The structure of teaching is determined by a series of stipulations made by the Bavarian Ministry of Education and Culture (MODUS 21). Teaching mostly takes place in double lessons, and the school year extends over three terms rather than using the two-semester system which is more usual in Germany.

We have adapted the prescribed timetable to meet our own requirements. Far more teaching of English takes place in smaller ability-based groups, for example, and our teachers also take advantage of class teacher time to discuss social issues with their classes and to practise learning methods. 

All our students sit their Intermediate Secondary School Certificate (MSA) at the end of Year 10. The Bavarian Upper Secondary School Certificate (Abitur) is taken after Year 12.

Bilingualism promotes cognitive development in such areas as awareness of language, creativity and flexible thinking. Students who have been learning in a bilingual environment for many years perform at an above-average level in foreign languages, in their own mother tongue and in other subjects.

Our secondary school continues the bilingual concept introduced at nursery school and primary school. Teaching takes place in accordance with the immersion method, which means that all content is delivered exclusively in either German or English. Our secondary school students have no difficulty in following specialist content taught in English and are also able to discuss, write and give presentations in the English language.

Teachers deliver the lesson content at native speaker level. About half of subjects – a higher proportion than at the Phorms primary schools – are taught in German. Students now gain the ability to express themselves verbally and in writing in both languages as well as possible.

Each child has his or her own interests and abilities. For this reason, the Phorms concept is aligned towards the individual development of the children, featuring a high care ratio, all-day teaching, inter-disciplinary team and project work, creative learning methods and exciting afternoon activities. All of this provides the scope for individual talents to develop.

We aim to support all of our students in line with their own skills and talents. Therefore, we have introduced the principle of differentiated teaching. It involves placing students in ability groups and is supplemented at our secondary schools by a mentoring programme.

Mentors devote time to individual children on a regular basis. Students and teachers engage in discussions to address problems, achievements, issues and objectives. We also motivate our students to take part in extracurricular activities such as music, Olympics training and reading competitions as well as the “Children’s University” operated by Munich University.

Learning is a process which requires time and creative space. For this reason, we offer “rhythmitised teaching”. Double lessons allow time for projects and individual learning methods and alternate with shorter teaching units.

The exact point at which a lesson ends is determined by the teacher as there are no bells at Phorms Education. We also include a period of “class teacher time“, during which teachers and students discuss general school issues. The structure of the day features breaks and a lunchtime period which provides enough time for both eating and relaxation.

We attach great importance to guiding our students towards autonomous learning and to supplementing our teaching by hands-on experiences. For this reason, our teachers regularly use projects as a framework for the delivery of contents.

Students undertake activities such as excursions as well as theatre and museum visits related to their current topics. They interview experts, construct models, carry out experiments and prepare presentations. The children learn how to approach a topic in an independent and creative way, how to work from a number of different angles and how to conduct a group presentation.

It is important to us that our students learn appropriate social behaviour and how to work in a group. Group work is a source of motivation for the children. They assume responsibility together, learn how to organise themselves, inject their own ideas and learn from one another. For this reason, we are always seeking to form teams. This is an approach we adopt in sport, where fair play and team work are an integral part of teaching, and as an overall philosophy which extends across the other subjects.

Bilingualism forms an integral part of our students’ daily educational experience, and English and German have equal status as languages of instruction. About half of our courses are held in English. A second foreign language is mandatory from grade 6, and students may choose either French or Latin. Children may also opt to take Spanish as a third foreign language from grade 8.

From grade 8 onwards, students may elect to study Spanish or business studies and IT. We are planning more options for the future.