To make every child educated at Klaipėda Lyceum a person eager to know, able to create, and distinguished by achievements.


  • To develop a curious, creative and active personality.
  • To develop and strengthen the abilities important for a person's happiness and success.
  • To reveal and develop children's talents for outstanding achievement.


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

Diligence. 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.

Friendliness. 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.

Citizenship. 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 – the basis of citizenship.


  • Respects, tries to hear and understand each child.
  • Caring, helpful, attentive, sincere, patient.
  • Speaks quietly, calmly, always with a smile and in a good mood.
  • High pedagogical excellence, creative, constantly learning.


The child is the centerpiece of education.

We look at every problem, fact and phenomenon from the child’s point of view, through his or her eyes and experience.

Individual approach to the child Science-based education.

Individualus požiūris į vaiką bei pagarba ir pasitikėjimu grįsti mokytojo ir mokinių tarpusavio santykiai – sėkmingos ugdomosios veiklos pamatas. Mokytojas ir mokiniai yra lygiaverčiai bendros veiklos partneriai. Ugdymas diferencijuotas ir individualizuotas, atliepiantis kiekvieno vaiko interesus, gebėjimus, socialinę ir psichologinę brandą.

Science-based education.

We organise the educational process on the basis of the latest research on child development by national and international scientists, scientifically based educational methodologies and technologies proven in educational practice. We attach great importance to the experience of pre-primary and pre-primary education in the United Kingdom.


Children’s perceptions and thinking are undivided and holistic. Therefore, the content of education is integral and corresponds to the developmental characteristics of a child at a certain age. Integrally, we develop the child’s thinking powers, his linguistic, visual, acting expression, aesthetic judgement, and healthy lifestyle skills. The holistic integrity of the educational process ensures the development of the child’s various capacities and the coherence of all areas of education.


Since every child has important connections with real life, we pay great attention to the context of the educational content when implementing pre-school and pre-school education programmes. Children’s education is organised according to selected topics relevant for children, which are revealed through integrated various academic, artistic and sports activities. We aim to present each topic in an interesting, relevant and meaningful way. We teach what matters to the child.

Child-centred (self)education for success.

The educational process is organised in such a way that each child can experience success continuously. The content and methods of education are selected in response to each child’s abilities and personal maturity. Through Gardner’s multifaceted intelligence model and other innovative methodologies for assessing the child’s cognition and his personal progress, educators help each child and his or her parents recognise and reveal the nature of the child’s personality and help the child achieve maximum intellectual growth and personal maturity at their own pace through appropriately adapted educational content and methods. In this way, we help each child to constantly experience success, to ensure his or her good psychological well-being and to strengthen his or her self-confidence.

Academic skills.

Tai svarbi ugdymo sritis. Didelis dėmesys skiriamas pagrindinėms akademinio mokymosi sritims – matematikai, skaitymui, rašymui, moksliniam pasaulio pažinimui ir užsienio kalbų mokymuisi.

Critical thinking and problem solving.

Critical thinking is developed by actively exploring oneself and one’s surroundings, by mastering modes of inquiry (observation, experimentation, exploration), by encouraging thinking and reasoning about why things happen, why they happen this way and not that way, and about what one has observed, discovered, discovered, felt and experienced. Critical thinking is also fostered by encouraging to overcome everyday challenges and difficulties, by explaining why they have arisen, by understanding their own and others’ intentions, by finding appropriate solutions, by trying things out, by exploring, by clarifying, by collaborating and by seeing the consequences of their decisions. This is how we develop critical thinkers who seek new solutions.

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.

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.

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.

Social and Emotional Education (SEE).

The LIONS QUEST programme develops learners’ self-awareness, responsible and constructive decision-making, positive relationships, effective conflict resolution, social awareness, and emotional and behavioural management to achieve our goals.

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.

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.


Primary education at Klaipėda Lyceum is organised in accordance with the Primary Education Curriculum of Lithuanian general education schools.
In all grades of the Klaipėda Lyceum, we offer enhanced teaching in mathematics, natural sciences and English.
In grades 1-4, we additionally organise: lessons in chess, mathematical logic, engineering, economics, theatre, dance, specialized corrective exercise.
Before the lessons consultations on various subjects are organised.
After THE lessons – homework preparation, consultations of subjects, various groups of academic, artistic and sports activities, studies, games, educational projects, school events, excursions. A wide range of extracurricular activities contribute to the comprehensive development of each pupil and bring out the strengths and talents of each learner.

Assessing your child's individual progress

  • The evaluation aims to help learners to evaluate their learning outcomes, to celebrate their personal learning successes, to identify learning shortcomings and difficulties, and learn to adequately assess their learning efforts and their personal learning outcomes.
  • We base our assessment on the psychology of the age groups and the individual needs of the learner.
  • Assessment of primary school pupils is individualised (ideographic): After diagnosing what each pupil has already done, we assess progress by comparing their previous results with the current ones (learners' achievements are not compared with each other), and we encourage the personal progress of each learner.
  • We are positive and constructive in our assessment: the pupil's knowledge and abilities are assessed by helping to understand learning difficulties, identifying specific learning gaps and helping to correct them.
  • Assessment is a help for a growing, developing, learning child, which awakens confidence in one's own strengths, encourages to strive for ever better educational results and to increase the learning motivation of each child.
  • To accompany children in their education and to be successful, we have expanded the rating scale and introduced a percentage grading. This has given learners more opportunities to see even the slightest progress and to feel good about themselves.
  • Individual progress of primary school pupils is recorded in the Learner's Achievement Booklet prepared by Klaipėda Lyceum teachers. In this booklet, the teacher records each child's academic achievements, learning efforts, general competences, and an analysis of the most important mistakes in the control work. It helps the learner, parents and teacher to monitor the results of individual and differentiated work, and encourages cooperation between them.

How do we organise children's education?

  • The school opens at 7:30 and classes start at 9:00. Before the first lesson, children can attend tutorials in core subjects, socialise with their peers, take part in morning exercises, play, construct and engage in other creative activities.
  • Lessons are organised every day until 14.55 in accordance with the timetable.
  • From 14.45 to 17.00, learners do their homework, engage in extracurricular academic, artistic, engineering and sports activities in accordance with the needs of the children. There are also activities to promote healthy lifestyles, as well as active learning and outdoor play activities.
  • Twice a month, the group’s educator organises theme outings, excursions, during which the children deepen and apply their knowledge, repeat what they have learned, which develop children's social-emotional competences, and encourage their self-expression.
  • 1-2 times a month, children take part in joint educational projects at school.
  • The Social Emotional Education programme is integrated into the entire educational process. (One weekly lesson for the SEU programme.)

Bilingual education

Lithuanian-English, Russian-English, Russian-Lithuanian bilingual education programmes.

Klaipėdos licėjuje nuo pirmos klasės mokiniai gali pasirinkti mokymąsi pagal dvikalbio ugdymo programą. Formuojamos klasės, kuriose mokymas mokiniams organizuojamas lietuvių-anglų kalbomis. Nuo 2021 metų mokslo metų pirmos klasės mokiniai mokysis ir pagal dar vieną dvikalbio ugdymo programą – rusų-anglų kalbomis. Dvikalbio ugdymo programa išreiškia siekiamybę išmokyti abiejų kalbų kaip kokybiškos kalbinės veiklos: suprasti kalbančius ir pačiam būti adekvačiai suprastam, skaityti ir rašyti abiem kalbomis.
Mokiniai, lankantys dvikalbio ugdymo klases, nuo trečios klasės gali pasirinkti mokytis ir antrąją užsienio kalbą (rusų, vokiečių, prancūzų, ispanų ir kt.).

How is the teaching organised?

Dvikalbio ugdymo klasėse skiriamas didesnis anglų kalbos pamokų skaičius, kitų mokomųjų dalykų mokymas vyksta gimtąja kalba (lietuvių arba rusų) palaipsniui vis daugiau pamokose vartojant anglų kalbą. Kalbindamas vaiką pedagogas remiasi jo žodynu, tačiau pamažu jį plečia – sudaro sudėtingesnes frazes, skaito tekstus, kuriuose yra neaiškių, tačiau iš konteksto suprantamų žodžių ir kt. Vaikams taikomas „lygiagretus kalbėjimas“, „grįžtamojo ryšio“ metodai – suaugusysis komentuoja tai, ką vaikas daro, pagiria, detalizuoja, paaiškina; taikomi išplėtimo, patikslinimo, perfrazavimo metodai – suaugęs stengiasi suprasti, ką nori pasakyti vaikas, perklausia, pasakydamas tiksliai, taisyklingai, tačiau neverčia vaiko kartoti patikslintos frazės; vaiko pedagogas taiko užuominų, priminimo metodus, padeda vaikui rasti trūkstamą žodį, nuspėja ketinimą, mintį ir parodo, kad suprato vaiką; vaikas skatinamas paremti kalbą mimika, gestais ir kitomis neverbalinėmis priemonėmis; vaikai pamokomi žaidimų, dainelių, eilėraštukų, kurie yra lengvai įsimenami ir padeda įsidėmėti žodžius, tarimą bei frazes.

Training is continued under the International Baccalaureate (IB MYP and DP) programmes.

Pagal dvikalbio ugdymo programą mokęsi vaikai, baigę pradinę mokyklą, mokymąsi gali tęsti Klaipėdos licėjaus pagrindinio ir vidurinio ugdymo pakopose: 5-oje klasėje pagal dvikalbio ugdymo programą, o 6-12 klasėse pagal tarptautinio bakalaureato (IB MYP ir IB DP) programas.
Patirties apie dvikalbį mokymą(si) Klaipėdos licėjaus pedagogai sėmėsi dalyvaudami Lietuvos ir kitų Europos šalių seminaruose.

Education for the able, gifted, and talented (ag&t)

Klaipėda Lyceum makes an early effort to spot able, gifted and talented children and give them the due attention. Individual education plans are developed for these children, the content of which goes beyond the general curriculum, is in line with the child’s personal interests and responds to the individual education style of each child. The group educator informs the AG&T coordinator about the observed able, gifted and talented (AG&T) children, who helps the educator to assess the needs of the child and to prepare an individual education plan for the child.
We personalise and differentiate our work with AG&T children through joint sessions and individual work. Children are constantly encouraged and taught to think critically and creatively. Reasoning, problem-solving and searching for answers to various questions, unleashing the imagination, awakening curiosity, perseverance, consistent work, cooperation, and developing leadership traits are an integral part of the daily process of educating gifted children. Teachers apply the methodology for assessing the child’s individual progress throughout the educational process and systematically discuss the educational process and results with the AG&T coordinator and the child’s parents.

Accredited learner health improvement programme

Klaipėda Lyceum is committed to the safe and healthy education of the child, which is why the Health Improvement Programme has been put in place since 2018. It is integrated into day-to-day activities, starting with pre-school education and ensuring continuity in other stages of teaching (learning). The Health Improvement Programme includes fitness, sea therapy, morning and corrective exercises, healthy eating, aromatherapy and music therapy, colour therapy, children’s yoga, various massages, Nordic walking, agile games in the fresh air, herbal teas, inhalations, etc. Every week, the healthcare professional conducts health lessons in accordance with a specially designed programme.


The school serves only fresh and varied food. Particular attention is paid to product harmonisation.
Children with allergies, intolerance to certain foods, or families with a different eating philosophy are offered a separate food plan.

Education of children living abroad

The school organises distance education for children of Lithuanian expatriates and mixed families living abroad in accordance with the primary education programme of Lithuanian schools of general education. Distance learners studying under the primary education programme are issued with a certificate of completion of the primary school or, upon completion of the primary school, a certificate of completion of the primary education cycle.
The school also organises distance learning for individual subjects (mathematics, Lithuanian, etc.). Such teaching is needed for children who attend local schools abroad but plan to return to Lithuania in the future and attend a Lithuanian school.
The education is organised in accordance with the individual needs of the child’s education(s), by drawing up an individual education(s) plan. Lessons take place in accordance with the schedule agreed in advance. When the learner’s family visits Lithuania, the learner is given the opportunity to participate in the lessons organised at the Klaipėda Lyceum through direct contact with the teacher.
Learners are provided with textbooks and other learning tools.

We apply unconventional educational methods

Application of different teaching/learning styles in accordance with Gardner’s theory-based model of multiple intelligences.
The theory of multiple intelligences helps every child become successful.


The aim of the educational theory developed by Howard Gardner and his followers is to identify the nature of each personality as early and as accurately as possible, to reveal it to the child and to the parents, and to put the child on the truest and most direct path to success and happiness in life. That path must begin as early as possible – in kindergarten, in school – and then, once we know ourselves, we can nurture our nature and spread it throughout our lives.


The Klaipėda Lyceum already applies the methodologies of different learning styles and Gardner’s model of multiple intelligences at the pre-school stage.


Gardner and his followers distinguish 7 types of intelligence that are independent of each other:

  • mathematical-logical
  • verbal-linguistic,
  • spatial-visual,
  • internal-personal,
  • intrapersonal (communication),
  • body-kinaesthetic,
  • musical-rhythmic.

Typically, 2–3 types of intelligence dominate a child’s personality. Together with other intelligences, they form a unique combination of intelligences that is unique to each child. This uniqueness determines the individual learner’s preferred way of thinking, processing and understanding information, i.e. his or her own learning style and strategy.
In accordance with Gardner, all kinds of intelligence need to be valued and developed. The organisation of the teaching/learning process is geared towards the development of multiple intelligences through a variety of activities. Organising different activities activates different types of intelligence. The focus is on recognising and strengthening the child’s strengths by systematically moving to motivated education in other areas. Educators identify the learning styles best suited to each child’s intellectual development, based on methodologies developed by educational scientists and practitioners.


This is the methodology followed by most private schools in the UK.

Narrative play and learning approach

A narrative game is an imaginative, imaginative, collective role-playing game in which children create a shared storyline. It is a holistic educational approach that organically combines children and adults’ cultural experiences, exploration and learning from each other, co-creating an immersive game storyline.
Narrative play is not a staged story, not theatrical acting, but real events in children’s lives and events from other stories that children know and love, woven into the narrative world of play. A key feature of an evolved narrative game is the ability of players to develop shared ideas and create a storyline together. The characteristic of such a game is that it is collective, takes place in the imagination, develops in time, the created plot poses challenges, is interesting and promotes the full engagement of children.
By combining feelings, knowledge and practical activities during the narrative play, a holistic development of the child’s personality (is) takes place, awakening the child’s creativity, motivation, imagination, logical thinking, strengthens the will, self-control, helping to understand the position of another person and build relationships. In this way, a basic structure of narrative thinking and a basic pattern of communication are formed in the pre-school age. The development of narrative thinking and skills it entails are crucial for the transition to abstract, logical thinking and theoretical perception of the world.


Forest School (Peter Houghton and Jane Worroll) is an inspiring activity that provides all children with regular opportunities to learn, develop confidence and build self-esteem through learning in the forest or other natural settings. Forest School lessons help children learn about nature, encourage them to observe and explore every detail of nature, ask questions, develop cognitive skills, think critically and solve problems. At Forest School, various integrated activities help children develop their cognitive skills – to learn counting, to get to know letters, to read, etc. For this purpose, children usually use simple and environmentally friendly items: cones, shells, acorns, thread, fabric scraps, sticks, twigs, wooden blocks, pebbles, etc. Children develop creativity, thinking and imagination through the use of such simple materials and objects during games.
The Forest School reflects the idea of therapeutic learning, which aims to maximise children’s social, emotional and developmental potential, allowing them to take more risks, learn more independently, achieve their goals, be active, play and accumulate experience in direct contact with nature. The pedagogue evaluates each child’s hobbies, learning style and work with him/her to encourage the child to use all his learning abilities. Forest school lessons promote the comprehensive development of the child. Children are extremely curious, eager to play, explore the world around them, and actively choose activities that manage their own learning process.

Visual Thinking approach

Philip Yenawine, an educator in New York, and Abigail Housen, a psychologist and specialist in cognitive science, developed a way of getting to know and seeing art for schools: visual thinking strategy (VTS).

The visual thinking method is based on an active dialogue between the teacher as interviewer and the children. The interviewer uses the universal framework of questions developed by psychologist Abigail Housen and educator Philip Yenawine. The system of questions encourages children to engage in dialogue and to look at artworks without preconceptions and prejudices. Since each participant sees the paintings differently, at the beginning of the session the focus is on objective facts describing the work of art: shape, composition, colour, materials. This is followed by a discussion of the children’s subjective interpretations of the work.

Although the object of the visual thinking strategy is art, similar exercises can be carried out with advertisements or anything else that uses visual language to convey its message.
When applied over a long period of time, it is also possible to reach a rather abstract, almost philosophical level of thinking. When this practice is repeated many times, the children and the teacher begin to trust each other and feel the power of the emerging conversation.

The importance of the visual thinking strategy is that people are much more focused on what they see, with no one offering them the right answers – meaning is created by talking. The visual thinking strategy also allows us to speak up to those who are often quieter or think they don’t know the right answer. In such a dialogue, children can just listen to each other, understand how they see one and the same thing differently and without feeling the ability to develop critical thinking.

Developing a positive mindset (mindfulness methodology)

It is essential to help children understand the impact of their thoughts, words, actions (and reactions) in order to create a basis for their future well-being. Being aware of your mindset formation(s) means being able to accept criticism and stay open. Children are taught to think positively in order to accept the feedback they are given and to learn through their own experiences. They continue to develop strategies for improvement because they believe that even something that has failed can bring them some benefits. Children who have grown up and learned to think positively from an early age are expected to have a much better chance of living happy, healthy and successful lives.
Mindfullness is an educational technique that helps focus on your presence in the here and now, and teaches to accept yourself and others, avoiding negative judgements of others. Mindfullness can help you get rid of stress and negative thoughts, and help you feel happier. It is also noted in practice that these short sessions help children to develop concentration, improve the school microclimate and learners’ academic achievements.