Yes, most of our teachers are native speakers of the language in which they instruct, and the majority are fully bilingual in German and English. Students are in daily contact with native speakers of both languages, as German- and English-speaking educators are always present together in the classroom. This ensures authentic language exposure and natural communication throughout the day.

No. For students who are not yet fluent in our language of instruction, we do not offer separate pull-out or additional language classes. This is intentional, as our program is designed around a full immersion model.

In a full immersion environment, students acquire the language naturally through consistent exposure across all subjects and daily interactions. Language development happens in meaningful academic and social contexts rather than in isolation. Our teachers are trained to scaffold instruction, differentiate learning, and provide in-class language support to ensure that students can access the curriculum while developing fluency.

French

20

18

Yes

Technology at School of Tomorrow is used purposefully. Students gain hands-on experience with coding, robotics, media production, and age-appropriate AI tools, while learning responsible digital citizenship. From primary school onwards, each student has their own personal device: primary students use an iPad, while secondary and Gymnasium students work with their own laptop. These devices are purposefully integrated into daily learning to support research, collaboration, creativity, and independent work, always under guided and responsible use. To maintain focus and wellbeing, mobile phones are not permitted at school.

Yes

No, students do not practice any religion at school, and the school does not promote or endorse any particular religion.

At the same time, we deeply respect and value the diverse religious and cultural backgrounds of our families. Students are supported in observing their own religious traditions. For example, families may request leave for important religious holidays, and we make reasonable accommodations where appropriate.

We are currently an IB Diploma Programme (IBDP) Candidate School. This means we are in the process of authorization by the International Baccalaureate to offer the IB Diploma Programme.

As a candidate school, we are working closely with the IB to ensure that all required standards, teacher training, curriculum planning, and assessment structures are fully aligned with IB expectations. Once authorized, our students will complete the IB Diploma Programme assessments, which include both internal assessments and externally moderated examinations administered by the International Baccalaureate Organization (IBO).

The IB Diploma is a rigorous, internationally recognized qualification that prepares students for entry into universities worldwide.

Homework is not mandatory at our school. We believe that students’ free time should genuinely be their own, providing space for rest, family life, creativity, and personal interests, all of which are essential to healthy development.

At the same time, students who wish to consolidate their learning, extend their understanding, or practice specific skills are encouraged to request additional work. Teachers are happy to provide targeted assignments to support individual goals.

In this way, learning remains purposeful, self-motivated, and balanced, rather than driven by routine obligation.

As homework is not mandatory at our school, there is no fixed or required amount of time students must spend on it.

When students choose to request additional practice or extension work, teachers provide assignments that are purposeful and manageable. In most cases, this would involve a short, focused task rather than extended periods of work.

We do, however, strongly encourage daily reading. As a general guideline, students might read for approximately 10–20 minutes in the early years and 20–30 minutes in the upper grades, in English, German, and/or their home language.

Yes, we work with specialized experts who support us in meeting diverse learning needs, particularly in the area of gifted education.

Our approach is guided by the Schoolwide Enrichment Model, which focuses on identifying and developing students’ strengths and talents through differentiated instruction, enrichment opportunities, and project-based learning.

Rather than separating students from their peers, we aim to provide appropriate challenge and extension within the learning environment, supported by expert guidance and teacher training.

We strive to provide an inclusive and supportive learning environment that recognizes and responds to individual learning differences.

For students with specific learning differences such as dyslexia or dyscalculia, teachers provide differentiated instruction and structured, step-by-step teaching approaches. In mathematics, this may include the use of concrete materials, visual models, guided practice, scaffolded problem-solving strategies, and additional time where appropriate.

Where relevant, students may be offered reasonable classroom accommodations, such as adjusted tasks, alternative ways of demonstrating understanding, or modified pacing.

We support gifted, able, and talented students through a strengths-based approach guided by the Schoolwide Enrichment Model. This model focuses on identifying students’ interests, talents, and areas of high potential, and providing meaningful opportunities for challenge and extension.

Within the classroom, teachers differentiate instruction to ensure appropriate depth, complexity, and pace. Students may engage in enrichment projects, independent inquiries, cross-disciplinary learning experiences, and opportunities that encourage creativity, critical thinking, and problem-solving.

We also work with specialized experts in gifted education who support our staff in designing learning experiences that appropriately challenge and inspire high-ability learners. Our goal is to provide extension within the learning environment rather than separating students from their peers.

We do not have an educational psychologist on staff. However, we can recommend qualified external educational psychologists and specialists if families wish to pursue an assessment or additional support. We work collaboratively with families and external professionals, where appropriate, to ensure students receive well-coordinated support.

We do not rely on a single test, entry exam, or standardized assessment to determine a student’s admission. We believe that a child’s abilities and potential cannot be fully captured through one formal measure.

Instead, prospective students are invited to participate in a trial day to experience the school environment firsthand.

Prospective students attend an on-site trial day. After an initial meeting between the child, parents, and educators, the parents leave and the child spends a full school day in class. This allows us to observe the student’s academic engagement, social interaction, and overall comfort within the learning environment.

Following the trial day, the family and the school team reflect together and jointly decide whether the school is an appropriate fit.

For families applying from outside Switzerland who are unable to attend in person, a virtual meeting can be arranged as an alternative.

No

No deadline. Students can join at any time thorough the year.

Yes

The school opens at 8:00, but the official start time varies by educational level. Kindergarten begins at 9:45, primary school at 9:25, and secondary and Gymnasium students start at 8:45.

Classes finish at 16:30. The school remains open until 18:00 to provide supervised after-school care and activities.

Yes

No, our school does not currently offer a school bus service. This option has been explored previously; however, it was not feasible at the time.

Should sufficient interest arise in the future, we would be open to reevaluating the possibility.

Yes, the school provides lunches, which are included in the school fee. Students also receive healthy snacks throughout the day.

For secondary and Gymnasium students, lunch is provided at a nearby cantina, with the cost subsidized by the school.

Each day, students may choose between a vegetarian and a meat-based menu option.

We also accommodate students with allergies and specific dietary requirements, ensuring that safe and appropriate alternatives are provided where possible. Families are encouraged to inform the school of any special dietary needs in advance so that suitable arrangements can be made.

No

In the regular curriculum, SOT offers Physical Education, Swimming and Body Competence.

Rather than traditional competitive school sports teams, our physical education is integrated into the regular curriculum through Body Competence, a holistic approach to movement and fitness.

Through a variety of sports, games, and movement activities, the program supports students’ physical, emotional, and social development. It promotes healthy habits, teamwork, self-awareness, coordination, and resilience, while fostering a lifelong positive attitude toward physical activity.

While our focus is on inclusive participation and personal growth rather than formal interschool competitions, we actively encourage students to join local sports clubs. This supports their integration into the local community and provides opportunities for those who wish to pursue competitive sports in greater depth.

School of Tomorrow is a bilingual (German & English) Kindergarten–Grade 12 day school with a future-focused and student-centred approach to learning. We personalize education to each child’s strengths, interests, and learning style, fostering intrinsic motivation, creativity, resilience, and a lifelong love of learning. Our innovative curriculum blends Swiss educational standards with project-based, mixed-age learning, and a strong emphasis on core competencies and real-world skills. The school community is welcoming, family-friendly, and supportive, encouraging both local integration and global perspectives.

Our teaching approach is student-centered, bilingual (German and English), and future-oriented. We focus on personalized learning, recognizing that each child has unique strengths, interests, and ways of understanding the world.

Learning is designed to foster intrinsic motivation, curiosity, and independence. Teachers act as guides and mentors, supporting students in setting goals, reflecting on their progress, and developing responsibility for their own learning.

A central pillar of our educational philosophy is the development of 12 core competencies, which underpin both academic success and personal growth. These competencies include critical thinking, creativity, collaboration, communication, resilience, self-management, ethical awareness, and other essential future skills. They are intentionally embedded across subjects and projects, ensuring that learning goes beyond content knowledge to build the abilities students need for university, career, and life.

We combine strong academic foundations with interdisciplinary, project-based learning experiences that connect knowledge to real-world contexts. Mixed-age learning environments further encourage collaboration, leadership, and peer-to-peer support.

Alongside academic development, we place great emphasis on social-emotional growth and global-mindedness, preparing students not only for examinations, but for lifelong learning and active participation in a rapidly changing world.