The common thread
Children and young people have diverse interests and dreams for the future. They also have different circumstances and abilities, which means they climb toward their peak—their full potential—at different speeds. At Raoul Wallenberg School, we take this very seriously. Our ambition is to meet each child and student where they are in their journey. It is the child and student who climb in knowledge, social skills, and character. We accompany them on this climb, teaching, encouraging, challenging, supporting, and coaching them toward the goals they set for themselves.
Our ambition is for our learning environment to inspire, challenge, and prepare our children and students for the future. We apply the “red thread” with a consistent value system throughout the climb toward the peak and each individual’s full potential.
We develop the whole individual
We believe that everyone can and wants to learn
We have high expectations for every individual
An important driver of development is the expectations placed on individuals by the surrounding society. This is especially true for the expectations of the adult world on children and young people. At RWS, we therefore hold high expectations for everyone. We expect all individuals to adopt a growth mindset and, with determination, strive toward their set goals and their full potential.
We foster individual self-confidence
One of the most important tasks for guardians and schools is to build self-confidence in children and students early in life and throughout their upbringing. This strengthens mental health and well-being, increases motivation and performance, and enhances the ability to establish genuine relationships with others.
We achieve this by setting attainable goals and celebrating successes in everyday life. We focus on the individual’s strengths, encourage them to take risks, and help them learn from mistakes.
We constantly work toward ambitious goals
It is important to train children from an early age to approach life with a goal-oriented mindset. We start by helping children set small, simple, and measurable goals. When a goal is achieved, we provide positive reinforcement, giving them a sense of accomplishment, which in turn builds self-confidence.
Gradually, the use of goal-setting increases, and by the end of elementary school and during middle school, it reaches a relatively advanced level. Working toward clear, realistic, and measurable goals, with recognition when they are achieved, is one of the most effective ways to build self-confidence in children and students.
We Apply a Unified Structure in Teaching
For classroom teaching to function effectively and for students’ learning to progress well, clear leadership and structure in all classroom activities are essential. Therefore, we implement a consistent structure for teaching from preschool class through grade 9.
Students enter the classroom in an orderly manner under the teacher’s guidance and stand behind their desks. Once everything is calm and quiet, the teacher asks the students to take their seats, and the lesson begins.
A clear structure is displayed on the whiteboard for each lesson. The session starts with a review of the previous lesson, followed by an explanation of the lesson’s objectives, how the work will be carried out, and the new concepts to be learned. At the end of the lesson, a summary is conducted. Students then stand behind their desks and leave the classroom according to the teacher’s instructions.
By training students in this routine from preschool class, it becomes an integral part of the school culture, contributing to a calm atmosphere and a focused learning environment.
We establish a close and trusting collaboration with guardians
We do not view the relationship between guardians and the school as a typical customer-supplier dynamic. Instead, we see it as a shared responsibility to jointly provide the child or student with the support needed to develop as fully as possible in all aspects, striving toward their full potential. We implement a clear division of responsibilities and roles between guardians and the school’s staff. The school assumes primary responsibility for the child’s or student’s academic development, while also contributing to their upbringing and character development. Guardians take primary responsibility for the child’s or student’s upbringing and character development, while supporting their academic growth.
