are also obligations as the residents take care of their rooms themselves (with assistance, of course, if needed) such as regularly changing the bed linen and doing the laundry. Once a week there is a big cleaning day. On this day, the students clean their rooms and bathrooms properly. At the same time, the rooms can be decorated according to everyone’s own wishes and made into a home. Of course, this also means that friends from outside the boarding house are allowed to visit and even come over overnight. After all, anyone who lives in the boarding house should not have any disadvantages and should still be able to invite friends over. 

Except for the summer and winter holidays, all other holidays and of course the weekends may be spent at the boarding house. The staff offer a varied program with excursions to the Jump House, movie nights on the big screen in the school auditorium, Mario Kart tournaments and much more. In any case, it will not be boring!

We promote a modern boarding house life

The stereotype of a strict life in a boarding house has long been outdated. Modern boarding house life means that one can actively participate in shaping community life. One learns to act in a self responsible manner and to deal with others in a tolerant and considerate way. By taking into account the individuality of every single one and through the connectedness of the community, the boarding house can become not only a living and learning space, but also a home. 

So if you want to live in a multicultural, diverse community and practice self-responsibility, democracy, domestic skills and lots of social skills, our boarding school is the right place for you. Become a part of our international boarding house family and school, we are looking forward to each and every one of you!

Noa Hülsmann, Alumna of Cologne International School

Find out more about our Boarding House and our Boarding House Program

Hello, fellow readers!

October 2022 holds a special place in our hearts, as it gifted us with life-changing memories…

Today, I invite you on this journey as I recall our recent student exchange program between our school in Cologne and our friends from Ghana. Over two incredible weeks, we had the amazing opportunity to visit Ghana, immerse ourselves in their culture by attending their school, go on exciting trips, and later, welcome our Ghanaian friends to our own country. Let’s relive this cross-cultural adventure, including the meaningful volunteer work we did at “Future Leaders School”.

For many years, the “Cologne International School” and the “SOS-Hermann Gmeiner International College” have been participating in a school exchange program, forging a close bond between the two schools. Older siblings who have participated in the program have returned with incredible memories, inspiring their younger siblings to follow in their footsteps.

The first week of our stay

In the beginning of our exchange, we got to experience school life at our partner institution. It was an exciting time as we delved into subjects that were completely new to us, not offered at our school in Germany. I decided to step out of my comfort zone and try Swahili classes, a language I had never thought of learning before. To my surprise, I quickly found myself enjoying the classes and embracing the welcoming atmosphere. It was a refreshing change that broadened my horizons and introduced me to the richness of different languages and cultures.

Getting used to the daily routine was a bit tough. We had to wake up around 5:30 am, have breakfast by 6:30 am, and walk to school by 6:50 am. Classes started at 7:30 am, which was much earlier than in Germany. However, the early mornings were worth it for the amazing experiences we had in Ghana. Besides our regular classes, the school offers a wide range of extracurricular activities. We had the opportunity to engage in sports like tennis, swimming in the school pool, and even playing volleyball and football with our new friends. These activities not only allowed us to have fun but also helped us bond and create lasting memories together.

Every year, their school hosts an exciting singing competition that brings together students with a passion for music and singing. To get ready for the event, they dedicate their evenings to choir practices. Something unique about their school is that they have different “houses” on campus. Each student is assigned to a specific group, and compete against other houses in various school events and festivals. During my time there, I was proud to be part of the enthusiastic “Trojans” house, adding an extra sense of friendly competition to the experience. Other houses were the “Titans, Vikings and Spartans”. This remains one of the most memorable events of our trip for me, as personally the atmosphere was tense but full of joy, excitement and camaraderie. We all wore matching outfits that represented the colors of our house. Since the songs were in a foreign language, I worked hard during the week of choir practice, so I wouldn’t hold back my group. To our delight, the Trojan house even ended up as the champions! The excitement was beyond words, and we celebrated our victory with a lively party in the dinner hall. There was music, laughter, and a big cake to mark the occasion. It was an incredible experience that we will always remember with immense joy. In my opinion, this experience perfectly represents the sense of community on the school campus. I felt incredibly welcomed in the “Trojans” House, despite being there for only a few weeks.

Here’s another fun story I want to share: the food! During our stay, we had the chance to taste various Ghanaian dishes like Fufu, Waakye, and the famous Jollof rice. The flavors were incredible, but I have to admit, some of the dishes were spicier than what I was used to. It led to some funny moments at the dining table, as my friends and I tried to handle the spiciness with mixed success. Despite the spiciness, I absolutely loved trying out new dishes and experiencing the rich flavors of Ghanaian cuisine.

During our time in Ghana, we had the opportunity to enjoy exciting trips that showcased the country’s beauty and history. We visited the Aburi Botanical Garden, known for its exotic plants and naturopathic knowledge. 

The Kakum National Park, with its famous canopy walkway in the tropical rainforest. The Boti Falls, where we hiked to see the stunning Umbrella Rock and panoramic views. 

And the Cape Coast Castle, a haunting reminder of Ghana’s role in the transatlantic slave trade. These trips were eye-opening experiences on Ghana’s natural wonders and rich heritage.

The second week of our stay

During the second week of our exchange, we had the incredible opportunity to visit the “Future Leaders School,” formerly known as the “UCC” (Underprivileged Children’s Centre). This school was founded 22 years ago by the late Billa Mahmud.

Billa Mahmud noticed that many children in his community were not attending school. Despite coming from a humble background, he had the chance to receive an education and recognized the importance of providing the same opportunity to others. After work each day, he would gather the children under a Mango tree and teach them basic English and Math. With the money he earned, he ensured that each child had exercise books, pencils, and erasers, so they had no excuses to skip his classes. What started with five children quickly grew, and Billa became a full-time teacher with a school filled with eager students.

After Billa’s death in 2016, the school was evicted in 2017. However, with the help of Akwaaba Volunteers, a new wooden structure and three toilets were built guaranteeing that the students could continue their education without interruption. By 2019, the first phase of the new school building was completed, doubling the school’s capacity. Today, the school has 300 students enrolled, positively transforming their lives. 

Thanks to the generous donations from the CIS/IFK community, we were able to bring several suitcases filled with clothes, books, and learning materials as presents for the school. It was heartwarming to see the impact of our collective efforts. In fact, over the past six years, we have been supporting the Future Leaders in their journey to build a school. With the help of donors and volunteers from various countries, their dream became a reality. It’s inspiring to witness the positive change we can make when we come together.

In the mornings, we got to spend one-on-one time with specific students, helping them with simple tasks such as basic addition or identifying two-syllable words in English. I was paired with Emmanuella for the whole week, and let me tell you, she was so eager to learn and super excited. Every time she got a math question correct, she would give me and the rest of the group the biggest hug, and we couldn’t help but feel overjoyed with her. Seeing those smiles on the kids’ faces and feeling their gratitude was such a humbling experience that we’ll never, ever forget.

In the afternoons, we were divided into pairs and assigned to different classes ranging from Kindergarten 1 to Grade 4. Believe it or not, we even had the opportunity to teach our own classes! I remember having to prepare a French lesson for my class the next day. It was such a rewarding experience to see how enthusiastic the kids were about learning. Their excitement was contagious, and I couldn’t help but love every moment of it.

We are very grateful for the opportunity to volunteer at Future Leaders School. Thank you for allowing us to be a part of this meaningful initiative supporting underprivileged children. It was a rewarding experience that we will always cherish.

Our Ghanaian friends in Cologne

In March of this year, we had the pleasure of hosting the students from Ghana at our school. They stayed with us for a week, and we made sure to give them an unforgettable experience. During their visit, they had a busy schedule that included morning classes and exciting outings to popular attractions such as the Cologne Zoo, Chocolate Museum, and iconic landmarks like the Dom and Philharmonie. They also had the opportunity to explore museums, go shopping on Schildergasse, and even took a train to Bonn to visit the Deutsche Welle. On our last evening together, we shared a delicious traditional German meal at “Reissdorf am Keuchhof”. It was a wonderful way to conclude our time together and create lasting memories.

“My favorite thing about the Cologne-Ghana exchange was staying with my host family and being able to explore and immerse myself in a new culture, as well as meeting some of the people who came last semester and making new friends in Germany.” (Jada Wulff-Caesar – DP1 Student, SOS-HGIC)

In conclusion, I couldn’t agree more with the sentiment expressed in the quote. Staying in Ghana with a roommate and immersing oneself in a new culture is truly a remarkable experience. The connections we made with the students from Ghana are very valuable. This exchange provided us with an opportunity to step outside of our comfort zones, broaden our horizons, and create lasting memories. I am very grateful for the chance to be a part of this exchange and I encourage all students to consider participating in the following years. It’s an adventure that will leave you with an appreciation for different cultures, friendships, and unforgettable experiences.

Written by Clémence Julienne, student of Cologne International School

Find out more about our Bilingual Secondary School.

The story behind the mural

Now that the new school year has started, I am truly humbled to share a recent project that brought a touch of vibrancy and meaning to Cologne International School’s entrance – a mural that I had the honor of envisioning and painting. This mural holds a story that captures the spirit of our school’s values, celebrating the joy of learning and the diversity within our community.

Two weeks of contemplation and inspiration led me to design a visual story that I felt would reflect the identity of our school… A scenic orange blossom tree, filled with symbolism and meaning.

The tree swing, hanging from one of the branches, is a powerful representation of the joy of learning. It serves as a reminder that education is not just about grades and exams, but an exciting, rewarding, and enjoyable journey – just like how swinging on a swing is fun, the pursuit of knowledge is just as rewarding. It represents the idea that learning goes beyond grades, emphasizing the fulfillment and delight in acquiring knowledge. Additionally, the orange tree signifies growth, learning, and the school’s dedication to education. Its branches symbolize student growth, while the leaves represent their achievements.

In this colorful painting, the orange fruits hold a significant message, symbolizing the diversity and inclusivity within our school community. Just like the varying shapes and sizes of the fruits, the teachers and students who are a part of the school come from many backgrounds, cultures, and experiences. The fruits also remind us of the rewards that come with hard work and the potential for success that lies within each and every student.

The orange blossoms adorning the tree show the limitless creativity and innovation that thrive within our student body. As they bloom with uniqueness and originality, the blossoms signify the school’s commitment to fostering creativity and empowering each student to explore their talents and passions no matter what they may be.

Hidden gracefully amidst the scenery are two birds, representing curiosity and exploration. These feathered symbols remind us to embrace our natural curiosity, and to soar high in the pursuit of knowledge and personal growth. The joy of discovery lies at the heart of education, and these birds inspire us to seek new horizons without fear. Can you find them?

Mural as a timeless reminder of the joy of learning

For me, painting this mural was a journey of dedication and boundless enthusiasm. The vivid hues of yellow and orange are intentional, and aim to spark emotions of  happiness and joy – just like the feelings that come with learning and accomplishing new tasks. 

As the days turned into weeks, I put my all into each stroke, hoping that the mural would welcome everyone with its warm and meaningful embrace bringing smiles and inspiration to all who see it.

For me, painting this mural was a journey of dedication and boundless enthusiasm. The vivid hues of yellow and orange are intentional, and aim to spark emotions of  happiness and joy – just like the feelings that come with learning and accomplishing new tasks. 

As the days turned into weeks, I put my all into each stroke, hoping that the mural would welcome everyone with its warm and meaningful embrace bringing smiles and inspiration to all who see it.

I am deeply grateful for the opportunity to contribute to the visual identity of Cologne International School. As a 16-year-old student, this experience has been impactful, and taught me the power of artful expression and its ability to communicate values and emotions. I hope that the mural becomes a timeless reminder of the joy of learning, the celebration of diversity, and the boundless potential of all our students and staff. May it stand as a testament to the values we hold dear, and serve as a source of inspiration for others to create.

Let us cherish the joy of learning, embrace curiosity, and celebrate the diverse community that makes Cologne International School a place of endless possibilities!

I extend my heartfelt thanks to Mr. Stolle for granting me this opportunity, to Ms. Di Nunzio for teaching me the techniques, and to everyone who supported and contributed to making this mural possible.Your combined efforts have brought joy and inspiration to this artwork. Thank you all!Written by Makayla Ogunsemore, student of Cologne International School 2022/23

Photos: Tatjana Zaric, Cologne International School

Find out more about our mission and vision.

The creation of the first mural at Cologne International School

Raising Money for Colombia

The Personal Growth project of grade 8

PGR or Personal Growth is a class that the 6-8 embark on. We learn about respect, empathy, and how to treat others. For the past few months, grade 8 students have been working on many community service projects around the school for their practical aspect of PGR and services of action curriculum. All the money from these fundraisers will go to helping a school in La Paz, Colombia, a small town on the Caribbean side of Colombia, close to the border of Venezuela.

Why this project?

The Escuela San José is a very small elementary school which welcomes the poorest children from the La Paz town in the El César province and migrant children from Venezuela. The students chose this project as Mrs. Ana, the English and PGR teacher for grade 8, has contacts near the school and she will be visiting the school during the summer holidays.

The money that we have raised will be used for health kits, academic supplies, and sun hats for the 2km walk they take everyday for lunch. Additionally, a portion of the money was already sent to the school for construction to update the bathroom facilities. One of the main issues that the school faces is access to water supply. Currently, students are told to bring water from home as there is no running water throughout the school. This was a problem for the children because not only did they have to walk far to the bathrooms, but there were only two toilets for the 150 students.

As previously mentioned, in addition to our fundraising efforts, we aim to provide the children with sun hats that effectively shield their necks during their 2 km walk to and from the nearby school for their school lunches. Furthermore, we strive to supply them and their families with soap and essential hygiene products to take home. We also want to provide academic supplies for the teachers to be able to use in their classrooms to help the learning process of their students. Our goal by the end of this school year is to have enough to give the school a boost into better day to day living.

We are committed to helping those in need

During Ms. Ana’s upcoming visit to Colombia, she will carry a commemorative plaque that bears the engraved names of the school community and the hardworking students who have dedicated themselves to raising funds for the project. These students have shown grit, perseverance, and leadership: all qualities that we embody as an IB school.

A big thanks to Ms. Ana for what an amazing help she has been to all of the students at Cologne international School, and for what she is doing for the students in Colombia. As a student, it has been so encouraging to be able to help others in a way many of us did not know was needed. Lastly, thank you to anyone who has donated! It is truly appreciated and we cannot thank you enough.

Another fundraising event took place on the “Morning of Music and More” on June 3rd. Future fundraising events will be announced on social media accounts. Additionally, there will be flyers and posters put up soon, so stay tuned!

Sadie Ramsbott (Social Media Club), student of Cologne International School

Cologne International School’s Boarding House

Modern And Comfortable

The Boarding House of Cologne International School can host up to 20 students. There are double and single student rooms that are modern and comfortably furnished. The spacious common area with a kitchen is a great place for boarders to relax, play board games or watch movies. The common meals take place there as well as weekly meetings that strengthen the family-like character in this “home away from home”.

Our team of onsite mentors oversee the academic and social-emotional wellbeing of each student. On weekends, diverse leisure activities and excursions to sporting events, cultural sights or neighbouring towns keep students engaged and happy.

The boarding house is located on the top floor of one of the buildings directly on the school campus, so getting to classes and other school social events is easy. And we are 1 minute from the nearest U Bahn (subway) train, giving easy access to all the benefits of the city.

Cologne – A Great Place To Live And Study

Cologne is one of the most interesting and important cities in Germany: it has a long and rich history, is a major business center with a vibrant cultural scene, and the people are famous for their positive, life affirming attitude. The city was founded by the Romans two thousand years ago, and the legacy of this time is evident all around the city, but the crowning glory is the UNESCO world heritage site, the 13th Century Kölner Dom (Cologne Cathedral).

Cologne has a vibrant cultural scene that attracts international artists and musicians from around the world. In addition to excellent classical music, opera and theater, we have a large and diverse number of contemporary music concerts and festivals. Sport is also well represented in the city, with FC Cologne in the Bundesliga as well as top German teams for ice hockey and basketball.

Come And Join Us!

The people of Cologne are famous for inclusivity and friendliness, and the city is green and easy to navigate, making it a great place to balance life experiences with learning. And Europe is on our doorstep: Paris, Brussels and Amsterdam are all a short train ride away, and all the other great cities of Europe can be reached within an hour or two from our local airport.

Boarders at Cologne International School combine the benefits of an excellent education with comfortable and relaxing boarding facilities, and all the opportunities to broaden their horizons that Germany and Europe have to offer. Come and join us!

Shaun Roberts, Principal of Bilingual Secondary School

Find out more about our Boarding House and our Boarding House Program