At Strothoff International School, our commitment to a High-Quality Learning Curriculum (HQLC) is at the core of our educational mission. This initiative, led by Mrs. Slough-Kuß, is designed to define and streamline the essential knowledge and skills each student should master from kindergarten through DP2. It provides a structured roadmap that ensures consistent learning objectives across all grade levels and subjects, supporting both student achievement and teacher accountability within the IB framework.
 
The HQLC is more than just a list of topics; it’s a precisely articulated guide that maintains flexibility for teachers while focusing on depth over breadth. “It’s very specific,” explains Mrs. Slough-Kuß. “Teachers have the flexibility to choose materials, like novels, that they feel would resonate with their students, but the essential content and skills to be covered are clearly outlined.” This combination of structure and choice enhances teacher autonomy while aligning with the IB standards and meeting Hessen curriculum requirements.
 
Collaborative Development Process
 
The creation of this curriculum has been a highly collaborative, in-depth process. On specific Friday afternoons, faculty members gather to review, discuss, and refine curriculum areas. These meetings, structured around subjects like Humanities, the Arts, and Sciences, allow educators from across the school to contribute their insights and recommendations. In these sessions, teachers work on ensuring both vertical alignment (continuity from one grade level to the next) and horizontal alignment (consistency across subjects in the same grade level).
 
Once initial feedback is gathered, smaller curriculum teams synthesize this input, crafting a draft that circulates school-wide for further input. The process has been intensive, as teachers provide feedback and collaborate to refine each grade’s curriculum. “It’s been a months-long effort,” Mrs. Slough-Kuß notes, “with teachers actively involved in commenting, suggesting, and refining every detail.” This ongoing feedback loop ensures that the curriculum truly reflects the insights and experiences of those in the classroom, creating a document that supports effective teaching and meaningful learning outcomes.
 
Clear and Concise Goals for Teachers and Students
 
With the HQLC, each teacher receives a clear outline of the content and skills they need to cover. This straightforward approach not only supports new teachers by providing a well-defined framework but also encourages in-depth teaching and learning. “Teachers will actually be teaching less content but going much deeper,” Mrs. Slough-Kuß explains, “focusing on core skills and knowledge that are revisited and reinforced.”
 
An exciting potential for the HQLC is its possible use as a resource for parents. If made available to the school community, parents could access grade-level specifics to support their child’s learning at home. “Imagine if parents could know exactly what their child is learning,” says Mrs. Slough-Kuß. “They could, for example, find books related to fables if that’s the current topic in class.” This transparency could provide valuable insights for families, helping them actively engage in their child’s education.
 
A Unique Model for Educational Excellence
 
The HQLC is unique, especially in its alignment with both the IB framework and the local Hessen curriculum, a requirement for maintaining our status as an Ersatzschule (state-approved private school). The curriculum’s design is based on the MYP rubric, making it compatible across the school’s continuum from early learning through high school. Its foundation on clear categories allows teachers to align their teaching with specific grading criteria, enhancing the coherence of assessments and learning objectives.
 
“Our format doesn’t exist anywhere else,” Mrs. Slough-Kuß reflects proudly. “This is content and skills-focused, not just broad concepts or profiles. It’s about ensuring depth in every student’s education.”
 
With its blend of rigorous standards, teacher collaboration, and potential community involvement, the HQLC represents Strothoff’s dedication to fostering a high-quality, structured, and engaging learning experience for every student. As the curriculum continues to evolve, it promises to be a cornerstone of the school’s mission for educational excellence.

One of the unique features of our school’s music program is the personalized approach we offer, thanks to our smaller school size. With two dedicated professional music teachers on staff, we are able to spread our expertise throughout the school, starting from Kindergarten.

In Kindergarten, children get to explore a variety of instruments, with a new one in their hands each week. They not only learn basic percussion techniques but also how to play together as a group, developing essential skills like waiting and listening to one another. This foundation begins as early as three years old, with a focus on musical collaboration from the very start.

As students progress, the music program expands. In Reception, we introduce ukuleles, and by the time they reach the Primary Years Program (PYP), they have the option to learn violin or cello, allowing us to build a string orchestra starting from a young age. For example, last year I had five beginner cello players, and this year that number has grown to eight, all under the age of eight! For a school of 400 students, having eight cellists is an impressive accomplishment and provides a strong foundation for our string program.

Mr. von Geyso’s violin program is equally thriving, and with a focused effort on growth, we’re able to strengthen the existing talent. In addition to classroom music, where students learn instruments and play together, we incorporate fun and engaging activities like using boomwhackers and recorders in PYP3. This year, we are adding xylophones to challenge them further.

Every student also participates in our school’s Cultural Celebration in December, with each child performing on stage. Beyond regular classes, we offer extra-curricular opportunities like three different choir rehearsal groups, as well as a small rock band led by Mr. Kingwell.

One of the highlights of our music program is the "Music of the Month" initiative, which we started last year. This program used to be called "Composer of the Month," but we broadened it to include different genres of music. Each month, we explore a new style—ranging from traditional Chinese and Aboriginal music to pop artists like Amy MacDonald and Pink. The students help choose the featured genre by listening to selections and voting on their favorite. This has also tied in beautifully with the PYP curriculum, where older students explore how composers use music to convey emotions.

Our goal is not just to teach students to sing and play instruments, but to engage them in music as a subject of study. Through initiatives like "Music of the Month" and hands-on practice, our students are developing a deep understanding of music that will stay with them for years to come.

Dear Unsung Hero of Strothoff International School,
 
I don’t know who you are. Maybe you’re a cool DP2 student, maybe you’re a parent of three, or maybe you’re a staff member with a keen eye for life’s little miracles. Whoever you are, you’ve done something that has not only restored my faith in humanity but also brought me to the brink of tears—the good kind. You, my friend, found and returned my beloved pair of sunglasses, and for that I owe you a lifetime of gratitude, a shout-out in my future memoir, and possibly my third-born child.
 
Yes, they are technically “cheap” sunglasses. But don’t let the humble price of $4.49 fool you. These aren’t just any sunglasses. These are the battle-scarred veterans of countless adventures, the Indiana Jones of eyewear, if you will. They’ve been with me for nine solid years—a feat most sunglasses can only dream of. In a world of disposable fashion, they are the timeless voyager.
 
It was the dead of summer in the sticky heat of the South Florida Everglades, and I found myself at a gas station that could have easily doubled as the set of a low-budget horror film. With a cold Mountain Dew in one hand and $4.49 in the other, I spotted these simple sunglasses. It was love at first squint—the Florida sun was its usual bright self that day. From that moment on, those shades have been my loyal companion through sun, snow, coronaviruses, and more than one near-death experience (mostly involving faulty shark fishing gear and one ornery defibrillator). They never left my side. Until one day...
 
The other week at the Welcome Back Barbecue—a joyful gathering where everyone was mingling, grilling, and trying to remember each other's names after the summer break—the unthinkable happened. I don’t know if it was the excitement of reconnecting with everyone or the distraction of trying not to drop my camera or the various microphones I had dangling from my pockets, but at some point, my beloved sunglasses went missing.
 
I feared the worst. Were they trampled underfoot during an intense game of four square? Had they fallen into Mr. Kingwell’s grill? Were they abducted by a particularly stylish PTO member? The panic was palpable. I was touched by the dozens, the hundreds of Strothoff community members who saw my pain and tried to help me find the missing loved ones (thank you Mrs. O for digging through the spider webs, the IT guy for distributing the metal detectors, and for all the PYP students who crawled into small spaces during the search). But they were nowhere to be found.
 
But then, as if guided by the Sunglasses Gods themselves, you stepped up. Whether you found them lying serenely on a table or half-buried in the sandpit, you didn’t just walk away, assuming they were just another pair of cheap shades someone would replace with a fancier pair. No. You understood. You recognized that these sunglasses were not just a tool for blocking out the sun; they were a symbol of endurance, of loyalty, and of true fashion sense—the new substitute for all the fancy ties I used to wear to school.

You recognized their value, and you were most certainly tempted to keep such a prize for yourself. You had the power of coolness at your fingertips, the tinted windows to souls in the palm of your hand, but you resisted. Because you are Strothoff: caring, principled, open-minded, reflective.... You knew the right and righteous thing to do. You set them on the table by the front doors, lying among the forgotten Tupperware and red hoodies.
 
By returning them, you have proven once again that the community at Strothoff International School is one that looks out for each other, that understands the value of the seemingly insignificant, and that embodies the best qualities of humanity: honesty, support, and a little bit of style. I am very lucky and grateful to be a part of such a warm and caring community.
 
So, to you, O Finder of Lost Shades, I say: Thank you. Thank you for restoring not only my sunglasses but my soul. They may not have much monetary value, but their sentimental worth, coolness ranking, and fundamental functionality are truly through the roof.
 
Next time you see me, wearing these epic sunglasses in all their $4.49 glory (probably hanging from my shirt), know that you are the reason they’re still by my side. I owe you big time and am deeply grateful.
 
Sincerely,  

A Proud Member of Strothoff, Owner of the World’s Most Legendary Sunglasses

Strothoff International School is fully dedicated to the IB Diploma Programme and our mission to challenge ourselves, support each other's successes, and celebrate strengths, differences, interests, and the talents of everyone. We strive to create a school environment where every student feels a sense of belonging, embracing all individuals into our family-like community. We are pleased to congratulate the Class of 2024 for their performance on the IB Diploma examinations.  

Our students showed determination throughout their course of study. These young scholars will now celebrate and plan their journey to universities in Germany, The Netherlands, UK and beyond. Among these results are some noteworthy individual stories of hard work, determination, and perseverance in the face of some extraordinary odds. For now, we extend our heartfelt congratulations to each one of these individuals who are responsible, respectful, and empathetic young people who find solutions. We are incredibly proud of them!

Our PYP Reception class recently embarked on their routine visit to the Dreieichhörnchen Farm, where a variety of animals freely roam. The farm animals are a beloved attraction for children, who enjoy interacting with rabbits, guinea pigs, chickens, four friendly sheep named Wilma, Corinna, Nina, and Charlotte, as well as Shetland ponies Billy and Lotte.
 
The monthly farm visits offer a range of engaging activities for children, including adventurous playgrounds, BBQs, and campfires.
 
We visit the farm to encourage:

• Language Development: Observing animals up close provides students with the opportunity to expand their vocabulary by learning male and female terms for different animals. For example, a rabbit can be referred to as a bunny, buck or kaninchen. Children also have the chance to discover various animal breeds.
• Sensory Learning: Farms provide numerous sensory experiences, from feeling the soft fur of animals to touching dry hay, wet grass, and smooth vegetables. Children can explore different textures and scents, enhancing their sensory development.
• Foster an Appreciation for Nature: A visit to the farm helps children understand the source of their food, teaching them about plant growth and animal products. It brings them closer to the scientific concepts taught in the classroom. Students can delve into the realms of botany, agriculture, horticulture, and animal science, exploring the scientific principles behind planting, cultivating, and caring for plants and animals.
• Promote Healthy Living: Farms serve as educational playgrounds that encourage physical activity and a wholesome adventure.

However, the main reason we visit the farm is to have fun!

The New England Association of Schools and Colleges (NEASC) is an independent, voluntary, nonprofit membership organization which partners with over 1500 public, independent, and international schools in the US and worldwide to assess, support, and promote high quality education for all students through accreditation, professional assistance, and pursuit of best practices. NEASC aspires to provide a process for meaningful, ongoing whole school improvement while honoring the unique culture and context of each institution we support.

Accreditation is founded on the principle that comprehensive self-reflection followed by candid feedback from professional peers is essential to ongoing school improvement and achieving educational success. Periodically reviewed and revised by leading New England educators, accreditation provides a clear direction for school communities striving to ensure their students receive outstanding educational experiences.

More information about the process of accrediation: neasc.org/accreditation