Elementary School

The Jules Verne Elementary School is a state-approved, all-day elementary school. This means that classes are held from 8:30 am to 3:30 pm. The unique educational concept of the JVC is applied perfectly for our youngest learners in our elementary school through extra subjects, grade mixing, bilingualism through immersion and individualization. Below, you can get an overview of the daily routine as well as the learning content on Campus. Here, not only the Bavarian curriculum is on the agenda, but also extra English, individual support, Sports and exercise as well as time for childlike curiosity in our unique subject called Curiosology®!

Daily routine

What you expect from school - but different:

Grades 1 / 2 (example)

Time Activity
8:15 - 8:30 am Arrival, preparation
8:30 - 10:00 am Lessons (times table): Input and learning studio
10:00 - 10:30 am Morning snack and break
10:30 am - 12:00 pm Lessons (times table): Input and learning studio, sport and movement
12:00 - 1:00 pm Lunch with play + relaxation
1:00 - 3:30 pm Lessons (times table): Input and learning studio with créAktiva
3:30 - 4:00 pm Quiet study in the input room (optional)
3:30 - 5:30 Hort care with course program and extra bookable offers such as créAktiva+ or learning studio+

Grades 3 /4 (example)

Time Activity
8:15 - 08:30 am Arrival, preparation
8:30 - 10:00 am Lessons (times table): Input and learning studio
10:00 - 10:30 am Morning snack and break
10:30 am - 12:00 pm Lessons (times table): Input and learning studio, sport and movement
12:00 - 1:00 pm Lunch with play + relaxation
1:00 - 3:30 pm Lessons (times table): Input and learning studio with créAktiva
3:30 - 4:00 pm Quiet study in the input room (optional)
3:30 - 5:30 pm Hort care with course program and extra bookable offers such as créAktiva+ or learning studio+

The daily schedule is an example. Bus children and children who choose to do quiet study are looked after in the input rooms until 4:00 pm.


The timetables for the individual grades correspond to the requirements of the Bavarian curriculum and are supplemented by extra subjects and lessons.

Subject 1st/2nd grade 3rd/4th grade
Religion/Ethics 2 3
English 2 2
German 5 6
Mathematics 5 5
Local history and science (HSU) 3 4
Music 2 2
Art 1 1
Handicrafts/Textiles 2 2
Physical Education 3 3
Individual Support 3 3
Curiosology® 2 2
Movement 3 3
Total 33 36


Our elementary school has been a state-approved replacement school since the beginning and leads your child through the Bavarian curriculum just like the public schools, but this is supplemented with extra subjects and pedagogical modules. This means that our pedagogical concept corresponds to the Bavarian educational goals, and our elementary school is supervised exactly like a public school. As a school, we are therefore subject to high standards in terms of our concept and its execution. For example, we must comply with the Bavarian curriculum and school regulations, the qualifications of the teaching staff, and the condition of the school building, etc.

A possible transfer from the Jules Verne Elementary School to a public elementary school is always guaranteed due to the comparable level, while change to a private elementary school depends on the individual requirements of the respective school. When transferring to a secondary school, there is a difference to alternative schools that are state-recognized (and not approved): The transfer certificate (Übertrittszeugnis) of a public or recognized private elementary school makes a binding statement for admission to secondary schools through its grade point average, e.g. whether a child is suitable for attending a Realschule or a Gymnasium. The public secondary schools are bound by a transfer certificate from a public or state-recognized replacement school when deciding on admission. Students of a state-approved school receive a so-called transfer report and attend so-called trial lessons (Probeunterricht) at the public secondary school instead. This determines a child's suitability and admission. Private secondary schools are not bound by the transfer certificate. They set their own admission criteria.

The fourth graders - called diamonds at JVC - the approved Jules Verne Elementary School therefore either take part in the trial lessons of a public grammar or secondary school or go through the admission process at a private school in order to transfer to a secondary school. Transfer to a private public secondary school is of course always possible.

Since the concept of Jules Verne Campus in the elementary school is well compatible with the requirements of the government, despite its many special features, permission to operate a replacement school was granted without restriction in 2013. From this point on, and confirmed during the Corona crisis that hit in 2020, our school has strongly consolidated its profile. With a success rate in the trial lessons consistently above 90% - and recently in the 2021/2022 and 2022/2023 school years, even at 100%! - the development of our elementary school learning partners can objectively be regarded as outstanding. Targeted preparation for trial lessons for secondary schools has been become embedded in grade four at JVC. The development and maturity gained in the process defines an important, yet masterable challenge. At Jules Verne Campus, we prepare our "diamonds in the rough" for this milestone in an extremely sensitive, structured and careful manner. This begins with the "Diamond Celebration," at which the fourth graders take their special status as examinees. This is anchored in everyday life throughout the last year in elementary school year, e.g. in diamond lessons during regular school time, in "trial Probeunterricht," lasting several days, special assessments, and even bookable booster courses during the holidays. The competences that our transition children learn in this way not only lead them safely through the trial lessons, but also prepare them in the best possible way for everything unknown that lies ahead of them afterwards. Internal evaluation processes, the success rates in the trial lessons, the consistently very good feedback from public and private secondary schools, and the trust of our Jules Verne parents confirm this orientation time and again. This was even true during the distance learning period in 2020, in which the transfer rate was 93% despite severely limited external support services.

We would like to maintain this successful formula fo success for the time being and are therefore presently not seeking state recognition. If, in the future, this path offers added value for us and the children entrusted to us, we may consider it.

grade MIXing

The children in grades 1 and 2 as well as 3 and 4 learn together in a so-called learing group at Jules Verne Campus. Each learning partner works according to their strengths and weaknesses, either independently or in groups with others in their group. The advantage of this is that over time, a child takes on the role of both the younger and the older learning partner. In these constellations, the child learns to appreciate the help and support of "experienced" classmates, but also being a mentor. This also means that group composition differs slightly from year to year, encouraging new friendships and confidence gained in each new stage of development. Cooperative learning promotes teamwork and strengthens self-confidence and mutual respect for the uniqueness of each individual.


At Jules Verne Campus, you are used to hearing students speak in a natural mix of German and English. Not only because of their often international background, but because they grow up speaking both languages every day. About half of all staff at Jules Verne Campus - whether teachers, educational support staff or administration - come from a country where English is the national language.

In the elementary school, two learning guides . teachers) are responsible for each learning group: one native speaker of German and one native speaker of English. The respective mother tongue is used consistently because children learn languages through relationships. Every family whose parents come from different nations knows this. If a person with whom the child is emotionally connected uses only one particular language, the child acquires it playfully, without the need for explicit learning.

For Jules Verne children this is completely normal, and "switching" in the middle of a sentence is not uncomment. When they change the person with whom they are speaking, children may relay on body language and facial expressions to make themselves understood. Because this science-based immersive approach promotes language acquisition enormously, our JVC children become functionally bilingual over time.

Weekly Plan

In the Elementary School, the learning partners work on a weekly plan with learning objectives individually tailored to them. This is shared with their parents on a weekly basis. The primary aims of the weekly plan are documentation, reflection, planning of learning, organization of tasks, highlighting of achieved successes and defining of medium-term objectives. The weekly plan contains planning tools, an area for individual learning goals, and space for reflection. Learning partners have plenty of time to work on their weekly plans in class or during study time in the learning studio.

Learning Partner Portrait

An example of living the fractal element RESPECT at Jules Verne Campus is our very own learning partner portrait, a compilation of values we foster to achieve respectful interaction and to support us in becoming well-rounded people and learners. Different values are addressed each week in our Elementary School. In the 2021/2022 school year, the learning guides and partners designed the balloon displayed in our learning house containing puzzle pieces describing the following values: brave, curious, fair, persevering, helpful, organised, active, empathic, open-minded, and creative.