LEARNING AT THIS
International Education – International Baccalaureate
The International Baccalaureate (IBO) consists of 4 programs:
Primary Years Program (PYP)
Middle Years Program (MYP)
Careers Related Program (CP)
Diploma Progam (DP)
At Trondheim International School we run the PYP and MYP.
Go to the Information from IBO to get more information about the IB. These are some of the main documents that help explain the IB and how it works across the globe.
If you would like more information about the International Baccalaureate please go to the IB website. www.ibo.org
The Norwegian Program at ThIS is based on both the Norwegian Curriculum and the International Baccalaureate’s curriculum. The program has a strong focus on building in-depth conceptual understanding. Throughout the program we use a variety of materials, methods and strategies during lessons to support life long learning. We also work systematically with grammar, spelling and forms of expression. In the inquiry process students take on an active role in their own learning, asking questions and seeking answers. The teachers work continuously with a feedback/ feedforward approach to support learning.
In PYP the Norwegian teachers work closely together with the PYP Class teacher to build on the content and concepts taught. Students develop in-depth learning through a transdisciplinary approach. The students have four one hour lessons a week. We use the Lydfargemetoden (sound-color method) as a tool to develop phonological awareness and spelling in addition to a systematic approach to teaching grammar and spelling.
Sandefjordskolen med linker
In MYP students continue to build on the skills and knowledge acquired in the PYP. Throughout the program all main literary genres are taught and explored. The Middle Years Program prepares the students for succeeding in public high school as well as ensuring that students are on a high enough level to enter directly into the Diploma Program. The students who are transitioning directly to the IB Diploma Program can skip the first year of High School.
Amongst our resources we use the following:
|“Den norskundervisningen jeg har fått ved ThIS har vært ekstremt nyttig i videreutdanning. Det legges særskilt fokus på struktur og hvordan man skriver en god tekst, denne kunnskapen har jeg fått godt bruk for i senere tid. Som elev fikk jeg alltid personlig veiledning og ble utfordret slik at jeg kunne utvikle meg i faget. På videregående har jeg opplevd å få gode tilbakemeldinger i norskfaget spesielt når det kommer til språk og struktur.” Frida Seternes, senior student in studiespesialisering, Trondheim Katedralskole|
“I felt that I was able to learn a lot about Norwegian as a language, and how to use it in different settings. We explored many topics and ways of communication, which after starting the Diploma Program, I know has prepared me for what I am now working with.”
Lars Henrik Gabrielsen, students at Diploma Program, Skagerak International School
“I found the transition from ThIS to a Norwegian high school pretty straightforward. I felt ahead in math and science, as well as English language and literature. I also think the learning assessments and feedback methods used in IB help make it easier to learn from past mistakes and to make learning in all classes, including Norwegian, more efficient.”
Selma Stokholm, masterstudent at Cyberkinetics, NTNU
IB Primary Years Program at ThIS
The PYP curriculum framework emphasizes the central principle of agency that is threaded throughout the three pillars of the curriculum: the learner, learning and teaching and the learning community.
PYP learning is based on authentic inquiry-based learning and teaching that is engaging, significant, challenging and relevant.
The PYP introduces us to educational principles and practices that will position learners as agents of their own learning at the center.
|The Learner||The Learning and Teaching||The Learning Community|
From Principles to Practice (2019),
“Our understanding of the learner is the foundation of our approach to learning and teaching. Children inquire, question, wonder and theorize about themselves, others and the world around them. They are keen observers and explorers. Through their experiences and interactions, they naturally develop intricate, multi-layered perceptions and understandings. Throughout the PYP, a student is an agent for their own and others’ learning through the concept of learner agency. Learner agency is connected to a student’s belief in their ability to succeed (self-efficacy).”
The Learner Profile
At the centre of all IB program models is the learner profile. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred education. Each unit of inquiry has one or more focus learner profiles that are connected to the unit of inquiry. All IB Programmes aim to develop internationally minded people, who, recognising our common humanity and shared guardianship of the planet, help to create a better, more peaceful world.
IB learners strive to be:
|We nurture our curiosity, developing skills for inquiry and research. We know how to learn independently and with others. We learn with enthusiasm and sustain our love of learning throughout life.||We develop and use conceptual understanding, exploring knowledge across a range of disciplines. We engage with issues and ideas that have local and global significance.||We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.||We express ourselves confidently and creatively in more than one language and in many ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.||We act with integrity and honesty, with a strong sense of fairness and justice, and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.|
|We critically appreciate our own cultures and personal histories, as well as the values and traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the experience.||We show empathy, compassion and respect. We have a commitment to service, and we act to make a positive difference in the lives of others and in the world around us.||We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.||We understand the importance of balancing different aspects of our lives—intellectual, physical, and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with other people and with the world in which we live.||We thoughtfully consider the world and our own ideas and experience. We work to understand our strengths and weaknesses in order to support our learning and personal development.|
|Action is the core of student agency. Students are encouraged to reflect, to make informed choices and to take action that will help themselves, their peers, the school staff and/or the wider community. Through taking individual and collective action, students come to understand the responsibilities associated with being internationally minded and to appreciate the benefits of working with others for a shared purpose. Initiated by students, PYP action is authentic, meaningful, mindful, responsible and responsive.||
The exhibition is the culminating, collaborative experience in the final year of the PYP. The exhibition is an authentic process for students to explore, document and share their understanding of an issue or opportunity of personal significance. All exhibitions are student-initiated and collaborative. The degree to which students are engaged with planning and implementing their exhibition depends on the students and schools’ experience with the PYP.
Transdisciplinarity transgresses subjects. It begins and ends with a problem, an issue or a theme. Students’ interests and questions form the heart of transdisciplinary learning. It is a curriculum-organizing approach where human commonalities rise to the top without regard for subject boundaries. Subjects become an instrument/tool/resource to explore a theme, problem or concept in depth. The result is a different or new organizing framework (Beane 1997; Klein 2006). (Principles to Practice, 2019)
Subject content is taught through the Transdisciplinary Themes. These are perspectives or themes that are designed to encourage the students to make worthwhile connections between the real world and classroom learning. These include: Who We Are, Where We Are in Place and Time, How We Express Ourselves, How the World Works, How We Organize Ourselves and Sharing the Planet.Teaching and learning in the PYP involves understanding concepts in context.
The Transdisciplinary Themes are utilised as a common point for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in the Primary Years Program.
The PYP identifies a body of significant knowledge for all students, in six subject areas: Language, Social Studies, Mathematics, Science and Technology, The Arts and Personal, Social and Physical Education. English is the language of instruction. ThIS also offers four Norwegian lessons per week.
Approaches to Learning (ATLs)
“These skills are grounded in the belief that learning how to learn is fundamental to a student’s education. Five categories of interrelated skills aim to support students of all ages to become self-regulated learners who know how to ask good questions, set effective goals and pursue their aspirations with the determination to achieve them. These skills also help to support students’ sense of agency, encouraging them to see their learning as an active and dynamic process” (IBO 2017).
“By combining ATL and the attributes of the learner profile, PYP students become self-regulated learners. Self-regulated learners are agents of their own learning.
They know how to:
- set learning goals
- ask open-ended questions
- generate motivation and perseverance
- reflect on achievement
- try out different learning processes
- self-assess as they learn
- adjust their learning processes where necessary (Zimmerman and Schunk 2001; de Bruin et al. 2012; Wolters 2011).
ThIS believes that students learn best through concept-based inquiries, as students learn to engage actively in their own learning. “Inquirer” is an attribute in the Learner Profile – at ThIS we support our learners to become inquirers and life-long learners by encouraging our students to think, challenge and extend their ideas, reflect and take action. Through the inquiry process, students develop and practice the approaches to learning and attributes of the learning profile.
Concepts are the ‘big ideas’ and they are mental constructs that are timeless, universal and abstract. They promote higher levels of thinking. Concepts represent a vehicle for student inquiry into issues and ideas of personal, local and global significance, providing the means by which the essence of a subject can be explored. Concept-based inquiry is a powerful vehicle for learning that promotes meaning and understanding, and challenges students to engage with significant ideas. Concepts are powerful, broad and abstract organizing ideas that may be transdisciplinary or subject-based. Concepts help to build understandings across, between and beyond subjects. Key concepts provide a lens for conceptual understandings within a transdisciplinary unit of inquiry; related concepts provide a lens for conceptual understandings within a specific subject.
In the PYP program there are prescribed key concepts and related questions. These concepts ensure the development of a rigorous curriculum and promote a shared community of practice among IB schools offering the PYP.
Key concepts drive learning experiences and help to frame a unit of inquiry. By identifying and investigating key concepts, students learn to think critically about big ideas. This may be done through broad, open-ended questions in an inquiry. When concepts are viewed as a set of questions, the inquiry is directed, purposeful and manageable.
|Form||What is it like?||The understanding that everything has a form with recognizable features that can be observed, identified, described and categorized.|
|Function||How does it work?||The understanding that everything has a purpose, a role or a way of behaving that can be investigated.|
|Causation||Why is it as it is?||The understanding that things do not just happen; there are causal relationships at work, and that actions have consequences.|
|Change||How is it transforming?||The understanding that change is the process of movement from one state to another. It is universal and inevitable.|
|Connection||How is it linked to other things?||The understanding that we live in a world of interacting systems in which the actions of any individual element affect others.|
|Perspective||What are the points of view?||The understanding that knowledge is moderated by different points of view which lead to different interpretations, understandings and findings; perspectives may be individual, group, cultural or subject-specific.|
|Responsibility||What are our obligations?||The understanding that people make choices based on their understandings, beliefs and values, and the actions they take as a result do make a difference.|
Community of Learners
Education is a social or collective endeavour and a benefit to the community as a whole, as well as to the individuals within it. Everyone in the learning community has agency; they see themselves as contributors to its ongoing strength and success, and take action to bring about change.
The community of learners includes students, parents/guardians and staff members throughout the school. Together, there is a shared responsibility for learning, health and wellbeing through collaboration and inclusion. All members of the learning community work together by being open to new ideas and demonstrating a commitment to seek a variety of views and opinions, encouraging open discussion and practicing transparent decision-making processes. They demonstrate agency through collective ownership, responsibility and accountability for learning and teaching, and transform schools into dynamic learning communities.
International-mindedness is central to the IB mission and is a foundational principle to its educational philosophy; it is at the heart of the continuum of international education.
International-mindedness is a view of the world in which people see themselves connected to the global community and assume a sense of responsibility towards its members. It is an awareness of the interrelatedness of all nations and peoples, and is a recognition of the complexity of these. Internationally minded people appreciate and value the diversity of peoples, cultures and societies in the world. They make efforts to learn more about others and to develop empathy and solidarity towards them to achieve mutual understanding and respect (Oxfam 2105; UNESCO 2015).
Primary Years Programme (PYP) learners and their learning communities have a range of perspectives, values and traditions. The concept of international-mindedness builds on these diverse perspectives to generate a sense of common humanity and shared guardianship of the planet. (IBO, 2019)
The learner profile attributes and the approaches to learning (ATL) provide the foundational skills and dispositions for the development of international-mindedness.
An internationally minded learner:
- is a competent communicator
- is open-minded and knowledgeable
- is a caring and principled thinker
- uses his or her curiosity and research skills to inquire about the world
- thinks and reflects critically about opportunities and challenges
- takes action for positive changes (for example, to promote intercultural understanding, foster caring relationships, to care for self and others)
- takes risks to further self-development and understanding of others
(Boix Mansilla and Jackson 2011; Oxfam 2015; Singh and Qi 2013; UNESCO 2015).
Effective Primary Years Programme leadership acknowledges the agency of all members of the learning community to take on formal and informal leadership roles to advance the school mission.
To create the culture and conditions necessary for all to take on leadership roles, leaders lead by establishing a shared purpose, encouraging shared responsibilities and building leadership capacity in the learning community.
Formal Leadership: The Pedagogical Leadership Team
The pedagogical leadership team are formal leaders who are pivotal in shaping and strengthening the learning community. They support the ongoing development of the PYP by identifying the positions that constitute the leadership team and defining the responsibilities of each member. The team draws from the programme standards, practices and requirements, as well as their school’s action plan, to inform decisions for continuous school improvement.
Informal Leadership: Teachers and Students
Teacher leaders initiate and promote practices for continuous school improvement in their classrooms and in their collaborative planning teams. They model agency, self-efficacy, sense of self-worth and the ability to influence. They inquire into their practice, seeking answers through professional development and reading, and action research.
Developing Student Leadership capacity
Learning communities engage and support students as leaders by ensuring they have voice, choice and ownership in both their learning and in an environment that sustains it. The learner profile provides the ideal vehicle to develop and extend student leadership, and offers opportunities for students to develop the skill sets related to effective leadership—for example, acting with integrity and honesty, and taking responsibility for their own actions and the consequences that accompany them.
PYP schools commit to and support collaboration to improve the transdisciplinary learning experiences and student outcomes.
Teachers collaborate within and beyond year-level teams, the school and the learning community about learning that takes place both inside and outside of the programme of inquiry.
Students demonstrate agency, and their capacity to take action for their own learning, by collaborating with teachers and peers.
Collaborative teaching practices between year-level and subject-specialist teachers come in different forms, and include co-constructed, supported and stand-alone learning experiences.
A learning environment encompasses multiple learning spaces–built and natural, outdoor and in, formal and informal. Students actively participate in the design and co-construction of learning spaces including the learning opportunities that occur within those spaces. Learning spaces are flexible, inviting, and engaging.
The outdoors extends the range of learning experiences. Time spent outside is viewed as an important time for authentic inquiry, learning and play, social interaction, movement and relaxation. Consideration is given to different stimuli the outdoors provides and the availability, arrangement and rearrangement of materials. Observations in the outdoors, such as seasonal changes or local bird migration patterns, can be integrated indoors for further inquiry and meaning-making. Outdoor spaces also have the potential for extending inquiry, risk-taking and supporting well-being through socializing, negotiating and communicating in both planned and incidental learning activities.
Technology includes both digital and nondigital tools and resources that facilitate and expand learning possibilities.
ThIS provides students with multiple, authentic and purposeful opportunities to learn technology, learn about technology and learn through technology.
The learning community supports students to be responsible and ethical digital citizens.
IB Middles Years Program at ThIS
- IB Middle Years Program
- Centres on Learners
- Teaching and Learning
- Global Contexts
- Significant Content
- Assessment in MYP
- Handbooks, Flyers & Videos
MYP Program Model
The MYP is a challenging and interesting course of study. Students need:
The MYP aims to do more than allow students to progress in different subject areas. It allows students to make connections to real-world experiences and actions within their communities as well as understand concepts and skills that can be applied and understood across subject areas. The ultimate aim of the MYP is to help students prepare for life.
All members of the IB community should be aware of the IB Learner profile.
|This this is the centre of all the IB programmes. This profile brings to life the aspirations of the IB curriculum and it underpins and promotes the development of the student centred learning. Every unit within our programme focuses on one or more focus learning profiles that are connected to the unit of inquiry.|
|Teaching and learning in the IB celebrates the many ways people work together to construct meaning and make sense of the world. This constructivist’s approach where there is an interplay between asking (inquiry), doing (action) and thinking (reflection). An IB education empowers young people for a lifetime of learning, independently and in collaboration with others. It prepares a community of learners to engage with global challenges through inquiry, action and reflection.|
This is how teachers plan and teach students to construct understanding. It is one of the features of the MYP program that allows students to develop disciplinary and interdisciplinary understanding.
Works within global contexts
Subject content is taught through the Global Contexts. These are perspectives or themes that are designed to encourage the students to make worthwhile connections between the real world and classroom learning. Teaching and learning in the MYP involves understanding concepts in context.
These particular contexts were chosen to:
a) Align with the PYP trans-disciplinary themes
b) Encourage international mindedness and global engagement within the program
c) Provide concrete perspectives for teaching and learning
The Global Contexts are utilised as a common point for inquiries into what it means to be internationally minded, framing a curriculum that promotes multilingualism, intercultural understanding and global engagement. These contexts build on the powerful themes of global significance that structure teaching and learning in Primary Years Program creating relevance for our adolescent learners.
|PYP Trans-disciplinary Theme||MYP Global Contexts||Focus Questions in MYP|
|Who are we||Identities and Relationships||Who am I? Who are we?|
|Where we are in place and time||Orientation in space and time||What is the meaning of where and when?|
|How we express ourselves||Personal and cultural expression||What is the nature and purpose of creative expression?|
|How the world works||Scientific and technical innovation||How do we understand the world in which we live?|
|How we organise ourselves||Globalisation and sustainability||How is everything connected?|
|Sharing the planet||Fairness and Development||What are the consequences of our common humanity?|
When teachers select a global context for learning, they are answering the following questions:
- Why are we engaged in this inquiry?
- Why are these concepts important?
- Why is it important for me to understand?
- Why do people care about this topic?
Explores significant content
This is shown in the third ring of the program model and demonstrates the broad and balanced curriculum structure.
This is shown by
|IB Subject||MYP 7||MYP 8||MYP 9||MYP 10|
|Maths||4 hours||3 hours||3 hours||3 hours|
|Extended Maths (Optional online maths course offered in Norwegian)||2 hours*|
|Sciences||4 hours||3 hours||3 hours||3 hours|
|Language & Literature – English||3 hours||3 hours||3 hours||3 hours|
|Language & Literature – Norwegian||3 hours||3 hours||3 hours||3 hours|
|Language Acquisition – Spanish/French/English/Norwegian||3 hours**||3 hours||3 hours||3 hours|
|Design||2 hours||2 hours||2 hours||2 hours|
|Arts||2 hours||2 hours||2 hours||2 hours|
|Physical and Health Education||2 hours||2 hours||2 hours||2 hours|
|Individuals and Societies||4 hours||3 hours||3 hours||3 hours|
|Class time||1 hr||1 hr||1 hr||1 hr|
|Fysak||1 hr||1 hr||1 hr||1 hr|
|Electives||1 hr||1 hr||0.5 hr||0.5 hr|
|Careers Counselling / Personal Project||0.5 hr||0.5 hr|
|Total Hours||27 hours||27 hours||27 hours||27 hours|
(*Students are given the option of withdrawing from Design classes in MYP 10 and taking an Extended Maths course. ** In MYP 7, students are offered only English and Norwegian as Language Acquisition)
The assessment at Trondheim International school is continuous and is developed using assessment criteria published by the IB for each subject. The student will not be judged against the work of other students, but against assessment criteria which the teacher will show and explain to the student before they start the task. This is designed to help the student take ownership of their learning and help them set goals to continue to improve. The criteria may be modified to suit the task assigned in each subject. However, for the final assessment in MYP10, teachers must use unaltered IB criteria and descriptors for reporting, basing their assessment on a range of activities the student has done towards the end of the course. The descriptors help the student and the teacher to find the student’s level of achievement for each criterion which are calculated to create a grade.
MYP Subject Criteria
All MYP subjects have 4 criteria A, B, C and D. Each task that is set by a teacher is levelled according to the student’s achievement from 1 to 8. The 4 criteria are assessed at least twice every year in every subject as a minimum.
For each report, mid-year and end of the year, teachers add together the students final achievement levels in all criteria for their subject group. When teachers look at the criteria in each subject they do not use an average but a best fit approach. This means that if a student is consistently working at a level 7 and performs badly in one assessment and receives a 3, the final level of achievement should not be affected as they are consistently working at the higher level.
Final assessment takes place at the end of the program in order to determine the levels individual students have achieved in relation to the stated objectives for each subject group and the personal project. (only in MYP10) The Aims and Objectives that are presented to you at the beginning of each year are what would be covered after a student has finished the entire MYP program. Our school has a 4 year program.
How the final grade is achieved in the IBO grading system
1. There are a set of objectives for each subject to match the assessment criteria
2. Every subject has 4 criteria each.
3. Each criteria in every subject has numerical bands from 1-8.
4. The students work is assessed based on the level of achievements for each criterion. These are found in the rubrics for each subject.
5. The final achievement level for each of the different criteria is based on the year’s assessed formative and summative work and the teacher’s professional judgement. The professional judgment is referred to as the ‘best-fit approach’. This allows the teacher to select the achievement level for any criteria that best describes the students work in all.
6. After having worked out the achievement levels for each criteria, these achievement levels are added up for each subject. The teacher then applies the grade boundaries to determine the final grade for each specific subject.
|Grade||Grade Boundaries||Norwegian Equivalent||Descriptor|
|1||1-5||1||Produces work of very limited quality. Conveys many significant misunderstandings or lacks understanding of most concepts and contexts. Very rarely demonstrates critical or creative thinking. Very inflexible, rarely using knowledge of skills.|
|2||6-9||2||Produces work of limited quality. Expresses misunderstandings or significant gaps in understanding for may concepts and contexts. Infrequently demonstrates critical or creative thinking. Generally inflexible in the use of knowledge and skills, infrequently applying knowledge and skills.|
|3||10-14||3||Produces work of an acceptable quality. Communicates basic understanding of many concepts and contexts, with occasionally significant misunderstandings or gaps. Begins to demonstrate some basic critical and creative thinking. Is often inflexible in the use of knowledge and skills, requiring support even in familiar classroom situations.|
|4||15-18||4||Produces good quality work. Communicates basic understanding of most concepts and contexts with few misunderstandings and minor gaps. Often demonstrates basic critical and creative thinking. Uses knowledge and skills with some flexibility in familiar classroom situations, but requires support in unfamiliar situations.|
|5||19-23||4.5||Produces generally high-quality work. Communicates secure understanding of concepts and contexts. Demonstrates critical and creative thinking, sometimes with sophistication. Uses knowledge and skills in familiar classroom and real-world situations, often with independence.|
|6||24-27||5.5||Produces high-quality, occasionally innovative work. Communicates extensive understanding of concepts and contexts. Demonstrates critical and creative thinking, frequently with sophistication. Uses knowledge and skills in familiar and unfamiliar classroom and real-world situations, often with independence.|
|7||28-32||6||Produces high-quality, frequently innovative work. Communicates comprehensive, nuanced understanding of concepts and contexts. Consistently demonstrates sophisticated critical and creative thinking. Frequently transfers knowledge and skills with independence and expertise in. avariety of complex classroom and real-world situations.|
|ThIS Handbooks||Generic IB Information||ThIS MYP Information Videos|
Core subjects in IB and Schedule
Policies / Handbooks
Units of Inquiry
– Unit information
– Unit plan example from Managebac
Services as Action
ATL Skills (Approaches to Learning)
SFO – Before & After School Program
Information about SFO
SFO is run by Trondheim International School and is governed by national and municipal by-laws.
ThIS offers before and after school care (SFO) for children from grade 1 to grade 4 and children with special needs in grades 1-6.
Morning hours: 7:30 to 8:30
Afternoon hours: After school until 16.30.
ThIS SFO offers holiday clubs during school holidays (Fall Break, Winter Break, and Summer). SFO is closed during the month of July.
Admission for SFO occurs at the beginning of the school year (August) and/or at the beginning of the second semester (February). Termination occurs automatically when your child finishes 4th grade. If you wish to withdraw your child from SFO, the notice period is two months from the first of every month. Written termination must be handed in two months before the start of the termination period (including if your child transfers schools or accepts a position at another school at the beginning of a school year).
For the school year 2022/2023, the government has introduced 12 hours of free SFO for all students in 1st grade. This means that parents will receive a price reduction for 1st-grade students who have a place in SFO. All 1st-grade students registered in SFO are entitled to afternoon SFO free of charge, this does not include food. From August 2023, Second Grade students will also be offered a subsidized SFO offer of 12 free hours per week.
Price: SFO fee is NOK.2700 including food.
Late collection fee: NOK.250 (per 15 minutes) for a late pick up after 16:30 during regular school days and 16:00 during holiday clubs/SFO.
|Full-time SFO||Single Day||Holiday Club for students not enrolled in SFO|
Agreements need to be made one week ahead for staff planning.
You can book single days during the Holiday Club.
Agreements need to be made one week ahead for staff planning.
2450,- SFO fee
250,- Food Program
|300,- incl. food per day||400,- incl. food per day|
|Full-time SFO for Grade 1||12 hours free SFO only for Grade 1|
662,- SFO fee
250,- Food program
* Special subsidized rate for grade 1.
0,- SFO fee
250,- Food program
Festningsgata 2, 7014 Trondheim NORWAY
+47 934 55 852
+47 73 51 48 00
Organisation number : 886847262
Office: 08:00 - 15:00
SFO : 07:30 - 08:20
13:30 - 16:3O