Educational Concept

The four educational institutions at Jules Verne Campus - Kindergarten, Elementary School, Grammar School, and Hort - are all based on a common, unique educational concept. Originally conceived in the SBW Haus des Lernens AG and put into practice for a wide variety of ages and needs, it has developed its own special character at our Munich Campus due to its ties to state guidelines, cooperation with several universities, constant evaluation processes, and years of being shaped by our Jules Verne families and a passionate team. And even though our youngest Jules Verne children in the Kindergarten, our learning partners in the after school Hort care, our children in the Elementary School, and teens in Grammar School have different needs that we account for in the implementation of our concept, the same guiding principles underlie everything we do on Campus:


We want your child to enjoy learning day after day.

Our maxims are the following:

  • At Jules Verne Campus, we'd like children to dare to do what they dream.
  • We see ourselves as learning partners of the children in order to guide them in a targeted way.
  • We create optimal conditions for enjoyable learning.
  • In our pedagogical work, we always want to ensure transparency.
  • We promote internationality, global thinking, independence and entrepreneurship.
  • We prepare children for challenges outside of school.
  • We promote and demand social rules of conduct and good manners.
  • A balanced health concept with a distinctive range of sports and exercise is firmly anchored in our work.

Our vision:

  • Every child is an original worthy of love and praise.
  • Children only grow well in trusting relationships.
  • Children need values, norms and virtues to integrate into a community.
  • Every child acquires self-confidence and sovereignty by making their own decisions.
  • In respectful cooperation, children learn to deal fairly with competition, success and failure.

We believe that children are world champions in learning - and it should stay that way.

View of the person

At the Jules Verne Campus, we are aware of the great responsibility we have for your child and set high standards for our daily work. We see children as true individuals with unique talents and interests, so we accompany them in their development into self-confident, self-determined people. We have an international perspective and pursue a holistic approach to education. Our principles are found at all levels of interaction at Jules Verne Campus and are what we call the "Fractal."

Fractals are a special phenomenon in nature. In all forms of life, certain basic patterns repeat themselves as illustrated by the structure of ferns, crystals or snowflakes. Principles of fractals are a) self-similarity, b) self-organisation and goal orientation and c) self-optimization and dynamics. There are seven fractal elements:

  • Respectful intraction - Respectful interaction includes respect for oneself, for other people and the environment, for other cultures and generations, and for social and cultural values. Respectful interaction is not just decency or politeness, but an expression of a partnership at eye level, one that creates trust and security and enables independent, creative learning and thinking.
  • Shaped environment - A constructive way to stimulate a person's development is to shape the environment in which they live and learn. This environment is not only determined by the space, but also by the kind of aesthetics expressed in design, light, color, smells and sounds. First and foremost, though, the designed environment is shaped by the people who create the social climate and culture of living together. Whether in the tree house library, the art studio, the learning studios or the open, friendly Oasis (dining hall) - carefully selected colors, materials and spaces invite our learning partners to discover. This makes Jules Verne Campus not just a school, but a house of learning.
  • Trusting in success - Trusting in success is emphasized in all SBW learning houses and services: trusting each other and daring to do something. Dare to go beyond your own limits and take small risks. Children and young people need challenges that they can grow from. Trusting in success strengthens children's competence to feel their way along the limits of strength and ability by taking action confidently. JVC's learning partners dare to do what they dream!
  • Coaching - personality development, the active search for individualized, personalized solutions, and help in exploring career paths require coaching at all levels. Solution-oriented Coaching focuses on desires, goals and resources and is based on the principle that the responsibility for change processes lies with the coachee. This is linked to the conviction that the coachee already has the resources for a solution within him/herself and that these must be developed and used. At Jules Verne Campus, individual Coaching is available to every learning partner in Grammar School, every learning guide, and all leaders.
  • Compacting - Putting one's own passion at the center requires a special framework and a new way of thinking. If the curriculum is approached differently in order to gain time by compacting, there is more time for one's own passion in project-oriented, interdisciplinary work or work with experts from outside the school. Compacting means streamlining the basic curriculum according to individual needs and goals.
  • Connecting - Connecting and networking with others increases our ability to make real-world connections (both internal and external), generates multiple interfaces between ourselves and the environment, and strengthens networks. Our aim is to create connections: between people who come into contact with each other, build and maintain relationships; between different generations with complementary perspectives and competences; between educational and extracurricular experts from the parent community, the wider community and the world of work; between organizations and companies with intersecting values, products and interests; between subjects and disciplines; between values, curricular competencies and SBW Future Skills; between tradition and innovation, between human beings, nature and technology. Boundaries become more fluid, are expanded and overcome. This in turn creates added value – and suddenly 1 plus 1 becomes (at least) 3.


School should be a "place to be"!

A place where you like to go, where you can experience exciting things. This is exactly what we want to create at Jules Verne Campus: Bilingual, with a distinctive sports and exercise program for the children, two hours of Curiosology every week - here you can learn what interests you, even if it's not in the curriculum! Above all, at your own pace. Those who need more time should get it, and quick learners can take the next steps.

In the weekly créAktiva, a kind of university for learning partners, children and teens can choose from a range of courses, learning to identify their interests, to find the right space and materials, and to make contact with fellow learners of different ages.

It starts in the learning group in Elementary School. Due to the mix of grades in each learning group (class), a child from a higher or grade may be sitting next to each other. So the older child may helping the younger one, or a younger child can learn something new when the older child explains it.

In the Elementary School learning groups, there are two learning guides (teachers): one German-speaking and one English-speaking. Each educator speaks their language with the children exclusively. Lessons are often held in parallel in two languages, not in translation, but in a natural coexistence of the two languages. But bilingualism also plays a big role in the Grammar School, with a subject-oriented approach: here, subjects are sometimes taught immersively in English and sometimes in German, depending on the language of the learning guide.

All of this, of course, is in line with the learning objectives of the Bavarian curriculum! Everything you'd expect at a school, but different!


We meet the requirements for Bavarian alternative schools as well as the Bavarian educational goals in Kindergarten and Hort care.

All our educational institutions are state or municipal approved and funded. In concrete terms, this means that we not only fulfil the state requirements with regard to the training of teachers and educators, requirements for the building, etc., but also teach according to the Bavarian curriculum. So there are also grades issued at Jules Verne Campus.

Just like public Kindergartens and schools, we are also supervised by the relevant state authorities with the corresponding reporting obligations. You can find information on whether Jules Verne Elementary and Grammar School are seeking recognition and what this means for the respective school at recognition Elementary School and recognition Grammar School.

The amount and method of calculating tuition is also fixed: To give children from all income groups access to private schools, tuition is based on income. You can find the tution calculator here. Also, the number of places in each income group is limited, ensuring that admission is independent of income.


"The room is the third pedagogue." (Loris Malaguzzi)

Our building at Jules Verne Campus is modern: A green front, large windows for lots of light, a spacious outdoor area with climbing frame and football field, even a bouldering wall. Inside, many colors will catch your eye: interesting objects such as a telescope, an old school bench, and an old diving helmet can be marvelled and, of course, touched.

There is no better way to stimulate a person's development and influence their behavior than by shaping the environment in which they live and learn. We want our Campus to inspire, to be a place of wonder. That's why each level on Campus is named after a Jules Verne book with editions of the given book displayed for children to explore. Each floor on Campus is the setting of a book, with Core, Sea, Island, Tree, Air, and Moon-themed spaces meant to stimulate the senses. The designed environment is shaped by the creativity of the people who live and learn there.

Especially in an all-day school, children need spatial opportunities to self-regulate their phases of activity and relaxation. A well-designed environment offers both by sending out both activating and calming signals. It welcomes the guest as a whole person. Here, you'll find the space, time and material for curiosity. You'll find places to exchange and connect, to express and create, pursue and achieve personal and/or common goals. You'll find space to find community. You'll find a place to concentrate, contemplate, to dream.

In the learning houses in Switzerland and Germany, we have been observing the behaviour of children and teens in a designed environment for almost 40 years. From this, we've gained valuable insights about functioning spaces, new needs, and development. Social changes in how children are growing up mean that children need contact with everyday phenomena that invite wonder. Research and discovery are becoming increasingly important, as is experiencing nature. To this aim, frequent excursions done in the learning groups foster learning. Creative expression is always encouraged by our learning guides in the beautiful art studios.

A designed environment always includes areas "in progress" as well as innovation. As a place where the children spend a lot of time, they are also invited to help shape the learning house. For example, the Air and Moon Lounges - open spaces for resting, study, and group work - were designed by learning partners during projects. Works of art by our learning partners or even an extremely popular pull-up bar for quick exercise in between classes are examples of how we think of details that inspire. Last but not least, our graduates literally leave their mark on Campus by painting their silhouettes on our graduation wall.


At Jules Vernes Campus, the focus is on innovative learning with movement, because brain research shows that this supports learning. The input (material) heard for the first time must be consolidated, and internalized. As adults have a longer attention span than children, they can sometimes absorb new things throughout the day and then transfer them into long-term memory at night while they sleep. Children need these phases more frequently, plus more breaks throughout the day. This is where movement comes into play. Spacious learning studios and sports areas with slackline, trampoline and also quiet places offer space and incentive to deepen the learned contents. From climbing to playtime in the so-called Gumpy room to differentiated movement courses, motor skills are trained and learning enriched. Our Campus even has its own Sports coordinator who guides the staff to incorporate the right movement elements into the lessons. The main goal is to offer the students an environment in which "immersion" happens naturally, namely with movement and fun.


Individualized learning support is at the center of our pedagogical concept.

Every child is an original - it is quite natural that not everyone can achieve the same goals at the same time and in the same period of time.

Therefore learning goals are individually adapted to the children and young people. Within the framework of individualization, our children and learning partners learn according to their strengths and weaknesses, for themselves, but also in relation to other learning partners and their learning guides. The aim is to promote a development from childlike play to discovery-based, independent learning. The pedagogical guides in the Kindergarten and learning guides in Elementary and Grammar School use a wide range of differentiated teaching and learning methods adapted to various learning types, strengthening children's self-confidence and ability to work as a team.


In an increasingly global world with growing demands in finding one's way in an international environment, bilingual education is a huge benefit. It also promotes an understanding of other cultures.
Through language immersion, children can also acquire a foreign language like their own native language in the elementary grade levels. But simultaneous acquisition is only possible if the foreign language is part of an everyday learning environment and takes place in relation to other children or trusted learning guides. At Jules Verne Campus, the children are immersed in both languages according to the so-called language immersion principle. This enables the children to naturally develop both German and English language communication skills in the respective subject lessons. By hearing and using two languages in everyday life, children also develop differentiated ways of thinking.
The simultaneous acquisition of two languages promotes general cognitive skills and also helps with written language acquisition later on.


The grass doesn’t grow faster if you pull on it." (African proverb)

Findings from modern neurobiology prove that children are born with an irrepressible desire to discover and create. At Jules Verne Campus, we want to foster, awaken, and maintain this natural enthusiasm, curiosity and openness. Learning takes place both inside and outside of school contexts. It’s impossible to "not learn"! The aim of autonomous learning is to take responsibility for one's own learning. The prerequisite for this is that learner determines the path and pace of their learning themselves. Autonomous learning requires a designed environment (see below) and a time structure that allows each child to follow their own inner timeline according to their stage of development. Children and teens need goals that are meaningful, comprehensible and worth the effort so they can gain knowledge, skills and visions of how learning can succeed. A wide range of offers, transparency on learning objectives, and reflection on the learning process enable us to discover and foster personal strengths and “learn to learn.”

At Jules Verne Campus, the learning guides are familiar with these biological, psychological and neurological development processes and can support and promote the phases in a meaningful way. Relationship skills and effective materials, along with organization and planning, form the framework for successful autonomous learning processes. Nowadays, the aim of a school can no longer be simply to impart knowledge. The acquisition of skills is crucial. Our learning and pedagogical guides are experts at this. At Jules Verne Campus, a question becomes an invitation to learn: "What could the cause be?" "How can we explain this?" or "Where can we find information about this?" In Kindergarten, children are encouraged to ask questions, research, and consider. In Elementary School, we take this further in the morning circle, input and learning studio and give the children in mixed-grade classes the framework for discovering their own learning path and pace. In Grammar School, autonomous learning is then applied at a new level in the learning studio when teens are ready to take on more and more responsibility for their own learning

Neugierology & Créaktiva

In our extra subject "Curiosology"®, children's and teen's curiosity is fostered and maintained as an important source of joy, creativity and success. Curiosity is used to create knowledge: For two hours a week and in extra special talent workshops, children have time to pursue what interests them – even if it’s not in the curriculum. True lateral thinkers!

Whether it's an ambitious goal, a dormant talent or a personal dream: Jules Verne Campus promotes the gifts and talents of children and adolescents. In "créAktiva", our children and learning partners are given enough space and time to discover and develop their talents in elective offers.
This can be the integration of project-oriented learning as part of the timetable or special tasks and problems that children set themselves. Special challenges in artistic areas such as theater, dance, playing instruments or sports are also offered. Large projects throughout the year produce "créAktiva" week, the culmination of practice, effort and cooperation by the children's community made visible with a presentation or production. And let's not forget the specially designed after-school offers in Kindergarten and Hort!

In our neologism "créAktiva", creativity and activity are valuable building blocks for enjoyable and effective learning and development. Being "créAktiv" is one of the teaching principles at the Jules Verne Campus that runs through all areas of learning and activity and is therefore effective across all subjects. If children become, or remain, creative in their approach to problems, they can actively overcome challenges and boost their self-esteem enormously.