The International Baccalaureate Organisation (IBO) aims to develop young people who are constantly seeking knowledge, who are knowledgeable, intelligent and environmentally conscious, and who understand and respect cultural differences and contribute to a better and more peaceful world. To this end, the ILO, together with schools, governments and international organisations, has developed and continuously updates curricula that are distinguished by high academic standards and credible assessment. The International Baccalaureate schools around the world working on these programmes encourage their learners to be active, caring, lifelong learners who recognise that those who think differently can be right.


Klaipėda Lyceum is the only gymnasium in Western Lithuania offering the International Baccalaureate programme. TB diplomas are recognised by universities all over the world, therefore, studying these programmes is a great way to prepare for studies at some of the world’s top universities.


  • The values that underpin community relationships: respect, trust, sincerity, cooperation, gratitude.
  • The values underpinning community activities: responsibility, initiative, diligence, creativity, development, citizenship, tolerance.


Klaipėda Lyceum has brought together the best teachers who seek to continuously improve their pedagogical qualifications, focusing on the challenges facing the current school.


School teachers

  • respect, listen to and try to understand every learner;
  • with high inner culture, caring, sincere, patient;
  • highest professional qualifications – the majority of teachers in the school have acquired the qualifications of a teacher expert or teacher methodologist and are prepared for teaching each subject in English. All teachers were trained in foreign countries and have received certificates for teaching in the International Baccalaureate programmes.


  • It is a programme with high academic standards, balanced curriculum content and reliable assessment, helping learners to be well prepared for studies at universities around the world and further life.
  • It's an opportunity to obtain globally recognised and valued diplomas, and to gain admission to some of the world's top universities. The programme is unique in that the entire teaching (learning) process is conducted entirely in English. Training is based on textbooks published in the UK for schools running TB programmes.
  • TB DP is a comprehensive education programme that promotes a holistic approach to teaching (learning), fosters community and curiosity.
  • Learners study six subjects. Three are studied at higher level (HL), and three at standard level (SL). There is also the option of studying seven subjects if necessary.
  • A learner's personalised education plan consists of a central component and subjects selected from the following subject groups: mother tongue and literature, foreign languages, social sciences, natural and applied sciences, mathematics, electives.
  • Learners choose one subject from each subject group. At Klaipėda Lyceum, we offer the following subjects for each subject group: - Group 1 – Mother Tongue and Literature group: Lithuanian Literature, Russian, English; - Group 2 – Foreign Language group: English, French, German, Spanish; - Group 3 – Social Sciences: Psychology, Business Management, History; - Group 4 – Natural and Applied Sciences: Physics, Chemistry, Biology, Computer Science; - Group 5 – Mathematics (compulsory); - Group 6 – electives (choice of subjects from a group of 1-4 subjects).
  • Parts of the central component: - Theory of Knowledge – a 100-hour course to understand and explain the nature of knowledge, and to critically evaluate different ways of knowing and fields of knowledge; - Extended Essay – an independent research paper of around 4000 words, written over a period of one year; the research question is chosen from one of the subjects; - Creation, agility, service (CAS) 2-3 hours a week: AS a counterbalance to rigorous academic requirements, the programme allows learners to choose extracurricular activities based on their interests and abilities, and encourages them to take initiative, work in groups, try out new areas, evaluate their own abilities and achievements, and understand their responsibilities as members of their community.
  • The curriculum and teaching methods are the same in all the International Baccalaureate schools in the country. Upon completion of the programme, exams are taken in all six subjects. The results of the examinations are evaluated by an international organisation. Thus, no matter where you study: whether in Denmark, the UK, the US or Lithuania, you are assessed against the same requirements. A learner who has completed this programme will be admitted to any university in Lithuania or abroad on the basis of the programme's evaluations.
  • The International Baccalaureate programme is chosen not only by Klaipėda Lyceum learners, but also by learners from other schools in Klaipėda and Lithuania. Learners from abroad help to create a multicultural environment in the school: Spain, Latvia, UK, Canada, etc.


From Grade 9 onwards, or subject to availability from Grade 10 onwards, learners can choose to follow the International Baccalaureate (IB) Preparatory Classes programme. Studies are conducted in English and Lithuanian. Teaching (learning) various subjects in English helps to improve English language skills. Learners study the philosophy of the International Baccalaureate programme, the learning methods and the reporting procedure. In the IB Preparatory Class, learners develop research activities and group work skills. Learners also learn to take responsibility and plan their time by being given long-term independent assignments. This prepares them for a multicultural environment and helps learn other foreign languages: French, German, Spanish, etc. Personality development and social skills are developed through the application of the core provisions and principles of IB’s extra-curricular activities (CAS).


The International Baccalaureate Programme (IB MYP) will be launched at the Klaipėda Lyceum from the academic year 2021-2022.

Teaching according to the programme is taught in Lithuanian-English, using a bilingual education methodology. Priority for this programme is given to learners who have completed bilingual education in primary school and Grade 5.


From Grade 5 onwards, learners can choose to follow a bilingual (Lithuanian-English) curriculum.

The bilingual curriculum expresses the ambition to teach both languages as a quality linguistic activity: to understand speakers and be adequately understood, and to read and write in both languages.

Learners attending bilingual education classes also learn a second foreign language (Russian, German, French, Spanish, etc.). Bilingual education will help learners prepare for the International Baccalaureate (IB MYP) programme from Grade 6 onwards.

How is the teaching organised?

Bilingual classrooms have more English lessons while other subjects are taught in the mother tongue, with English gradually being used increasingly more in the classroom. The teacher builds on the learner’s vocabulary, but gradually expands it: making up more complex phrases, reading texts with obscure but contextually understandable words, etc. The children use ‘parallel talk’, ‘feedback’ methods, extension, clarification, paraphrasing, etc.

How do we organise education?

The school opens at 7:30 and classes start at 8:00.

Before the first lesson, learners can attend tutorials in core subjects, advanced training classes, sports and arts activities, make homework, socialise with their peers, and engage in a variety of activities of interest.

Lessons are organised every day until 14:00-15:00 according to the timetable.

After school until 17:00 learners can do their homework, attend tutorial consultations, participate in advanced training sessions in various subjects, carry out scientific research, attend various academic, engineering, artistic, sports clubs, study, carry out educational projects, take part in school and extracurricular events, go on excursions, and engage in activities of interest to them.

The head of the class organises weekly class periods, and psychologists run SEU sessions in all classes.

Career development sessions are systematically organised in accordance with a career development plan, led by a career specialist.

Learners receive counselling from a psychologist, a social pedagogue and a career specialist.

Learners in each class attend cultural events together, take part in excursions to Lithuania and abroad.



We believe that every child’s intellectual growth starts with the ability to find their own solutions, to have their own responsible opinions, to listen to others and to seek consensus.


The future begins now. In developing the leaders of tomorrow, we need to foster the right attitude that achieving the best results requires a sustained and long-term effort and commitment.


Children need to understand and feel early on that they will always achieve more in life by acting together with others, and that everyone’s contribution will be strengthened if friendly, respectful and ethical cooperative relationships are fostered.


Commitment and caring for others is the key to success. If children learn early on to treat others as they would like to be treated themselves, they will develop a responsible attitude towards the consequences of their actions – it is the basis of citizenship.


Personalised approach to the learner.

Individual attitudes towards the learner and relationships between teachers and learners based on respect and trust are the basis for successful educational activities. The teacher and the learners are equal partners in joint activities. Education is differentiated and individualised, responding to each child’s interests, abilities, social and psychological maturity.

Scientifically-based education.

We organise the educational process on the basis of the latest research on the development of the child and young person by national and foreign scientists, scientifically based and proven educational methodologies and technologies in the educational practice. The educational process is active, attractive, and modern.

Integrity and contextuality.

Children’s perceptions and thinking are undivided and holistic. In the educational process, many different integrated lessons, interdisciplinary integration projects. The overall integrity of the educational process ensures the development of the learner’s various abilities and the coherence of all areas of education. Since the links with real life are important for each learner, we pay great attention to the contextuality of the educational content when implementing the primary and secondary education programmes. We supplement the educational content with what is interesting and significant for the learner.

Teaching strategy – success-oriented teaching.

Teaching strategy – success-oriented teaching.

  1. The distinctive features of such teaching:

 the content and methods of teaching are chosen in response to the abilities and personality maturity of each learner, so that each learner can learn at his own pace: those who are more able to learn beyond the general curriculum and who experience learning difficulties through appropriately adapted curriculum content and methods to help achieve the minimum level of the general curriculum;

  1. helping a child, by helping them to know his or her needs, to discover as early as possible the area of their interest in which he or she can achieve maximum results and become a leader in a particular scientific, artistic, technological or social activity; the aim is to continuously and systematically involve the child and his or her parents in the process of monitoring the child’s individual progress;
  2. the aim is to organise education for a career as early as possible by implementing additional education programmes, deepened subject modules, informal education, social activities, ensuring the child’s good psychological well-being and strengthening his or her self-confidence.

Academic environment motivating to learn.

The school provides a modern and constantly updated educational environment that meets the highest international standards. A modern science laboratory, a new library-reading room, green school spaces, and an artistic environment motivate learners to learn, inspire them to create, and fully develop young people. Learners who are motivated and willing to learn are highly valued in the learner community. Such a community of learners strengthens each learner’s motivation to learn and promotes high personal.

Learning without the aid of tutors.

Teaching is organised on the basis that learners should receive all the learning support they need at school, through the study of advanced modules and the use of tutorials to overcome learning difficulties. Learners at all levels are given every opportunity to achieve their maximum academic performance without the need for tutors from other schools.

Individual teaching (learning) support system.

Often the learner encounters various teaching (learning) difficulties, therefore, it is very important not only to notice them in time, but also to help the learner overcome the problems. The school has an effective system of such assistance to the learner. Its activities are coordinated by department heads, programme managers, with the support of class leaders, teachers and subject matter professionals. This system of learner support helps the learner to make individual progress in teaching (learning).

Social and Emotional Education (SEE).

By implementing the LIONS QUEST programme at all stages of education, we develop learners’ self-awareness, teach them to make responsible and constructive decisions, form positive relationships, effectively resolve conflicts, develop social awareness and manage emotions and behaviours in order to achieve their goals.

Modern lessons.

Lessons are modern, using technical visual aids, IT technologies, organising experiential activities, carrying out laboratory work, applying creative thinking educational methods, etc.

Effective teaching (learning).

We strive for effective training based on 3 principles: the attractiveness of the quality and methods of teaching and the appropriate pace of work. In the lessons we make optimal use of the class time, choose teaching methods and tasks in the school that are responsive to learners’ abilities and needs.

Critical thinking and problem solving.

Critical thinking is developed by the learner actively exploring himself/herself and the environment, mastering the ways of exploration (observation, testing, exploration), promoting thinking and reasoning about why something happens, why it happens this way, not other than what he/she noticed, discovered, felt, experienced. Critical thinking is developed by encouraging the child to overcome everyday challenges and difficulties, by explaining why they have arisen, by understanding his or her own intentions and those of others, by finding appropriate solutions, by trying things, by exploring, by reasoning, by collaborating, and by beginning to see the consequences of the decisions made.

Developing creative thinking.

By fostering creative thinking, we aim to create the conditions for each learner to develop his or her own self-expression and to unleash his or her own complex of personal qualities: ingenuity, originality, productive thinking and creative imagination. Together, we teach how to target the information we have, constantly encouraging learners to act and to solve problems by finding educational innovations. The development of creative thinking is linked to initiative and the development of entrepreneurship, which means the ability to translate ideas into practical action, creativity, innovation, risk-taking, planning and managing projects in order to achieve objectives.

Intellectual creativity.

Intellectual creativity in Klaipėda Lyceum is developed by promoting learners’ cognitive activity, deepening and expanding educational content, carrying out scientific research activities, various creative projects and the cooperative educational environment created at the school.

Developing divergent learning.

Divergent thinking is one of the most important abilities of creative thinking. When mastering this type of thinking (right brain), people create new combinations instead of choosing what has already been created. Divergent thinking is useful not only in creation, but also in life, when making decisions in various problematic situations. Divergent thinking is developed through a variety of innovative methods, such as association building, Osbourn’s brainstorming methodology, analogy search, hyperbolisation methodology, paradoxical integration and disintegration, inversion heuristics, schematisation, emphasis, problem solving, highlighting the individual elements or characteristics of the object, questioning the accepted straight lines, feature, improvisational, metaphorical, paradigmatic games, etc.

Strategic thinking.

Developing strategic thinking encourages learners to gather and present knowledge and facts, evaluate them by expressing their own opinions, determining the reliability of information, considering different points of view, and then test old assumptions and draw logical, valid and comprehensive conclusions. In the process of education, we develop learners’ research competence, which enables them to carry out investigations and experiments, to formulate problems, to base them on evidence and to draw conclusions. Learners are encouraged to think systematically when they use investigative strategies, questioning, and searching for answers in a coherent and systematic way, both in defence of their own views and in response to others’. Learners reflect on their experiences by interacting with their immediate environment. They monitor, control, evaluate and further improve their performance.

Collaboration and leadership.

When developing leadership, we follow the principle that every child can be a leader and that continuous learning from experience and reflection is important for developing leadership. Leadership development encourages children to trust others, to be open-minded, empathetic, respectful and understanding, and to have good relationships with others. We teach communication and cooperation, be responsible, solve problems, anticipate the future consequences of the decisions taken. It is important for us that children learn to act in a team, knowing that everyone in the team is important and that everyone’s leadership is necessary in different situations in order for the team to win.

Combining mental and spiritual education.

It helps to develop a full, intellectual and spiritually mature personality. Although the school is famous for its learners’ academic achievements, we pay no less attention to the spiritual and artistic education of learners. The school provides spiritual counselling services, systematic attendance at cultural events, meetings with artists, and personal exhibitions of their artwork. Particular emphasis is placed on volunteering projects and the continuation of the tradition of charitable giving.

An environment that fosters creativity.

Creativity-promoting environment is created through the child’s emotional connection with the content of teaching(learning), freedom of expression and its emotional promotion, freedom to experiment – to try, to err, to start again, opportunity to explore, flexible performance evaluation strategy, positive expectations, strengthening the child’s self-confidence, open communication.

Community culture.

We create a culture of the Klaipėda Lyceum community, the value of which lies in the high internal culture of each member of the community.

Good microclimate.

Clearly regulated internal procedures and uniform rules for all help create a good school climate. At school, we are all responsible for the well-being of those around us. Spreading gratitude and respect for those around you makes everyone feel good.

Safe and aesthetically pleasing environment.

We create a safe physical and psychological environment. We do not tolerate bullying. The aesthetic environment created in the school develops learners’ aesthetic taste and artistic perception.


We ensure the confidentiality of information about each learner and their family.

Educational continuity.

Programmes for the education of children of different ages are consistent with each other. Continuity of education is ensured when a child moves from one stage of education to another. This allows educators to get to know the child better as a learner and to respond more accurately to his/her educational needs each year and to create more favourable conditions for the development of his/her personality. Therefore, it is not the child who needs to adapt to the school education system, but the education system is increasingly adapting to the child.


  • At Klaipėda Lyceum, the consensus is that all learners have equal opportunities to succeed, and this is one of the keys to successful teaching (learning). It is important to assess the potential of all learners and help them to discover it. Improving learners' achievement is supported by the development of learning support. Effective support is provided in the classroom by making immediate adjustments to the learner's teaching (learning), by optimising learning methods, by adapting individual learning tasks, and by adopting different working methodologies. If the teacher notices learning difficulties, he/she recommends targeted group tutoring or an individual teaching (learning) plan.
  • Career counselling and career development sessions are systematically organised according to learners' individual needs. Personality development is also strongly influenced by the highly developed non-formal education activities, which are an integral part of education and are targeted at the development of general competences and the formation of a successful personality. At Klaipėda Lyceum, learners have a choice of information technologies, languages, technical creativity, nature and ecology, citizenship, sports and arts, tourism and other activities:

Text creation lab;

From reader to reader;

LEGO robotics;

Advanced robotics;

Web page development. Travel geography;

Benvenuti Italian language group;

Youth theatre studio;

Contemporary dance group;

Singing studio;

Chess group;

Nature buddies;



Football, etc.

  • The school systematically holds meetings with parents. Parents' days, individual interviews and psychological counselling to analyse and assess each learner's progress, achievements and expectations, to envisage the next steps for success, and to build a culture of trust.


Every year, the school elects a learner president and a senate made up of learner representatives from different grades. It is a creative, proactive team, actively involved in the organisation of education, representing the interests of the learners, and striving to make life more interesting and enjoyable for the learners.


Klaipėda Lyceum learners and teachers have been participating in international projects and exchange programmes for many years. Many countries have been visited – Austria, Italy, Germany, Finland, France, Spain, Turkey, Portugal, etc. The benefits of such projects are immense: Learners improve their foreign language skills, get to know the cultures of different countries, develop their creativity and social-emotional competences through a wide range of integrated art, engineering, social and sports activities, and educators actively adopt and bring the experience of the best European schools to Klaipėda Lyceum.


International learner exchange programmes help learn languages live, by getting to know the culture of the language environment. On the initiative of Klaipėda Lyceum managers and foreign language teachers, there are exchanges and cooperation between learners and teachers with the best science lyceum in southern Italy – Termini Imerese Nicolo Palmeri in Sicily, the renowned Lycee de Paris in France, the Lapenranta Lyceum in Finland, the English St. Edmunds Private College, Hallfield and King Edvards Private Schools.


Participating in international EU projects is a great opportunity to develop not only for learners, but also for teachers. An EU project such as Modernisation of the Teaching Process – a Vital Factor for a Modern European School gave the opportunity to improve the professional competences of as many as 18 teachers of various subjects working in grades 1-12 of Klaipėda Lyceum. Klaipėda Lyceum managers and teachers also carried out monitoring visits to the best schools in Europe. Whereas the training in European countries is conducted in English, the teachers of the Lyceum are also improving their English language skills along with methodological knowledge. This is particularly important for Klaipėda Lyceum teachers who, in addition to the state general education programme, also run the International Baccalaureate (IB) programme, which is taught in English. All the teachers of Klaipėda Lyceum, who are ready to work in the IB programme, have participated in 31 professional development courses in different European countries, attended intensive English language training courses in Lithuania and abroad, and received certificates confirming their qualification to deliver the International Baccalaureate programme. In addition, almost all teachers participated in monitoring visits to foreign schools where the programme is successfully implemented, and learnt about the educational practices of schools running IB programmes. Teachers have gained experience in Finland, England, Denmark, Sweden, Italy, Germany, Poland, France, Belgium, France, Germany, Italy, Belgium, etc.

Cooperation with schools running the International Baccalaureate programme in Finland, France and England has been ongoing to date.


The school serves only fresh and varied food. We pay particular attention to product combination.

Children with allergies, intolerance to certain foods, or families with a different eating philosophy are offered a separate food plan.