LIPSCHULE
Seestrasse 561
CH-8038 Zürich
We help ensure that young people in Cycle 3 (formerly secondary school) and those in the 10th grade are prepared for the future.
We help ensure that young people in Cycle 3 (formerly secondary school) and those in the 10th grade are prepared for the future. To achieve this we use unconventional methods: instead of separate classrooms, we have created a mixed-age environment in which our students have their own personal workspace and tablet. While our focus is on individual coaching, learning groups are formed if the tasks set call for this. Our teaching staff focus on identifying students’ strengths and closing any gaps in their knowledge. Language diversity is lived out both in the classroom and during breaks at our school: we converse in German, English and French.
One afternoon a week is set aside for students to undertake personal coaching with a learning coach. We use this time to show students in the 9th grade (formerly 1st grade of secondary school) how to plan, learn and work independently. From the 10th grade (formerly 2nd grade of secondary school) the focus is on choosing a profession or moving into post-compulsory education. Individual programmes are drawn up together with teaching staff. In addition to this, over the three years there are 15 project weeks and 3 class camps on various different topics and subject areas.
Our modern teaching methods are the key to personal success in cycle 3 (former secondary school).
Lesson times
Our offer at a glance
Multilingual education
In Cycle 3 (formerly secondary school), we teach students aged 13 to 16 years in German, English and French. An additional year may be added on if necessary.
Special services
Students can also do their homework on our premises outside lesson times. They are supervised during the lunch break. A learning coach is also regularly available, and there are excursions and school camps. We also offer comprehensive preparatory courses at our school for those who wish to obtain an international language certificate. From the 9th grade (formerly 1st grade of secondary school) our students are already given wide-reaching support in choosing their career path. We also provide advice and assistance to students wishing to take the entrance exam for traditional high school (Gymnasium) or federal vocational baccalaureate high school (BMS).
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Offers and informations as PDF
Our pedagogical approach in Cycle 3
For our students, moving into Cycle 3 (formerly secondary school) represents entering the world of adults. As we are aware of the significance of this stage in their development, we do everything in our power to create a positive learning environment. This helps our students to adjust to the more demanding requirements as well as to the concept of competence-oriented teaching. We build up their self-confidence by giving them responsibility and encouraging them to define their goals themselves, irrespective of whether these are of a personal nature or school-related.
Contemporary education for a successful future
Our objective is to teach students in Cycle 3 (formerly secondary school) only subject matter that has meaning for them. This is why we ensure that everything they learn has a connection with reality. Performance assessments are also along similar lines to the reviews they will later receive in their working lives. Insightful mentoring enables us to identify and eliminate gaps in knowledge.
Ample scope for individuality
All our students in Cycle 3 (formerly secondary school) have their own workspace that they can organize according to their own tastes. Workspaces are located in a spacious room for use by all Cycle 3 classes. This not only encourages interaction among students, it also fosters an autonomous learning experience. Smaller rooms and modern digital aids are also available for students to conduct individual and group work.
Improving social skills
Young people like to test and sometimes even overstep boundaries – especially during puberty. We address this issue at our private school by clearly communicating the rules in place and stressing that they apply to all students. This not only makes coexistence easier, it also produces a stronger sense of community.
