School code of conduct
The value-based and academic framework of the school –
perhaps the single most important thing to know about us.
The Prizma Code represents the fundamental value-based and academic framework of the school’s operations. The principles set out in this document commit students, teachers, and parents to the consistent respect of established standards of work, communication, and assessment.
Prizma is an educational institution in which academic standards, personal responsibility, and a culture of respect form the foundation of both the programme and the way the school operates. The school functions on clearly defined criteria, the professional autonomy of teachers, and the systematic development of its students.
1. LEARNING IS THE FOUNDATION
Knowledge is built through understanding, effort, and perseverance. Academic development is a priority. Teaching is focused on comprehension, analysis, argumentation, and the application of knowledge. Results without understanding are not considered an educational objective.
2. STUDENT ACADEMIC RESPONSIBILITY
Responsibilities are accepted. Tasks are completed. Students take responsibility for fulfilling their obligations, managing their time, and completing assignments. Work habits are developed systematically, with consistent monitoring of progress.
3. CLEAR CRITERIA AND PROFESSIONAL AUTONOMY OF TEACHERS
Grades are based on knowledge. Pressure does not change standards. Assessment standards are defined in advance and applied consistently. Teachers operate within the framework of professional autonomy, and external influences do not alter academic criteria.
4. A CULTURE OF RESPECT AND REASONED DIALOGUE
We engage in reasoned discussion without disparagement. Different opinions are expressed in a well-founded and respectful manner. The school fosters dialogue, cooperation, and mutual respect as the foundation of its community.
5. MISTAKE AS AN INTEGRAL PART OF LEARNING
The analysis of mistakes contributes to understanding and progress. A lack of effort and the failure to take responsibility are not acceptable patterns of behaviour.
6. INDEPENDENCE IS DEVELOPED GRADUALLY
First attempt. Then seek support. Students are encouraged to think independently and attempt to solve problems before asking for assistance. The support provided is aimed at strengthening competencies, not replacing personal effort.
7. RESILIENCE IS PART OF GROWING UP
Challenges, waiting, and mistakes are integral parts of learning. The educational process includes clearly defined expectations, the evaluation of achievement, and the gradual development of the ability to cope with challenges, demands, and delayed gratification.
8. INTEGRITY AND FAIRNESS
Character is more important than status. Grades are based on demonstrated knowledge and clearly defined criteria. Consistency and fairness form the foundation of trust in the assessment system.
9. COLLABORATION AS AN EDUCATIONAL VALUE
Individual progress is achieved within a community that fosters mutual respect, support, and shared responsibility.
The school’s aim is to systematically develop students’ knowledge, responsibility, integrity, and resilience, preparing them for further education and active participation in society.