INTERNATIONAL BACCALAUREATE DIPLOMA PROGRAMME IN VILNIUS LYCEUM

IB MISSION STATEMENT.

IB LEARNER PROFILE.

IB IN VILNIUS LYCEUM.

BRIEF DESCRIPTION OF THE COURSES OFFERED.

ASSESSMENT.

FEES.

ADMISSION.

CONTACT DETAILS.

RESULTS ACHIEVED IN PREVIOUS YEARS.

The IB Diploma programme is a course designed for students aged 16 to 19. It is an academically challenging and balanced programme of education with final examinations that prepares students for success at university and life beyond . The programme is normally taught over two years and has gained recognition  and respect from the world’s leading universities.

IB MISSION STATEMENT

The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.

IB LEARNER PROFILE

The aim of all IB programmes is to develop internationally minded people who, recognizing their common humanity and shared guardianship of the planet, help to create a better and more peaceful world.

IB learners strive to be:

IB IN VILNIUS LYCEUM

In Vilnius Lyceum, the IB diploma programme was started in 1997. We have grown from an initial class of 7 to our current group of  90 Diploma candidates. Our success rate for earning the IB Diploma has been 100% over the most recent years.

The following are the subjects offered for year 2009-2011

The Diploma candidates are required to select one subject from each of the six groups making the Diploma Programme hexagon.

Normally three subjects (and no more than four) are taken at higher level (HL), and the others are taken at standard level (SL). HL courses represent 240 teaching hours, SL courses cover 150 hours. By arranging work in this fashion, students are able to explore some subjects at HL in greater depth and breadth than at SL.

English is the language of instruction.

To obtain the IB Diploma students have to pass exams in all the 6 subjects studied in the course of two years and have to participate in the three course requirements that make the core of the hexagon: the Extended Essay, the Theory of Knowledge (TOK) course, and CAS (Creativity, Action and Service) programme.

The extended essay has a prescribed limit of 4,000 words. It offers the opportunity to investigate a topic of individual interest, and acquaints students with the independent research and writing skills expected at university.

The interdisciplinary Theory of Knowledge (TOK) course is designed to provide coherence by exploring the nature of knowledge across disciplines, encouraging an appreciation of other cultural perspectives.

Participation in the school’s Creativity, action, service (CAS) programme encourages students to be involved in artistic pursuits, sports and community service work, thus fostering students’ awareness and appreciation of life outside the academic arena.

BRIEF DESCRIPTION OF THE COURSES OFFERED

GROUP 1.

The Language A1 programme is a literature course studied in the .first language of the student or the language in which the student is most competent. This will normally be the language of the environment to which the student has been exposed from an early age or for an extended period. (Related terms are .mother tongue, native language, and home language.) The Language A1 programme is primarily a pre-university course in literature. It is aimed at students who intend to pursue literature, or related studies, at university, as well as at students whose formal study of literature will not continue beyond this level. The former would normally follow the Higher Level (HL) programme and the latter the Standard Level (SL).

The Language A1 programme encourages students to see literary works as products of art and their authors as craftsmen whose methods of production can be analysed in a variety of ways and on a number of levels. This is achieved through the emphasis placed on exploring the means used by different authors to convey their subjects in the works studied. It is further reinforced by the comparative framework emphasized for the study of these works in all parts of the programme. The flexibility of the programme allows teachers to choose challenging works from their own sources to suit the particular needs and interests of their students.

GROUP 2<

English B, German B, French B courses are available at both higher and standard levels, the language B courses are for students with some previous experience of learning the target language. The main focus of these courses is on language acquisition and the development of skills up to a fairly sophisticated degree at higher level. Language B courses give students the opportunity to reach a high degree of competence in a language and explore the culture(s) using the language. The range of purposes and situations for which and in which the language is used extends well beyond those at ab initio, to the domains of work, social relationships, and the discussion of abstract ideas, for example. The types of language needed for these purposes and situations are more refined.

English A2 courses are designed for students with an already high level of competence in the target language and are based firmly on the study of both language and literature. The main focus of these courses is on the reinforcement and refinement of language skills, as distinct from language acquisition. Students will also be given the opportunity to explore the culture(s) of the language, and to make connections between other languages and cultures with which they are familiar. They will thus be able to use the language for purposes and in situations involving sophisticated discussion, argument and debate. The English A2courses are available at both higher level and standard level.

German or French ab initio courses are intended for beginners, mainly the students with no previous experience of learning in target language. The main focus of the courses is on the acquisition of language required for purposes and situations usual in everyday social interaction. Language ab initio courses are only available at standard level.

GROUP 3

The IB Psychology examines the interaction of biological, cognitive and sociocultural influences on human behaviour, thereby adopting an integrative approach. Understanding how psychological knowledge is generated, developed and applied enables students to achieve a greater understanding of themselves and appreciate the diversity of human behaviour. The ethical concerns raised by the methodology and application of psychological research are key considerations in IB psychology. No prior study of psychology is expected. No particular background in terms of specific subjects studied is expected or required of students. The skills needed for the psychology course are developed during the course itself.

Students of the IB History course learn how the discipline works. It is an exploratory subject that poses questions without providing definitive answers. In order to understand the past, students must engage with it both through exposure to primary historical sources and through the work of historians. Historical study involves both selection and interpretation of data and critical evaluation of it. Students of history should appreciate the relative nature of historical knowledge and understanding, as each generation reflects its own world and preoccupations and as more evidence emerges. A study of history both requires and develops an individual’s understanding of, and empathy for, people living in other periods and contexts. The course focuses on the study of certain topics from the 20^th century Europe History at Higher Level and Standard Level, and certain aspects related to the 19^th century Europe are studied at Higher Level.

The study of the IB Economics is essentially about the concept of scarcity and the problem of resource allocation.  A certain methodology is employed that can be summarized as a progression from problem identification, through hypothesis formulation and testing, arriving finally at a conclusion. Alongside the empirical observations of positive economics, students of the subject are asked to formulate normative questions. Encouraging students to explore such questions forms the central focus of the economics course. No particular background in terms of specific subjects studied is expected or required and no prior knowledge of economics is necessary for students to undertake a course of study based on this specification. However, a familiarity with economic concepts would be an advantage. The following topics are studied: introduction to economics, microeconomics, macroeconomics, international economics.

GROUP 4

A common curriculum model applies to all the Diploma programme group 4 subjects: biology, chemistry, and physics. Students at both SL and HL study a core syllabus, and this is supplemented by the study of options. Students at HL also study additional higher level) material.  Students at SL are required to spend 40 hours, and students at HL 60 hours, on practical/investigative work. This includes 10 hours for the group 4 project. All the experimental science courses provide opportunities for scientific study and creativity; enable students to apply and use scientific methods and techniques; develop an ability to analyze, evaluate and synthesize scientific information; develop experimental and investigative scientific skills; raise awareness of the moral, ethical, social, economic and environmental implications of using science and technology, etc.

In the IB Biology course, it is hoped that students will acquire a limited body of facts and, at the same time, develop a broad, general understanding of the principles of the subject. There are four basic biological concepts that run throughout: structure and function, universality versus diversity, equilibrium within systems, evolution. The following core topics are offered: statistical analysis, cells, the chemistry of life, genetics, ecology and evolution, human health and physiology.

The IB Physics course represents physics as a fundamental science. It allows students to develop traditional practical skills and techniques and to increase facility in the use of mathematics, which is the language of physics. It also allows students to develop interpersonal skills, and information and communication technology skills. The following core topics are studied: physics and physical measurement, mechanics, thermal physics, oscillations and waves, electric currents, fields and forces, atomic and nuclear physics, energy, power and climate change; options, such as thermal physics, electromagnetic induction, wave phenomena, or quantum physics and nuclear physics.

The IB Chemistry course represents an experimental science that combines academic study with the acquisition of practical and investigational skills. Apart from being a subject worthy of study in its own right, chemistry is a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science, and serves as useful preparation for employment. The course includes the essential principles of the subject; the core topics studied are quantitative chemistry, atomic structure, periodicity, bonding, energetics, kinetics, equilibrium, acids and bases, oxidation and reduction, organic chemistry, measurement and data processing,

GROUP 5

The IB Mathematics SL course caters for students who already possess knowledge of basic mathematical concepts, and who are equipped with the skills needed to apply simple mathematical techniques correctly. The majority of these students will expect to need a sound mathematical background as they prepare for future studies in subjects such as chemistry, economics, psychology and business administration. The course focuses on introducing important mathematical concepts through the development of mathematical techniques. The intention is to introduce students to these concepts in a comprehensible and coherent way, rather than insisting on mathematical rigour. Students should wherever possible apply the mathematical knowledge they have acquired to solve realistic problems set in an appropriate context.

The IB Mathematics HL course caters for students with a good background in mathematics who are competent in a range of analytical and technical skills. The majority of these students will be expecting to include mathematics as a major component of their university studies, either as a subject in its own right or within courses such as physics, engineering and technology. Others may take this subject because they have a strong interest in mathematics and enjoy meeting its challenges and engaging with its problems. The nature of the subject is such that it focuses on developing important mathematical concepts in a comprehensible, coherent and rigorous way. This is achieved by means of a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solving problems set in a variety of meaningful contexts. Development of each topic should feature justification and proof of results. Students embarking on this course should expect to develop insight into mathematical form and structure, and should be intellectually equipped to appreciate the links between concepts in different topic areas. They should also be encouraged to develop the skills needed to continue their mathematical growth in other learning environments.

The IB Computer Science involves solving problems using computers. Therefore a full understanding of logical problem solving is required as well as a detailed knowledge of how computers operate. Initial stages of the process will involve identifying and defining the problem(s) to be solved using a computerized system. The problem will be broken down (decomposed) into parts, with each part requiring a particular solution. From this problem definition, the student will construct appropriate algorithms to create a solution. The emphasis should be on the use of a logical approach and analytical thinking while using a computer to solve problems. Students are expected to acquire mastery of the specified aspects of Java. Suitable mechanisms include encapsulation, polymorphism and inheritance, although other structured approaches are possible. Mastery of a particular aspect (or mechanism) of computer science is defined as the ability to use that aspect appropriately for some non-trivial purpose that is well documented. Mastery will be demonstrated through work submitted in the program dossier. The computer science standard level (SL) course focuses on software development, fundamentals of computer systems and the relationship between computing systems and society. The higher level (HL) course encompasses all these elements but is extended to include: computer mathematics and logic; advanced data structures and algorithms; further system fundamentals; and file organization.

ASSESSMENT

Alongside with regular assessment of oral and written activities, projects, experimental work, etc. in the course of the school-year divided into two semesters, internal assessment procedures of the IB Diploma programme are followed. The grading system is criterion based; assessment criteria established by the IBO are applied.

Internal assessment

In all subjects at least some of the assessment is carried out following the requirements of the IB diploma programme. Internal assessment is conducted by teachers, who mark individual pieces of work produced as part of a course of study. Internal assessment grades are externally moderated and make up from 20 to 30 per cent of the final examination grade. Examples of this kind of assessment include oral exercises (in language subjects), essays, projects, student portfolios, class presentations, practical laboratory work, mathematical investigations.

External assessment

Some assessment tasks are conducted and overseen by teachers without the restrictions of examination conditions, but are then marked externally by examiners. Examples include world literature assignments for language A1, written tasks for language A2, essays for theory of knowledge and extended essays.

Because of the greater degree of objectivity and reliability provided by the standard examination environment, externally marked examinations form the greatest share of the assessment for each subject. The grading system is criterion based (results are determined by performance against set standards, not by each student’s position in the overall rank order); validity, reliability and fairness are the watchwords of the IB diploma programme’s assessment strategy.

Final IB Exams are graded by external examiners on a scale of 1 (minimum) to 7 (maximum). The award of the Diploma requires a minimum total of 24 points, and a satisfactory completion of the Extended Essay, TOK and CAS.

Normally, at the school the students are graded on the nationally accepted 10-grade scale. Students are awarded grades for oral and written activities, projects, experimental work, etc. in the course of a semester. At the end of each semester, they are given the grade average (or semester grade) in each subject. At the end of a school year, students are given final grades which are averages of semester and school exam grades.

The final IB exams are graded on the IB 7-grade scale. The same scale is used for their predicted grades.

FEES

The state covers the cost of the IBO membership fee. IB students; however, students have to pay examination fees to the IBO (approximately 380GBP).

ADMISSION

To be admitted as IB Diploma candidates, students must have completed basic secondary education and have to pass entrance exams arranged at Vilnius Lyceum.

Students who have completed the IB Middle Years programme in authorized schools are accepted without entrance exams.

Both national and international students whose first language is Lithuanian have to take four exams: Lithuanian, English, Mathematics, Sciences (Biology, Chemistry, Physics).

International students non-Lithuanian speakers have to take three exams: English (first language or second language), Mathematics, Sciences (Biology, Chemistry, Physics).

Admission in 2010

Application written by a parent should be submitted from April 12^th to April 28^t ; applications may be sent by e-mail.

Entrance exams will be held on

April 30^th  (Sciences, English) and May 1^st  (Lithuanian, Mathematics)

For those who are not able to sit exams in spring, exams will be arranged on August 26^th (Sciences, English) and August 27^th  (Lithuanian, Mathematics). However, applications should be submitted by April 28^th.

CONTACT DETAILS

Vilija Balčiūnaitė, IB Coordinator, ib@licejus.lt

Address: Vilnius Lyceum, Širvintų 82, Vilnius LT-08216, Lithuania, tel./fax (370 5)277 58 36

RESULTS ACHIEVED IN PREVIOUS YEARS

International Baccalaureate Examinations: May 2008 and May 2009

In the past four years Vilnius Lyceum IB diploma programme graduates have attended the following universities and colleges: