7 fractal elements

• Respectful interaction Respectful treatment includes respect for oneself, for other people and the environment, for other cultures and generations, and for social and cultural values. Respectful treatment is not simply civility or politeness, but an expression of a partnership on equal terms that generates trust and certainty, enabling independent and creative learning and thinking.
• Responsibility Autonomous learning encourages an individual to assume responsibility for their own learning and actions: it develops the ability to set objectives, determine approaches and find appropriate means and methods that are suited to the individual’s own learning pathways and possibilities. It also gradually advances an individual’s ability to take responsibility for their community and to use their own skills for the benefit of fellow human beings and the environment.
• Designed environments - An effective way of stimulating an individual’s development is to design the environment in which they live and learn. This environment is determined both by the space itself and by its aesthetic, expressed as design, light, colour, smell and sound. However, the designed environment is primarily shaped by the people within it who create the social climate and a culture of co-existence.
• Believing in success - In all SBW schools and across all SBW services, great emphasis is placed on "Believing in success" – the importance of trusting each other and having confidence in one’s own ability, daring to go beyond one’s own limits and taking small risks. Children and young people need challenges through which they can grow. "Believing in success" strengthens an individual’s competence to reach and expand the limits of their strength and ability by taking action with confidence.
• Coaching - Self-development, actively searching for individualised, personalised solutions and providing development support requires coaching at all levels. Solution-oriented coaching focuses on an individual’s desires, objectives and resources and takes the approach that the individual being coached is responsible for their own change processes. This approach is combined with the firm conviction that every individual being coached already has the resources within them to find a solution and that this just needs to be developed and utilised. Every learning partner, teacher and school leader has access to individual coaching.
• Compacting - To enable an individual to place their own passion at the heart of what they do, we have to create a special environment and a new way of thinking. Firstly, the subject matter must be prepared differently in order to gain time (compacting); secondly, the curriculum must also be rearranged in a meaningful way in order to create longer time periods when the individual can focus on their own passion and on project-oriented, interdisciplinary work, and to enable experts to be brought in from outside school. Our definition of compacting is streamlining the basic curriculum to take account of individual needs and goals.
• Connecting - Connecting and networking with others increases our ability to make real-world connections (both internal and external), generates multiple interfaces between ourselves and the environment, and strengthens networks. Our aim is to create connections: between people who come into contact with each other, build and maintain relationships; between different generations with complementary perspectives and competences; between educational and extracurricular experts from the parent community, the wider community and the world of work; between organisations and companies with intersecting values, products and interests; between subjects and disciplines; between values, curricular competencies and Future Skills; between tradition and innovation, between human beings, nature and technology. Boundaries become more fluid, are expanded and overcome. This in turn creates added value – and suddenly 1 plus 1 becomes 3.