English-speaking tutor in Germany

The fourth group is adults: parents, students and professionals in Germany who want to learn programming and prefer to do it in English, the language most programming documentation is written in. Our adult courses are a separate track; this page is mostly about children and teenagers.

What all four groups share is a need that ordinary tutoring in Germany is not set up to meet. A tutor who works in German can explain a Bruch or a Schleife perfectly, but the explanation itself is a second hurdle for a child who thinks in English. Our mentors remove that hurdle: they explain in English, slowly when needed, and then give the German term so the child can find it again in a school book.

Sources: AGIS homepage and "Wer wir sind" page, read 2 November 2026 (the school finder on the second page shows 20 schools, so the count depends on the page); berlin.de, Staatliche Europa-Schule and Bilinguale Bildung pages, read 3 November 2026; the KMK's Eurydice dossier on German education. Other Länder run bilingual streams too; we quote Berlin because its figures are published in one place.

One sentence on the Berlin page matters for tutoring. In a bilingual stream the subject taught in English replaces the same subject taught in German, and the curriculum content is identical. A pupil in such a stream is not learning less, only learning it in another language, and the same is true of our classes: we teach the Land's or the school's own syllabus, in English.

The SESB says its model, two equal teaching languages from Klasse 1, is unique in Germany. Children in it often have one strong language and one growing one. A tutor in the strong language can secure the maths or the logic first, so that school can add the second language on top of an idea that is already understood.

International schools are named here only as context. We are not connected with AGIS, the SESB, the European Schools or any school, and none of them refers pupils to us.

The KMK maths standards for the Klasse 9 and Klasse 10 certificates, in the version of 23 June 2022, name six process competences, and they are binding in every Land. The first is Mathematisch kommunizieren, communicating mathematically; the others are solving problems, modelling, representing, working with mathematical objects, and working with media. At Abitur level the first general competence is Mathematisch argumentieren (K1), arguing mathematically. A pupil can know every formula and still lose marks on a task that says "begründen Sie" if she cannot put the reason into a sentence.

Reasoning is easiest to learn in the language you think in. So we practise it in English: the pupil says the reason aloud, the mentor asks "why?" once more, and only then is the sentence written down. Here is a short example of the kind we use, our own.

For the school year 2026/27 the Informatik-Monitor counts six Länder where no Informatik lesson is required of every pupil. They are Berlin and Brandenburg, Bremen and Hessen, Rheinland-Pfalz and Sachsen-Anhalt. Two of the six have dates for a change: Bremen intends compulsory Informatik in all its schools from the school year 2027/28, Rheinland-Pfalz a year later, in 2028/29. In the Oberstufe, the monitor reports that about 15 % of pupils across Germany take Informatik in the Qualifikationsphase.

So a child in Berlin or Hessen may reach Klasse 10 with very little programming at school, while a child in a Land with compulsory Informatik meets it as a graded subject, taught in German. Both are reasons families come to us. For the first, we are the place where coding happens at all. For the second, we explain in English what the Informatik lesson covered, and then let the pupil build something with it.

There is also a plain practical reason. The keywords of Python and Java are English words, error messages are in English, and so is almost every guide a young programmer will search for. A learner who is taught to read for, while and return as ordinary English sentences reads code faster.