About IB at SYK

Updated 18.8.2025

Admission to preparatory year (1st year of upper secondary school/10th grade, pre-DP)

All applicants must apply through the national joint application by the deadline set by the national board of education. SYK IB section has a quota of 30 study spots for preparatory year. Applicants applying with Finnish basic education school leaving certificates will be invited to attend an entrance exam. The admission decisions are based on the entrance exam scores (Math test 2 points, English written task 2 points, another written task in either Finnish or English 1 point) and the applicant’s GPA (10 points; theoretical subjects). The total maximum score is therefore 15 points.

International applicants (including applicants living in Finland who do not have a Finnish comprehensive school leaving certificate) are asked to submit additional application documents, including a copy of their most recent report card, the form Appraisal of applicant and the form Student application.

International applicants must meet the following criteria to be considered for a study place in Helsingin Suomalainen Yhteiskoulu IB section:
1. The applicant should have completed nine years of basic education or equivalent
2. The applicant’s school records show that the applicant has the ability and the foundational skills to study in an academically rigorous programme in English.
3. The applicant can show that they have a need for a study place in Helsinki region.

International applicants who are already in Finland are invited to show their academic competency in the entrance exam. Those applicants who are applying directly from abroad are assessed based on their application documents and, should we find it necessary, some additional tests.

Admission to DP1
All students who have successfully completed the preparatory year will continue directly to DP1. Should places become available, we can admit new students if they have completed 10th grade and meet the general admission criteria (see above).

Updated 15.8.2025

Students and teachers at Helsingin Suomalainen Yhteiskoulu (SYK) come from diverse cultural and linguistic backgrounds, and international mindedness is a core principle of our school community. The
aim of language teaching and learning at SYK is to not only enhance language skills but also to strengthen cultural identity and respect for other cultures.

All SYK teachers are also language teachers, recognizing the importance of language as a tool across subjects and differentiating instruction to meet the varying language abilities of our students. In all, SYK is an educational entity that consists of a comprehensive school (grades 3-9) and upper secondary school (grades 10-12) with a Finnish upper secondary section specializing in foreign languages and an IB section. The language of instruction in the comprehensive school and Finnish upper secondary school section is Finnish. The primary language of instruction in the IB Diploma Programme (DP) at SYK is English, except for language courses where the target language is used primarily. Our admission procedures ensure that students have sufficient language skills to cope with the academically rigorous program.

Even though Helsinki capital area is the most international region of Finland, learning the Finnish language is an important way to settle into the local culture. Therefore, we encourage every student to study Finnish, either as a first or as a foreign language. During the preparatory year, students have the option to choose either native language level courses in Finnish language and literature or courses in Finnish as a foreign language. Finnish skills are not mandatory for our IB students, but learning the language will open more opportunities for our students, during and especially after their studies. Finland has two official languages, Finnish and Swedish, and those students who come to SYK IB having completed Finnish comprehensive school will study Swedish according to the second domestic language syllabus during their preparatory year, unless they have been previously exempt
from the course. We encourage our IB students to complete their studies in Swedish by taking the national matriculation exam in Swedish.

In the IB DP, each student selects at least two language subjects, at least one of them as a language A course. Language teachers and the student guidance counsellor work together with students and their guardians to help them select the correct level when they choose their diploma program subjects. Many of our students complete the bilingual diploma, with two language A courses. Our DP course offerings include:

Language A: Finnish A, literature SL/HL
English A, language and literature SL/HL
SSST language A, literature SL

Language B: English B SL/HL
Finnish B SL/HL
French B SL/HL

At SYK we recognize the value of developing one’s native language, and students whose native language is other than Finnish or English have the possibility of taking a school supported self-taught language A as one of their diploma subjects. The school has appointed a qualified language A teacher to work as the SSST language A coordinator, who will, together with SSST students’ language tutors, meet with students regularly and guide them through the course. In the previous years our students have successfully completed SSST language courses in Russian, Chinese, Hindi, Ukrainian, Estonian, Spanish, Portuguese and Turkish.

If a student wishes to include at their own expense in their course selection a language ab initio or a language B other than what is already offered, as an online course through Pamoja Education, the school will provide a site-based coordinator to support them.

The SYK school library boasts a vast collection of literature, both fiction and non-fiction, in many languages. The school library, along with the public and university libraries, is a valuable resource for all language learning.

SYK as a whole is a school that specializes in languages. Beyond the IB curriculum, the students may study courses foreign languages, such as German, Russian, Italian, Spanish, Japanese and Ukrainian, from the language offering available for Finnish upper secondary school students. Also IB students have the opportunity to take internationally recognized language exams such as DELF or Sprachdiplom, organized at the school.

Updated 22.8.2025 to reflect the changes to the law concerning learning support in Finnish upper secondary
schools that came to effect on 1.8.2025.

In Helsingin Suomalainen Yhteiskoulu, we strive, to the best of our ability, to meet the individual needs of each student. We recognize that by creating an inclusive learning environment we allow our students to grow and learn in the spirit of the IB mission statement and the IB learner profile. In Finland, the student welfare services and learning support are mandated by law. In Helsingin Suomalainen Yhteiskoulu, we have a guidance counselor, a special education teacher, a school social worker, a school psychologist, and a school nurse, who are here to support and guide students in their schoolwork and personal life, should issues arise. We encourage our students to seek help without hesitation.

The student welfare group (a multiprofessional team that includes the head of school, counselors, special education teachers, the school psychologist and school nurses) meets regularly. Student welfare is primarily implemented as preventive, communal student welfare that supports the entire school community. In addition, students have the right to individual student welfare. Individual student welfare supports learning and aims to identify, alleviate, and prevent obstacles to learning, learning difficulties, and other problems related to studying as early as possible. Individual student welfare group meetings are arranged as needed, at the discretion of the student.

Learning support

Learning support in SYK addresses students’ individual needs flexibly, and subject teachers take students’ individual needs into consideration when designing courses and making lesson plans. Support is offered promptly when a need is identified, avoiding the escalation of any issues. Support measures include remedial teaching, guidance from special education teachers and counselors. Support measures are assessed regularly in collaboration with the student and, if needed, guardians. Support may also include enhancing students’ study skills, linguistic skills, mathematical or IT skills. Support plans are documented in the student's personal study plan.

Special education

Students are entitled to special education if they have verified learning difficulties or other conditions, and learning support proves insufficient for them to meet the syllabus requirements. The conditions may stem from neuropsychiatric conditions, disabilities, or difficult life situations. The need for special education is assessed based on previous support and testing, and the head of school makes the official decision regarding special education. The special education teacher plans the required support measures with the student, in collaboration with subject teachers and the guidance counselor. If needed, the special education arrangements are made in collaboration with student, welfare group, and the student’s medical and rehabilitation contacts. To meet the needs of disabled students, there may be collaboration with local health care authorities, as required. As it is not
possible to deviate from the requirements of the upper secondary school or IB syllabus, admitted students need to sufficiently meet the preconditions to achieve the minimum requirements at the end of their studies.

Individual access arrangements

In order to meet the curriculum goals, a student’s study arrangements may deviate from the norm set in the upper secondary school law, but only if the arrangements are necessary. Students may demonstrate their competencies in various ways. Individual arrangements may, for example, include extra time, alternative formats, or the use of special equipment such as readers or additional screens. The accommodations are, whenever possible, integrated into the students’ everyday study arrangements, not only final exams. Available arrangements are described in the IB’s policies regarding access and inclusion and adverse circumstances. Teachers, the DP coordinator and other welfare group members work together with the student to recognize the need for access arrangements, and in collaboration we aim to find the best possible solution, given the resources we have at our disposal. For any statements, testing or reports required for extra time or other arrangements in final exams, the students get guidance from the school. The special arrangements are documented in the student’s personal study plan.

Updated 09/2025

Philosophy

The aim of assessment is to support appropriate student learning. At SYK, assessment is varied, fair, consistent and balanced. Successful assessment encourages students, guides them towards goal-oriented studying and enables self-reflection and setting of individual goals.

Effective assessment monitors student progress and helps teachers in identifying individual student’s strengths and areas of concern in relation to the curriculum outcomes. Effective assessment also provides guardians with information about student progress. We also recognize the importance of promoting ATL skills, and in addition to course grades, students get feedback on and support for their research skills: social, self-management, thinking and communication skills.

Assessment practices

SYK IB team finds it important to use a wide range of formative and summative assessment tasks to allow students a fair opportunity to demonstrate their ability. Assessment data in all forms is also used to inform teaching and learning, which allows us to develop the delivery of our courses and individual lessons in a way that best serves our students.

Assessment instruments may include for example tests, quizzes, essays, practical work, projects, presentations, portfolios and oral work. The number and nature of formative and summative assessments may vary between subjects. Teachers will provide information about particular assessments to their students in a timely manner, in Managebac or via other systems.

The procedures and guidelines described in IB subject guides and Diploma Programme assessment procedures guide are followed in all final IB assessments (internal and external assessment, final examinations). The assessment criteria and procedures are explained to students in each course and applied accordingly, as appropriate, also in course assessments.

DP assessment and internal calendar at SYK

In the first year of the diploma programme (IB1) students have one test week (end-of year test week) in May, which provides summative assessment data. In the second year, (IB2) students take part in two test weeks: one in November and the mock exams in March. The mock exam schedule simulates the May final exam schedule to help students better prepare for the official IB final exams.

In order to help our students approach their studies in a balanced way and to support student learning, all major internal deadlines (for EEs, IAs etc.) are pre-scheduled in order to avoid clashes. SYK IB team uses Managebac to make sure that students and teachers have access to an up-to-date internal calendar.

The internal assessment components for each subject are marked by SYK IB teachers according to relevant IB criteria and guides. These marks affect the student’s final IB grade in each subject and are moderated externally.

With the external assessment components completed before the written final exams, such as the extended essay, theory of knowledge essay and language A HL essays, we follow the guidelines and procedures described in respective guides published by the IB.

The IB DP students at SYK take their final examinations in the second year of the programme in May. The examination schedule is set by the IB. During the examinations, the IB regulations are followed. The final exam scripts are marked by external examiners.

Grading and assessment feedback

The students are made aware of the IB assessment criteria in all their subjects and the criteria are also used in assessing student work. The IB students receive report cards twice a year, in December and on the last day of school in May/June. The students are graded using the IB grading scale 1-7.

In interim reports, thus excluding the final report given to IB2 graduates on graduation day in May/June, the students are also awarded an effort grade (A-B-C, where A stands for excellent level of effort). The aim of the effort grade is to give the students feedback on their engagement in studies, their working methods and commitment. The term reports do not contain grades for learning skills (ATL), but feedback on research skills, social skills, self-management skills, thinking skills and communication skills is given for example in individual conferences with teachers and as part of other feedback and formative assessments throughout each course.

Effort grades:
A: High level of effort
B: Satisfactory level of effort
C: Unsatisfactory level of effort

In addition to regular school reports, the students and guardians are given assessment feedback adequately and in a diverse manner. Assessment feedback can be provided by intermediate reports, different types of notices and comments, assessment discussions, or other means.

Transferring from IB1 to IB2

In order to be allowed to transfer from IB1 to IB2, a student must pass all of their courses in IB1, including the appropriate CAS and EE requirements. In case a student fails to meet these requirements, they may be offered the chance to make up for the missing requirements in the beginning of DP2 in August. The details must be discussed with the teacher and the DP coordinator.

Predicted grades

The predicted grades are given in early April (of IB2) to meet the deadline set by the IB. The predicted grade is the teacher's prediction of the grade the candidate is expected to achieve in the subject, based on all the evidence of the candidate's work and the teacher's knowledge of IB standards. Therefore, the predicted grades are not simply the averages of the past grades, but instead they reflect the representation of a student’s capabilities and performance at a given time. The predicted grades given as requested for different university admissions processes throughout the program may differ from the final predicted grades given at the end of the programme.

Updated 09/2025

Helsingin Suomalainen Yhteiskoulu (SYK) school community promotes the concept and practice of academic integrity in all situations. This can be seen, for example, in SYK’s values, which create the starting point for all interactions that happen within the school community and apply to the whole school. These state that “we value our own work and the work of others”. The IB learner profile also specifically states that all IB learners strive to be principled, which means that they strive to act with integrity and honesty, with a strong sense of fairness, justice and respect.

SYK teachers and support staff provide guidance to students to make sure that they have the tools needed in good academic practice: SYK students come to understand the importance of acting with integrity and learn, for instance, to master the skill of referencing and, more generally, acknowledging the principles of intellectual property.

What is meant by authentic work?

An authentic piece of work is one that is based on the candidate’s original ideas, where the ideas and work of others are fully acknowledged. All assignments submitted for assessment by a candidate, orally or in writing, must be presented in the candidate’s own language and expression. Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged.

Academic Misconduct

The General Regulations for the Diploma Programme define academic misconduct as follows: “The IB defines academic misconduct as behaviour (whether deliberate or inadvertent) that results in, or may result in, the student or any other student gaining an unfair advantage in one or more components of assessment. Behaviour that may disadvantage another student is also regarded as academic misconduct, as is failure to report observed academic misconduct.”

Academic misconduct is a breach of these regulations and includes, but is not restricted to, the following: plagiarism, collusion, misconduct during an examination or any other behaviour that gains an unfair advantage for a candidate or affects the results of another candidate.

Student Responsibilities

The student is ultimately responsible for ensuring that all work submitted for assessment is authentic, with the work or ideas of others fully and correctly acknowledged. All Diploma Programme candidates are required to sign a declaration stating that all work submitted for assessment is their own authentic work. This declaration covers internal assessment work as well as all externally assessed work. In addition, every student is expected to adhere to good academic practice also in everyday schoolwork, including class assignments, homework and exams.

Teacher Responsibilities

All teachers and other staff members involved have the responsibility of teaching proper research skills and promoting practice that adheres to the principles of academic honesty.
Teachers are vigilant for academic misconduct and report to the IB Coordinator any cases of suspected academic misconduct they encounter.

All assessment and assignments, such as tests, essays, projects etc, are used as tools and instruments to reinforce the understanding of academic integrity. Thus, IAs, EAs, EEs, exams follow the IB subject guides and procedures.

Support and Guidance

All IB candidates are given instruction and guidance in understanding the research process and the principles of academic integrity. This is done through a research skills course, which includes library visits. Also all subject teachers give specific instructions as to what academic integrity means in each subject.

The IB team strives to create a supportive environment and a feedback system which allows the students to grasp the significance of academic integrity and to develop the required skills.

Consequences of Academic Misconduct

Suspected cases of academic misconduct are treated on a case-by-case basis. In case there is clear evidence of academic misconduct, a student may be penalized with a failing grade for the assignment or assessment, the term or the course.

Cheating or other malpractice in exams will result in a failing grade for the course. Depending on the nature of the malpractice, the student may also be required to re-sit exams or re-write assignments. Malpractice may also result in a lowered course grade or affect academic standing of a student.

In all final IB assessments (internal and external assessments and final examinations), the procedure regarding academic misconduct is followed as described in the IB Diploma Programme Assessment Procedures and IB’s Academic Integrity Policy.

Revised 09/2025

Helsingin Suomalainen Yhteiskoulu (SYK) is the oldest Finnish-language co-educational school in the country. We respect each other and our environment. We treat people equally and act with fairness and honesty. We value our own work and the work of others. We promote an encouraging, open, and trusting atmosphere. We learn how to learn and understand that learning is lifelong.

Should any issues arise, it is recommended that the matter is first discussed with relevant school personnel, teachers, study counsellors, IB coordinator or the head of school. If, after discussion with the school representatives, there is no resolution, the decisions made by the school may be attested according to the complaints procedure mandated by Finnish law.

Decisions related to student admission or access, inclusion and special education can be attested through Regional state administrative agency (aluehallintovirasto). Decisions related to a temporary suspension or eligibility for cost free education can be attested through administrative court (hallinto-oikeus). In case you feel that the school has not complied with the law or fulfilled its duty, or if you suspect that fundamental and human rights have been compromised, you can file a complaint with the Parliamentary Ombudsman (eduskunnan oikeusasiamies).

If you observe in our organization any misconduct that you wish to report, you may also use the whistleblowing channel. We always recommend discussing concerns with the school leadership first. If you prefer not to report the issue to the head of school or other representatives of school leadership, you may do so through the whistleblowing channel. SYK's whistleblowing channel