School Policy Document
On this page you can find our school policy documents below. If you would like a translated version please contact our admin, they are also available in Italian and Slovene upon request.
What is student academic misconduct?
Academic misconduct is defined as behaviour, whether deliberate or inadvertent, that results in or may result in the student or any other student getting an unfair advantage in one or multiple parts of assessment.
Academic misconduct may include:
Plagiarism: intentionally or unintentionally representing the ideas, words or work of another person without proper, clear, and explicit referencing (footnotes or bibliography) or use of an AI generator to produce part or all your work.
Use of tutors: Students are allowed to have help from external tutors, but the tutors are not allowed to write part or all of the students' homework, coursework, or other pieces of school work such as presentations or scripts for oral assessments.
Collusion: Supporting academic misconduct by another candidate, allowing your work to be copied or submitted for assessment by another
Duplication of work: The presentation of the same work for different parts of the IB Diploma. (An example would involve submitting the same piece of work for a History Extended Essay and the History Internal Assessment)
Academic misconduct also includes:
Copying the work of another student from this school or another
Not complying with the instruction of the invigilator or examinator in mock or real exams.
Falsifying data for an assignment
Falsifying a CAS record
Taking unauthorised material into the examination room, including a mobile phone, an electronic device, wearable technology, smart watches or other form of smart technology, own rough paper, notes…
Misbehaving during an exam, including any attempt to disrupt the examination or distract another candidate
Using an unauthorised calculator during an examination (see maths policy on this for both IGCSE and IB), this may include concealing and/or using unauthorised software on a graphic calculator, particularly,
Impersonating another candidate
Theft of examination papers or taking exam scripts out of the examination room, this includes extracts, sourcepapers, and rough work.
IB Only: Disclosing or discussing the content of an examination paper with a person outside the immediate community within 24-48 hours after the examination (see IB policy on this)
Use of AI in Homework and Coursework
The use of artificial intelligence (AI) tools for completing assignments is only permitted within the guidelines set by the school and the IB. While AI can aid learning, submitting AI-generated content (part or in full) as your own work constitutes plagiarism. Students should use AI responsibly and in alignment with the academic integrity policy, ensuring they remain the primary authors of their submissions. Students will learn how to use AI generations in PSHE classes to generate ideas, and also how to check the content AI generates (as it is not always accurate!).
Consequences for Violating the Integrity Policy
Our school maintains a zero-tolerance policy on plagiarism and academic dishonesty. Violations will result in disciplinary actions, which will include discussions with parents, a zero grade in that assignment (key stage 3 only) or, in severe cases, disqualification from programs from the IGCSE or IB, in line with the exam board requirements. Repeat offences, especially in IGCSE and IB years, will incur more serious consequences, potentially affecting a student’s ability to progress in their studies.
Maintaining Integrity in IGCSE Exams (Year 10 and 11)
Adherence to academic integrity during IGCSE exams is crucial, as these assessments contribute to students' future educational pathways. Plagiarism, cheating, or any form of dishonesty in exams and coursework is strictly prohibited. We encourage all students to use these assessments to demonstrate their own knowledge. If a student is caught cheating in mock examinations, they will be facing internal suspension, and if this is a repeat offence the student may be facing withdrawal from the final IGCSE exams.
Supporting Students to Avoid Plagiarism
We provide guidance on appropriate study practices and citation methods to all students. Our teachers are available to help students understand the importance of academic honesty, including proper source use and citation. We aim to instil respect for intellectual property and help students develop skills to prevent plagiarism in all academic contexts.
Strict Zero-Tolerance for IB Academic Integrity
In alignment with the IB’s commitment to academic integrity, our school enforces a zero-tolerance policy for plagiarism in all IB exams and coursework, including the Extended Essay (EE) and Theory of Knowledge (TOK). All assignments will be run through Turnitin or similar software to ensure originality. Any form of plagiarism will be reported to the IB, potentially resulting in disqualification from the IB program and loss of the IB diploma - please note there is a threshold allowed on the turnit in software for plagiarism which is usually around 10-15%.
You can read more about the IB academic integrity policies from the exam board.
Responsibilities in the IB Core Components
For coursework in EE, TOK, and other assessments, students must take sole responsibility for their work, and will be required to sign it as their own work. The Extended Essay, for example, should reflect students' personal research and analysis, with all sources properly cited (this will be explained in detail by your EE supervisor). Intentional misrepresentation of sources, use of unauthorised materials, or copying are breaches of IB’s standards and will be addressed accordingly.
How Our School Deals with Plagiarism
This is a complex area. In broad terms, these are the various stages:
If the teacher suspects that plagiarism may have occurred they will undertake an investigation which would normally involve considering any evidence. This may include a report generated by text-matching software from turn-it in, or comparing a student's writing to their other pieces of work.
If, following the investigation, the teacher has a reasonable suspicion that plagiarism has occurred, they will invite the student to respond to the allegation.
If this is a first offence, and if it is for homework or classwork (not an IGCSE or IB piece of coursework) this will be a warning, and a lunch time detention. Students may receive a 0 for the piece of work, and not be allowed to redo it.
If this is a second or multiple offence parents will be emailed and invited in for a meeting, and students will have a week of lunchtime detentions. The student will not be allowed to redo it.
If this is for IB coursework or IA, we will refer to the IB academic integrity policy. Parents will be informed immediately, and be asked to attend an academic integrity meeting as a matter of urgency.
Examples of how our school deals with plagiarism in different forms:
A year 8 student copies and pastes a paragraph from a website on their powerpoint presentation on 1 slide for geography class.
The teacher will speak to the student about referencing and plagiarism. No further action, this is a small event.
A year 8 student copies and pastes their entire powerpoint from an online source.
The teacher will speak to the student, and give them a 0 grade, and a lunch time detention.
A year 9 student attempts to copy from another student in a formal class assessment, for the 5th time.
Parents will be invited into school to speak to the head of secondary, and the student may have internal suspension from 2-5 days.
A year 10 student uses an AI generator to write a poetry essay in English Literature, and submits it as their own work. It is clearly not their own work. This is a first offence.
The teacher will speak to the student and explain to them why using an AI generator will not help them learn the content, and they will be asked to redo it in their lunch time, to ensure they learn the content/essay writing skills.
The same year 10 student again uses an AI generator to write another essay, but this time for History. This is now a second offence.
The teacher will speak to the student and explain why they will get a 0, and that their parents/guardians will be emailed. They will have a lunch time detention where they are required to redo it, but will still receive a 0.
A year 11 student in the mock IGCSE exams gets caught with unauthorised material in the exam hall. They have attempted to use it under the table.
The student will receive a 0 for the exam, parents requested to come in for a meeting, and they may be facing internal suspension for a week.
A year 11 student in the mock IGCSE exam forgets they have notes in their pocket, and half way through the exam puts up their hand and hands it in.
Students will be spoken to after the exam about the consequences of this in the real exam, no further action taken.
A year 11 student in the real IGCSE is caught attempting to copy the answers from another student.
This will be reported to the exam board, and it is down to the IGCSE whether the student will be disqualified for this exam, for all these subjects exams, or all IGCSE exams in total.
A year 12 student has plagiarised their coursework for Psychology. This is very clearly not the students work, and perhaps is AI generated. It reads as 70% plagiarism on turnit-in software.
Parents will be invited in for a formal meeting with the Head of Secondary. Students may be facing internal suspension, and may be facing removal from the IB course depending on circumstances.
School strategies for promoting academic honesty:
All staff will receive a copy of this policy and will be expected to read it and apply the policy in general practice;
Academic honesty will be discussed during inset sessions, whole staff meetings, departmental meetings, tutor meetings, and other meetings as appropriate;
Students will be informed of the school’s academics and encouraged to adhere to the rules set out in the policy. Upon entry into the school and again before entering IB students are required to sign an anti-plagiarism and academic integrity document.
Students will be informed of and encouraged to adhere to sound academic honesty practices during lessons, enrichment activities, and other school activities;
Specifically for the IB: The head of Extended Essay will hold classes in year 12 for students on plagiarism, referencing, copyright and ethical issues of academic honesty/misconduct with an IB focus.
The school will use Turnitin software as standard for assisting teachers in spotting plagiarism.
Koper International School (KIS) operates a non-selective admissions policy, welcoming students of varied academic backgrounds and abilities. We assess each applicant holistically, recognising that students have diverse educational and linguistic needs. Upon application, students transferring from non-English-speaking schools will take an English language placement test. This assessment helps place students in the appropriate learning stream to support their transition into a British International School system.
We offer two English streams in Years 7, 8, and 9:
EAL Stream (English as an Additional Language): This stream supports students developing their English proficiency and includes intensive English language instruction alongside core subjects to build language skills progressively.
Bilingual/Native Stream: For students who achieve a B2 level or higher in English, this stream allows them to follow the standard British curriculum without additional language support, aligning with bilingual or native speaker standards.
If a student requires additional support for special educational needs (SEN), we are committed to providing reasonable accommodations. Families must disclose any SEN requirements, along with relevant psychological or educational assessments and reports, during the application process. Specialist support is available for an additional fee, which will be discussed with families based on the level of assistance required.
This admissions policy ensures that each student receives the appropriate support for their language and educational needs, fostering an inclusive environment where all students can thrive. We aim to offer every student a supportive and challenging education tailored to their individual growth and development.
Progression Policy for Year 10 (IGCSE)
To progress to Year 10, students currently enrolled in the English as an Additional Language (EAL) stream in Year 9 must demonstrate their readiness to handle the curriculum's language demands, as the EAL stream does not extend beyond Year 9. Specifically, students in the EAL stream are required to pass a B2 level English test by the end of Year 9 to qualify for advancement. This assessment ensures that students possess the necessary English language skills to effectively engage with the academic content in Year 10. If you have joined us late and do not meet this requirement, we will require a 3 week intensive summer English program which is run through our language school partner Nista at an additional fee.
Additionally, academic performance is a key criterion for progression. Students must meet the standard of “meeting requirements” in at least 75% of their Year 9 subjects to continue to Year 10. This requirement is intended to confirm that students are meeting grade-level expectations in their overall studies, supporting a smooth transition into the more demanding coursework in Year 10.
These criteria help maintain a strong academic foundation and linguistic readiness, ensuring that students are fully equipped to succeed in the subsequent stages of their education within our program.
Year 10 IGCSE - External Entry Policy
To ensure all students are well-prepared for the academic rigour of Year 10, students applying from non-English-speaking schools must demonstrate English proficiency at a minimum of B2 level, aligned with the Common European Framework of Reference for Languages (CEFR). This requirement supports students’ ability to succeed across our curriculum and to engage fully in the IGCSE program, which is delivered in English (except modern foreign languages).
If a prospective Year 10 student does not have an English language qualification equivalent to the Cambridge First Certificate in English (FCE) or IELTS certification, they will be required to sit an entrance exam (written and oral) at our school to verify B1+ proficiency in English.
Should the student not meet the required level, we offer a mandatory Intensive Summer Course designed to provide focused English language support. This three-week program, costing €1,500, includes 5 hours per day of academic English instruction tailored to help students rapidly progress toward B1+ proficiency. Upon successful completion of the intensive course, students will be reevaluated and, if their proficiency reaches the necessary level (or near necessary), they will be granted admission to Year 10. This approach ensures all students can engage confidently in our academic environment, laying a strong foundation for their studies in Years 10 and beyond.
If the student is close to the B1+ proficiency needed for September, we will strongly recommend the student has extra English support after school.
Year 11 IGCSE - External Entry Policy
Our Year 11 admissions policy is designed to ensure that all students entering this critical year of study are fully prepared for the demands of the IGCSE curriculum. We welcome students from a variety of educational backgrounds and are committed to supporting each individual’s needs for academic success within our school environment.
For students transferring from another British school and already engaged in IGCSE courses, we offer the opportunity to continue these courses with us, provided they align with the subjects available in our Year 11 curriculum. This ensures a seamless continuation of their studies and promotes academic consistency. If the subject is not available, we will offer the student the chance to study independently to still sit the subject exams.
Students coming from a non-IGCSE international, English-speaking school must demonstrate proficiency through an entrance test in English, Science, and Mathematics. If these entrance test scores meet the required standards, students will be eligible for admission into Year 11. However, they may have a reduced selection of IGCSE subjects to complete, given the challenge of covering a two-year course within eight months.
For applicants from non-English-speaking schools, a B2 level of English proficiency is required in addition to successful performance on our English, Science, and Mathematics entrance tests. This language standard ensures that students have the foundational skills necessary to complete the IGCSE program within the shortened time frame. Additionally, for younger applicants who might be below the typical age for Year 11, we may advise starting in Year 10 to benefit from the full two-year IGCSE course structure.
In cases where English proficiency requirements are not met, and the applicant is not eligible for Year 10 placement due to age and does not speak Slovene or Italian, we will offer admission conditional on participation in our Intensive English Summer Program. We understand if the student does not speak Slovene or Italian, we are the only school in the region available in English. Students will undertake this mandatory three-week course that costs €1,500 and provides five hours of daily academic English instruction. Following the summer course, the student will also need to attend after-school intensive English sessions three times per week to continue improving their language skills, ensuring they are well-supported as they advance in our program.
This policy maintains high standards of academic readiness while providing flexibility and support for students transitioning into our school’s IGCSE program.
Year 12 IB - Progression Policy
At Koper International School, we aim to support each student in their transition to the International Baccalaureate Diploma Program (A-Levels ) qualification for their last two years. While we encourage students to continue onto the A-Levels , we recognize that the program's demanding academic requirements may not be suited to everyone. Entry into the A-Levels program requires that students demonstrate a strong foundation in their IGCSE courses, particularly in the subjects they wish to continue in A-Levels courses both at standard and higher level.
To qualify for the IB, students should have passed the IGCSE subjects they intend to take forward with a minimum of a C for standard level, and minimum B for higher level. The IB curriculum includes six subjects, split evenly between Higher Level and Standard Level, alongside the Extended Essay (EE) and Theory of Knowledge (TOK) course. This rigorous structure is designed to ensure a well-rounded and challenging education.
Specific Subject Requirements
English and Mathematics: Students who do not pass IGCSE English or Mathematics will be required to retake these exams the following May/June exam series. Although students can proceed onto A-Levels program, it is recommended that students who have not passed IGCSE English do not select English as their Language A course if they are fluent in Slovene or Italian, as we offer Language A Slovene Literature and Language A Italian Language and Literature. For students who did not pass IGCSE Mathematics, they will automatically be placed in IB Standard Level Mathematics to better align with their proficiency.
Progress and Support for At-Risk Students: If a student fails both English and Mathematics, a follow-up meeting will take place in December, involving the student, their teachers, and parents, to evaluate their progress and establish any necessary support. For students permitted to proceed with the IB despite failing multiple IGCSE subjects due to exceptional circumstances, regular meetings will be arranged once each term to monitor progress and provide the necessary academic support. Teachers and parents will be active participants in these meetings to ensure the student remains on track. If a student is at risk of failing the IB early on, we may suggest the student be moved to the IB certificate program instead.
Subject-Specific Grade Requirements
Each IB subject has its unique entry requirements based on IGCSE performance. Students and parents are encouraged to refer to the specific grade requirements provided for each subject area, which can be found [here] (insert link).
Through these guidelines, we aim to ensure that students embarking on the IB journey are prepared and supported to achieve success in this academically rigorous program. Our admissions criteria into the IB are designed to encourage high standards while providing the flexibility to accommodate students facing unique challenges.
Year 12 IB - External Entry Policy
At Koper International School, we welcome applications from students in Year 12 who are coming from diverse academic backgrounds, whether the student has always been in English international education or is from a public school in Slovenia or Italy. To ensure a smooth transition and successful integration into the IB Diploma Program, we have the following entry criteria.
Subject Pass Requirements: For students transferring from a British International school, the same requirements apply as for our internal students. This means they must have passed the IGCSE subjects they intend to pursue at A-Levels level. These passes demonstrate a foundational knowledge essential for A-Levels subjects.
English Language Proficiency: Given that the IB curriculum is delivered primarily in English, a minimum English language proficiency level of B2 is required for all students, regardless of whether they plan to take Language A courses in Slovene Literature or Italian Language and Literature. This ensures that students can fully engage with all other IB subjects. If a student does not hold Cambridge FCE or IELTS certification to confirm their English level, they will need to complete our internal written and oral English proficiency assessments.
Mathematics Placement: If the academic records from the student’s previous school lack clarity regarding their mathematics proficiency, or if their current level appears ambiguous, an internal mathematics placement test will be administered. This test will determine whether the student is best suited for Standard Level or Higher Level IB Mathematics.
Our admissions process is designed to identify the appropriate academic support for each student, ensuring they are well-prepared for the demands of the IB program. With these measures, we aim to foster academic excellence and a strong foundation for success in our rigorous international learning environment.
Year 13 IB - External Entry Policy
Students can only transfer to our school in the final year from other IB schools. If you are not from an IB school, you will have to start the course in year 12, with the same requirements as above. It is not possible to do the IB course in 7 months.
Waiting List Policy:
Students who have successfully completed the application procedure, but are unable to join the school due to no place being available in their year group, will be offered a place on the waiting list with priority given to:
Siblings of current students
Students coming from other international schools
Native English speakers and those who do not speak Italian or Slovene language.
Academic record from the students previous school
Others students are prioritising the date of completion of the Admissions process.
Enrolment of Special Educational Needs Students
Students with mild special needs (i.e. ADHD, dyslexia, dyspraxia etc.), whether these are identified upon application or if they become apparent during the student’s time at KIS, we are able to provide additional SEN support, which may incur an additional fee (in cases of 1-1 teaching assistance). KIS is prepared to consider applications for all year groups for students with special education or physical needs depending upon the application, nature of the special needs, and our ability to support the student. In certain cases we may not be the appropriate school choice for your child, and we will not be able to enrol your child.
For full details, see the SEN Policy.
Acceptance and Confirmation
Parents are required to confirm the student’s place by payment of the ‘Place Reservation Fee’ within 10 (ten) days of receiving the invoice.
Upon notification by administration of receipt of the payment, the director of the school will send a Confirmation Letter via email and upon request via post. The school will email a copy of the school contract, countersigned by the director of school and head teacher, to the parents and the student's place is now formally reserved. Parents must print, sign and scan this back to the school before the beginning of the school year (1st September 2025).
Failure to pay the ‘Place Reservation Fee’ within ten days may result in the applicant’s place being offered to another student.
Tuition fees and any further charges must be paid according to the schedule of fees & charges.
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Koper International School (KIS) operates a non-selective admissions policy, welcoming students of varied academic backgrounds and abilities. We assess each applicant holistically, recognising that students have diverse educational and linguistic needs. Upon application, students transferring from non-English-speaking schools will take an English language placement test. This assessment helps place students in the appropriate learning stream to support their transition into a British International School system.
We offer two English streams in Years 7, 8, and 9:
EAL Stream (English as an Additional Language): This stream supports students developing their English proficiency and includes intensive English language instruction alongside core subjects to build language skills progressively.
Bilingual/Native Stream: For students who achieve a B2 level or higher in English, this stream allows them to follow the standard British curriculum without additional language support, aligning with bilingual or native speaker standards.
If a student requires additional support for special educational needs (SEN), we are committed to providing reasonable accommodations. Families must disclose any SEN requirements, along with relevant psychological or educational assessments and reports, during the application process. Specialist support is available for an additional fee, which will be discussed with families based on the level of assistance required.
This admissions policy ensures that each student receives the appropriate support for their language and educational needs, fostering an inclusive environment where all students can thrive. We aim to offer every student a supportive and challenging education tailored to their individual growth and development.
Progression Policy for Year 10 (IGCSE)
To progress to Year 10, students currently enrolled in the English as an Additional Language (EAL) stream in Year 9 must demonstrate their readiness to handle the curriculum's language demands, as the EAL stream does not extend beyond Year 9. Specifically, students in the EAL stream are required to pass a B2 level English test by the end of Year 9 to qualify for advancement. This assessment ensures that students possess the necessary English language skills to effectively engage with the academic content in Year 10. If you have joined us late and do not meet this requirement, we will require a 3 week intensive summer English program which is run through our language school partner Nista at an additional fee.
Additionally, academic performance is a key criterion for progression. Students must meet the standard of “meeting requirements” in at least 75% of their Year 9 subjects to continue to Year 10. This requirement is intended to confirm that students are meeting grade-level expectations in their overall studies, supporting a smooth transition into the more demanding coursework in Year 10.
These criteria help maintain a strong academic foundation and linguistic readiness, ensuring that students are fully equipped to succeed in the subsequent stages of their education within our program.
Year 10 IGCSE - External Entry Policy
To ensure all students are well-prepared for the academic rigour of Year 10, students applying from non-English-speaking schools must demonstrate English proficiency at a minimum of B2 level, aligned with the Common European Framework of Reference for Languages (CEFR). This requirement supports students’ ability to succeed across our curriculum and to engage fully in the IGCSE program, which is delivered in English (except modern foreign languages).
If a prospective Year 10 student does not have an English language qualification equivalent to the Cambridge First Certificate in English (FCE) or IELTS certification, they will be required to sit an entrance exam (written and oral) at our school to verify B1+ proficiency in English.
Should the student not meet the required level, we offer a mandatory Intensive Summer Course designed to provide focused English language support. This three-week program, costing €1,500, includes 5 hours per day of academic English instruction tailored to help students rapidly progress toward B1+ proficiency. Upon successful completion of the intensive course, students will be reevaluated and, if their proficiency reaches the necessary level (or near necessary), they will be granted admission to Year 10. This approach ensures all students can engage confidently in our academic environment, laying a strong foundation for their studies in Years 10 and beyond.
If the student is close to the B1+ proficiency needed for September, we will strongly recommend the student has extra English support after school.
Year 11 IGCSE - External Entry Policy
Our Year 11 admissions policy is designed to ensure that all students entering this critical year of study are fully prepared for the demands of the IGCSE curriculum. We welcome students from a variety of educational backgrounds and are committed to supporting each individual’s needs for academic success within our school environment.
For students transferring from another British school and already engaged in IGCSE courses, we offer the opportunity to continue these courses with us, provided they align with the subjects available in our Year 11 curriculum. This ensures a seamless continuation of their studies and promotes academic consistency. If the subject is not available, we will offer the student the chance to study independently to still sit the subject exams.
Students coming from a non-IGCSE international, English-speaking school must demonstrate proficiency through an entrance test in English, Science, and Mathematics. If these entrance test scores meet the required standards, students will be eligible for admission into Year 11. However, they may have a reduced selection of IGCSE subjects to complete, given the challenge of covering a two-year course within eight months.
For applicants from non-English-speaking schools, a B2 level of English proficiency is required in addition to successful performance on our English, Science, and Mathematics entrance tests. This language standard ensures that students have the foundational skills necessary to complete the IGCSE program within the shortened time frame. Additionally, for younger applicants who might be below the typical age for Year 11, we may advise starting in Year 10 to benefit from the full two-year IGCSE course structure.
In cases where English proficiency requirements are not met, and the applicant is not eligible for Year 10 placement due to age and does not speak Slovene or Italian, we will offer admission conditional on participation in our Intensive English Summer Program. We understand if the student does not speak Slovene or Italian, we are the only school in the region available in English. Students will undertake this mandatory three-week course that costs €1,500 and provides five hours of daily academic English instruction. Following the summer course, the student will also need to attend after-school intensive English sessions three times per week to continue improving their language skills, ensuring they are well-supported as they advance in our program.
This policy maintains high standards of academic readiness while providing flexibility and support for students transitioning into our school’s IGCSE program.
Year 12 IB - Progression Policy
At Koper International School, we aim to support each student in their transition to the International Baccalaureate Diploma Program (A-Levels ) qualification for their last two years. While we encourage students to continue onto the A-Levels , we recognize that the program's demanding academic requirements may not be suited to everyone. Entry into the A-Levels program requires that students demonstrate a strong foundation in their IGCSE courses, particularly in the subjects they wish to continue in A-Levels courses both at standard and higher level.
To qualify for the IB, students should have passed the IGCSE subjects they intend to take forward with a minimum of a C for standard level, and minimum B for higher level. The IB curriculum includes six subjects, split evenly between Higher Level and Standard Level, alongside the Extended Essay (EE) and Theory of Knowledge (TOK) course. This rigorous structure is designed to ensure a well-rounded and challenging education.
Specific Subject Requirements
English and Mathematics: Students who do not pass IGCSE English or Mathematics will be required to retake these exams the following May/June exam series. Although students can proceed onto A-Levels program, it is recommended that students who have not passed IGCSE English do not select English as their Language A course if they are fluent in Slovene or Italian, as we offer Language A Slovene Literature and Language A Italian Language and Literature. For students who did not pass IGCSE Mathematics, they will automatically be placed in IB Standard Level Mathematics to better align with their proficiency.
Progress and Support for At-Risk Students: If a student fails both English and Mathematics, a follow-up meeting will take place in December, involving the student, their teachers, and parents, to evaluate their progress and establish any necessary support. For students permitted to proceed with the IB despite failing multiple IGCSE subjects due to exceptional circumstances, regular meetings will be arranged once each term to monitor progress and provide the necessary academic support. Teachers and parents will be active participants in these meetings to ensure the student remains on track. If a student is at risk of failing the IB early on, we may suggest the student be moved to the IB certificate program instead.
Subject-Specific Grade Requirements
Each IB subject has its unique entry requirements based on IGCSE performance. Students and parents are encouraged to refer to the specific grade requirements provided for each subject area, which can be found [here] (insert link).
Through these guidelines, we aim to ensure that students embarking on the IB journey are prepared and supported to achieve success in this academically rigorous program. Our admissions criteria into the IB are designed to encourage high standards while providing the flexibility to accommodate students facing unique challenges.
Year 12 IB - External Entry Policy
At Koper International School, we welcome applications from students in Year 12 who are coming from diverse academic backgrounds, whether the student has always been in English international education or is from a public school in Slovenia or Italy. To ensure a smooth transition and successful integration into the IB Diploma Program, we have the following entry criteria.
Subject Pass Requirements: For students transferring from a British International school, the same requirements apply as for our internal students. This means they must have passed the IGCSE subjects they intend to pursue at A-Levels level. These passes demonstrate a foundational knowledge essential for A-Levels subjects.
English Language Proficiency: Given that the IB curriculum is delivered primarily in English, a minimum English language proficiency level of B2 is required for all students, regardless of whether they plan to take Language A courses in Slovene Literature or Italian Language and Literature. This ensures that students can fully engage with all other IB subjects. If a student does not hold Cambridge FCE or IELTS certification to confirm their English level, they will need to complete our internal written and oral English proficiency assessments.
Mathematics Placement: If the academic records from the student’s previous school lack clarity regarding their mathematics proficiency, or if their current level appears ambiguous, an internal mathematics placement test will be administered. This test will determine whether the student is best suited for Standard Level or Higher Level IB Mathematics.
Our admissions process is designed to identify the appropriate academic support for each student, ensuring they are well-prepared for the demands of the IB program. With these measures, we aim to foster academic excellence and a strong foundation for success in our rigorous international learning environment.
Year 13 IB - External Entry Policy
Students can only transfer to our school in the final year from other IB schools. If you are not from an IB school, you will have to start the course in year 12, with the same requirements as above. It is not possible to do the IB course in 7 months.
Waiting List Policy:
Students who have successfully completed the application procedure, but are unable to join the school due to no place being available in their year group, will be offered a place on the waiting list with priority given to:
Siblings of current students
Students coming from other international schools
Native English speakers and those who do not speak Italian or Slovene language.
Academic record from the students previous school
Others students are prioritising the date of completion of the Admissions process.
Enrolment of Special Educational Needs Students
Students with mild special needs (i.e. ADHD, dyslexia, dyspraxia etc.), whether these are identified upon application or if they become apparent during the student’s time at KIS, we are able to provide additional SEN support, which may incur an additional fee (in cases of 1-1 teaching assistance). KIS is prepared to consider applications for all year groups for students with special education or physical needs depending upon the application, nature of the special needs, and our ability to support the student. In certain cases we may not be the appropriate school choice for your child, and we will not be able to enrol your child.
For full details, see the SEN Policy.
Acceptance and Confirmation
Parents are required to confirm the student’s place by payment of the ‘Place Reservation Fee’ within 10 (ten) days of receiving the invoice.
Upon notification by administration of receipt of the payment, the director of the school will send a Confirmation Letter via email and upon request via post. The school will email a copy of the school contract, countersigned by the director of school and head teacher, to the parents and the student's place is now formally reserved. Parents must print, sign and scan this back to the school before the beginning of the school year (1st September 2025).
Failure to pay the ‘Place Reservation Fee’ within ten days may result in the applicant’s place being offered to another student.
Tuition fees and any further charges must be paid according to the schedule of fees & charges.
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Koper International School Slovenia - Anti Bullying Policy
Our school is committed to providing a safe, inclusive, and respectful environment for all students. We take bullying seriously and are dedicated to preventing and addressing all forms of bullying through education, awareness, and action. Forms of Bullying
Bullying can manifest in various ways, all of which can cause significant harm to individuals. The following are examples of bullying behaviors:
Emotional Bullying: Persistent name-calling, social isolation, or exclusion.
Physical Bullying: Hitting, pushing, or other forms of aggressive physical interaction.
Racist Bullying: Targeting someone based on their race, ethnicity, or cultural background.
Sexual Bullying: Making inappropriate comments or gestures of a sexual nature.
Homophobic Bullying: Targeting individuals based on their actual or perceived sexual orientation.
Verbal Bullying: Persistent teasing, mocking, or spreading false rumors.
- Cyberbullying: Using technology to harm, intimidate, or upset others, including sharing harmful content, online harassment, or sending threatening messages.
Signs and Symptoms of Bullying
Recognizing the signs of bullying is essential for early intervention. Parents, guardians, and staff should be vigilant for the following indicators:
Reluctance to attend school or frequent complaints of illness in the morning.
Withdrawal, anxiety, or sudden changes in confidence.
Disruptions in sleep patterns, including nightmares or crying at night.
Declining performance in schoolwork.
Torn clothing, damaged books, or missing possessions.
Unexplained injuries or frequent "accidents."
Changes in eating habits or sudden weight changes.
Nervousness or fear of receiving messages or using technology.
A sudden change in personality or behavior, such as aggression or bullying others.
In severe cases, threats of running away, self-harm, or suicide.
If any of these signs are observed, staff and parents are encouraged to investigate sensitively and promptly.
Preventative Measures
Education and Awareness:
Regular assemblies and workshops for students to raise awareness about bullying and its impact.
Integral part of PSHE in primary and secondary
Integrated across the curriculum in other subjects, especially in Primary School literacy classes, and secondary school PSHE.
Annual staff training to recognize and address bullying effectively.
Open Communication Channels:
Encouraging students to speak to a trusted adult if they or someone they know is being bullied.
Anonymous reporting mechanisms to ensure students feel safe sharing their concerns.
Clear Expectations:
Clear rules and expectations about respectful behavior are reinforced in classrooms, extracurricular activities, and online interactions.
Reinforced on posters around the school and classroom.
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Behaviour Policies at KISS
Different behaviour policies per age range are necessary to cater to the developmental stages and needs of children as they grow. In early years, such as Key Stage 1 (ages 5-7), children are still developing their emotional and social skills. Behaviour management focuses on teaching basic values like respect, sharing, and following instructions in a supportive, positive environment. Strategies are aimed at guiding children toward understanding their actions and their consequences, using simple, clear communication and positive reinforcement.
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Data Protection Policy
Incorporating EU GDPR Regulations
This Data Protection Policy ensures that our school complies with the General Data Protection Regulation (GDPR) (EU Regulation 2016/679) and relevant national data protection laws. The policy outlines how personal data is collected, processed, stored, and protected within the school community, including staff, students, parents, and external partners.
Purpose and Scope
This policy ensures that:
Personal data is handled lawfully, transparently, and securely.
Students, staff, and parents understand their rights regarding personal data.
The school complies with GDPR principles and legal obligations.
The policy applies to all individuals involved with the school, including:
Staff and administrators.
Students and parents.
Contractors and third-party vendors working with the school.
Green Initiative Policy (GIP)
The Green Initiative Policy (GIP) is to foster an environmentally conscious culture, reduce the school's carbon footprint, and educate students, staff, and the community on sustainable practices. This policy establishes a framework for integrating eco-friendly practices across campus operations, curriculum, and community involvement. This policy applies to all students, staff, faculty, and administrators.
Goals of the GIP
Reduce Waste: Decrease waste generated on campus by at least 30% within the next 5 years (including waste paper, waste food, waste electricity)
Energy Efficiency: Lower energy consumption by 20% through improvements in technology such as environmentally friendly light bulbs, ensuring computers and lights are turned off when not in use.
Sustainable Resource Use: Commit to responsible resource procurement, with a focus on recyclable, biodegradable, and locally sourced materials.
Environmental Education: Improve integrated sustainability education across all subjects, making it a core part of the school's learning objectives.
Our Key Initiatives
1. Waste Management and Reduction
Recycling Program: Clearly labelled recycling bins across school for paper, and plastics. Encourage students and staff to recycle daily.
Single-Use Plastics Reduction: Eliminate single-use plastics, such as water bottles, straws, and utensils. Encourage students and staff to bring reusable containers. Students are welcome to use the school kitchen to wash cutlery brought from home for lunch.
2. Energy Conservation
Lighting and Electronics: We aim to replace all lights with energy-efficient LED bulbs and install automatic lighting systems in classrooms, hallways, and bathrooms.
Encourage Power Down: Encourage staff and students to turn off lights, computers, and equipment when not in use. This is compulsory when leaving the building.
3. Water Conservation
Low-Flow Fixtures: We aim to install low-flow faucets and toilets in all bathrooms to conserve water by the end of 2026.
Water Awareness: Educate students and staff on water conservation practices and monitor usage to ensure goals are met.
4. Sustainable Transportation
Bike-to-School Program: We promote cycling with safe bike storage.
Carpool and Public Transit Encouragement: Encourage carpooling and provide incentives for students and staff who use public transit or shared rides.
5. Green Landscaping and Local Ecology
Campus Garden:By the end of 2026 we hope to have established a small school garden near the premises for students to maintain vegetables and herbs.
Tree Planting: We organise annual tree-planting events and dedicate areas of the campus as green zones to promote biodiversity. We work with a local conservation organisation to do this.
6. Sustainable Purchasing and Resource Use
Eco-Friendly Supplies: We prioritise eco-friendly, biodegradable, or recycled supplies for classrooms, offices, and events.
Digital Communication: Minimise paper usage by opting for digital communication wherever possible, such as through newsletters, announcements, and assignments.
7. Environmental Education and Awareness
Sustainability Curriculum: Integrate environmental education into the curriculum at all grade levels, covering topics such as ecology, climate change, and conservation.
Green Ambassador Program: By the end of 2026 we will have established a "Green Ambassador" program where students and staff volunteer to lead sustainability projects and promote eco-friendly practices. We hope to get EU funding for this and work with other schools across Europe, and possibly do some environmentally friendly focused exchanges.
This policy will be reviewed in August 2026.
Internet and Mobile Phone Policy
Our Internet and Mobile Phone Policy aims to ensure a respectful, focused, and safe learning environment for all students, staff, administration , and visitors by establishing guidelines for the use of mobile phones, laptops, and other digital devices such as ipads during school hours. This policy applies to all students, staff, and visitors at KIS. It refers to the use of mobile phones, laptops, and the internet on school grounds and during school-related activities.
Laptop Usage
Every student is required to bring a fully charged laptop to school each day to support digital learning and classroom activities. Usage of laptops during class is at the discretion of the classroom teacher. Each teacher may establish their own guidelines on whether students may use laptops for note-taking, research, or other classroom activities, this may change per lesson and per topic, for example one unit of maths may require a digital classroom and online resources, whilst other will be strictly from a textbook. When and how long a student can use their laptop in class is strictly the teachers decision.
Students are expected to follow appropriate online conduct, use school-approved software and resources, and adhere to all internet safety guidelines. If students are caught not doing school work or using the internet inappropriately in lessons, the behaviour policy will be followed which may involve being banned from using your laptop for the day or week, or contacting parents home. We are a school built on trust and mutual respect.
We do not specify which type of laptop your student can use, but we recommend a lightweight one they can carry around and one which holds a good battery life. We do not recommend gaming laptops unless your child is doing computer science at A-Levels . Ipads are allowed, but not encouraged for
note taking. If your child has no other option, we strongly advise students to bring an attachable keyboard for note taking.
Mobile Phone Guidelines
Mobile phones must be kept in students’ bags during school hours. Phones may not be used during class time unless explicitly permitted by a teacher for specific educational activities. Teachers may authorise mobile phone usage for certain digital activities, such as Kahoot, QR code scanning, or other interactive learning tools, as needed for educational purposes.All mobile phones should remain in silent mode to prevent distractions and maintain a focused learning environment.
If a student is caught using a mobile phone inappropriately, a teacher has permission to confiscate this until the end of the day and parents will be contacting. Repeat offences may result in the student not being permitted to bring their phone into school.
Filming and Photography
Filming or photographing other students, staff, administrators, visitors, or teachers is strictly prohibited. This rule applies at all times, including during school-related events, assemblies, and casual interactions on school grounds. Students may only use their phones or other devices to film or take photos for class projects if they have explicit permission from the teacher overseeing the activity, and permission from their classmates to be filmed/photographed. Students should be mindful of respecting others’ privacy and follow school guidelines on appropriate conduct in digital interactions.
Consequences for Policy Violations
Violations of this policy may lead to disciplinary actions, including but not limited to:
Confiscation of the mobile phone or laptop for the remainder of the school day.
Temporary or permanent restrictions on the use of digital devices at school.
Additional disciplinary actions as outlined in the school’s behaviour policy guidelines.
We are a progressive school, and we encourage the use of technology responsibility in the classroom.
At our school, we recognize that social media and technology are integral to education and daily life. We aim to guide students in using these tools responsibly, ethically, and in alignment with our school values. This policy outlines the rules and expectations for social media use by students, staff, and families to ensure safety, privacy, and respect for all members of our community.
1. Consent Forms for Media Use
At the start of each academic year:
Primary and Lower Secondary Students: Parents or guardians must complete and sign consent forms regarding the use of social media and online platforms for educational purposes. This includes permissions for photos, videos, and other content featuring their child that the school may use in internal or external communication (e.g., newsletters, social media pages, and school promotions).
Upper Secondary and Sixth Form Students: Both parents and students will sign consent forms. At this stage, students are expected to understand the implications of sharing content online and agree to adhere to the school’s social media guidelines.
Consent forms are reviewed annually, and parents or students can withdraw consent by contacting the school in writing. Clear records of permissions will be maintained to avoid unauthorized sharing of content.
2. Posting Staff Photos or Videos
Students are strictly prohibited from posting photos, videos, or other content that features staff members on social media without explicit permission. Examples include:
Educational Projects: If students create content for class, such as a YouTube video featuring a teacher, they must obtain the teacher’s consent before uploading or sharing.
Casual Content: Even in informal settings, such as school events or trips, students must not share images or videos of staff members without prior approval.
This rule ensures the privacy and professional boundaries of staff are respected. Any violations will result in disciplinary action, including possible removal of the content and a parent meeting.
3. Responsible Use of Social Media and Technology
We emphasize the importance of using technology as a valuable tool for education and personal growth. However, with access to social media comes the responsibility to use it ethically and safely. Students must adhere to the following guidelines:
Positive Online Presence: Students are encouraged to share constructive, respectful, and meaningful content online.
No Cyberbullying: Harassment, defamation, or spreading false information about others is strictly forbidden and will result in severe consequences.
Respect for Privacy: Students must not post content that could infringe on the privacy or reputation of their peers, teachers, or the school.
Academic Integrity: Any use of social media for academic collaboration must follow the school’s academic honesty policy. Sharing or posting exam materials or assignments without authorisation is prohibited.
Teachers will provide guidance on how to use social media effectively as part of the school’s digital literacy curriculum.
4. Educational Use of Technology
Social media and online platforms are integrated into many educational activities to enhance collaboration and creativity. Examples include:
Classroom Projects: Students may be encouraged to create blogs, videos, or presentations and share them on private school-approved platforms.
Global Connections: Students might use tools like Zoom, Teams, or shared forums to collaborate with peers worldwide as part of international education.
Creative Assignments: For arts, music, or other creative subjects, students can showcase their work responsibly under teacher supervision.
These uses are closely monitored, and students are educated on safe online practices to protect themselves and their peers.
5. Consequences of Policy Violations
To ensure compliance, the following consequences will apply if students breach this policy:
First Violation: A verbal warning and guidance on proper social media use.
Second Violation: A meeting with parents or guardians, and the student will be required to delete any unauthorized content.
Repeated Violations or Severe Misconduct: May result in suspension of digital privileges, detention, or further disciplinary actions based on the severity of the breach.
In cases of significant violations, such as cyberbullying or privacy infringement, the school reserves the right to escalate the matter to external authorities if necessary.
Conclusion:
For any questions about this policy or for further clarification, please contact the school administration. Let’s work together to ensure that social media remains a safe, positive, and enriching tool for all members of our community.
Our whistleblowing policy is designed to ensure that all members of the school community, including staff, volunteers, and stakeholders, feel confident and supported when raising concerns about wrongdoing, malpractice, or risk. This policy aligns with the EU Whistleblower Protection Directive (2019/1937) and relevant Slovenian laws to create a transparent and ethical work environment.
Whistleblowing refers to reporting concerns related to illegal, unethical, or unsafe practices within the school. Examples include:
Fraud or financial misconduct.
Endangerment of student or staff safety.
Breaches of child safeguarding or data protection policies.
Discrimination, harassment, or bullying.
Environmental violations on school premises.
Principles of the Policy
Protection and Confidentiality:
All disclosures are treated confidentially, and the identity of the whistleblower is protected unless disclosure is legally required.
No whistleblower will face retaliation, dismissal, or adverse treatment for raising genuine concerns in good faith.
Encouraging Transparency:
Staff are encouraged to voice concerns internally before seeking external resolutions.
Clear procedures ensure all concerns are addressed appropriately.
Fair Investigation:
Reports are thoroughly and impartially investigated, respecting the rights of all parties involved.
Reporting Process
Raising a Concern:
Concerns should be reported to the Designated Whistleblowing Officer (DWO). In our school, this is the Director, Mrs. Nika Ade-Balogun. If the concern involves the DWO, individuals can contact an alternative safeguarding lead (Ms. Julia O’Regan or Mr. Stanko Rajčić) or the governing body.
Reports may be made verbally, in writing, or anonymously, though anonymous reports may limit the scope of the investigation.
Acknowledgment:
Upon receiving a report, the DWO will acknowledge receipt within 5 working days.
Investigation:
An impartial investigator will be appointed to review the concern and gather relevant information.
A preliminary report will be completed within 10 working days, with further investigation conducted if necessary.
Outcome and Feedback:
Whistleblowers will be informed of the investigation outcome where appropriate, though certain details may remain confidential to protect privacy.
External Reporting
If concerns are not addressed internally, whistleblowers may escalate their reports to external bodies, such as:
Slovenian Inspectorate for Education and Sport for issues related to education and child welfare.
Data Protection Authority (IPRS) for GDPR violations.
Local Law Enforcement for criminal activity.
Whistleblowers must ensure external reporting complies with relevant laws and ethical standards.
False Allegations
Making false or malicious allegations is a serious violation of this policy and may result in disciplinary action. Genuine concerns raised in good faith will always be supported, even if they are not substantiated after investigation.
Training and Awareness
All staff will receive annual training on whistleblowing, including how to identify and report concerns.
Awareness campaigns and access to the policy ensure that staff understand their rights and responsibilities.
Policy Review
This policy will be reviewed annually to ensure compliance with updated laws and best practices. Feedback from staff and stakeholders will be considered to improve the reporting process.
For any questions about this policy, please contact Mrs. Nika Ade-Balogun or an alternative safeguarding lead. Together, we aim to maintain a culture of integrity, safety, and transparency in our school community.
Language Policy
Inside the ClassroomAs an English-speaking international school proudly located in the heart of the bilingual region of Istria, we embrace linguistic diversity while maintaining a strong commitment to English as the primary language of instruction. At our school, English is the main language of the classroom, and both students and teachers are expected to communicate in English during lessons, ensuring a consistent and immersive educational experience. This helps students become proficient in English, preparing them for a globalised world where English is widely used in academic and professional settings.Students may receive warnings, verbal or written, if they are not speaking the language of instruction repeatedly, as it is important to be immersed in the language of instruction. If a student continues not to use the language of instruction parents will get an email home and further sanctions applied. However, we understand that language is not just about communication but also about cultural connection. For this reason, language classes (such as Slovene, Italian, French, or other languages) are conducted solely in the language of instruction, ensuring that students not only learn a new language but also appreciate the cultural context behind it. This approach is crucial for developing well-rounded individuals with a deep understanding of linguistic and cultural diversity.Outside of the ClassroomDuring break and lunchtime, students are free to speak whatever language they feel comfortable with, fostering a relaxed, multicultural environment where all languages are respected. As our school is a multi-nationality institution, English serves as the lingua franca, allowing students from various backgrounds to communicate effectively with one another. Our staff room reflects this diversity, where teachers speak a variety of languages, promoting an atmosphere of openness, inclusivity, and global awareness. ReportsIn keeping with our commitment to accessibility, student reports are prepared in English. However, parents may request a translation of the reports into Slovene or Italian through the administration, ensuring that all families have the information they need in the language of their choice. This ensures that all members of our school community, regardless of their linguistic background, are fully informed and engaged in their child’s education.For parent teacher meetings a translator can be provided for in Italian, Slovene or German.
Equality and Diversity Policy
Koper International School is committed to fostering an inclusive environment where every student, staff member, and stakeholder is treated with respect and dignity. We believe that diversity enriches the learning experience, and that equality is fundamental to ensuring a supportive and successful educational journey for all. This policy reflects our values of respect, inclusivity, and fairness and is aligned with both Slovenian legislation and European Union guidelines on equality, anti-discrimination, and diversity.
Commitment to Equality
At our school, we are committed to providing equal opportunities to all students, regardless of their race, ethnicity, nationality, religion, gender, sexuality, ability, or any other characteristic. We recognize that a diverse student body and workforce is a strength, and we aim to create an environment where every individual feels valued, heard, and respected. We are committed to promoting equality in all aspects of school life, from recruitment to teaching, and from extracurricular activities to school policies.
We adhere to the principles of equality as set out in the Slovenian Constitution, Slovenian Anti-Discrimination Act, and EU anti-discrimination directives, ensuring that all practices are in line with local and international legal frameworks. Our goal is to actively address and remove any barriers to participation, learning, and success, whether these barriers arise from social, cultural, or economic differences.
Diversity and Inclusion in Education
Our school celebrates diversity in its many forms, embracing a multicultural community that reflects the rich variety of the world. We aim to cultivate an environment where students of all backgrounds feel empowered to contribute their perspectives and experience. Through curriculum choices, classroom discussions, and our extracurricular activities, we promote cultural awareness and respect for different viewpoints.
In line with our commitment to diversity, we offer a range of support for students with different learning needs, including those with physical disabilities, learning differences, or other personal challenges. Our inclusive curriculum is designed to be flexible and adaptive, allowing for differentiated learning that meets the needs of each student. We work closely with families to ensure that every student receives the support and encouragement they need to succeed academically and socially.
Inclusive Practices for Staff
We are committed to a workforce that reflects the diversity of our student body and the wider community. Our recruitment processes are designed to ensure that all candidates, regardless of gender, race, ethnicity, age, or background, are given equal opportunity to apply for and obtain roles within the school.
Staff training on equality and diversity is held regularly, ensuring that all members of our team understand their responsibilities in fostering an inclusive environment. This includes training on unconscious bias, anti-discrimination, and strategies for ensuring that every student has the opportunity to thrive. We also encourage open dialogue and continuous improvement in our approach to equality and inclusion.
Anti-Discrimination and Anti-Bullying
We have a zero-tolerance policy towards any form of discrimination, bullying, or harassment, whether it is based on race, gender, sexual orientation, religion, disability, or any other characteristic. Our commitment to protecting every individual from harm is reflected in our anti-bullying policy, which outlines clear procedures for reporting, investigating, and addressing any incidents of bullying or discriminatory behavior.
We also encourage students to challenge discrimination and become active advocates for inclusivity. Through classroom discussions, assemblies, and student-led initiatives, we foster a culture of respect and kindness, where everyone is encouraged to stand up against any form of prejudice or exclusion.
Student Support and Empowerment
We prioritize student well-being by providing resources and support systems to ensure every student can succeed. We offer counseling services, peer mentorship programs, and various extracurricular activities that allow students to explore their interests, develop leadership skills, and build a sense of community. We actively promote programs that support mental health, well-being, and personal development.
We believe that empowering students to be mindful of their actions and considerate of others is key to creating a school where everyone feels valued. By fostering leadership skills and a sense of responsibility, we help students not only succeed academically but also become compassionate and globally aware citizens.
Monitoring and Reviewing the Policy
This Equality and Diversity Policy is reviewed annually to ensure that it continues to meet the needs of our diverse school community and complies with evolving local and international laws. The leadership team, along with key staff members, will assess the effectiveness of the policy and make adjustments as needed. Feedback from students, parents, and staff is actively encouraged and considered in any reviews.
We are dedicated to continuously improving our practices and ensuring that equality, diversity, and inclusion remain at the heart of everything we do at Koper International School.
This policy underscores our unwavering commitment to fostering an inclusive environment where everyone has the opportunity to succeed. For further information or to discuss specific concerns, please feel free to contact the school administration.