Vision 

Oulun Lyseon IB lukio aims to create a school that feels relevant, interesting, and supportive for the students and staff. We promote positive growth as we learn to balance academic and personal life. The attitudes and values of our school community lead to everyone feeling accepted and appreciated.   

Mission Statement 

We all need to find hope in this uncertain world that faces economic, environmental and social challenges. Our school focuses on building a community that brings this hope into our lives. In order to bolster this community, we focus on the following key areas: 

• supporting each other in challenges 
• celebrating our triumphs 
• accepting failure as a part of life 
• nurturing empathy and self-forgiveness 
• embracing differences as a unifying factor 
• discovering enjoyment in learning 
• finding strength and renewal from nature 
• celebrating cultural identity  

Strategy 

For these reasons we have implemented a range of activities and practices to foster the development of our school community. We engage in different external activities such as university visits, excursions in nature and visits to local cultural centers throughout the academic year. We arrange collaborative activities including peer review, math clinic, self-reflection and well-being stations. We regularly conduct check-up interviews between the coordinator, homeroom teachers, the guidance councellor and students . We employ various pedagogical and didactic methods to serve the different needs of different learners. 

Strategic Goals 

Academic goals 

1. The dropout rate for the Diploma Programme (DP) is lower than 5 %. 
2. Our diploma pass rate is higher than 95%. 
3. Our mean total points remain above the world average. 
4. Our subject mean grades remain above the world average. 
5. Our students achieve their academic goals through reflective practices, while upholding the principles of academic honesty and integrity. 

Professional development goals 

1. We continue to employ staff members that are both highly experienced and meet the teaching qualifications set for Finnish public schools. 
2. Every teacher participates in IB training as soon as they have a long-term employment contract. 
3. We participate in networking events, workshops and seminars for IB teachers in Finland. 
4. All our staff have a basic understanding about theory of knowledge integration into subjects and are trained to supervise the extended essays. 
5. We develop our scheduled whole staff meetings towards more efficient collaborative working methods that promote all our strategic goals. 
6. We have strategies, skills and attitudes as described in the approaches to teaching and learning in the International Baccalaureate Diploma Programme. 

Student support goals 

1. We identify the students in need of support before the concerns grow. 
2. We effectively and systematically monitor the absences and the academic performance of our students with the aid of the digital platforms that we use. 
3. We have a systematic approach to giving feedback, especially through formative and summative assessment, for the students, to support their learning. 
4. We have a clear understanding of areas where students need support and better understanding of issues affecting student’s well-being.  
5. Our students are balanced, reflective and responsible citizens of the world. 

Reviewed 10/2024 

Our school's academic honesty policy is expressed in the ethical rules for the school community: "In school work we are committed to sincere effort and absolute honesty." This straightforward yet impactful principle must be followed in all tasks and interactions. Constant evaluation and guidance on academic honesty throughout the programme ensure that students are being prepared for the rigor of the academic world and that the honesty they show in all schoolwork will be reflected in all their interactions with the world. 

Independent work is an integral part of IB education. Students must communicate with their teachers throughout the writing or preparation process of any major assignment. This is necessary for giving guidance on all aspects of the work, including academic honesty issues. Students are required to submit early versions or drafts of their independent works (e.g., Extended Essay, Internal Assessments, Theory of Knowledge essays) to demonstrate gradual progression.  

All major assignment tasks are processed by plagiarism-recognizing software (e.g., TurnItIn) to verify their authenticity. In cases of group work, students must ensure their contribution is substantial and avoid taking credit for the hard work of others. 

Students must comply with the IB general regulation statements and other IB documentation concerning academic honesty as well as the school’s academic policy.  

Rights and Responsibilities 

It is the responsibility of all the teachers in the school to guide the students to understand the meaning of sincerity and absolute honesty, including an appropriate referencing policy. For each assignment, guidance on assignment-specific issues related to academic integrity is given by the teacher supervising the assignment. The use of others’ ideas and external sources, including artificial intelligence (AI), must always be cited appropriately; it is important to recognize the contribution of others regardless of the form it has been given in.  

As a summary: 

• The DP coordinator is responsible in ensuring that all members of the school community have access to information and IB documentation related to academic integrity and that every member of the school community is familiar with the academic honesty policy. 
• Teachers have the responsibility to guide students on issues related to academic honesty in the context of their own subjects, including guidance on how to properly utilize AI tools and cite AI-generated content.  
• Teachers have to right to ask students to demonstrate their understanding of their work to ensure its’ authenticity. Teachers can only verify the authenticity of a student's work when involved in the process.  
• Students are required to submit work that is entirely their own, supported by proper citations where necessary, and submit drafts to demonstrate the gradual development of their independent work. 
• Students have the right to receive feedback on their work if it is submitted on time.  
• Students have the responsibility to collaborate effectively on group projects, ensuring they contribute fairly and responsibly. 
• Students must attend regular meetings with the CAS coordinator to plan how to complete the requirements set for the course with integrity. Good Practice 

Our school fosters a culture of academic honesty through regular training and good practices, including: 

• Citation and referencing training: Students are instructed on proper academic citation conventions and standards, including how to find academic materials and identify appropriate sources. 
• Timely submission of drafts: Students are encouraged to submit draft versions of their major assignments on time to ensure they receive appropriate feedback from their teachers. 
• Discussions over student work: Teachers ask students questions about the work returned for assessment to confirm the authenticity of the work and to assess their understanding of the topic of the work. 
• Examination procedures: Calculators are put into exam mode before exams, and devices are reset after each examination. Anwer sheets and any formula or data booklets are provided for the examination by the school. Students are seated or written examinations so that intentional or accidental viewing of answers drafted by another student is not possible. 
• A mock examination session is arranged prior to the final examination session to allow the students to get familiar with the official final examination procedures set by the IB. 
• Plagiarism detection: Major assignments are processed through plagiarism detection software, such as TurnItIn, to ensure their integrity and originality. 
• CAS reflections must be written as soon as possible after any CAS activity has finished and must be honest representations of the actual experience. 

Misconduct 

Academic misconduct undermines the integrity of the learning process. Examples of misconduct include, but are not limited to: 

• Plagiarism: Presenting someone else's work, ideas, or expressions as one’s own without proper acknowledgment. 
• Cheating on exams: Using unauthorized materials or seeking unfair advantages during exams or tests. 
• Improper use of AI: Using AI to generate content for assignments without proper citation or using AI tools inappropriately. 
• Inadequate citation: Failing to properly reference sources in independent works, which may result in the work being considered plagiarized. 
• Falsifying CAS records: Any fabrication or alteration of CAS reflections or activities is a serious violation of academic integrity. 

Disciplinary actions related to academic misconduct 

Following actions are taken if the student is suspected of academic misconduct or when they have been found to have committed misconduct: 

• The teacher will address the issue with the student and informing the DP coordinator about the incidence. When a student is underage, the guardians of the student are informed. 
• DP coordinator makes the decision on if any further action is required. Usually, a disciplinary discussion between the student and the DP coordinator is held. In more severe or repeated cases of misconduct the issue is escalated to the head of the school. 
• The head of the school can issue a written warning in accordance with the General Upper Secondary Schools Law (Upper secondary school law 629/1998).  

Final examinations 

IB rules and regulations are followed strictly. Candidates and invigilators are informed of their responsibilities by the DP coordinator. Examination materials are stored according to IB guidelines. During the examinations the instruction on the Conduct of examination booklet and the Calculators guidance for examinations booklet, current for the session in question, are applied. 

Reviewed 10/2024 

Assessment in Oulun Lyseon lukio is fair, balanced, regular, and versatile. Assessment is an integral part of the learning process. Developing assessment is one of the key development areas in the whole school community. Teachers share practices in assessment and where two or more teachers are involved in teaching a subject, the assessment issues are agreed upon together at the beginning of the school year. 

Formative assessment methods are used to guide learning. Teachers are encouraged to give verbal and written feedback regularly. There should be an encouraging balance between negative and positive feedback and receiving versatile feedback can be considered a student’s right and teacher’s responsibility. 

Students should be given constant opportunities to develop skills and knowledge to meet the criteria for assessed components. Teachers are encouraged to have smaller tests, quizzes and assignments throughout the course and a summative assessment at the end of each term. Peer review and self-evaluation are used regularly. 

Subject teachers set the course requirements for grade awarding according to the syllabus in use. The requirements are clearly listed at the beginning of each period, as required by national guidelines. Students are informed of the assessed elements within a course/module/study unit and the assessment criteria via Teams or other digital platforms that are in use.  

Students must complete all the required assessment elements. For failed or missing work, there are retake opportunities throughout the year as negotiated with the teacher. The subject teacher assesses the students with respect to the course requirements. Grades are awarded and recorded by the subject teacher at the end of each period, and they are then visible to the students and their legal guardians in Wilma. Should further work be required to complete the course, the requirements are also specified in Wilma. Any further work required to pass a course must be completed at the earliest possible opportunity. The teacher can require additional work if completion is delayed beyond the following period. It is the student’s responsibility to contact the teacher and to make the arrangements for completion of the course. 

All course diaries must be signed and submitted to the IB coordinator. When a student completes a course after the initial grade awarding is completed, the subject teacher must submit this information to the IB coordinator or the school secretary. 

The coordinator follows the overall performance of the students. The coordinator or the school secretary submits the grades to the Primus/Wilma system as soon as the student has completed any further work requested by the teacher and the teacher has informed them about the completion of the course. 

The home group teacher monitors the performance of the home group students at least once a period. The home group teacher also reminds the students of their responsibility in completing any further work required and the need to plan for any retakes needed. 

It is the student’s responsibility to complete the assessment components as specified by the subject teacher or the school. It is also the student's responsibility to pay attention to the feedback given for exams and other assessed work. To ensure awareness of the assessment requirements it is vital to attend lessons and info sessions (f. ex. the coordinator meetings and the home group meetings) regularly and in case of absence to ensure that one receives the assessment information given during the absence. 

Students must always adhere to the guidelines of academic honesty. 

Adverse circumstance, access and inclusion issues must be considered in assessment. The assessment criteria are the same for all students, but alternative arrangements are made where possible. This can be, for example, extensions to deadlines or alternative ways to demonstrate knowledge and skills. Alternative arrangements must be carefully coordinated to ensure the rigour and reliability of grade awarding. Alternative arrangement needs are identified in collaboration with the student, their guardian, the subject teacher and IB coordinator or the study counsellor. 

Assessment procedures 

PreDP 

PreDP is considered a part of the national curriculum, and it follows the national curriculum assessment requirements. The requirements for each study module are outlined in the school curriculum. Further guidance is given in the course outlines available in Teams for the students. 

Diploma Programme 

At the beginning of the IB, students are informed about the IB final assessment and the nature of internal assessment in each subject. For Internal Assessment and other final assessment work associated with the DP, we use digital platforms for planning, feedback, and monitoring student progress. Additionally, plagiarism detection systems are used to ensure that academic honesty requirements are met.   

All assessment in the DP must be aligned with the DP assessment criteria and the assessment principles and practices. The teacher must ensure that the students are informed about the subject and task-specific criteria set by the IB. If additional criteria are used during the course, they are clearly stipulated and explained to the students. The DP coordinator ensures that the students are aware of grade awarding in IB in general and criteria for the awarding of the Diplomas.  

DP students must be awarded a numerical grade at least once per semester. Teachers use the diploma programme grade descriptors when awarding these numerical grades. During the course, the assessment criteria may be adjusted to better inform the students about their progress. 

In any draft work the students must meet the deadlines to get feedback on their work. Exceptions can only be made if there are adverse circumstances to consider. 

Failure to complete the required elements might stop the student from being promoted from IB1 to IB2 or from achieving the school leaving certificate.  

Some elements of the diploma programme cannot be completed in alternative ways. Where the syllabus specifies written or verbal demonstration of skill or knowledge, the instruction must be followed.  

The IB does not have an exact policy on situations when a student is absent from school for a longer period, however, the Finnish law requires the students to participate in teaching. During periods of home study, the coordinator is responsible for ensuring that all teaching and internal assessments are conducted in an appropriate manner. 

Diploma Programme final assessment 

For internal assessment, theory of knowledge essay and extended essay work, the teacher must see the draft work to be able to ensure the authenticity of the work submitted to the IB. The organization will only accept work for assessment or moderation that constitutes the final version of that work and has been authenticated by the supervisor/teacher. 

Where there is more than one teacher teaching the subject, the teachers decide together the timeline for the draft and final versions to allow time for internal standardizing. This is done following the rough timeline presented in the general IB deadlines calendar. Good practices are shared within and across subject groups during teachers' meetings. Internal deadlines are set early enough before the IB final deadlines to allow teachers to collaborate over mark awarding. Collaboration includes the sharing and comparison of graded coursework by each teacher to allow for standardization of grades, and a discussion about how the criteria are applied. 

Students receive a predicted grade for the final examinations in each subject they study, and for Extended Essay and Theory of Knowledge. These predicted grades are reported in Wilma for use for applications to further education and in IBIS for the grade awarding process of the International Baccalaureate organization. 

To be eligible to participate in the final IB examinations, the student must have completed all the courses and have the final grade in each subject. Grades for period 4 in the IB2 year are considered as the final grades towards the school leaving certification, i.e. the final report.  

After the issue of results, the marks and grades are reviewed together in a general teachers’ meeting in August, in subject group meetings and individually with the assistance of the diploma programme coordinator. Additionally, in a general teachers' meeting in January/February the accuracy of predicted grades given by teachers against the final grades awarded is analyzed.  

Additional requirements for graduating students 

In addition to IB requirements for the awarding of the diploma, students also must complete at least 150 study points to meet the national criteria for completion of the upper secondary education. 

Reviewed 10/2024 

All absences must be explained in Wilma (digital platform used by the school). If possible, inform the home group teacher about absences in advance. If the absence is for only part of the school day, the absence can also be cleared directly with the subject teacher. An absence exceeding 5 days must be applied for from the headmaster of the school. Applications for planned absences are done through Wilma forms. 

For a student who is under 18 the guardian must clear the absences in Wilma. It is recommended that the student allows the guardian access after turning 18. Permission can be given by ticking an appropriate box in sähköinen opiskelijailmoitus. Students can also clear their absences with appropriate documentation from a medical professional or, for example, a student welfare team member. 

It is the responsibility of the student to do the work required during the course, even when they miss lessons. If the teacher feels that the student has not acquired the knowledge and skills of the course due to too many absences, the course will be marked as Further work required (F) or for PreDP Täydennettävä (T). The student must approach the teacher to find out how the situation can be rectified. Compensation tasks are given only if there is a valid reason for the absence. 

Subject teachers mark the absences during the lessons or immediately after. It is the home group teachers' responsibility to follow their group's absences at least weekly. In case of accumulating absences, the home group teacher in consultation with the DP coordinator and/or the home group teacher contacts the guardian to determine the need for student welfare support. In case of prolonged absences, the home group teacher is also responsible for contacting child protective services. 

The study counsellor and DP coordinator offer support for home group teachers in the process of following the absences.  

Reviewed 8/2024 

It is the aim of Oulun Lyseo upper secondary school IB to pertain focus on the IB mission and philosophy. This includes being open-minded and reflective in our approach to feedback from parents/legal guardians and our students about concerns that may arise during the school years. In addition, in all our actions we abide by the Finnish laws and guidelines in addition to the IB general regulations and instruction given by the International Baccalaureate organization. 

At times, students or parents may have questions or concerns that they wish to bring to the attention of school staff.  Students and parents are encouraged to express concerns and complaints promptly with appropriate school staff through verbal or written communication.  The following general guidelines will help to ensure that all communication is timely and effective. The person who receives the communication will respond to the concern by the latest within 14 days and work to resolve the issue as soon as possible.   

1. Contact the subject or home group teacher when the concern involves a student’s academic work, instructional materials, and/or classroom environment.   
2. Contact the IB DP coordinator, study counselor or the home group teacher when concerns are of a personal nature.  
3. Contact the IB DP coordinator or study counselor when questions or concerns are related to the IB programme and a student’s overall performance and progress.   
4. Contact the IB DP coordinator when concerns are related to issues with discrimination, harassment, and inappropriate behavior as specified within our safer space policy. 
5. Contact the IB DP coordinator when concern is related to the results of the final examinations. IB has set protocols in place for appeals and enquiries upon results and these are done by the DP coordinator per consent from the candidate. 
6. Contact the head of school when concerns cannot be resolved through any other means. 

Our complaints procedures are communicated to students and their families during orientation, through parent and student resource materials, and as needed during other various times throughout the school year. 

Administrative decisions about assessment during studies 

The subject teacher is responsible for awarding the grades. Final grade awarding is done in consultation with other teachers and the head of the school. This is specified in Upper secondary school law (10.8.2018/714). The student can only appeal the final grade or if the issue is related to continuation of the studies. These appeals must be submitted within 2 months of receiving the information about the grade. Each appeal is resolved together with the teachers and the head of the school. Any further appeals regarding the decision made by the school must be addressed to the Regional State Administrative Agency within 14 days of receiving the decision. 

Other administrative decisions 

Other administrative decisions in upper secondary education include, for example, admission to the programmes offered by the school, temporary absences from schoolwork, expulsion from the school and other discipline-related decisions.  

Appeals regarding these matters are addressed to the Regional State Administrative Agency.  

It is the responsibility of administrators to give guidance concerning the appeals process related to administrative decisions. 

Reviewed 8/2024 

Finnish legislation gives students a right for support in their studies. The need for special arrangements must be carefully considered immediately after the concern for the wellbeing of the student is acknowledged. Whether the issue is big or small, concerns physical or mental health, or financial or social issues, there is help available. Often it is easiest to start by contacting the home group teacher, DP coordinator or the study counsellor. These people will help to find the kind of help that is needed. It is also possible to contact the other student welfare workers, school psychologist, school nurse or school counsellor directly.  

It is the responsibility of each staff member within their own role to monitor the students and help in student welfare (Oppilas- ja opiskeluhuoltolaki 1287/2013, 4§). The study counsellor and the DP coordinator coordinate these efforts.  

The subject teachers must complete the attendance records for each of their classes in Wilma daily and continuously assess the student learning through formative and summative assessment. Home group teachers’ role is to follow up on attendance and progress of studies on a weekly basis. Study counsellor and IBDP coordinator monitor studies and attendance records on a bimonthly basis. When a student is under 18, it is the responsibility of the home group teacher to contact a student’s guardian as soon as there is concern.  Student welfare team members handle issues of greater concern.     

Alternative arrangements available for the plan for individual support are determined by IBO and the Diploma Programme coordinator assists in finding the suitable form of support for the student. The plan for individual support can be made by, for example, a study counsellor, a special education teacher or diplma programme coordinator.  

Alternative arrangements include, for example, extra time on written examinations and use of a computer to write down exam responses. The plan for pedagogical support and assessment arrangements is recorded in Wilma. The statement is given to the student and their legal guardian for signing. It is the student’s responsibility to bring the statement to the IB coordinator and inform the subject teachers of the special arrangement plan.  The effect of special arrangements must be carefully followed, and the findings are to be recorded on the plan form in Wilma.  

Subject teachers decide on how to follow the plan for individual support. Pedagogical decisions are always the responsibility of the teacher. Student welfare personnel can help the teachers to find solutions to meet the needs of an individual.   

Special arrangements must always align with the requirements of the Diploma Programme in such a way that the students have a chance to accumulate the necessary skills and knowledge required. Therefore, special arrangements do not equal exemption from assessment; verbal or written. Each student must be given a chance to develop their skills and knowledge from their own level.   

Six months prior to the final exams the DP coordinator must submit the request for alternative arrangements in the final examinations to the IBO. The request must be accompanied by a medical or psychological statement (or equivalent) and with educational evidence. Required additional statements can be provided by either a school psychologist, school nurse or the special education teacher or, for example, a licensed psychotherapist, or medical doctor.   

Students are required to schedule a meeting with their IB subject teachers as soon as they have a plan for individual support. This is to ensure that teacher is aware of the plan and can accommodate the student´s needs.  

Difficulties in reading and writing  

During the PreDP year all Finnish speaking students participate in preliminary assessment for dyslexia (“lukiseula”). For some students this preliminary testing will indicate a need for further individual testing. A special education teacher is the contact person for any questions related to preliminary testing or the following individual testing. When the individual tests indicate mild, moderate, or severe reading or writing disorders the special education teacher prepares a statement of the findings and a plan for pedagogical support and assessment access arrangements. The statement and the plan are published in Wilma to inform the student and their legal guardian of the arrangements.  

School’s special education teacher only tests the Finnish speakers. Speakers of other languages can contact a psychologist from the private sector for dyslexia testing after consulting the DP coordinator. The tests used must be standardized and a standard score needs to be shown with the test results. Standard score refers to a score, which allows for comparisons, that is based on a scale with a constant statistical mean and standard deviation. Publishers of psychological tests report standard scores with a mean of 100 and standard deviation of 15.   

Reviewed 1/2025 

We actively strive to encourage and support the enrichment that a bilingual perspective of the world provides our students with. In addition to understanding the advantages of mastering a global language such as English, we are very aware of the need to cherish and nurture the position of the students’ first language as well as to provide the opportunity to acquire understanding of further languages.   

To further these aims we offer different levels of language tuition in groups 1 and 2. Access to courses in the different groups is primarily determined by the extent of tuition in the language in question that the student has received prior to entering our program. Students who have studied a language as mother tongue / MYP language and literature subject are to continue the study of that language in group 1 (this includes self-taught languages). Students who have language acquisition studies in a foreign language are suitable for either group 1 or group 2 language B studies. Students with limited exposure to a language can study it at the group 2 ab initio level. Our offering of languages in the Diploma Programme is as follows:  

Group 1: Finnish A Literature HL/SL, English A Language and Literature HL/SL, Chinese language and literature SL, Self-taught Language A Literature SL 

Group 2: English B HL/SL, Spanish/French ab initio SL   

Student may also choose language courses from the national programme where we offer several additional languages. Diploma Programme students mainly study these courses during their preparatory year.  

All teachers should be aware of the role language plays in accessing and communicating about their subject and take this into account in their instruction and assessment. The language of instruction is English. We understand that language learning is a multifactorial process and that by encouraging the use of language in different ways and in different situations and by providing continuous exposure to language, competence increases. We understand that most of our students are learning in an additional language and their language development is a key factor in all academic success.  

In our staff, we have several native English speakers, but most teach in their second language. We see this combination as a great benefit. The administration encourages teachers to develop their language skills and language issues are a part of our collaborative planning and reflection.  

As a school situated in a Finnish speaking environment, we strongly encourage the students in Finnish language learning. This is essential to increase cultural understanding and intercultural exchange. Finland is a bilingual country, and we also encourage the students to learn the other domestic language, Swedish. Most of our students are native Finnish speakers.  

We actively seek for opportunities also outside the school environment to promote language learning. Going to see a movie or a play allows an authentic experience of language use.  The excellent library services of the City of Oulu are utilized as a source of quality texts and to give access to newspapers and magazines in a variety of languages.  

We recommend Finnish studies for all our students. Finnish A HL/SL is recommended for Finnish-speaking students (mother tongue) and Finnish as a second language studies (currently not available as an IB subject) are recommended for other students. The language level is determined during the pre-DP year.  

Almost all our students choose English as an IB subject. English A HL/SL English-speaking students (mother tongue) is the recommended level for most of our students. In some cases, English as a second language (English B) may be chosen. However, for our IB continuum students* this is available only in special circumstances.  

French/Spanish Ab initio SL is available as an additional language. Ab initio studies are for students with no prior studies of the language. However, if a student has some prior language studies in the language, this choice might be possible. The IB coordinator makes the decision together with the language teacher.   

Please, note that if you consider changing subject or level after the IB1 year has started you must consult relevant language teachers and set up a meeting with the IB coordinator. 

*Students who have previously studied in the MYP programme are not eligible for English B studies if they have studied English language and literature. 

Reviewed 9/2024 

Safer space is a place where everyone can be themselves and express themselves and their opinions without fear of disdain, discrimination or mental or physical violence.  

Safer space is created through practices that aim to increase the sense of safety for all members of the school community. To reach this aim, the staff and students continuously work together to develop better practices and educate themselves on issues of inclusion and equality. The contradictions or conflicts which might emerge from the different views and experiences of people will always be addressed and dealt with.  

What we agree to: 

• We will intervene in situations of discrimination, harassment, and inappropriate behavior. We do not tolerate for example racism, ableism (discrimination against disabled people), discrimination against gender or sexuality. 
• We will encourage a diversity of opinions and promote dialogue free from assumptions. 
• Support is available to anyone who needs it. You can report harassment, discrimination, or other inappropriate forms of behavior to the contact person, DP coordinator Heli-Maarit Miihkinen. You can also report incidences anonymously. 
• We ask for feedback on the safer space policy and general issues of safety. Feedback can be given anonymously. 
• If we act in the wrong way or make a mistake, we take responsibility and apologize. 
• We ask for permission to photo, record or film in school. Photos, recordings, or videos are not published without permission.  
• Accessibility of the school campus is everyone’s responsibility. We keep the corridors uncluttered, we make sure that furniture is placed where it belongs, and we do not block access ramps with bikes etc. 
• We educate ourselves and update this safer space policy.  

What we expect from everyone (also from ourselves): 

• Everyone has a responsibility for creating a supporting atmosphere. If the atmosphere is non-discriminatory and safe, learning and interaction is easier.  
• Respect boundaries, physical and other boundaries.  
• Be aware of your own assumptions and biases, talk from your own experience only and not on behalf of others - everyone has the right to their individual sovereignty. Try to be open to new perspectives and ideas. 
• It is important to come forward if you do not know or are not familiar with something. You can always ask for further information and guidance. 
• Use appropriate language suitable for the situation. Avoid profanities and be inclusive with the choice of language. Acknowledge and respect different language backgrounds. 
• If you disagree with someone, try to raise the matter in a constructive and peaceful manner. Focus on the issue, not the person. 
• If the situation feels uncomfortable, please raise the issue, for example, by informing the staff members, student welfare workers or the DP coordinator.