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Pedagogy

Our model, explained plainly.

No single method saves a gifted child. What helps — or at least sees — them is the sum of many deliberate decisions. Here are ours.

01 — Foundation

What research tells us. And what it does not.

Giftedness research has matured substantially over the past twenty years. We know today that giftedness is not simply a high IQ. It is a pattern of cognitive speed, a need for depth, sensory intensity and, in 2E children, a specific learning or developmental challenge.

This research does not imply a single method. It implies a set of principles we apply consistently: early diagnosis, individual fit, acceleration where needed, enrichment as the rule, peer relationships as a precondition — not a bonus.

What we do not do: follow a single pedagogical school. We are neither Montessori nor reform-pedagogical in a narrow sense. We take what the evidence supports — and review it annually.

02 — Four pillars

Four principles that carry us.

01

Individual curriculum

Each child works in every subject at the level that matches their abilities — regardless of year group.

At the start of each school year we create an individual learning plan for each child. It defines, per subject, the entry level, the competencies to be reached, and the learning paths. A ten-year-old might do upper-secondary mathematics, year-appropriate German, and English as a first language. Acceleration is daily practice, not exception.

Acceleration Individual plan Competency-based
02

Multidisciplinary team in-house

Educators, psychologists and therapists work under one roof — not by referral.

Our school psychologist specialising in giftedness is on site every day. Occupational and speech therapy take place within the building. When a child gets stuck — cognitively, socially, emotionally — we diagnose and respond in weeks, not months. For 2E children this is not comfort; it is prerequisite.

Psychology 2E diagnostics OT Speech therapy
03

Depth before breadth

We teach fewer topics, in greater depth — with projects that can last weeks or months.

A semester can revolve around a single research question: “How do trees decide when to drop their leaves?” Behind it lies biology, chemistry, statistics, philosophy, scientific writing, fieldwork. The required breadth is covered — but often via detours that leave a deeper mark.

Project-based Cross-disciplinary Research
04

Peer group as foundation

For many children SOLA is the first place they meet like-minded peers. That cannot be substituted.

Gifted children are often intellectually lonely. Not because they are unsocial but because they lack peers to speak with on level ground. In a school where every child has this experience, friendships form that many encounter for the first time. It shapes self-image and motivation profoundly.

Peer learning Social development Mixed-age groups

03 — Curriculum

What your children will learn.

We follow Lehrplan 21 as a minimum and extend it deliberately — especially in languages, mathematics, sciences and humanities.

Languages

  • German (mother tongue & literature)
  • English (early, high standard)
  • French (from year 3)
  • Latin (from year 5, optional)
  • Ancient Greek (from middle school, optional)

STEM

  • Mathematics with acceleration
  • Computer science & algorithmic thinking
  • Sciences (integrated Bio / Chem / Physics)
  • Robotics & engineering
  • Statistics & data literacy

Humanities

  • History with source work
  • Philosophy (from year 3)
  • Ethics & world religions
  • Geography & sustainability

Arts & craft

  • Music (ensemble & instrumental)
  • Visual arts
  • Theatre & rhetoric
  • Craft (wood, metal, textiles)
  • Cooking & home economics

Body & movement

  • Daily outdoor movement
  • Sport & games
  • Swimming
  • Mindfulness & body work

04 — Assessment

We do not grade children. We describe them.

Grades begin only at middle school. Before that we use detailed learning reports — twice a year, with conversations every six weeks.

«A grade tells a child where they stand. A learning report tells them who they are.»
Learning reports instead of grades
One paragraph per subject, written by the subject teacher. What the child understands, what they are working on, where they shine. No “pass”, no “excellent”.
Six-weekly child conversations
Every six weeks a structured conversation between child, lead teacher and parents. Focus: what is going well, what is hard, what do we want to change.
Portfolio over exam
Achievement becomes visible through work, not tests. A portfolio travels with every child — year 1 through 9.
Gymnasium preparation without drill
Those aiming for gymnasium receive targeted preparation — without the whole school turning into a test-prep centre.

05 — 2E

Twice-exceptional children — taken seriously.

2E describes children who are both gifted and live with a learning challenge — such as ADHD, autism spectrum, dyslexia, dyscalculia or sensory differences. In mainstream schools they are often overlooked because strengths mask weaknesses, or vice versa.

Our approach: we start with strengths. We let the child shine where they can — not only once weaknesses are “fixed”. In parallel, our therapists work on challenges. But the person is never reduced to the deficit.

Concretely this means: specific accommodations, smaller structures where needed, adapted assessment formats, close communication with the family’s external physicians and therapists.

Questions about the pedagogy?

Our pedagogical lead takes time for every serious enquiry — even if you are not yet sure whether SOLA is the right place for your child.

Arrange a conversation See the admission process