(4) Focuses

Acting inclusively

• The specialisation “INCLUSION CREATES COMMUNITY” is oriented towards the talents and needs of pupils in order to enable their participation and autonomy within a diverse school system in the interests of educational equity.
• Students receive diversity-sensitive impulses for the identification of personal and systemic resources, internal and systemic barriers to learning as well as for counselling, personalised educational offers and inclusive, cooperative learning settings.
• Physical, mental, emotional, economic, ethnic, linguistic, religious and gender-related dimensions of diversity are reflected upon and anticipated.
• Inclusion experts accompany diverse educational pathways and contribute to the future-oriented further development of the education system - and society.

• The specialisation “CULTURE OPENS UP WORLDS” is aimed at students with an interest in art, music, and culture.
• Art and culture reflect social developments and provide impetus for new ideas.
• Students develop the necessary aesthetic perception and expression skills in artistic-creative work.
• Students expand their theoretical knowledge and practical skills and plan interdisciplinary and interdisciplinary art projects, which they test in school practice in conjunction with collaborative teaching development and learning research processes.
• Co-operations with artists and cultural institutions are integrated and included in the school's cultural work, as is project management.
• Cultural education makes a significant contribution to broadening horizons, changing perspectives and understanding the world.

Communicating with enthusiasm

• The sensitive handling of multilingualism and the promotion of language skills in the centre of the specialisation “LANGUAGES CONNECT PEOPLE” create the basis for the individual identity formation of pupils and ultimately enable them to participate communicatively in society.
• Students are enabled to view the cultural and linguistic diversity of pupils as the starting point for all school activities.
• Dealing with artistic and linguistic content from all over the world should contribute to being able to act in an appreciative and language-conscious manner in a multilingual society.
• A diversity-sensitive attitude requires tolerance and openness to the world and encourages an exchange between the cultures of Europe and beyond.

Staying active

• “EXERCISE PROMOTES HEALTH” – Exercise stimulates numerous processes and functions in the body, but also improves brain function and stabilises the psyche.
• The early experience of physical activity forms the foundation for lifelong fitness and a positive self-concept.
• Students acquire the relevant specialist knowledge and teaching skills, they develop motor skills and an attitude that emphasises both the social importance of health and the value of a sustainable culture of physical activity, while also using cultural diversity as a resource.
• Only those who move can make a difference. 
  This applies at primary level and for all ages.

Thinking responsibly

• “THE FUTURE REQUIRES SHARED RESPONSIBILITY” – Even at primary level, exploring the environment and acquiring knowledge of the world creates an understanding of natural, cultural, social and technical interrelationships and motivates students to help shape the future.
• Students are thus motivated to engage with their age-appropriate living environment from a social, historical, political, geographical, economic, physical, chemical, technical, biological and ecological multi-perspective. 
• Subject-specific didactic concepts and methodological teaching are focussed on research-based, exploratory and experimental learning and expanded in the context of education for sustainable development (ESD), global learning and democracy education.
• Awareness is raised and attitudes and the courage to take responsibility are strengthened.

Utilising technical innovations

• “AI CHANGES LEARNING” – Digitalisation has been the defining factor of change in our society in recent decades and has already arrived in all areas of life, including primary schools.
• AI has a massive impact on learning, teaching, education and schools.
• Students acquire the expertise to deal with the diverse opportunities and challenges of the digital world in the context of school personally, but also as part of the school community and school development, and to be able to teach children the relevant skills in an age-appropriate manner.
• Media skills, application skills and IT skills are indispensable parts of our cultural techniques; they enable orientation and responsible behaviour in the 21st century.