New school branches in Ammerland: positive response for innovative learning concepts!

New school branches in Ammerland: positive response for innovative learning concepts!

The Ammerland vocational schools (BBS) have brought a breath of fresh air into the school landscape. On October 17, 2025, two new school branches were opened: the “BFS – dual vocational school” and the “Technology vocational high school”. These innovations aim to better adapt the learning process to the needs of students and promote self-organized learning. The teachers are increasingly taking on the role of supporters and companions, which many find gratifying. Loud nwzonline The school management, teachers and students are mostly positive about this new direction, although initial skepticism and organizational hurdles had to be overcome.

The vocational school is aimed at students with a lower secondary qualification who have not yet started training, while for the BFS dual at least a secondary school qualification is required. Particularly in the areas of business and administration, technology as well as health and social affairs, it is now about offering students a clear professional perspective through various phases - an orientation phase followed by a differentiation phase.

New learning approach in practice

The focus in teaching is on the self-organized and cooperative learning approach (SOL). Developed since the 1990s by Birgit Landherr and Martin Herold, this approach aims to improve students' ability to learn and cooperate. Teachers are required to develop new teaching materials and present learning content in a structured manner. The initial phase also plays a crucial role in which students are empowered to learn individually. School BW emphasizes that this change affects all aspects of teaching, from the course of the lesson to class management to the assessment of learning success.

Holger Janßen, the school subject coordinator, reports on a change in everyday school life. Steffen Doms emphasizes the advantages of the new approach, such as more personal contact with students and the opportunity to offer individual support. In particular, students who were initially skeptical now report positive experiences with personalized learning and support from their teachers.

Sabrina Peters, a dedicated teacher, addresses the challenges associated with the transition, particularly the need to adapt teaching materials. But despite these hurdles, the effort seems to be paying off, as the initial feedback is promising. The entire process should also be accompanied by tools such as the learning agenda or the learning diary in order to enable students to actively participate in their learning.

Shared future

BBS Ammerland shows that education does not stand still, but is constantly evolving. The reforms and new school branches are part of a larger whole that aims to promote independence and a sense of responsibility. Ultimately, the students are not just recipients of knowledge, but also active participants in the learning process. Given the positive feedback and committed approach from teachers and students, this new direction could provide the perfect conditions for future-oriented education.