Knowledge, academic progress and discipline
At Nordic International School, we put great emphasis on knowledge and important social-emotional skills, such as conscientiousness, good manners, and grit. In this regard, our educational model is more ‘traditional’ than the ‘progressive’ student-led philosophy that has been dominant in Sweden since the 1990s.
Traditional methods
Subject knowledge and social-emotional skills are crucial for students to succeed in life. Therefore, we promote a structured school environment and traditional teaching methods. Research suggests that a strong focus on knowledge, teacher-led education, more time for teaching, and classroom discipline have positive effects on academic results and behaviour1.
Traditional environments
To ensure calm and safe spaces, Nordic International Schools are designed in ways that research and proven experience suggest help improve learning.
A school lunch which promotes knowledge development
As part of our learning concept the school has its own school restaurant where the students themselves get to decide their lunch menu. Everything is carried out through the Mitt Käk app and the concept has led to high student satisfaction and students that have the energy to perform the entire day.
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Clear rules key to academic success
Nordic International School is characterised by high expectations and a safe study environment, with a focus on knowledge and academic progress where everyone is given the opportunity to perform to the best of their ability. Mr Emil Wallin, School Manager of Watma Education’s compulsory schools and previous principal at Nordic International School Trollhättan and Karlstad, explains the school’s concept and how clear rules help the students perform.
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Our mission
At Nordic International School it is believed that giving teachers more influence over the classrooms and having a calm learning environment facilitates concentrating on studies. A school where result-orientated learning goes hand in hand with a warm and welcoming school environment.
