Munich International School M-Stories Brochure

WELCOME TO MIS

WE ARE STRONGER TOGETHER

MIS is on a mission to nurture students through challenge in order to discover what inspires them. We call this an ‘M Story’. Our mission is to foster our 1,300+ students in discovering their ‘M Story’. In this book, our individual ‘M Stories’ come together to create immense impact and limitless potential: We are stronger together. Read on to learn more about MIS and get inspired to start your own ‘M Story’.

HISTORY

A PROUD PAST AND AN EXCITING FUTURE

On the morning of September 19, 1966, Munich International School opened its doors for the first time to 120 students in grades Reception through 8. Prior to MIS, the only English-language medium school in the area was operated by the American military. As the US Army reduced its Munich-based forces, the diplomatic and corporate communities were expanding operations in Munich. The need for an international school serving a diverse and mobile expat community became essential.

At that point in time, multiple individuals and groups came together to create an incredible legacy. These individuals founded a school that has graduated 3,298 students. Thousands more passed through our school’s doors for multiple years before moving on to other parts of the globe. Each student and each family have left a footprint, a legacy, and an impact.

Twenty thousand USD was the estimated start-up cost for the school. Adjusted for inflation, that equals 190,000 USD today. Money was not the only obstacle. Human capital was just as essential. Weert Hunersen initiated discussions around the need for a school and he also became the first Headmaster. Funding was organized mainly through the efforts of George W. Snyder. Snyder was the manager of Pan Am’s Munich office, and he was known to be an “extremely civic-minded altruist”. He negotiated funding from major airlines, radio companies, and other corporations and individuals. Radio Free Europe was the first contributor, with a 10,000 USD donation. Radio Liberty donated 5,000 USD. A fundraiser and dance was held at the Lowenbrau Keller. Donations rolled in steadily, allowing MIS to open its doors and grow to become one of the leading international schools in the world. We continue to benefit from generous donors, allowing our school to expand and stay at the forefront of pioneering education.

PLEASE WELCOME

TJ Our Head of School, Timothy Thomas: On Belonging

I was eight years old and being introduced to my new class at a new school. The new kid. Again. A rushed and distracted Principal of my new school introduced me to my new classmates with the wrong name. So, I was inhabiting a new school, in a new place, with a new culture and, apparently, with a completely new identity. TJ.

Like many students at international schools, I changed schools a lot as a child. So, I learned what it felt like to enter a school where people were open-minded, welcoming, interested, and positive. And I learned what it felt like to enter a school that was closed-minded, guarded, disinterested, and negative. And it made a world of difference!

By transitioning schools so often, there was the risk that I would get “lost.” No one talked about third-culture kids or appreciated what a child might gain from mobility back in the 1970s. Instead, “the new kid” was a dreadful identity that led mostly to exclusion, vulnerability, and bullying.

But despite this risk, and a few very negative experiences, I ultimately thrived at school. How could that be? How could the kid who transitioned many times and spent much of his childhood and adolescence as “the new kid” learn to love school?

My very mobile childhood and youth turned out to be surprisingly successful because a series of caring, engaged teachers ensured that I found my way. They took the time to notice me. They invested the care to check on me, find out how I was doing, and support me. They connected me with the right people, re-directed me when I made mistakes, and cheered for me when I got things right. Each of them was my personal champion. They made me feel included, cared for, and capable, even as the new kid.

I experienced as a child what a tremendous difference caring teachers can make in the life and development of a vulnerable student. And what I later realised is that almost all students are vulnerable sometimes. Almost every student needs the encouragement, the safety, and the support of caring teachers at some point in their journey. So why isn’t EVERY school full of such teachers?

Now I have the privilege as the director of a school to influence who the teachers are. I get to participate in recruiting new teachers to MIS and in ensuring that nurturing, deeply engaged teachers work with our students. And I am so pleased with the teachers we have!

MIS has some of the most extraordinary, transformative teachers I have ever known, teachers who prioritise getting to know their students and who do their very best to make every student feel seen, cared for, and valued. And that is the foundation for healthy, well-balanced, and academically successful students. When students feel seen, cared for, and valued, they are more likely to manage the many challenges and tasks of childhood and adolescence successfully. They are more likely to be resilient, to believe in themselves, and to take the risks to be themselves, to be authentic, and to be vulnerable (as one must be in order to learn). It is exciting and rewarding to be part of a school community that can provide this for students.

Whether as “TJ,” “Tim,” or even “the new kid,” I had the opportunity as a child to experience and compare many different schools. My mission is to make MIS better than any of the schools I experienced for all of our students.

“This was the first time I’ve shared my poems publicly other than in middle and senior school poetry contests here at MIS. And though I was very nervous sharing my work, I am very glad that I did,” writes Evelina Gnezdilova. Evelina created a volume of poetry entitled Time: Waiting, Running, Gone for her 10th grade Personal Project. Her learning goal was to learn about the self-publishing process that goes into creating a book and how to generally make it more aesthetically appealing. “For this project, I took a lot of my inspiration from Florence Welch’s Useless Magic because I loved the way her book seemed like a look into her personal journal, and I would love to share my poetry in a similar, personal way.”

Don’t imagine that her Personal Project was a one-off: Evelina’s journey as a writer started as soon as she could hold a crayon: “I started school when I was 3 in an international school in Switzerland; and since learning how to write, I’ve loved to do so.” She had an early passion for journaling and especially writing song lyrics.

In middle and senior school at MIS, Evelina loved any projects that involved creative writing. However, she confesses that her difficulty focusing for long periods of time has led her to specialize in short-form poetry! She loves to write poetry because, “It is much shorter than other forms of writing and there aren’t any boundaries like characters and events making sense within storylines. I can write a poem in a few minutes and have it convey all that I want to say, or perhaps only emotions without much sense regarding real life.”

Writing poetry is often associated with emotion and vulnerability. For young artists and writers out there, Evelina knows that vulnerability and fear can inhibit creatives from sharing their work. She has the following encouragement:

“I think that good art is always personal. It needs to have emotion to convey something, to make viewers and readers feel something. It’s good if your art has personal elements in it even if you do think they’re embarrassing to share. There will always be people who don’t like your art; you yourself likely don’t like certain styles and artists, so of course everyone will have opinions. I just think that they shouldn’t matter to you; and the moment they do, your art loses that personal, emotional touch that makes it so interesting.”

TIME IS ON YOUR SIDE

TURN GRIEF INTO GRIT

How Jared Brought His Skills to a Higher Level

11th-grader Jared Ignacio has an atomic habit: You can find him each morning starting his day at the water fountain filling up a 2 liter water jug. He patiently waits a good three or four minutes, listening to music and watching the jug fill before heading off to his first class. Although most people might feel it’s a workout in itself to carry around 2 liters of water everywhere, Jared will tell you that’s just the beginning of his athletic lifestyle.

A native of Hawaii in his 3rd year at MIS and son of an expat mother, Jared is no stranger to the challenges of national and international transitions and mobility. For Jared, “home” is family. “My family is my hale (meaning ‘home‘ in Hawaiian) because they nurture me with all the good they provide me. I have many aunties, uncles, and cousins. We’ve got a huge family. My mother is a widow and so my life without a father figure was a struggle for her; but through it, I became this resilient and respectful person.“

Jared’s father was his first basketball coach. After his father’s death in 2012, grief began to slowly overwhelm Jared to the point that “at an age of 14, I was big, lazy, with zero motivation, and feeling depressed. The pain of losing my father really dragged me down. But then, my mom signed me up for a basketball team. When I joined, I had so many issues on and off the court: having cramps, soreness, and feeling this awful pain running down my chest. My coach would push me each day until I could no longer run. It changed me, mentally and physically. It made me ask myself what my purpose is. I began to take basketball seriously and began to feel more energetic and more confident about myself.“

Jared trains every day with the ambition to play college basketball. “So, that’s why I have this 2-liter water bottle with me each day,“ he explains. Playing basketball has helped Jared to overcome many other challenges, including the challenge of transitioning from Hawaii to Germany as a 15-year-old. “Coming to this country was a big shift for me because of its colder climate, rainy days, and the many different things I needed to know just to fit in with the community.“ After the initial culture shock, Jared regained his footing through varsity basketball at MIS. “Coming into varsity, it really shaped the way I play now. I‘m looking at competition at a higher level, and I really try to push myself to the best of my abilities to get up and get to work. MIS has nurtured my skills because of the coaches and players they provide. One of our coaches is a D1 point guard and another coach is an expert at fundamentals. They share so much of their knowledge about what it’s like to play at a higher level. They give me so much feedback and insights into small details of the game.“

Jared’s last words for the MIS community are: “I‘m really just an athlete trying to wake up very early at 4:00 AM just to work out. I listen to David Goggin and Kobe Bryant on the mindset of a winner. I want this just because I know that I can do it. People should understand that if you can’t work for something or just wait for it, it’s not gonna get you anywhere. So for many people who are not working on themselves, I suggest that they start.“

ACCREDITATIONS A SIGN OF CONFIDENCE

Founded in 1966 as an independent, non-profit, co-educational primary and secondary school, MIS serves students from Early Childhood (ages 4, 5, and 6) through to Grade 12. All courses are offered in English (except language-specific courses). 95% of students take the full IB Diploma. The majority of MIS students pursue four-year undergraduate degrees at selective universities around the world.

MIS is fully accredited by the Council of International Schools (CIS), authorized by the International Baccalaureate (IB), and the New England Association of Schools and Colleges (NEASC), and is approved by the Bavarian Educational Authorities (Bayerisches Staatsministerium für Bildung und Kultus).

MIS is a Three-Star Eco School, the first international school to achieve this award. MIS has received this highest award for the seventh year in recognition of the work our students and teachers have accomplished on sustainability and environment-related projects.

PIONEERING WORLD-CLASS EDUCATION

MIS is one of the first International Baccalaureate-authorized schools in the world, awarded our first authorization in 1980. According to our 2021 reaccreditation evaluation report, MIS meets all of the standards for excellence in international education and exceeds 93% of the standards.

IB Diploma* Results of Class of 2023:

100% pass rate

(World average pass rate = 79.6%)

Average Diploma Points: 36

(World Average: 30.2)

*Details about the International Baccalaureate curriculum can be found here: www.ibo.org

STUDENT LIFE PROGRAMME

ATHLETICS ARTS ACTIVITIES

The Student Life Programme (SLP) provides students with a wide range of opportunities for holistic growth through cultural, artistic, athletic, intellectual, and individual interest experiences both within and beyond the regular school day. Taking advantage of our lakes, mountains, and forests, a varied programme is offered in Fall, Winter, and Spring with new activities reflecting the different seasons alongside some year-long teams and groups which promote deep learning and growth.

The Student Life Programme comprises three sections: Athletics, Arts, and After-School Activities. Once the school day has finished, Junior School students take part in 60-minute sessions, and older students’ sessions run for 90 minutes later in the evening. Athletics teams train twice-weekly in their chosen sport and compete in the ISST season-end tournaments along with 7 partner international schools. The Arts section develops performing and expressive skills and includes orchestras, ballet, hip-hop, choir, and many more, from beginner to accomplished standard. After-School Activities range from Pop-Up Art to Forest Explorers via Dungeons & Dragons and Cooking Club - and anything in between - including a number of teams who enter competitions such as Speech & Debate or Lego Challenge League.

We offer two high-commitment, high-reward ‘super-SLP’ activities in addition: the Duke of Edinburgh’s International Award in the Senior School, and the MIS Ski Team from Grade 6 upwards. For more information about these prestigious projects please contact the Director of Student Life at slp@mis-munich.de.

After School Care (ASC)

This 5-day-a-week programme for students in Grades 1-4 provides supervision between 15:15-16:10 (with the exception of Early Release and Half Days). Enrolled students can also participate in the Student Life Programme and register for the 16:15 bus service (separate bus fees will apply). Contact Admissions by email: admissions@mis-munich.de for more information and/or to enroll.

PRIORITIZING LANGUAGE ACQUISITION

While English is the primary medium of instruction at MIS, multilingualism is fostered and nurtured through our home-language program, our curriculum, and our school culture.

As a school with students representing over 60 nationalities, English is the primary language of instruction and social life on campus. However, MIS values multilingualism and fosters language acquisition and development in multiple ways.

German language classes are required by law for both German nationals and nonnationals from Grades 1 - 10. MIS accommodates students learning German as a first language through the Language A program. The Language B program is designed for students learning German as an additional language. Instruction will be differentiated according to student levels of ability. For students in Grades 11 and 12, the IB Diploma Programme allows students to continue studying German, but it is not mandatory.

In Grades 6 - 10, German is the required language elective; however, students have the option of taking Spanish, French, and Mandarin as an additional elective class. MIS offers the Language A / Mother Tongue Programme, providing the opportunity

for students to receive instruction at school in their mother tongue or best language. Mother Tongue teachers aim to develop and promote students’ language and literacy skills. Specifically, the Language A / Mother Tongue Programme is a liaison between parents, students, Mother Tongue teachers, and our Multilingual Learning Coordinator.

The English as an Additional Language (EAL) Support Services at MIS are available to students whose first language is not English and who have limited experience in an English-medium school. EAL Support for students focuses on developing their social and academic language skills through the curriculum of the respective grade level.

The EAL specialists work collaboratively with the classroom teachers (Junior School) or subject teachers (Middle and Senior School), and together they assess and monitor students’ English language acquisition and development.

A MATTER OF TASTE

Anea Elmas dares to bake differently

It’s only been 2 years since Anea Elmas came to MIS via Stuttgart, and then London. But in those 2 years’ time, she has already woven herself into the fabric of MIS and contributed to the school community as a learner, a collaborator, and a leader. Anea seems naturally incapable of just blending in, preferring to push the boundaries and make life and learning a little more interesting.

Anea joined MIS in 8th grade, and now as a 10th-grader, she is an editor on the Buchhof Bulletin team, a podcaster, a volleyball player, and a Duke of Edinburgh Program – Bronze and Silver Award participant. She went to Borneo last year on the True Adventure trip. She will join the Tanzania Project trip this summer. And, she bakes!

“To start from the beginning, I have always been really good at making chocolate chip cookies. I used to bring them to school and always loved seeing people‘s expression change when they were enjoying my food,” says Anea. In 8th-grade Food Design class, Anea learned more about the science of baking and recipe development. The class provides a safe space for students to experiment with different ingredients and flavors. Her favorite unit focused on “upcycling” ingredients and culminated in an incredible banana bread.

Anea credits Middle School Food Design class for “helping me to get really motivated about making my own recipes and sharing them with others. Therefore, I thought for my 10thgrade IB Personal Project, I could take it to the next level by making a whole recipe book revolving around the idea of taking a basic recipe like a cookie and giving it new depth by adding unconventional flavors that not everyone would think of. I knew that my ideas were going to make me stand out from traditional recipe books.“

For the Grade 10 Personal Projects, students had to follow a Design Thinking Process which guided them through the stages of ideation, researching, process-structuring, testing outcomes, revising, and presenting a final product. “When I did my process, I had to start by developing the actual recipe and coming up with the flavor combinations. I went through the design process multiple times in which I would make a prototype, collect feedback; and then with that feedback, make a better version. I tried to make the recipes in a way that everyone would be able to make them at home and enjoy them themselves” explains Anea.

Not only did the recipes need to be developed and refined, Anea also had to carefully consider the design of the book. Anea explains that she “wanted a more graphic style, with colors that represent each recipe. So, for the design process, I surveyed different people and asked what colors came to mind when I mentioned different flavors and names of ingredients.”

Much like Anea, her final product recipe book is not at all “basic.” “I think for next steps, I’m going to share the recipes with the MIS community in the Parent-Teacher Verein Culinary Group. I’ll also make a few more copies of the book, so they can be included in the school libraries!”

Anea encourages all MIS students to “embrace your individuality and find ways to showcase who you are and how you are special. Being basic is boring.”

NIGHT OF THE BATS

Justus Hosts

1st Annual “Bat Night”

The first ever Bat Night took place on Monday, August 28 at 6:30 pm. The night began in the comfort of the Middle School Auditorium where the community learned more about the Eco Award-winning work Justus began in 4th grade and how MIS students could get involved with the preservation of MIS’s local, endangered bat population or begin their own sustainability projects. As the sun set, we followed the bats to the homes Justus built over two years ago and investigated more!

Justus’s earliest memories of bats are stereotypically fear-based, but after choosing to study bats for his 4th-grade unit of inquiry exhibition, “I realized that bats are really cool, and they help the environment, and they are pollinators.” When Justus realized that the new FAB building construction would wipe out bat hunting grounds, he was inspired by an idea that would help to mitigate the impact on the bat ecosystem. Knowing that the local bat population would need hibernation space, Justus researched the proper design for bat houses. He created the houses in the MIS Makerspace. He and his project mentor, Ms. Sarah Manwaring, enlisted the help of local bat expert, Katharina Platzdasch. Ms. Platzdasch scouted the MIS campus to identify optimal locations for the houses. Together, they installed the two bat houses on June 7th, 2022.

On Bat Night, with sonar equipment provided by Ms. Platzdasch, a major discovery was recorded: The group observed that one of the two houses had a bat hanging out inside it at the time of viewing, meaning the project was a success!

Justus was happy with the results of Bat Night, but doesn’t seem ready to slow down: “Yes, I would love for people to continue the bat project and build more bat houses. We always need bat houses -- but also eco-houses, hedgehog houses, and bird houses are always needed. I want to share my spark with others and show them that a small project can become huge”.

REVEALING THE BACK STORY

How MIS Student Will White Uncovers the Secrets of Success

The birth of my podcast originates with my mom pointing out that I love talking to people, and I might benefit from a channel allowing me an excuse to chat with fascinating guests to find out the backstory that made them who they are today. Thankfully, MIS has an incredible green room full of high-end audio-visual recording and editing equipment.

The main person who has nurtured me on this technical journey is Andy Smit, a member of the MIS IT team and an Emmy-award-winning sound engineer. We’ve spent countless hours together in the studio, learning the ropes of the endless recording and editing capabilities of the room, and discovering how I could become independent in my recording.

What has emerged is a podcast that I’m very proud of. To summarize my podcast and brand: I’m a curious student seeking words of wisdom from globally minded change-makers. I’ve had the privilege of interviewing a wide range of guests, including entrepreneurs, authors, journalists, and designers.

On my latest episode, I interview MIS parent, lawyer, and current Harvard Fellow, Dr. Matthias Bosch.

So, what ARE the words of wisdom that I’ve heard so far from these successful individuals? During the last two seasons of my podcasting journey, I have learned many invaluable lessons, particularly the importance of determination, resilience, and creativity. However, the recurring message has been, that those who view failure through a positive lens learn more from the experience and this very often leads to future successes. My guests have repeatedly encouraged me — and hopefully my audience — to view every part of life as a learning curve and to be brave risk-takers.

Scan this code to listen to Will’s Podcast

STUDYING SUSTAINABILITY THROUGH PRACTICE

Easily accessible from Munich, MIS takes full advantage of its 55-acre campus in an idyllic nature preserve near the city of Starnberg and the Bavarian Lake District.

Because our forested campus is a natural resource in itself and provides incredible outdoor learning and recreation opportunities, sustainability is a topic near and dear to our hearts. Preserving and supporting our natural environment is a top priority for the present and future of MIS. By 2030, our aim is to be fully climate- and carbon-neutral. According to our forecasts, MIS will be 100% self-sufficient in energy consumption in 2024.

Through project-based learning, our students have earned MIS the ECO School Award for the 7th year in a row. The Landesvogelschutzbund (LBV) awarded their 3-star highest distinction to MIS for student-driven projects that tackle issues related to particular United Nations Sustainable Development Goals (UNSDGs).

In 2024, students participating in the Eco Committee will host a Solutionary Summit, which aims to inspire youth and to nurture students in developing solutions to local problems (e.g., plastic or electronic waste). Around 150 external students from 20 international schools around the world plan to attend.

MIS students innovate and implement sustainable solutions on our own campus through inquirybased learning and the design-thinking approach.

A HARMONIOUS UNION OF EDUCATION AND NATURE

Boasting a federally protected view of the the Alps, the original school building is a former castle, built in 1875. The castle (known as the Schloss) was and still is a part of a working farm. The horse stables were converted and are currently a part of the Senior School. The campus continues to expand along with the school’s student population, now boasting six separate buildings. The historic structures are well-preserved and our new buildings blend seamlessly into the campus landscape.

Families and faculty pass safely from the parking and dropoff area through the iconic “rainbow tunnel,” emerging to an expansive view of the Alps on the right, the impressive facade of the Schloss to the left, and a series of adventurous play areas to the front. Shaded pathways meander through the campus, leading to multiple organic gardens, communal seating and relaxation areas, al fresco cafe seating, outdoor basketball and tennis courts, a regulation track & field, the recess meadow, the outdoor Makers’ Space and fort-building area, and five different age-appropriate playgrounds.

Our interior spaces are as vast as the outdoor areas. MIS is fortunate to have just opened a triple-level quadruple gymnasium called the Fitness and Athletics Building (FAB). The FAB also houses a dance studio, fitness centre, a canteen, and multiple locker rooms.

The Primary School (Grades 1 - 4) is comprised of an interconnected network of structures including an arenastyle auditorium, encircled by classroom spaces primarily for 1st and 2nd grades. Each classroom is intentionally

designed with a cozy loft space to provide students with a separate environment for quiet reading and focused work.

Primary students have easy access to the nurses’ office, the cafeteria, the Primary School library, nearby play areas, and gardens. A highlight of the primary school is the 80qm Makers’ Space. This is a co-teaching space with high-tech and low-tech materials for basic coding, robotics, woodworking, and prototyping. Designed to apply transdisciplinary learning, the Makers’ Space is where concepts become realities.

CAMPUS WONDERLAND

Our campus wonderland is open to visiting prospective families all year round. Contact our admissions team to schedule your tour.

Middle Schoolers (Grades 5 - 8) find themselves all over the campus in a normal day. The main Middle School building houses an auditorium, food design kitchen, multiple science labs, and classroom spaces.

Across the path is the entrance to the Senior School (Grades 9 -12) and Performing Arts Center, a theatre and performance space with an audience capacity of 325. The lower floors provide choir and music spaces.

Our exceptional athletic facilities allow MIS to host regional and international tournaments.

CAMPUS WONDERLAND

The main Senior School building includes classrooms, laboratories, and two black box theatres for Middle and Senior School drama class and rehearsal space.

The Language Arts & Design Center (LADC) is a separate building that houses woodworking and design classrooms, art studios, as well as an expansive Middle & Senior School Makers’ Laboratory, featuring a media production studio used for live-streaming, podcasting, and student-produced audio and visual production. The Lab also includes a bike

repair station, an outdoor area for gardening and habitatbuilding, electronics, robotics, multiple 3D printers, 3D pens, sewing machines, looms and materials for textile creation, pottery wheels, a kiln, laser-cutters, woodworking tools, and much more. Middle and Senior School students have access to the Makers’ Lab for class projects, clubs, and after-school activities.

Situated at the heart of the campus and scheduled to open at the end of the 2023/24 school year is the Learning NeXus.

Modelled after innovation studios and co-working spaces, Middle and Senior School students will be able to practice transdisciplinary studies in a flexible working environment with the added convenience of having IT support, library facilities, and research assistance in the same space.

Pioneering education requires vision and intentionally designed learning spaces. MIS will continue to evolve and renovate in order to meet the needs of our learners, our community, and our environment.

Our campus is an everevolving wonderland designed for play, discovery, inquiry, and applied learning.

CURIOSITY COUNTS

Lukas Emander‘s Chemistry Project Is a Win at Jugend Forscht

Throughout my childhood, I would often ask questions about things and conduct minor scientific experiments to get a better understanding of the science behind things. At the start of 2020, I participated in Jugend Forscht, a national STEM research competition and nationwide network for promoting young talent. Although my project was mostly physics-related, the project ended up winning second place in the Chemistry section of the competition instead because the chemistry juries were more impressed about my project than the physics juries were. So, my award was actually in chemistry and not physics. The organisation is called Jugend Forscht and I participated at the age of 13 in the junior section of the competition, Schüler Experimentieren.

I would say that I am innately curious about how the universe around us works. I have, throughout most of my life, really enjoyed gathering knowledge about the universe we live in. My interest in natural phenomena has persisted throughout most of my life, but it wasn’t until grade 7 or so (at MIS), where I encountered the basics of chemistry in our science class, that I became passionate with the natural sciences. During that unit of chemistry, we were taught the periodic table, and I became fascinated with its structure and how it relates the unique properties of different chemical elements that make up our world. Something that also really

helped me gain my interest in science was that we often conducted various experiments with elements during that unit, which I would always find very interesting. MIS definitely played a significant role in making me interested in maths and sciences. Also, without the help of teachers at MIS who noticed my interest in science, I would not have had as much support with the Jugend Forscht STEM competition. I am very thankful for that support.

My potential future careers are indeed very heavily aimed towards the natural sciences and maths. I am planning on studying physics at university and then pursuing further scientific studies in this field once I have graduated, to possibly get a PhD.

I think MIS is doing very well when it comes to providing the access to natural sciences, not only with class experiments, but also with supporting unusually curious students to pursue scientific projects, like how I took part in Jugend Forscht. If you are a curious person like me and have some ideas and experiments that you’d like to explore, feel free to come find me or at least tell your science teachers or Makers’ Space coordinators. Give yourself the freedom to explore and let others support you.

FINDING A HAPPY PLACE

Seongmin Brings High-Tech and Craftmanship Together

Seungmin Back is a meticulous person and always has been. “I was very much into origami when I was young -- and I did it until about 11-12 years old -- but I wanted to work with harder and stronger materials. So, I started working with wood, but I did not have the skill or the tools to make the things that I wanted and to the quality that I expected,” says Seungmin. Not one to settle for sub-par craftsmanship, Seungmin didn’t get to stretch his creative side very much until he arrived at MIS in August.

Moving back and forth between Germany and Korea since his birth, Seungmin joined MIS this year in the 8th-grade. He immediately gravitated toward the Middle and Senior School Makers’ Lab where he can often be found during club, breaks, and recess times. He’s been working on an apron for months, meant to be a surprise for his mother (hopefully, she doesn’t read this before receiving her gift). Spending months making an apron isn’t what Seungmin originally expected for himself either. He explains that “a few years ago, I learned about 3D printing. It was the answer to what I was wanting – a machine using strong material that could make anything that I wanted to make.” Seungmin researched 3D printing obsessively because he wanted to replicate props from movies that he loved, “but I didn’t have the space or the resources to buy and maintain a 3D printer. So, I continued to learn more about 3D printing and all it can do without having access to a 3D printer. But, when I came to MIS, I was delighted to see that there were 3D printers and many other things that are so interesting to me.”

Indeed, the Middle School/Senior School Makers’ Lab has three 3D printers as well as laser cutters, 3D pens, circuit makers, a kiln, potter’s wheels, woodworking tools, power tools, supplies for weaving, knitting, and crochet, robotics and electronics supplies, a bike repair station, a state-of-the-art media production studio for sound and video production, as well as sewing machines and textiles.

Having suddenly entered a world with even more possibilities than 3D printing, Seungmin began to explore. “I wanted to learn how to make useful and interesting things out of fabrics. Textile manipulation was another skill that I had wanted to learn, but it was always a background thought. After thinking about it, I realized that I could make costumes and more things if I combined 3D printing with fabric. When I saw the Middle School Textile Club posters, I decided to join, and I am learning a lot so far.”

Seungmin continues to lean toward the world of practical craftsmanship, hoping to “make actual clothes after I learn how to design and create them. The Makers’ Lab is the best it can be.” After finishing this first project for his mother, possibilities are endless. Who knows what he’ll make next?

BEST BOOK BUDDIES

Empowering Students to Give Back

Their Vision: “I want this school to be a better community, working together, building up a stronger, better learning experience for everyone,” declares Linn.

Their Mission: Stated best by their leader Eva, “We can help our school get better and we can inspire other kids to make other clubs, like a math club or something!”

Their Story: “I decided to start the group because last year, I was really bad at reading, and I got laughed at once. I didn’t want it to happen to other people, so I decided to start a reading club and convince other people that even if someone thinks you are bad, you are actually really good” explains Eva. She is joined by a powerhouse group of friends from her 4th-grade class. Together, they are taking over the Junior School library each Wednesday break time to ensure that no 2nd-grader feels like learning to read is a challenge they have to go through alone.

Is it easy to teach 2nd graders to read? The answer from the club members is a resounding “No!” Junior School Teacher-Librarian, Teri-Lynn Biedenbach (Mrs. B) explains that the club members are facing the challenge of keeping their 2nd-grader learners engaged and focused, just like a teacher would! “I encourage them to think about the strategies their teachers use in the classroom. They’ve already begun using a clapping pattern to help get their students’ attention back and get focus” reports Mrs. B.

Despite the classroom management challenges, club member Lola says that she dreams of becoming a 2nd-grade teacher when she grows up. A native French speaker, Lola entered MIS in 2nd grade with no English language abilities: “For me, I wanted to join the group because I wasn’t like Eva who didn’t read well. I couldn’t read any book! I don’t want anyone to feel lonely or excluded.”

Indeed, the theme of community-building is a main driver for each of the club members. They have realized that they hold agency and power in making MIS a better place for all learners. “It feels really nice to help others because the 2ndgraders are getting a good experience. It’s good for us because we are working with other kids who are different ages and come from other places,” explains Nova.

If anyone is wondering if 4th-graders really can help 2nd-graders improve their reading, Mrs. B asserts that “we encourage student initiatives. They can learn just as much from each other no matter the age. The point is to enjoy books together, sound out words, talk about the pictures, make connections and grow a love of reading.”

This club exists because young learners like Eva are empowered to support their peers. Together, with dream teams like Eva’s Reading Buddies, MIS is on a mission to nurture, challenge, and inspire our entire community.

CHASING GROWTH, NOT PERFECTION

INDIVIDUALIZED LEARNING AT ITS BEST

Learning at MIS is about valuing effective effort as the pathway to mastery. Our aim is to facilitate individual plans for learning and growth that help each student understand where they are going and how they will get there. Personalized learning involves not only differentiating for learners’ different starting points and different profiles of talents and challenges but also drawing upon learners’ interests and passions.

No two students need to learn exactly the same things (even with a standardized, generic curriculum, it was never the case that students all learn the same things) -- choices within the curriculum (both regarding which courses students take and which topics they address within courses) enable students to influence the”‘what” and the “how” of their learning. Our feedback to learners and families takes the form of portfolios of success that show progress and that help both students and parents to see and understand the learning that has taken place and the challenges that still lie ahead.

Through the IB Curriculum and professional academic support and mentorship, students present personal projects in Grade 4 and again in Grade 10.

PIONEERING EDUCATION

At MIS, we believe that making education relevant greatly supports students’ decisions about higher education and career choices that best suit their skills and aspirations. Great effort is made to bring real-world higher-ed and work conditions to our campus so that when students arrive at the next level, they are prepared to thrive.

MIS is prepared to take the next big leap in pioneering education. We will open the doors to a purpose-built facility at the end of the 2023/2024 school year called the Learning NeXus. The Learning NeXus is a futuristic co-working space at the heart of our school.

It is modeled after the workspaces of the most innovative, forward-thinking companies and universities in the world. By not confining students and learning to classroom spaces, the Learning NeXus is one vast space with every resource needed for students to collaborate, innovate, and think big. When students step into the NeXus, they are the masters of their own learning.

INNOVATIVE TEACHERS COMMITTED TO CARING

MIS recruits the most caring, competent and committed teachers and staff from more than two dozen countries. MIS teachers hold an important role in ensuring that MIS continues its legacy of being a pioneering and forward-thinking school.

All MIS teachers participate in one School Improvement Groups (SIG) each year. SIGs drive progress in areas concerning curriculum, assessment practices, student experience, and educational outcomes. The SIGs are an opportunity for teachers to drive positive change at MIS. Each group utilises the Inquiry and Design process to identify a point of inquiry, establish success criteria, and ask big questions such as “how will this learning be shared and embedded in sustainable ways?” Over the course of the school year, the group will conduct research and data collection, or prototype a solution, and then present outcomes.

In addition to participation in SIGs, MIS teachers have access to project funding and support through the The MIS Foundation. Established in 1999 as a charitable endowment fund, teachers and MIS community members may propose projects and initiatives to enhance our learners’ educational experience, especially in the fields of Arts and Culture.

Teachers at MIS nurture our school community and are nurtured by our school community through robust professional development opportunities, generous project funding, and support.

Learning at MIS is not Western-oriented. Cultivating global-mindedness means teaching global perspectives.

INCLUSIVE TEACHING

A TRULY INTERNATIONAL EDUCATION

MIS was founded in 1966 as one of the earliest examples of international education. We believe that diversity is a core component of our identity, a source of strength, and one of the most important keys to our success.

Through diversity and inclusive practices, we prepare students for principled engagement in the world. Our students and staff learn to value, appreciate, and celebrate the unique knowledge, perspectives, and experiences that each member of our community contributes.

How we teach: Classroom practices aim to foster a sense of belonging for all students.

What we teach: Curricular content and examples are drawn from a wide range of cultures, traditions, and identities.

Where we draw our materials: Curricular materials are drawn from diverse sources and specific effort is made to include less frequently referenced cultures, traditions, and identities.

Who we include: Curricula intentionally include contributions from a wide variety of cultures, traditions, and identities.

ALWAYS AT THE FOREFRONT

In 1980, MIS acquired its first computers, making it one of the earliest schools in Europe to incorporate computer science into the curriculum. MIS is an established Apple school that has used Apple devices with students for 14 years.

We continue to budget generously and plan for technological advances. Every student has access to the entire Adobe suite, coding programs, 3D design software, and an almost overwhelming array of educational apps, research databases, and our e-libraries.

Junior School students are part of our 1:1 iPad program through which they develop technology skills in ways that are integrated into the PYP units of inquiry.

Middle School students are a part of our enhanced 1:1 iPad program, where they receive a smart stylus and detachable keyboard to make their devices fully flexible.

From Grades 8 to 12, students bring their own devices and access a wide range of school-supported software.

We strongly emphasize that Learning Technologies support, enhance and ultimately transform learning, not the other way around. Our school is regarded as a leader in this area, and our teachers are also sought after as conference and workshop presenters.

The Parent Teacher Verein (PTV) was established in 1966 and has been active ever since. The PTV is the parent organization at MIS. (Verein is the German word for association.) We are a non-profit, volunteer-led association of parents that supports the school community by building connections among parents and with the school.

The PTV supports and enhances MIS and its community by:

• Running more than 40 different groups organized by nationality, grade and residential area, allowing parents to connect, socialize, and support each other

• Helping new families to settle in and giving continued support (e.g., finding housing/doctors/leisure activities in the Munich area)

• Planning and organising fun events for the entire MIS Community, such as Winterfest and Frühlingsfest and fundraising through these events

• Creating opportunities for the community to thank the teachers and staff through events such as an annual Staff Appreciation Lunch

• Making grants to the school to help fund improvements that benefit every student, such as the water bottle filling stations in the cafeteria

• MIS’s Parent Teacher Verein (PTV) organizes a variety of different workshops and get-togethers geared toward providing transitional support to new families and established families. One such opportunity for parents to take advantage of are Coffee Mornings, where parents meet on-campus or off-campus and have unstructured time to socialize and share. There are 22 different Nationality and Language Group meet-ups at MIS, currently offered in Turkish, Mandarin, Ukrainian, and Polish, to name a few.

YOU BELONG HERE

A FULL-SERVICE SCHOOL

BECAUSE IT TAKES

A VILLAGE

Nurse: Nurses are on duty during school hours. Our nurses’ office manages student health records, provides first aid, and can administer medication with written permission and instruction from the child’s legal guardian.

Bus & Transportation: MIS offers more than 70 different bus routes with almost 500 stops.

Cafeteria: MIS partners with Organic Garden to provide a selection of fresh, nutritious, and 100% organic meals catering to specific dietary needs. The Cafeteria is open from 8:00 until 17:15. Hot lunches are served between 11:30 and 14:00. Snacks are available throughout the day at the Snack-Bar and the Coffee-Bar between 11:00 and 17:15.

University Counseling: The Senior School Counsellors are available to support students in Grades 9-12, and aid them in determining their plans beyond MIS. This includes career exploration, course selection, and assistance with university admissions.

Primary, Middle, and Senior School Counsellors are available to meet with students and parents, serving as a resource for future planning, academic guidance, and personal concerns. Teachers might also refer students to a counsellor if they feel additional emotional or academic support is needed.

Learning Support Services are offered to students with identified special needs in Early Childhood to Grade 12. Learning needs are identified from a psychological- educational assessment conducted by an outside professional. Academic support teachers work collaboratively with classroom teachers to provide an optimal learning experience. Inclusive access arrangements are implemented for in-class assessments, Grade 10 eAssessments, and in Grades 11 and 12 for externally moderated assessments, according to the student’s Psychological-Educational Assessment Report and as authorized by the IB.

Sportverein: The SV is the association of parents, students, teachers and other members of the MIS community who participate in sport on campus. This is the practical and legal entity which supports sporting events through organising catering, fundraising and social events.

MIS ensures a whole-child approach to learning and caring for each student and each family in our community.

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