Based on previous research findings on the quality and learning effectiveness of schools, the presentation will outline ways and approaches to the pedagogical design and organisation of an all-day school that is effective for learning. Following conceptual explanations on goals and pedagogical forms of organisation, research findings will take a critical look at the effects of all-day schools. Subsequently, developed approaches for the organisation of all-day schools and conditions for the success of targeted school development strategies are presented. At the centre of the considerations on school management are requirements for the leadership and steering actions of school management and steering groups as well as for professional teamwork by staff through the development and utilisation of the potential of the school's own infrastructure. Multi-professional co-operation in all-day teams is addressed as well as professional learning communities of teaching staff teams at year group and subject level and the management of development and the application of systematic school development procedures. The considerations presented are based on reliable research findings from school development, school quality and all-day school research and observable approaches in the school practice of developed all-day schools.

PROF. DR. HEINZ GÜNTER HOLTAPPELS (retired) has been an educational scientist specialising in school development and school effectiveness research since 1980. Most recently, from 2001 to 2020, he was Professor of Educational Science with a focus on educational management, school development and evaluation at the Institute for School Development Research at TU Dortmund University.

Sport, cookery, pottery, AGs? Couldn't teaching also be a concept for dealing with all-day schooling?
This impulse programme invites you to use the example of IGS Buchholz to think about all-day schooling in a different way and gain inspiration for rethinking your own school and teaching development.

BENJAMIN JÜRGENS is a member of the secondary school management team at IGS Buchholz. His school was awarded the German School Prize by the Robert Bosch Foundation in 2022, among other things for its participatory culture of student involvement. The school continues to provide impetus for existing and planned comprehensive schools in the region.

This impulse offer is aimed at schools that are in the process of establishing their all-day school programme or are about to do so. At the beginning, the main procedural steps such as concept development, committee participation, school authority participation and registration with the RLSB are presented. Your questions can be asked and discussed in the plenary session. You will then be given an insight into the organisation of an all-day school day at Hude Süd Primary School - GEMEINSAM STARK! as an example of an open all-day school.

BIRTE KEMPERS has been head of Hude-Süd primary school since 2012, which has successfully offered an open all-day programme since 2013. Ms Kempers has also been an active member of the team at the School Development Centre at the University of Oldenburg since 2017. Here, she focuses on all-day schooling and teamwork between primary and special school teachers in the context of inclusion.

Supporting each child as a unique individual, recognising their talents and promoting these alongside the general learning objectives is a central component of the work at our school. We have been working in an all-day programme since 2005. Our all-day school concept is based on the concept of diversity as an opportunity.
In this impulse programme, we take you with us on the path we have taken in our school in developing and implementing the concept. The focus is on rhythmisation, team structures and changing teaching culture.
We would like to pass on ideas and experiences that will serve as orientation for the implementation of your own all-day school developments. The aim is to find starting points for your own institution.

MONIKA TRIBA runs the primary school on Buntentorsteinweg in Bremen with MARTIN MORITZ UIBEL as her deputy, focussing in particular on heterogeneity and diversity. The primary school has been offering all-day schooling for over 15 years and is a centre for supportive pedagogy (ZuP). In 2015, the school was awarded the German School Prize by the Robert Bosch Foundation for its pioneering work in the area of all-day education in a socially disadvantaged neighbourhood.

Digital literacy, teaching & learning and school administration & management form three basic pillars for successful digital work in schools. All-day school structures in particular offer opportunities to innovatively shape school and teaching developments. This offers important potential in major areas of development such as digitalisation.
In this impulse programme, I would like to give you a glimpse into our digital toolbox and share our experiences in implementing BYOD and overcoming challenges. You will gain practical insights into the creation of the necessary technical requirements on the one hand and the development and use of a digital toolbox in the context of BYOD on the other. The aim is to pass on impulses and tips for shaping your own paths in digital school and teaching development.

OLIVER VIRKUS is deputy headmaster at IGS Lengede. In 2021, the school received the German School Award from the Robert Bosch Foundation for establishing a digital learning environment within the school with its digital toolbox and BYOD (bring your own device) concept.

The development of all-day schools is a driver for multi-professional teamwork. How can interprofessional collegiality be conceptualised, promoted and actively lived?
This impulse programme gives you comprehensive insights into the challenges and conditions for success of a culture of "interprofessional collegiality and recognition". Using case studies from everyday school life, these will be discussed and discussed together.

TILL-SEBASTIAN IDEL has been Professor of School Pedagogy and General Didactics at the Institute of Educational Sciences in School I - School of Educational and Social Sciences at the University of Oldenburg since 2020. He previously taught in Mainz, Heidelberg and Bremen. He researches the change and development of schools, pedagogical professionalism and the school learning culture.

School room design should be geared towards educational objectives. Schools, and therefore school buildings, must take account of the changed conditions and perspectives on learning and teaching in schools. The old corridor school with frontal teaching is a thing of the past. All-day schools need teaching and learning spaces for different forms of learning - whether alone, in partners or in groups - as well as a quality of stay that encourages creativity and individual learning activities.
In this impulse programme, you will be presented with the results of the complete refurbishment of KGS Leeste and the planning process behind it from the perspective of the school and school management, the effects on pupils, teachers and lessons.

RAINER PATZELT was headmaster of KGS Leeste from 2013 to 2020 and was active in various school management roles for around 20 years. Active in various functions in school management. The focus of his work included the establishment of notebook classes, cross-branch learning and school space design. His school won the Lower Saxony State Prize for Architecture for its remodelling.

What needs to be considered in the practical implementation of the all-day decree and what support structures are available for schools?
This impulse offer provides input on the current decree situation as well as an overview of existing counselling and support services offered by the RLSB. You will then have the opportunity to exchange experiences with colleagues. The centre will be examples from the practice of the participants on the implementation of the decree.

DR. HEIKE HELENE BRAUER has been a school development consultant at the Regional State Office for Schools and Education in Osnabrück since 2006. As a school development consultant, she specialises in all-day school development, among other things.

Often enough, the compulsory all-day programme is perceived as a disruptive factor for clubs, music schools and (church) youth work. At Evangelisches Gymnasium Nordhorn, on the other hand, we see the all-day programme as an opportunity for regional and digital networking.
In this impulse programme, we give participants an insight into how we integrate clubs into the school in terms of content and personnel and, in turn, how we integrate the school into the region. We will present concrete examples of implementation and discuss the possibilities for achieving win-win situations for both sides.
Win-win situations are offered, for example, for targeted talent development in the field of sport; older pupils are given the opportunity to acquire training instructor licences and youth work is experienced in a tangible way. Through co-operation with architects, engineers, urban planners and archivists, pupils learn about professional fields that are not covered in the school curriculum. In addition, working with people who are not teachers is enriching for pupils. In this way, participation in competitions is anchored regionally and linked to the challenges of real life.

DR. GABRIELE OBST has been head of the Evangelisches Gymnasium in Nordhorn since 2011. With teaching assignments at the universities of Bielefeld and Osnabrück, Ms Obst maintains contact with universities and successfully interlinks knowledge from both areas. Between 2015 and 2021, she was also a member of the Chamber for Education and Training of the EKD.

This impulse offer uses the example of the all-day concept at Humboldt-Gymnasium Potsdam to show how an open all-day programme contributes to the individual development of pupils. Our school focusses on differentiated talent development and uses various pillars such as class leader lessons, class leadership teams and special formats such as "Humboldt huckepack" and "active teams". This makes it possible to provide individual support, even though the increased number of lessons for the lower secondary school years due to G8 means that the time window for open all-day programmes within a school week is very limited.
Our Humboldt Piggyback offers a learning support system via mentors from the student body in order to impart and maintain knowledge at eye level and also to promote social commitment by having higher-performing students help lower-performing students. Our active teams enrich everyday school life in a targeted manner: whether through effective charitable initiatives, by developing proposals to further improve the quality of teaching, through political thought-provoking impulses or also through impulses to improve cooperation between school committees. The self-efficacy that is experienced in the course of this commitment to the school community not only strengthens the self-confidence of all those involved, but also encourages other pupils to get creatively involved as well.

LUTZ BLUM has been a member of the school management team at Humboldt-Gymnasium Potsdam since 2010, initially as deputy headmaster and since March 2020 as headmaster.

Co-operation with non-school stakeholders offers specific potential for all-day schools in various fields.
But how can extracurricular cooperation partners be integrated in a meaningful and beneficial way for the school? How do these cooperative relationships enrich school life or open up the school to the outside world?
This impulse programme offers you practical insights into the curricular implementation of mobility within the framework of Education for Sustainable Development (ESD) using best practice examples from IGS Flötenteich. You will gain impulses and experience on how extracurricular co-operation can be used in a targeted manner for this and other content-related focal points of school and lesson development and how it can be successfully designed.

ANNEGRET MEYER and BEREND MEYER both work at the IGS Flötenteich in the city of Oldenburg. Annegret Meyer is a member of the collegial school management and head of the department for all-day recreation and sport. She is also committed to education for sustainable development with a focus on mobility and is active as coordinator of the "School: Culture" project as well as 1st Chair of the school's own sports club, Bewegung im Stadtteil (BIS e.V.).
In addition to his work as a teacher, Berend Meyer is also a consultant in the field of mobility at the Regional State Office for Schools and Education in Osnabrück.