IBDP 11-12 Grades
Erudito Licėjus is a creative space where the thinking of the growing generation is formed – the most important potential for the future.
The mission of the Erudito Licėjus is to make each of our children a personality, eager to know, capable of creation, distinguished by achievements.
- Independence – freedom of expression and responsibility;
- Diligence – high ethical and professional standards;
- Friendship – tolerance and self-help;
- Citizenship – concern for others and the environment.
- To develop a knowledgeable, creative and active personality;
- To reveal and strengthen the person’s abilities and skills to succeed;
- Reveal and enhance children’s talents and turn them into exceptional achievements;
- Focus on mathematics, languages and arts.
How do we build relationships in Erudito Licėjus community?
We believe that the intellectual growth of each child begins with the ability to independently seek solutions, to have a responsible opinion, to be able to hear other opinions and seek consensus.
Our future begins now. By educating future leaders, we need to formulate the right approach that a long-term sustained effort and dedication are necessary to achieve the best results.
Students need to understand and feel that they will always achieve more in life by working together with each other, also that each contribution will be strengthened if friendly, respectful and ethical cooperation-based relations are developed.
Engagement and care for others is the key to success. If children learn to treat others as they would like to be treated themselves, a responsible attitude towards the consequences of their actions – the basis of citizenship – will be shaped.
Basic principles of education
1. An exceptional feature of our education is integrity.
That is comprehensiveness, meaningfulness and coherence. We organize education as a unified system, not splitting into separate, unrelated teaching subjects, but by joining themes, projects and interdisciplinary initiatives.
Students are in the centre of educational process. We look at every problem, fact, and phenomenon from the students’ position and experience. The perception and thinking of primary school students are inseparable. Therefore, the content of the curriculum must be integral and consistent with the characteristics of certain age groups.
Each child has important links to real life, different contexts. Learning what is important, significant to the learner is meaningful. The aim of every topic is to make it relevant and meaningful to the students.
We believe in interdisciplinary integration – looking at any topic or problem, we strive to develop a variety of skills. Integration enables teachers to develop the student’s thinking powers, their linguistic, visual, expressive, artistic, healthy lifestyle skills, and physical culture.
Integrated learning is based on team projects and gaming techniques, involving collaboration, creativity and intellectual curiosity.
2. How do we learn integrated topics?
|Topics throughout the year:||Monthly topics:||Months:|
|2. Managing Impulsivity|
|3. Honest and Empathetic Listening||October|
|EXPERIENCES||4. Thinking Flexibility|
|5. Thinking about Thinking||November|
|6. Striving for Accuracy and Precision|
|RELATIONSHIP||7. Questioning and Posing Problems||December|
|8. Applying Past Knowledge to New Situations|
|9. Thinking and Communicating with Clarity and Precision||January|
|SOCIETY||10. Gathering Data through All Senses|
|11. Creating, Imagining and Innovating||February|
|12. Responding with Wonderment and Awe|
|LIABILITY||13. Taking Responsible Risk||March|
|14. Finding Humour|
|WORLD||15. Thinking Interdependently||April|
|16. Remaining Open to Continuous Learning|
We believe that one of the three essential resources for a child’s learning is experience.
Students are active and gain skills and experience at school. Everything what is learned in the classroom has correspondences with real life. Experiential project works are integrated into the learning process. For example, senior students analyse the financial and social activities of real businesses and organizations. By analysing companies, students find and identify problems and find solutions by turning them into value-creating things. Experiential projects are special, as students learn to work in groups, to listen to other opinions, to reflect critically and to analyse, and to gain common insights from the common solutions they find, which they use in their perceptions and behaviour.
Kids start asking about the world very early, at the age of three or four, and questioning everything around, they need reasonable answers to emerging questions, they need to understand why something is going on and how it can be defined. By strengthening the ability to question, we educate a person who does not limit oneself trying to find the correct answer but apply critical thinking skills and finds new ways for solving problem.
Kids want to be surrounded by other children, but excessive emphasis on personal achievements and competition has undermined the capacity for cooperation. It is important for us that children learn how to act in a team, knowing that everyone in the team is important, and that each person can demonstrate leadership which is needed in different situations in order to help the team.
The world becomes very small, we can reach any place all around the world, communicate with very different people, to know very different cultures. The realization that we are becoming citizens of the world, working and traveling everywhere requires the ability to adapt in all environments and intercultural teams.
We increasingly emphasize the importance of ideas, but it is even more important to develop the ability to demonstrate initiatives, take responsibility for the result. An active initiative and the ability to properly organize activities are the abilities necessary for achieving high results.
Nowadays, there is a lot of written information, where the focus of the main ideas and knowledge becomes more and more complex. Therefore, it is necessary to develop the ability to communicate clearly, briefly and fluently sharing the most important information, both written and oral, also develop public speaking skills.
The rapid technological improvement not only extends information access, but also raises challenges: how to effectively select the most important information, how to ensure the best use of it for solutions? It is therefore necessary to learn how to use technology to make better decisions and gain higher achievements.
These are the most basic and difficult competences to develop, as high demands and high levels of workload dampen curiosity and zeal. Therefore, a high pedagogical professionalism is required, with the ability to constantly find new ways and experiment. There is a need for a wide range of active learning and creative approaches in order to develop the desire for continuous learning, research and development.
Erudito Licėjus is a School of Thinking
“Learning without thinking is meaningless. Thinking without learning is harmful.” Confucius
At Erudito Licėjus, attention is paid to developing thinking skills. Each member shares general commitments and constantly thinks about what is going on in the educational process.
The entire community is involved in learning to think effectively, critically and creatively, and adapt these abilities and techniques to the joint design of an effective teaching program and activities.
English professor Guy Claxton compares the thinking habits with skills and describes a difference. According to him, abilities are what a person can do but does not necessarily do, and thinking habits are what a person chooses to do. Thus, the habit of thinking means the tendency of a person to behave in a certain way.
Thinking habits are not yet another “discipline” added to teaching curriculum. Thinking habits are “embedded” into school life and curriculum.
Habits of Mind
Sticking to task at hand; Follow through to completion; Can and do remain focused.
Take time to consider options; Think before speaking or acting; Remain
THINKING ABOUT THINKING (Metacognition)
Being aware of own thoughts, feelings, intentions and actions; Knowing what I do and say affects others; Willing to consider the impact of choices on myself and others.
STRIVING FOR ACCURACY
Check for errors; Measure at least twice; Nurture a desire for exactness, fidelity & craftsmanship.
LISTENING WITH UNDERSTANDING AND EMPATHY
Pay attention to and do not dismiss another person’s thoughts, feeling and ideas; Seek to put myself in the other person’s shoes; Tell others when I can relate to what they are expressing; Hold thoughts at a distance in order to respect another person’s point of view and feelings.
Able to change perspective; Consider the input of others; Generate alternatives; Weigh options.
QUESTIONING AND POSING PROBLEMS
Ask myself, “How do I know?”; develop a questioning attitude; Consider what information is needed, choose strategies to get that information; Consider the obstacles needed to resolve.
APPLYING PAST KNOWLEDGE TO NEW SITUATIONS
Use what is learned; Consider prior knowledge and experience; Apply knowledge beyond the situation in which it was learned.
THINKING AND COMMUNICATING WITH CLARITY AND PRECISION
Strive to be clear when speaking and writing; Strive be accurate to when speaking and writing; Avoid generalizations, distortions, minimizations and deletions when speaking, and writing.
GATHERING DATA THROUGH ALL SENSES
Stop to observe what I see; Listen to what I hear; Take note of what I smell; Taste what I am eating; Feel what I am touching.
TAKING RESPONSIBLE RISKS
Willing to try something new and different; Consider doing things that are safe and sane even though new to me; Face fear of making mistakes or of coming up short and don’t let this stop me.
Willing to laugh appropriately; Look for the whimsical, absurd, ironic and unexpected in life; Laugh at myself when I can.
CREATING, IMAGINING, INNOVATING
Think about how something might be done differently fromthe “norm”; Propose new ideas; Strive for originality; Consider novel suggestions others might make.
RESPONDING WITH WONDERMENT AND AWE
Intrigued by the world’s beauty, nature’s power andvastness for the universe; Have regard for what is awe-inspiring and can touch my heart; Open to the little and big surprises in life I see others and myself.
Willing to work with others and welcome their input and perspective; Abide by decisions the work group makes even if I disagree somewhat; Willing to learn from others in reciprocal situations.
REMAINING OPEN TO CONTINUOUS LEARNING
Open to new experiences to learn from; Proud and humble enough to admit when don’t know; Welcome new information on all subjects.
What learning principles are followed?
In order to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world, we thrive to become:
We develop our natural curiosity. We acquire the skills necessary to conduct inquiry and research and show independence in learning. We actively enjoy learning and this love of learning will be sustained throughout our lives.
We explore concepts, ideas and issues that have local and global significance. In so doing, we acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.
We exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
We understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. We work effectively and willingly in collaboration with others.
We act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. We take responsibility for our own actions and the consequences that accompany them.
We understand and appreciate our own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. We are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
We show empathy, compassion and respect towards the needs and feelings of others. We have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
We approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. We are brave and articulate in defending our beliefs.
We understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
We give thoughtful consideration to our own learning and experience. We are able to assess and understand our strengths and limitations in order to support our learning and personal development.
What is being taught?- The Curriculum
The High School Section (Grade 11-12) follow the IB Diploma Programme (Starting September 2020), For further information about the IB and its programmes visit http://www.ibo.org
To be certified with the IB Diploma Programme (DP), six subjects from five subject groups and the three DP core subjects comprising theory of knowledge (TOK), creativity, activity, service (CAS) and the extended essay will be assessed.
What kind of assessment is applied?
- We focus on high standards of ethics and learning in pursuit of high achievements. Not only pupils’ knowledge but also our general and specific competences are assessed.
- At the beginning of the school year, individual educational goals are discussed with parents, twice a year, and at the end of each semester assessment profiles are developed. We are discussed during a meeting with the parents.
- A continuous formal assessment of pupils’ progress is recorded in an e-diary.
- The IB Diploma Programme* grades according to a 1-7 point scale. These grading system is well understood by students, parents and teachers, and is widely recognised by universities internationally.