Grammar School

Our Grammar School wants to make waves and innovate the school landscape, the motivation to learn, and the young people themselves! We learn in the large learning studio, do projects, work in small, sometimes inter-year groups and take responsibility for ourselves and our learning! As a science-based Grammar School with German and English as languages of instruction and, from grade 6, French as a second foreign language, we offer our learners the best conditions for their future. The pedagogical concept of the Jules Verne Campus is continued at the Grammar School and adapted to the needs of teenagers. Decisive pillars in the implementation at the Grammar School are autonomous learning, bilingualism by subject, Coaching and the concept of Future Skills, in addition to the extra JVC subjects. But even with all these innovative aspects, we fully comply with the Bavarian "Gymnasium" curriculum.

Daily routine

The Jules Verne concept stands on the solid ground of the Bavarian Law on Education and Teaching (BayEUG).

Our Grammar 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 supplemented by extra subjects and educational modules.

The final examination at Jules Verne Grammar School is the Bavarian Abitur, with precisely the same qualification as at public "Gymnasium" schools.


In the Gymnasium, lessons begin for all learning partners at 8:30 am and end at 4:00 pm. The extra Jules Verne subjects, Curiosology, Movement and créAktiva are integrated into the daily schedule and complement the state-mandated subjects timetables. During a given school day, input phases in the learning group alternate with independent work phases in the learning studio, with projects and overarching themes often spanning an arc between subjects to create meaningful learning. The young people eat lunch together with the learning guides; well-deserved (movement) breaks are regularly scheduled in the daily routine.

Recognition & Abitur

The Jules Verne Grammar School is state-approved, meaning that our pedagogical concept complies with the Bavarian educational goals and that our Gymnasium is supervised exactly as public schools are. We are therefore subject to high requirements in terms of our concept and its execution, compliance with the Bavarian curriculum and school regulations, and the qualifications of the teaching staff. A change to a public school should be possible at any time without restrictions due to the comparable level: A change to a secondary public school with state approval, say on the occasion of a move, is possible, depending on the individual requirements of the school. A change to a Mittelschule or Realschule is possible at any time and a change to a public Gymnasium is possible with an entrance examination or probationary period. Transferring to an IB school or school abroad is also possible with a grade report and recommendation, depending on the specific requirements of the school.

A state-approved Gymnasium leads students along the curriculum to the Abitur, just like a public Gymnasium. The Abitur examination itself is uniform throughout Bavaria: the same Abitur is held everywhere. While the examination at a public or state-approved Gymnasium can take place at the respective school itself, students of state-approved schools, such as the Jules Verne Gymnasium, take part in the Abitur examinations of a partner public school as external participants. In this case, only the performance achieved here counts for the Abitur. The grades achieved during the course of the last two years do not count towards the Abitur grade, in contrast to students at public schools. The "Abitur" qualification obtained is a state qualification and does not differ from that of public schools; it is therefore fully equivalent. Information from the Ministry of Education and Cultural Affairs on the external Abitur can be found here.


Based on a broad, general education, young people at JVC develop all the necessary competencies they need for University, and for the future.

By competencies we mean action-oriented knowledge. This is knowledge that our learning partners can also apply outside the specific subject context when dealing with tasks and problems - in other subjects, in their studies, in their working life, throughout their lives.

This ability to network and transfer enables our learning partners to open up linguistic, cultural, social, historical, technical-scientific, philosophical and political issues very well.

The competences we acquire at JVC include:

Work organisation and planning.

Our learning partners are able to grasp complex problems, to structure solutions, and to plan and carry out the problem- solving independently. They have the necessary techniques to organize their work well.

Time management

Our learning partners learn to deal with an available time budget independently and efficiently.


Critically reflecting on their own approach and working methods is a matter of course for our learning partners.

Learning strategies

Our learning partners take responsibility for their learning. They develop a broad repertoire of learning strategies which they use to master complex tasks. They become capable of using those learning strategies that are useful for achieving learning and performance goals, depending on the situation. They are aware of their personal learning preferences and recognize the influence of their attitude and will.

Coping with complex work situations

Our learning partners have strategies that enable them to deal with complex demands and obstacles in the work process.

Communication skills

Our learning partners are able to communicate appropriately to the situation. This includes the following abilities: active listening, the consideration of rules of conversation, giving others differentiated linguistic feedback, moderating conversations in groups, openly addressing problems, and respectfully dealing with conflicts in reasonable dialogue.

Social learning

Our learning partners are able to solve problems in a group. They use the social environment for their learning processes, for example by forming learning partnerships with classmates or consulting their learning guides.

Interpretive skills

Our learning partners are able to interpret a given problem personally, but are also able to take a different perspective than their own. They are able to recognize and interpret point of view statements as such.

Basics of scientific work

Our learning partners learn the proper handling of sources such as applying citation rules correctly and according to the basics of good scientific practice. They are able to research, prepare and present information. They are able to produce written texts as well as oral presentations according to scientific criteria.


The cultivation and expansion of language and thinking skills is one of the most important goals in the development of children and young people. The basis of bilingual education at Jules Verne Campus is the immersion principle.

Competency in English in both everyday and technical language is more important today than ever. At universities and in business, a good knowledge of English has long been taken for granted, research results in English are commonplace, and in many internationally oriented companies, English is the common language.

At Jules Verne Grammar School, selected subjects are taught immersively in English alongside German. This is done with the aim of acquiring and expanding knowledge of technical terminology in English in addition to general communication skills.

In immersive teaching, the focus is not on the German or English language used exclusively by the learning guide, but on the given subject. This is the decisive difference to classical language lessons, in which the language learning process is consciously controlled. In immersion teaching, language learning takes place almost "by itself" through the occupation with subject matter.

Future Skills

At Jules Verne Campus, we implement the Future Skills concept developed by SBW Haus des Lernens AG. In a world that is changing so fast, we cannot know exactly which job profiles we should prepare our adolescents for. Therefore, the goal of education must also focus on the acquisition of future-oriented skills by our learning partners: Passion and resilience are necessary to be internally stable. The idea of "Alpha - Omega" and global identity are essential components of a connection between the inner self and openness to the outside world. "Rule-breaking" expresses inner strength in the sense of questioning boundaries and developing entrepreneurship. These essential skills - and also digital competencies - are specifically fostered at Jules Verne Campus. Future skills, as we are convinced at the JVC, not only show a future-oriented focus, but also prepare our learning partners in the best possible way for unknown structures in work and society.

Coaching at JVC Grammar School

Our Coaching approach at JVC Grammar School focuses on three key elements: trust, learning and guidance.


  • Teamwork between learning partner and coach, with a solution-oriented focus
  • One point of contact for sudden personal needs or crisis situations
  • Learning partners choose their coach and decide on participation in sessions
  • Regular check-ins to assess the learning partner's personal state over time
  • Triangle talks with parents to maintain communication


  • Coping strategies for stress, concentration difficulties or organizational problems
  • Learning how to learn - with support, methods and increased enjoyment of learning
  • Developing mental strengths and inner "helpers" for each learning partner
  • Jointly defining and overcoming obstacles to personal growth
  • Understanding how one's own brain works and how to deal with it, through learning profiles and self-assessment


  • Personal solutions are found within, we only help to find them
  • Open doors and open minds, we listen and support
  • Discussion of hurdles with parents or guardians when external support is needed
  • Encouraging talent development through challenges and positive reinforcement
  • The aim is to improve self-esteem, confidence in one's own success and understanding of personal resources

We implement this by choosing the appropriate Coaching support depending on the situation and need of the learning partner:

SBW understanding of Coaching support: The three hats

Through all this, we help our learning partners to overcome their individual challenges and break out of old habits or patterns of thinking. In the end, we hope that each learning partner can say:

"I have learned how to learn well, how to succeed and how to be... myself."

Our Coaching sessions:

  • take place on Campus during school hours
  • are held in a suitable Coaching room with materials for self-reflection
  • are offered to learning partners on a regular basis, at least seven or eight times a year
  • are based on the psychology of a co-created relationship
  • follow ethical guidelines for responsible coaching as discussed by the ICF
  • are led by highly qualified coaches who have chosen to take on the role
  • combine self-help and systemic Coaching
  • focus on the key Coaching objectives as described by the Coaching concept
  • are free of charge for parents to support our pedagogical approach