Tandem IMS's Gymnasium’s (secondary level ) pedagogical concept focuses on student-centred learning, collaboration, open-mindedness, creative and critical thinking, and values such as empathy, honesty, responsibility, and helping others. These objectives will be a vital focus of all work at Tandem IMS Gymnasium as we aim to prepare the next generations to take action, responsibility and become involved in and for their future communities.
Our educational approach prioritises personalised guidance for each student, while also emphasising their role within the broader community. In a world influenced by social media with often a focus on individual success stories of wealth and personal appearance, we wish to integrate digital technologies to redirect attention towards sustainable and humanitarian goals.
By nurturing a mindset that values collective well-being over self-centeredness, we empower students to use their knowledge and skills for social projects - for others, as well as for themselves. Our goal is to cultivate socially conscious and responsible individuals who can positively impact society through their future studies, careers, and life engagements, ultimately fostering a more compassionate and sustainable world.
In addition, the programme emphasises multilingualism and multiculturalism, which has been the strength of Tandem IMS for two decades. We enable students to approach various cultural, social and economic topics from a very broad and international perspective.
This specific pathway is based on well-known curricula already implemented in many international countries at secondary level and is also part of the Diploma programme of the International Baccalaureate. Offering it as part of a Matura programme is a first in Canton Zurich.
The Design Technology pathway at our school equips students with essential skills for today's changing technological world. Our curriculum especially blends design thinking, problem-solving, and technical expertise to address real-world challenges. We encourage students to develop a wide and diverse range of practical design and technology skills with extensive equipment at their disposal.
The whole of Tandem IMS, especially at Gymnasium level, implements a philosophy of “Humanitarian Action and Sustainability”. We recognise the significance of non-profit organisations in society, both locally and globally. This philosophy aims to equip students with a comprehensive understanding of complex issues affecting sustainability, including poverty, health, education, and human rights.
These lessons will include many similarities to the subjects of the traditional Swiss Gymi profile “Wirtschaft und Recht”, yet it will differ in that the focus is on Non-Profit organisations and addressing humanitarian studies instead.
By fostering open-minded, responsible and committed young individuals, the curriculum aims to develop informed and engaged citizens capable of making a positive impact on the world.
This innovative approach prepares students also for the non-profit sector or for fields like international relations, diplomacy, journalism, and environmental studies. Students will:
Volunteering with NGOs, promoting sustainability and taking part in cultural exchanges will be a part of the programme and greatly encouraged. Gymnasium students will engage in community service projects, fostering essential skills like multiculturalism, leadership and problem-solving while positively impacting their community and developing key multilingual skills. The approach connects their work to real-world issues, boosting motivation and engagement. Objectives include hands-on experience, empathy development, and projects focused on conservation and humanitarian initiatives.
Tandem IMS Gymnasium links Design Technology to Humanitarian Studies by focusing on human-centred design principles and sustainable design practices. This includes considering user needs, accessibility, and the environment to create inclusive and eco-friendly products as well as innovative solutions with an open-minded and multicultural perspective.