WELCOME TO BIS - BELIEVE. INSPIRE. SUCCEED - INSPIRING AND CHALLENGING YOUNG MINDS - BAVARIAN INTERNATIONAL SCHOOL
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Welcome to BIS
InSpIrIng and challengIng young mIndS
Believe. Inspire. Succeed.
BIS_Broschüre-NEU_12/2019:Layout 1 04.12.19 12:47 Seite 2
our Vision
BIS strives to develop motivated,
responsible life-long learners who
make a difference to our world.
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www.bis-
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our mission and mandate
Inspiring and challenging young minds... • Pursue excellence through a commitment to the
• Stimulate inquiring minds and spark enthusiasm for continuum of the IB programmes and other accredi-
discovery and exploration. ting educational organisations.
• Focus on all aspects of student development: the
academic, the intellectual, the creative, the social, ...assume responsibility...
the physical, the ethical and the emotional. • Stimulate inquiry into local and global issues from
multiple perspectives and develop the understand-
...as a caring and committed international ing that the opinions of others may also be right.
community... • Build a strong sense of personal and social responsi-
• Provide an open-minded and supportive atmo- bility that sets the foundation for a balanced lifestyle
sphere through a climate of commitment, empathy and encourages service to others, our community
and open communication. and our environment.
• Facilitate the acquisition of languages and under-
standing of culture by communicating in English and ...and pursue life-long learners.
by providing instruction of German and other • Challenge our students to become life-long learners
languages. by taking risks, reflecting on their experiences and
• Promote international-mindedness throughout our preparing for their futures.
curriculum by exploring our diversity of culture, • Encourage parent and family involvement in each
language and experience while gaining insights from student’s learning to enhance the success of our
the unique perspective of our German host culture. programmes.
• Excel in standards of education with dedicated
...to achieve excellence,... teachers and a committed staff who seek multiple
• Promote the acquisition of concepts, knowledge, opportunities for professional development.
skills and attitudes required to think critically,
pursue excellence and fulfil one’s personal potential.
• Be a dynamic and progressive school with well-
resourced and innovative programmes.
- school.com 3
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Welcome to BIS
Dear Parents, BIS has been committed to the widely recognised Inter-
BIS has always placed the child’s individual development national Baccalaureate (IB) programme from the very
at the centre of its educational focus, encouraging active, beginning and has been authorised as a World School by
engaged participation. the International Baccalaureate Organization to teach
Questioning is encouraged, and student-led inquiries the IB Primary Years, Middle Years and Diploma Pro-
prioritised, enabling students to follow their interests grammes. We added the IB Careers-related Programme
while exploring and constructing their own meaning of (IBCP) in 2018, becoming one of only four schools in
the world around them. Our actions are driven by our Germany to offer this qualification and one of only two
credo: schools offering all four IB Programmes.
Believe. Inspire. Succeed. We set ourselves high standards as faculty and staff and
expect the same from our students. We also understand
Just three words. Powerful words, which embody what
that, while academic rigour is important, a child also
we at BIS strive towards every day. From Early Childhood
needs a broad and balanced education in a secure and
(EC) to Grade 12, from admissions to college and career
caring environment. Through co-curricular and commu-
counselling, from back office administrative support
nity service opportunities, we are always looking to
to our Supervisory Board and of course parents and
enrich the experience of our students, understanding
students – all play a critical role in creating an environ-
our responsibility to prepare them to be contributing
ment for our students to believe in themselves, be
citizens in tomorrow’s world.
inspired to stretch further, and ultimately find personal
and professional success.
Not only do they mirror the acronym of the Bavarian Dr Chrissie Sorenson
International School – BIS, but also stand alone for the Head of School/Vorstand
attributes we feel are critical for current
and future generations of global citi-
zens, making the world a better place.
What strikes me most about BIS, how-
ever, is what a safe environment we
provide for our students. In order to
learn, we all must feel safe to make
mistakes. One doesn’t learn anything
by always making the right choices –
mistakes are an important step in lear-
ning. Indeed, James Joyce described
mistakes as „the portals to discovery”.
Isn’t that what we want for our students
– the joy of discovery?
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history
Foundation of Bavarian
1990 International School e.V.
Official opening with 6 students
1991 from Pre-School to Grade 1
Official authorisation by the
1995 International Baccalaureate
Organization
First graduating class,
1997 with 17 students
1998 Move to Schloss Haimhausen
2003 Opening of new auditorium
Opening of new Primary School
2007 building
Opening of new school cafeteria
2011 and library
Opening of second Primary School
2016 campus in Munich City
Change of legal status to a
2018 registered not-for-profit
corporation (gAG)
2021 30th anniversary of BIS
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Inspiring global citizens
“Believe. Inspire. Succeed.” is the motto that underlies A focus on each child as an individual
the pedagogically rich and holistic education provided
for students from age three to 18. Intercultural compe- "We provide our students with the intellectual, inter-
tence, collaborative and inspirational learning, respect, cultural, social, emotional and, most importantly, with
social responsibility and tolerance characterize the spirit the critical perspectives they will need as adults in a
of this accredited IB World School. global, technological world. Our students will be able
to solve the challenges of the future and make the world
1,200 students from 56 nations attend the two campu- a better place", says Dr. Chrissie Sorenson, Head of
ses of the Bavarian International School gAG (BIS), loca- School at BIS, Germany's third largest international
ted in the village of Haimhausen and central Munich. school. "Each child’s individual development is placed
170 teachers provide BIS students with a first-class at the very center of the educational focus at BIS."
teacher-student ratio of 7.5 to one, a ratio that allows International-mindedness and diversity is virtually the
teachers to differentiate in the classroom and address DNA of this all-day school. English is the language of
the individual needs and strengths of each child. instruction, while German language classes are offered
Tangible proof of the success of this approach is seen beginning in grade one for all levels of proficiency.
each year in BIS students’ IB Diploma scores; in 2019 the Starting in grade six, French, Spanish, Mandarin and the
average score was 34.3 points, well above the world- optional "Mother-Tongue Programme" allow students
wide average (29.7). The Bavarian International School to maintain and develop literacy in their native language.
strives for state-of-the-art school standards, investing in Mother-tongue learning is currently offered in 17
educational technology, science laboratories, art and languages.
design studios, sports halls, theater spaces, an audi- Pupils and parents alike regard the multitude of extra-
torium and an extensive extra-curricular program. curricular activities on offer as an exceptional feature of
BIS. These activities include approximately 40 sports
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courses per week on the Haimhausen Campus, as well serving as both an instrument for business promotion
as CAS (Creativity, Activity, Service), Model United and location marketing.
Nations debate team, the Eco-Schools project, and the
Duke of Edinburgh's International Award, a mix of fit- Future through innovation
ness, scouting and expeditions. In all of these activities,
Development, innovation and the future, all drive the
social engagement, interdisciplinary collaboration and
curriculum and teaching at the BIS campus in Haim-
exploring new horizons play a particularly important
hausen, to the north of the Bavarian capital, and to this
role, according to Dr. Sorenson.
end, the management team of the Bavarian Interna-
An IB World School tional School has set the goal of building a state-of-the
art "Creativity & Innovation Center" (CIC). As the modern
The Bavarian International School is an IB World School, heart of the Haimhausen campus, the CIC will be
one of only two schools in Germany authorized by the designed to support the teaching and learning in the
International Baccalaureate Organisation (IBO) to offer "STEAM" disciplines: "S" for Science, "T" for Technology,
all four IB programmes: the Primary Years Programme "E" for Engineering, "A" for Arts and "M" for Mathema-
(PYP), the Middle Years Programme (MYP), the Diploma tics.
Programme (DP) and the Career-related Programme BIS has launched a fundraising and sponsorship program
(CP). The IB Diploma is recognized by the best universi- to realise this major project; as well as to recruit and
ties in Germany and all around the world. promote excellent teaching staff; and to create a
The portability of the IB curriculum is a key factor for scholarship programme to enable highly talented
international families who relocate often. For globally students in need of financial assistance. The Creativity &
mobile expat specialists and executives who relocate on Innovation Center will allow students to experiment
average every three years, the smooth transition of learn, and create. "If there is one big headline to describe
their children from school to school is an absolute prio- everything that we do at the Bavarian International
rity. The BIS Parent Teacher Organization (PTO) welcomes School, then it's 'Shaping the Future'," concludes Dr.
new families and helps them to settle in. The New- Chrissie Sorenson.
comers Centre offers students arriving with little prior
www.bis-school.com
knowledge of English intensive language support in a
safe and supportive environment. These services make
BIS a vital factor for the economy of Greater Munich,
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10 Reasons to Join BIS
1. helping personalities Flourish mitment does not end with the students, because the
Academic Excellence entire family finds a home away from home within our
At BIS students develop in a way that suits their interests BIS community.
and talents. The school is a pathfinder, a source of inspira-
5. communicating with the whole World
tion and knowledge for like-minded families, and a cata-
Expert in Language Acquisition
lyst for discovering opportunities and opening doors.
BIS is one of only two international schools in Germany BIS aims to nurture an appreciation of the richness and
offering all four programmes of the International Bacca- diversity of language. Language does much more than
laureate Organization (IBO): Primary Years Programme promote cognitive growth; it is crucial for maintaining
(PYP), Middle Years Programme (MYP), Diploma Pro- cultural identity and emotional stability. The acquisition
gramme (DP) and Career-related Programme (CP). Our IB of more than one language and maintenance of the
Diploma results (34.3 points in 2019) are well above the mother tongue enrich personal growth and help facilitate
global average (29.7 points worldwide) year after year. international understanding.
Graduating from BIS launches students to the world’s BIS offers six modern languages (English, German, French,
best universities including German universities. Spanish, Japanese, Mandarin) and 17 languages in the
Mother-Tongue-Programme.
2. Focus upon each individual child BIS is known for its individual support of learning for all
Personalized Education & Well-being students, including learning support and students acqui-
Each child’s individual development is placed at the very ring English as an Additional Language (EAL).
centre of our educational focus at BIS. Passionate A unique feature is the Newcomer Centre where students
teachers, counsellors, pastoral leaders and mentors with with little or no academic English can acquire the school’s
experience and a spirit of innovation are the most impor- ‘language of learning’ in a safe, structured environment
tant key to ensuring that the whole child’s strengths that facilitates transition to regular classes when the
and needs are at the centre of attention. student is ready.
Our educators are focused on building relationships and
fostering collaboration. In cooperation with the pastoral
6. a Safe home away from home
(well-being) team, the counsellors and mentors provide Safe & Welcoming Environment
holistic, sensitive, individual care for each student. Kindness is the second school language of BIS and "wel-
come" is one of our most valuable words. Apart from
3. Inspiring global citizens these soft factors, the safety of our students is the num-
Real International Spirit ber one priority on both campuses – in the central,
Students from 56 nations with 44 different mother
tongues learn at BIS under the motto "Believe. Inspire.
Succeed." The teachers come from 29 different countries.
We provide our students with the intellectual, inter-
cultural, social, emotional and critical perspectives they
will need as adults in a global, technological world. Our
students will be able to solve the challenges of the
future and make the world a better place.
4. caring community
One Big Family
Care is one of the most important core values at BIS. Inter-
cultural competence, collaborative and inspirational lear-
ning, respect, social responsibility and resilience – all of
these characterize the spirit of the school. But our com-
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modern City Campus in Munich and on the picturesque
Haimhausen Campus with its manor and park.
All staff members must provide a clean police record and
complete a certified child protection safety course
through the Educational Collaborative of International
Schools (ECIS). Digital citizenry is taught and supported
throughout the curriculum.
7. preparing for the Future
exceptional learning Support, counselling &guidance
The Learning Support teachers help to implement the
school's commitment to inclusion by taking care of stu-
dents with special needs with small group work, class- Very popular are the CAS (Creativity, Activity, Service) in
room support, and facilitating any necessary accommo- Grades 11-12 and service as action programmes in Grades
dations. 6-10, the Eco-Schools project, the Model United Nations
The School Counsellors provide advice and support for debate team and The Duke of Edinburgh's International
students and parents on an individual basis, through Award, a programme of personal development that
grade level interventions, parent workshops and more. equips young people for life through service, skills, fitness
The University Guidance team offers individualised assis- and challenge.
tance and advice to students who access universities all BIS also offers an After School Care programme for
over the world. children in the Primary School.
8. using Technology cleverly 10. living Innovation
State-of-the-Art Educational Technology Creativity, Innovation & Future Orientation
BIS combines education and technology in ways that Creativity, future orientation and innovative spirit are
truly promote student learning. Using educational tech- omnipresent at BIS and an important part of its DNA.
nology as a tool for learning, students develop the capa- Design Thinking and Positive Education are part of the
city to locate, analyse, synthesise, and evaluate informa- educational philosophy. Teachers inspire students,
tion to create knowledge. students inspire teachers.
Our school offers a 1:1 iPad programme for all students in And for us, the future begins today. Coming soon: the
Grades 4-6 and a 1:1 laptop programme for students in Creativity & Innovation Centre (CIC) will provide a new
Grades 7-12. Three dedicated teachers specifically focus home for deep learning and best practices at Haim-
on Educational Technology, one per school section and hausen Campus.
campus.
9. engagement with Body and mind
Extensive After School Activities & Community Service
BIS offers an extensive After School Activity programme,
including more than 40 sports courses a week, Personal
Fitness, Visual Arts, Creative Arts, Music, Drama, Design
Technology, Girl/Boy Scout, Irish Dance, Gymnastics,
Dance, Ballet and much more.
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Facts & Figures
Foundation 1991 (30th anniversary in 2021)
Students about 1.200 , third largest international school in Germany
employees 210 (including 170 teachers)
nationalities 56 different nationalities represented
Top 6 Nationalities: German 26 %
UK 12 %
USA 11 %
Spain 8%
India 5%
Japan 5%
29 different nationalities among the employees
languages 6 modern languages are taught at BIS: English, German, French, Spanish,
Chinese (Mandarin), Japanese.
Top 5 mother tongues: English 34 %
German 25 %
Spanish 9%
Japanese 4%
Korean 4%
17 languages are taught in the additional Mother Tongue Program
(in addition to the regular syllabus).
degrees All four IB programmes: Primary Years Program (PYP), Middle Years Program (MYP),
IB Diploma Program (DP) and IB Career-related Program (CP).
IB World School (smooth transition to approximately 5,000 IB schools worldwide).
95% of Grade 12 students complete the IB Diploma.
IB Diploma average of BIS (2019): 34.3 (worldwide average: 29.7)
Companies Top 15 companies whose employees send their children to BIS:
1. Eurofighter 9. Nokia
2. BMW 10. EU Space Observatory
3. Airbus 11. Audi
4. Samsung 12. Essity
5. Sandoz 13. Allianz
6. Microsoft 14. Siemens
7. Linde 15. Amazon
8. EU Patent Office
75 % of the parents are Expatriates (Expats), specialists and executives for
international companies, who usually stay in Munich between 1-5 years.
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grading System • After-School-Care Programme for Primary School
students
The Secondary School uses a 7-1 grading scale based on
• Eco-Schools project
that of the International Baccalaureate.
• CAS programme (Community, Activity, Service)
7 exceptional • Model United Nations
• The Duke of Edinburgh´s International Award
6 very good
5 good after School activities
4 satisfactory • 1,022 participants in the After School Activities
• 40 sports courses per week are on offer at the
3 mediocre
Haimhausen Campus
2 poor • Over 100 sports competitions per year with
1 very poor other international schools
Special Services
• 1:1 iPad programme in Grades 4-6
1:1 MacBook programme in Grades 7-12
• Mother Tongue programme
• Learning Support
• Extensive extra-curricular programmes
• Outdoor education programme
• Strong pastoral care programme
• Wellbeing lessons
• English as an Additional Language support
• University + Career Counselling
• School bus service
• Nurse on campus all day
• Student catering available at school
• Private instrumental music lessons available
after school
IB diploma results at BIS
Year Cohort size Full Diploma IB Diploma Average DP High School
entries Passes points Diploma Passes
(% of cohort) (% of entries)
2013 64 92.2% 93% 33.5 100%
2014 71 87.32% 100% 34.2 100%
2015 73 90.4% 100% 34.3 100%
2016 71 90.1% 94% 34.3 100%
2017 62 94% 95% 33.0 100%
2018 82 97.6% 94% 34.6 100%
2019 84 92.9% 95% 34.3 100%
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haimhausen campus
Our Haimhausen Campus is located ten kilometres north
of Munich and is situated within the picturesque
grounds of Schloss Haimhausen. Catering to students
from EC to Grade 12, the Schloss and surrounding
parklands provide BIS students with an inspiring and
tranquil setting in which to aspire to their academic and
personal best. It stirs students’ aesthetic awareness and
appreciation for our host country’s heritage and culture.
A modern complex of purpose-built facilities adjoins the
Schloss, providing students with state-of-the-art class-
rooms and learning spaces including science labs, music
rooms, art studios, design workshops, libraries, sports
halls and a performing arts theatre. Our auditorium
offers staff, students and parents a place to gather to
enjoy class assemblies, performances, meetings and
community events.
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The sprawling green lawns and mature trees of the
Haimhausen Campus offer students a relaxing environ-
ment in which to enjoy their outdoor breaks during the
school day. Children can challenge themselves on climb-
ing structures and equipment, enjoy a game of football
or join their classmates on our hardcourt for a fun game
of basketball.
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city campus
Opened in January 2016, the BIS City Campus is a beau-
tifully renovated facility that caters to primary school
students in Early Childhood to Grade 5. The campus is
easily accessible via a range of convenient public trans-
portation options and excellent traffic links. The down-
town location is ideal for families with young children
living in and around Munich.
Staff and students at our City Campus enjoy a colourful
and spacious learning environment. Large windows
throughout the building provide extensive natural light,
giving the indoor space an outdoors feel. Classrooms
are well equipped with up-to-date technology, including
interactive whiteboards and iPads for group usage. The
dynamic new campus features dedicated learning
spaces for German, English as an Additional Language
(EAL) and music, as well as a two story, multipurpose
sports hall and a maker space room.
Inspiring and challe ng
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City Campus students spend their breaks during the
day in secure outdoor play areas with cover offered by
mature trees. They can engage in a variety of lively
activities, such as riding bikes and trikes, playing basket-
ball and practicing their climbing and balancing skills on
an array of playground equipment. Our urban location
also means that we have access to top local amenities to
support our sports programmes.
le nging young minds
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IB primary years programme
The IB Primary Years Programme (PYP) is a curriculum
framework designed for students from EC (Early Child-
hood) through Grade 5. It focuses on the development
of the whole child as an inquirer, both in the classroom
and in the world beyond.
early years
The Early Years (children aged 3 – 6) are affected by a
rapid rate of development which occurs in the physical,
social, emotional, and intellectual domains. The progres-
sion is unique in each child. For many children, these
years also mark the first transition from home to group
experience outside of the family and to a new physical
environment. BIS strives to make this adjustment as
successful as possible by encouraging the development
of secure and trusting relationships with new adults and
peers.
The young child engages with the world in a direct and
interactive manner and BIS encourages an active learn-
ing approach through which children construct meaning
from experience about the social and physical world
that surrounds them. BIS, within the Primary Years
Programme, recognises that areas of development and
learning are interrelated in the young child, and its
curricular framework allows for concept development
that applies across the curriculum.
The flexibility of the programme allows teachers to
support children’s interests, build up their self-esteem
and confidence, and respond to spontaneous events, as
well as support the development of skills in all areas in
ways that are significant and relevant. The programme
at BIS provides a framework that gives crucial support
for them to be active learners and inquirers, providing a
sound beginning to the continuum of learning that goes
on throughout their school years.
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grades 1 – 5 Classroom teachers in our Primary Schools teach English
language, mathematics, science, social studies and art,
The PYP addresses students’ academic, social and emo- both within transdisciplinary units of inquiry and in
tional well-being and encourages them to develop inde- single subject lessons. We have specialised teachers to
pendence and to take responsibility for their own learn- teach German, music and physical education, as well as
ing. It is defined by six transdisciplinary themes of global staff to teach and guide our students during their
significance, explored using knowledge and skills derived weekly visits to the library. To enhance our academic
from six subject areas, with a powerful emphasis on programme, students have the opportunity to partici-
inquiry-based learning. pate in additional activities, such as our weekly assemb-
lies, which foster a sense of community, enabling
The aim of the programme is to create a transdiscipli-
students to share what is being learned and to celebrate
nary curriculum that is engaging, relevant, challenging
special events. We offer a weekly Elective Programme
and significant for learners. The common ground that
and student learning is also enriched through field trips
represents good practise in all schools offering PYP is
which complement the curriculum.
the kind of student we hope will graduate: students
who will lay the foundation upon which international
mindedness will develop and flourish.
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IB middle years programme
middle years Each student is placed in a mentor group under the care
of a mentor. The mentor’s responsibility is to develop
The aims of the IB Middle Years Programme (MYP) are
and build a relationship with their students so that each
to inspire young minds and challenge young individuals
and every student feels a sense of belonging in the
to achieve their intellectual and personal potential
Secondary School. The mentor is the first point of
within a caring international environment. To achieve
contact for parents to inquire about the overall pro-
this aim, we offer our students a broad and balanced
gress of their child. This is particularly helpful in easing
curriculum with a strong academic foundation that
transition for students that are new to our school. We
promotes intercultural awareness and supports and
work closely with the Primary School to ensure curricu-
nurtures the physical, social and emotional develop-
lum articulation and to best meet every child’s needs
ment of adolescent children.
through a challenging and supportive curriculum and
environment.
a caring and committed in
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grades 6 – 10 All students study Personal, Social and Health Education
(PSHE) through Wellbeing classes and must participate
Students in Grades 6-10 take the following subjects:
in service to gain an understanding of what it means to
• Mathematics (standard and extended)
be a responsible citizen and to acquire first hand experi-
• Physical and Health Education ences in participating in activities that benefit others,
• Design both in the BIS community and beyond. Students are
• Language and Literature (English, German, EAL or required to reflect on their contributions. While BIS
Mother Tongue) does provide some time, opportunities and resources
• Sciences for service, students are expected to take initiative and
• Individuals and Societies (Humanities) seek out service opportunities on their own as well.
• Arts including Visual Arts, Drama and Music (Grades BIS offers MYP students a residential trip during the
6 – 8 all subject specialties, in Grades 9 + 10 focus on school year. The focus of the trip is team building and
one or two of the subject specialities) problem solving through physical and intellectual chal-
• Language acquisition (Spanish, French, German, lenge. The aims of this programme are two-fold; one, to
English, Chinese) live, learn and travel cooperatively; and two, to extend
In every year of the MYP, students complete an inter- and apply school curriculum in a realistic and often more
disciplinary task. Inter-disciplinary learning supports interesting environment.
students in understanding knowledge from two disci- For example:
plines or subject groups. As a culmination of the MYP, in • Exchange programme to Florida
Grade 10 students complete the personal project, an • Community Service trip to India
individual study of their choice.
myp – number of lessons over a 10 day teaching cycle
*please note: these allocations are subject to yearly review!
d international community
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diploma programmes
BIS offers three programmes of study for students in CAS (Creativity, Activity and Service); the Extended Essay
Grade 11 + 12 (aged 16 – 19): the IB Diploma (DP), the IB which demands independent work under appropriate
Career-related Programme (CP) and the BIS High School guidance and gives students a first experience of person-
Diploma. Rather than being based on a particular indivi- al research; and a course on the Theory of Knowledge,
dual national system, these three options represent the which explores the relationship between the disciplines
desire to provide students of different linguistic, cultural and ensures that students engage in critical reflection on
and educational backgrounds with the intellectual, social the knowledge and experience acquired within and
and critical perspectives necessary for the adult world. beyond the classroom.
Having three programmes which offer a variety of study
options allows the school to cater for all the various
needs of our student body.
These programmes are a deliberate compromise between
the preference for specialisation in some countries and
the emphasis on breadth often preferred in others. The
intention is that students should learn how to research
and analyse, as well as how to synthesise and apply in-
formation to reach considered conclusions about man,
our languages, our literature, our ways in society, and
the scientific forces of our global environment.
Three further requirements contribute to the unique
nature of all Diplomas: the compulsory participation in
achieve ex
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IB diploma programme
The IB Diploma, with its three subjects at Higher Level taken the IB Diploma; not only because of evidence that
(HL) and three at Standard Level (SL), requires students they are well prepared for university study, but also
to study a broad range of subjects including Languages, because the willingness to complete such a rigorous
Sciences, Mathematics and Individuals and Societies. course speaks well of their academic interest and
stamina.
Students with the IB Diploma have been accepted into
more than 700 universities in some 70 countries. Many
of the universities give credit for IB Diploma courses
taken. Admissions officers seek out applicants who have
IB dp - number of lessons
over a 10 day teaching cycle
*please note: these allocations are subject to yearly review!
• HL classes: 8 lessons per 10 day cycle.
• SL classes: 6 lessons per 10 day cycle.
• TOK: students attend 3 lessons per 10 day cycle.
• PSHE, Mindfulness, Core studies, Mentor lesson, G11
or 12 Assembly: 1 lesson for each per 10 day cycle
(5 in total).
• 9-12 Assembly/EP: 2 lessons 10 day cycle.
e excellence
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IB diploma programme
Studies in language and literature
English A – Literature HL and SL
English A – Language & Literature HL and SL
German A – Literature HL and SL
German A – Language & Literature HL and SL
Japanese A Language & Literature HL and SL
Self-Taught Language A Literature SL
Language Acquistion
English B HL and SL
German B HL and SL
French B HL and SL
Spanish B HL and SL
German ab initio SL
Individuals and Societies
Business and Management HL and SL
Economics HL and SL
Geography HL and SL
History HL and SL
Environmental Systems & Societies* SL
Sciences
Biology HL and SL
Chemistry HL and SL
Physics HL and SL
Design Technology SL
Computer Science SL
Sports, Exercise and Health Science SL
Environmental Systems & Societies* SL
Environmental Systems & Societies qualifies as
an Individuals and Societies or as a Sciences course
Mathematics
Mathematics AA HL and SL
Mathematics AI HL and SL
Arts
Music HL and SL
Theatre Arts HL and SL
Visual Arts HL and SL
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IB career-related programme
The CP requires the study of some IB Diploma subjects in UnITED KIngDOM, COnT.
a Certificates Programme and participation in a work University of Dundee
University 0f Kent
placement at a suitable company. Students have the University of Portsmouth
opportunity to attend a motivation week at the Sustain- University of Sunderland
ability Management School (SUMAS) in Switzerland. University of Wolverhampton
The programme combines academic and vocational edu- University of Worcester
UWE Bristol
cation, to give students practical career-related tuition Webster University, London
while gaining transferable skills in applied knowledge,
critical thinking, communication, intercultural aware- EUROPE
Ecole Hoteliere Lausanne, Switzerland
ness, leadership, collaboration and communication. ITEPS (International Teacher Education for Primary
The CP qualification is accepted by many British universi- Schools), University College Sjaelland, Denmark
ties, and private universities in Germany, Switzerland European University, Munich
and the Netherlands. ROC Mondriaan – International Stream (International
Hotel & Management, International Business)
BAU International University, Berlin
Recent data on colleges and universities who EBC Hochschule Berlin
have accepted IBCP graduates* Globe College (Business), Munich
Swiss Education Group (SEG)
Laureate Hospitality Group, Switzerland, Spain, USA,
UnITED STATES OF AMERICA AnD CAnADA China, Australia
American University of Paris
GBS – Geneva Business School
American University 0f Rome
Webster University, Geneva, Vienna, Leiden
Franklin & Marshall
John Cabot, Rome
Lynn University, Florida (Business & Hospitality)
American University of Rome
Touro College, Berlin
American University of Paris
Rhode Island School of Design
SRH Hochschule Berlin
Old Dominion University
West Virginia University *Thanks to the American Community School, Egham, UK, Berlin Bran-
denburg International School and Leipzig International School for this
UnITED KIngDOM data.
Aberystwyth University
Anglia Ruskin University IBcp - number of lessons
Bath Spa
Birmingham City University over a 10 day teaching cycle
Bournemouth *please note: these allocations are subject to yearly review!
Brighton Business School, University of Brighton
Camberwell College of Art Students take:
Canterbury Christ Church • 3 diploma subjects at either hl or Sl
Coventry University • career related study- BTec
East Kent Hospitals University NHS Foundation Trust
Greenwich • core subjects
Hult International Business School •HL classes: 8 lessons per 10 day cycle.
Kingston
•SL classes: 6 lessons per 10 day cycle
Leeds Metropolitan University
Liverpool John Moores •Career related study- Pearson BTEC Subsidiary
Loughborough University diploma: 12 lessons per 10 day cycle
Manchester Metropolitan University •German for Business: 3 lessons per 10 day cycle
Met Film School
Middlesex University •Personal and Professional Skills (PPS): students
Richmond University, London attend 3 lessons per 10 day cycle.
UCA •Reflective Project: 1 lesson per 10 day cycle
Sunderland
•Wellbeing, assemblies, mentor time etc.: students
UAL
University Abertay Dundee attend 4 Lessons per 10 day cycle.
University of Bedfordshire •Core lessons (directed study) 1 lesson every Friday
University of Brighton
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university and career Support
At BIS, students’ futures are a priority whether they All students have the opportunity to consult extensively
choose to progress to higher education or join a pro- with university guidance counsellors and to receive
fession. We provide comprehensive information and individual support throughout the application process.
advice on further and higher education through the Specialist workshops on how to carry out research in
Deans of Students. Since everyone’s needs are personal different countries are held throughout the year and are
and different, a range of services are organised in such a also offered to interested parents.
way to help students to help themselves.
post-Secondary School preparation
Students and parents can participate in university infor-
mation sessions and have the opportunity to meet with • University Guidance programme, including specialist
the Dean of Students and Secondary Leadership Team workshops for students and parents
to discuss their course choices for the IB Diploma and to • University focused reading groups (e.g. Medicine,
discuss their ideas and begin to plan their application Psychology, Philosophy, Education and Law)
pathways.
• Year-round visits to BIS from university represen-
The University and Careers Guidance programme is tatives; university fairs hosted
introduced in Grades 9 and 10, with students having the • Visits to University and Apprenticeship fairs in the
opportunity to use the careers databases Kudos Inspire vicinity
and Careerscape during Wellbeing lessons, after com- • CAS & Service in Action as opportunities in develop-
pleting an interests and skills inventory to identify ing LEDCs
careers which might be of interest.
• Annual Career Day: Grades 10 -12
Grade 11 students follow a University and Careers • Careers research and C.V. training
Guidance programme in dedicated Wellbeing lessons
• Visiting speakers including alumni guests and guests
and are provided with a comprehensive University
from academia
Handbook with timelines, university, gap year and
career websites worldwide and tips on how to create • Interview training programme: Grades 11-12
strong personal profiles and college essays / statements • Work Experience weeks: Grade 10
in order to be well positioned for their university or • Extended Essay: Grades 11-12 (4,000-word inde-
apprenticeship applications. pendent research essay)
Grade 12 students also have dedicated lessons during • Grade 10 MYP Personal Project (independent
their Wellbeing sessions to finalise their university lists research project)
and begin the application process.
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university acceptances for BIS graduates
2016-2019
AUSTRALIA JAPAN UNITED KINGDOM CONT. UNITED STATES OF AMERICA CONT.
Murdoch University Hitosubashi University Leeds Arts University George Washington University
University of New South Wales International Christian University Leeds University Hofstra University
University of Sydney Keio University Liverpool Institute of Performing Arts Lewis and Clark College
Sophia University Liverpool University Loyola University Chicago
AUSTRIA Tokyo University of Marine London College of Communication New York University
University of Applied Arts Vienna Science & Technology London School of Economics Northeastern University
University of Vienna Waseda University Loughborough Northwestern University
Paracelcus Medical School University Occidental College
Lauder Business School ITALY Manchester Metropolitan University Pepperdine University
Management Centre Innsbruck American Universtiy of Rome Manchester University Pennsylvania State University
Webster University Vienna Florence Institute of Design Newcastle University School of Medicine Seton Hall University
Istituto Europeo di Design New College of the Humanities Smith College
CANADA Istituto Marangoni Milan Nexus Institute of Performing Arts UC Berkeley
Concordia University Nuova Accademia di Belle Arti Milan Nottingham University UC Davis
Dalhousie University Polimoda Insitute of Fashion Oxford Brooks University UC Irvine
McGill University Queen Mary, University of London UC San Diego
McMasters University THE NETHERLANDS Robert Gordon University UC Santa Barbara
Queens University Erasmus University College Royal Conservatory of Scotland UC Santa Cruz
Simon Fraser University Erasmus University Royal Holloway, University of London UCLA
University of British Colombia Fontys University of Applied Science Royal Welsh College of Music & Drama University of Florida
University of Waterloo Han University of Applied Sciences School of Oriental and African Studies University of Miami
York University Hotel School, The Hague St. Andrews University University of North Carolina, Chapel Hill
Maastricht University Sheffield University University of Oregon
FRANCE Royal Academy of Art, The Hague Southampton University University of Portland
American University of Paris Stenden University of Applied Science Swansea University University of San Diego
ECAM School of Engineering The Hague University of Applied Science University College London University of San Francisco
EDHEC Business School Tilburg University University of Bath University of South Carolina
ESSEC International Business School Twente University University of the Arts, London University of Southern California
Pantheon Assas Law School University College Amsterdam University of Brighton University of Virginia
Sciences Politiques University College Leiden University of Birmingham Medical School University of Washington
University College Roosevelt University of the Creative Arts Utah State University
GERMANY University College Utrecht University of Dundee Valparaiso University
Berlin University of the Arts University of Amsterdam University of Durham Wake Forest University
EBS Wiesbaden University of Delft University of East Anglia Whittier College
Friedrich Schiller University Jena University of Groningen University of Edinburgh Willamette University
Globe Business College Munich University of Tilburg University of Glasgow Xavier University
Hasso Plattner Institute Potsdam University of Kent
Heidelberg University SPAIN University of Leicester
Karlsruhe Institute of Technology ESADE University of Plymouth Medical School
Ludwig Maximilian Universität ESNE University School of Design, University of Stirling
München (LMU) Innovation and Technology University of Sussex
Macromedia University Berlin & IE University University of the West of England
Munich Les Roches Hospitality Management University of the West of Scotland
Munich Business School School Warwick University
Munich University of Applied St. Louis University Madrid York University
Sciences Universidad Europea Madrid
Schiller International University Vatel International Hospitality School UNITED STATES OF AMERICA
Technical University Munich (TUM) Madrid American University
University of Fribourg Bates College
University of Lübeck SWITZERLAND Boston University
University of Mannheim ETH Zurich Bryn Mawr College
University of Münster Franklin University California Polytechnic State University
University of Music and Performing St Gallen University Chapman University
Arts Munich College of Charleston
Zeppelin University UNITED KINGDOM College of William and Mary
Imperial College London Drexel University
ISRAEL Kings College London Duke University
IDC Herzliya University Lancaster University Fairleigh Dickenson University
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english as an additional language (eal)
The English as an Additional Language (EAL) Programme
is designed to equip each student with the social and
academic language skills necessary to seamlessly enter
the multicultural community and gain unhampered
access to learning opportunities at BIS. In the process
of additional language acquisition, EAL students transfer
literacy and cognitive skills from their Mother Tongue
(MT) and thus contribute unique perspectives enriching
the learning environment at our school.
Through a home language survey, English language skills
assessment and review of recent academic records, the
EAL department identifies the level of each student’s
English proficiency and recommends appropriate place-
ment in the language acquisition continuum to facilitate
academic and affective growth.
The Newcomer Centre (an immersion programme where
students improve English language skills while learning
content) is part of the English Acquisition programme
at BIS. Three highly qualified EA teachers will serve
Grades 6-8 students who enter the EA programme at
the beginning level (MYP Phase 1 and 2).
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Units of study at the Newcomer Centre will reflect Every EAL student at BIS has the opportunity to continue
content, concepts, and skills students will need to learning his/her native language in the Mother Tongue
understand when they enter subject area classes. programme. The level of Mother Tongue literacy is the
English language skills will be emphasised through single most reliable predictor of the student’s English
these content-based units. The content will cover language acquisition and academic success.
Humanities, English, Science, and Well Being (our
Mentor Programme).
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mother Tongue programme
primary School
The Primary School Mother Tongue Programme takes
place once a week. This programme is designed for those
students who already converse in their native language.
Unfortunately, it cannot cater for those who hold the
nationality of a country but do not as yet speak the
language.
Based on a wealth of educational research, recognition
of a child’s home culture and mother tongue is an
important feature of any language learning approach.
Provision for the maintenance and further development
of the mother tongue also helps to address many social,
emotional and academic needs of the language learner.
We offer various Mother Tongue groups. And additional
volunteers for these groups or any additional languages
would be very welcomed.
Students who are not enrolled in a Mother Tongue
group will stay in their classroom for oral language
development and cultural awareness activities. These
lessons will be in English and are similar to the experi-
ences that students receive in the Mother Tongue
groups.
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Secondary School Throughout all the school years we provide the oppor-
tunity to maintain the Mother Tongue. Nevertheless,
The Mother Tongue (MT) programme at BIS supports
this can only be possible with parental support, motiva-
the fundamental concepts of holistic learning, interna-
tionally, by inspiring the children and showing them the
tional-mindedness and communication. Maintaining
value of their MT, and financially, by paying the extra
and developing MT literacy accelerates the acquisition
fees (where applicable).
of English and other languages, enhances academic
achievement, builds self-esteem, and helps the child Mother Tongue fees vary depending on what the
appreciate and identify with their heritage. teachers and/or the language schools charge. An hour
of MT lessons costs a minimum of 40 Euro per academic
Mother Tongue classes are available to:
hour. The MT student has the option to do a correspon-
• every student who attends Language and Literature,
dence/online course or have regular classes by a local
but it is not their MT
teacher.
• every student who attends English Language
Acquisition MT distance learning includes:
• every student who has more than one MT (with the • Afrikaans online course
exception of bilingual German and English speakers) • CNED (French)
• Chinese School in Munich
• Danish online course
• Edufax (Dutch)
• Polish correspondence course
• Russian School
• Sofia (Swedish)
MT teachers are available in:
• Arabic
• Chinese
• French
• Greek
• Hindi
• Italian
• Japanese
• Portuguese
• Spanish
The maintenance and continued development of Mo-
ther Tongue affords students with extensive academic,
professional and cultural opportunities otherwise lost if
MT were to be neglected.
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learning Support & Wellbeing
The Learning Support teachers and counselors help to
implement the school’s commitment to inclusion by
taking care of students with special needs.
The Learning Support teachers in the Primary and
Secondary Schools provide support to both formally
identified students and those struggling students who
have been informally identified by a teacher. Additio-
nally, the Secondary School has implemented a pastoral
care programme, strengthening the cooperation be-
tween Mentor teachers, Counselors and Learning
Support teachers.
A variety of service delivery models may be used, includ-
ing monitoring, in-class support and individual or small
group instruction in a separate setting. Services may
include reteaching, remedial and compensatory instruc-
tion, skill development and content support.
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The Learning Support teachers collaborate with class- The Counselling Department at BIS provides a compre-
room teachers to make appropriate accommodations hensive support system for the entire community
and modifications as detailed in the students’ IEPs including students, parents and staff. Our counsellors
(Individualised Education Plans). Their philosophy and are trained in effective strategic student planning and
services ensure that obstacles to learning are minimised counselling techniques that serve to nurture the growth
for students with mild learning differences. of our students.
Professional school counsellors play a vital role in maxi-
mising student achievement and supporting a safe
learning environment. They work to safeguard the
human rights of all school community members.
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creative arts, Sport & extracurricular activities
At BIS we offer a wide range of activities that aim to be ASAs are offered to students in Early Childhood to
inclusive and holistic. Embracing the philosophy of After Grade 12 and operate from three seasons; Fall (August
School Activity for all, we provide recreational as well as to December), Winter (January to March) and Spring
competitive and performance orientated activities with (April to June).
a number of opportunities for representative involve-
ment.
assume re sp
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BIS has an extensive after school activity programme.
Our students can participate in a variety of engaging
activities including:
• intramural sports like Judo, Gymnastics or Tennis
• team sports to include Football, Basketball,
Volleyball, Swimming
• personal fitness groups such as Yoga, Pilates, and
Circuits
• performing arts, such as Musical Ensembles, Choir,
Glee Club & school productions
• creative arts, including multimedia work and
painting
• design technology and young engineer projects
• outdoor education, such as The Duke of Edinburgh's
International Award
• other extracurricular activities such as Girl/Boy
Scouts, Irish Dance, Gymnastic Dance & Ballet
• Eco-Schools project
• ski programme (Dec-Mar)
• Model United Nations programme
re sponsibility
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creative arts, Sport & extracurricular activities
Sporting activities play an important role at BIS and
we are constantly striving to improve our competitive
sports programmes. Our students are offered a diverse
range of sports under qualified instruction. The sports
teams follow structured and balanced training pro-
grammes and during their season train 2–3 times per
week.
life-long le
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The Visual Arts Department at BIS offers a dynamic
environment where students can express themselves
through drawing, painting, printmaking, sculpture/3D
and digital photography. Major highlights in the pro-
gramme are the Wearable Art Show and the Sculpture
Residency Project.
Drama is a vital part of school life at BIS. As part of the
IB Continuum, teaching staff delivers dedicated drama
lessons in the Middle Years Programme, and for the IB
Diploma. We stage two theatre productions each year,
giving students and teachers an opportunity to collabo-
rate on costume production, music and sets.
Our Music Department explores different ideas and
concepts in music including: Creation (composition),
Performance (both inside and outside of the classroom),
and the Listening and Analysis of music (theory and
form). Music at BIS is also supported outside of the
classroom through the offer of several ensembles. In
addition, students have the opportunity to take private
lessons at the school with a variety of instruments.
g learners
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Technology and STeam
Bavarian International School aims to prepare students
to meet the challenges of a dynamic global society in
which they collaborate, contribute and flourish through
universal access to people, information and ideas.
Twenty-first century learning is lifelong learning with
technology. Using educational technology as a tool
for learning, students develop the capacity to locate,
analyse, synthesise and evaluate information to create
knowledge.
Twenty-first century learning requires technological
fluency in learner attributes such as communication,
creativity, collaboration, systems thinking, responsibi-
lity, self-assessment, and inquiry. BIS expects learners
not only to develop these attributes but also to apply
and demonstrate proficient use through authentic and
engaging activities and assessments.
BIS is committed to delivering a twenty-first century
learning environment by providing a consistent, well-
integrated set of platforms and services to support the
educational technology vision.
Another innovation in the curriculum is the school’s
approach to STEM subjects (Science, Technology, Engi- STEAM is taught through Design Thinking Education,
neering, Mathematics), the focus of much educational which employs the skills of empathy, analysis, creativity,
practice in recent years with the aim of attracting bright and testing to take the interdisciplinary learning of
students, particularly girls, to the sciences. At BIS, these STEAM to the next level by bringing real-world problems
subjects become STEAM, with the arts included, to add to the educational process.
to the scientific focus a creative vehicle for engaging the Design thinking is the driving process of innovation at
students and a way to apply creative thinking across all many companies around the world and fits perfectly
disciplines. with the BIS mission. We expect that this will lead to
A new Creativity and Innovation Centre at the Haim- more students choosing to pursue fields in the Sciences
hausen campus dedicated to STEAM subjects is due to and Engineering while at the same time fostering crea-
open in the near future. In Director Sorenson’s words, tivity in students who were inclined towards these
"STEAM is a way to take the benefits of STEM and subjects.
complete the package by integrating these principles in
and through the arts. STEAM removes limitations and
replaces them with wonder, critique, inquiry, and inno-
vation."
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