Secondary School

Who we are

Head of Secondary – Archie Buddy Tobias

We are the Secondary School at MTIS where pupils from grade 5 to grade 12 develop their full potential as critical thinkers, problem
solvers, and global citizens prepared to face the challenges of an ever-changing world with integrity, creativity, empathy and humility.

Our Core Values

Excellence: Maintain highest academic standards through regular and rigorous assessment.
Tolerance: Develop open-mindedness and a sense of understanding and compassion for others and the courage to act on our own beliefs.
Perseverance: Succeed through cooperation and collaboration with others as well as individually, achieving our personal best in all aspects of school life.
Inquisitiveness: Nurture curiosity and creativity to stimulate exploration and discovery throughout life.
Internationality: Share and celebrate our diverse cultural heritage to contribute to an inspiring and motivating school atmosphere.
Involvement: Build on the active involvement of pupils, teachers, and parents to create a vibrant learning community.
Integrity: Build and maintain trusting partnerships and relationships between staff, pupils, teachers and parents based on integrity, honesty, and transparency.
Opportunity: Afford our graduates the opportunity to pursue academic studies at any university in the world.
Responsibility: Prepare our pupils to make a tangible and valuable impact on society.

How we do it

Experience-based Learning requires pupils to be actively involved in the problem-solving process and to find practical applications for their theoretical knowledge. The starting point for learning is always the phenomenon itself, the wonder, the puzzles, the “issues”. It all starts with the amazement, the fascination, the “will to discover and understand”. The topic, therefore, needs to be prepared in such a form that the effect of fascination can take place. Then learning works “by itself” and can be fun.
Targeted concentration on specific tasks enhances the self-motivation and reflection, and it makes pupils curious and eager to go for new challenges. They start to “like learning”. Experience-Based Learning (EBL) is firmly integrated into our curriculum and refers to all teaching topics and units. We want to learn to make sense to pupils and EBL offers a great chance to discover deeper insights and interconnections. With EBL pupils learn about life-related topics in a prepared, stimulating learning environment. They develop a deep understanding of the context, are open to innovation and thus create new opportunities to consolidate and expand their thinking, actions, and knowledge.

  • All academic programs and faculty in the secondary school meet the state standards for the State of Hessen. To ensure the very highest quality of instruction MTIS combines the state Hessen Gymnasium Curriculum for ‘mittlere Reife’ with the world-renowned Cambridge Program.
  • The Cambridge Program offers reliable, rigorous and flexible assessment, leading to the world’s most popular international qualifications, which are recognized and valued, by universities, educators, and employers worldwide. All grade 10 pupils have the choice of sitting the IGCSE exams on their way to preparing their profile for university admissions in Germany and abroad.
  • Intensive Language Programs: We have pupils from different cultural and linguistic backgrounds, and
    therefore cannot assume that the level of German and English skills is about the same. Our local German-speaking pupils may not follow the English language from the outset in large parts of lessons like math or science. On the other hand, we have a diverse international pupil body from other language groups with no or only a little knowledge of German. We are an English speaking school, but we know that our international pupils coming from abroad do not want to stay in a school being “an international Island”, and then -maybe two years later – just move on to another international destination. They want to become an active member of the new German society, meet new friends and learn to move around easily without language barriers. At our school, we help pupils at all linguistic levels to improve their skills quickly starting from where they are when they arrive.
  • The structure of language acquisition: To achieve this goal we developed our special Main Taunus International School structure of language acquisition. Pupils may start at the Beginners Level (Intensive), then move to the Intermediate Level (Regular) and reach the Native Speaker Level (Advanced). The following figure shows the structure of our level-related language teaching. In Language lessons the classes split:
    • Pupils who already speak the language well or are native speakers join in the group of “Advanced”
    • Pupils with medium, advanced knowledge meet in the group “Regular”
    • Pupils with little or no knowledge begin on the entrance level of “Intensive” group
    • Based on their individual progress the pupils move up to the next higher group


The combination of the Cambridge Program and the Hessen Curriculum develops learner knowledge, understanding, and skills in:

  • Subject content
  • Applying knowledge and understanding to new as well as unfamiliar situations
  • Intellectual enquiry
  • Flexibility and responsiveness to change
  • Working and communicating in English
  • Influencing outcomes
  • Cultural awareness


We are the University Preparatory School at MTIS where pupils in grades 11 and 12 learn to develop internationally, recognizing their common humanity and shared guardianship of the planet, helping to create a better and more peaceful world. Utmost academic rigor and quality of instruction are guaranteed through the High School Diploma and International Baccalaureate® Diploma Program which allows our graduates to study at top universities across the globe.

IB Learner Profile

At MTIS the International Baccalaureate® Diploma Program is the chosen academic program for grades 11 and 12, thus the IB Leaner Profile serves as the most accurate measure of success in achieving the aims of its programs.

IB Learner Attributes:

Inquirers. They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives. University faculties regularly note IB pupils’ passion for discovery. Knowledgeable. They explore concepts, ideas, and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines. IB pupils are extraordinarily well prepared for the academic requirements of university coursework.
Thinkers. They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems and make reasoned ethical decisions. IB pupils contribute to discussions in a meaningful way. They do not shy away from challenging questions and, once they know the answer, follow up by asking “why?”
Communicators. They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others. IB pupils regularly deliver stimulating presentations and drive excellence in group assignments.
Principled. They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them. IB pupils are infused with the academic integrity that is a fundamental value of universities and colleges.
Open-minded. They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view and are willing to grow from the experience. IB pupils have a deep understanding of various cultures and views, bringing an appreciation of new views to both their academic study and their involvement in local and wider communities. Their international mindedness complements the missions of the best tertiary institutions.
Caring. They show empathy, compassion, and respect towards the needs and feelings of others. They have a personal commitment to service and act to make a positive difference to the lives of others and to the environment. IB pupils tell us they bring this commitment to community and others to their activities and leadership roles at university and carry it throughout their lives.
Risk-takers. They approach unfamiliar situations and uncertainty with courage and forethought and have the independence of spirit to explore new roles, ideas, and strategies. They are brave and articulate in defending their beliefs. IB pupils transition well to challenging university settings and show resilience and determination in their work. In academics, they have the confidence to approach new or unfamiliar subjects or material.
Balanced. They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others. IB pupils are active participants in a wide range of aspects of campus life, as well as focusing on their academic development.
Reflective. They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development. IB pupils have developed an ability to reflect on their learning and to articulate how they learned. They have learned that critical reflection is an important academic and life skill.

How we do it

The curriculum is made up of the DP core and six subject groups.
Made up of the three required components, the DP core aims to broaden pupils’ educational experience and challenge them to apply their knowledge and skills.
The three core elements are:
• Theory of knowledge, in which pupils reflect on the nature of knowledge and on how we know what we claim to know.
• The extended essay, which is an independent, self-directed piece of research, finishing with a 4,000-word paper.
• Creativity, activity, service, in which pupils complete a project related to those three concepts.
The six subject groups are:
• Studies in language and literature
• Language acquisition
• Individuals and societies
• Sciences
• Mathematics
• The arts

DP assessment procedures measure the extent to which pupils have mastered advanced academic skills in fulfilling these goals, for example:
• analyzing and presenting information
• evaluating and constructing arguments
• solving problems creatively
Basic skills are also assessed, including:
• retaining knowledge
• understanding key concepts
• applying standard methods
In addition to academic skills, DP assessment encourages an international outlook and intercultural skills, wherever appropriate.
Pupil results are determined by performance against set standards, not by each pupil’s position in the overall rank order.

The IB uses both external and internal assessment in the DP.
External assessment
Examinations form the basis of the assessment for most courses. This is because of their high levels of objectivity and reliability.
They include:
• essays
• structured problems
• short-response questions
• data-response questions
• text-response questions
• case-study questions
• multiple-choice questions – though these are rarely used

Internal assessment
Teacher assessment is also used for most courses. This includes:
• oral work in languages
• fieldwork in geography
• laboratory work in the sciences
• investigations in mathematics
• artistic performances

For pupils that do not wish to sit the DP exams, the High School Diploma is also offered as a leaving certificate. Pupils can also gain access to various universities and colleges around the globe with the addition of satisfactory standardized tests scores on the ACT or SAT.


Pupils at MTIS are given a unique education.
• be encouraged to think independently and drive their own learning
• take part in programs of education that can lead them to some of the highest ranking universities around the world
• become more culturally aware, through the development of a second language
• be able to engage with people in an increasingly globalized, rapidly changing world