INFORMATION ABOUT ADMISSIONS AND RECRUITMENT
WILL BE AVAILABLE DURING FEBRUARY 2020
What is the HSE Distributed Lyceum
Distributed Lyceum of the National Research University Higher School of Economics: brief history, figures, facts
As part of the creation of a system of pre-university training for high school students in Moscow, in 2014, the Higher School of Economics opened the Lyceum, as well as its specialized classes and groups (hereinafter referred to as lyceum classes/groups) in Moscow schools, which provide pre-professional education for students in grades 10-11.
Moscow schools in which lyceum classes are opened are assigned the status of “Higher School of Economics Distributed Lyceum School” (hereinafter referred to as the HSE RL school).
Distributed Lyceum HSE- is an association of lyceum specialized groups and classes educational organizations secondary general education and the National Research University Higher School of Economics, the Higher School of Economics Lyceum, a form of cooperation and interaction between them.
Interaction between the schools of the RL HSE and the National Research University Higher School of Economics is carried out on the basis of cooperation agreements.
In the spring of 2015, cooperation agreements were concluded with 20 schools of the HSE RL within the framework of the “Distributed Lyceum NRU HSE".
The concept of the project at the stage of creating the HSE RL
For high school students of the HSE RL, this is an opportunity to receive a lyceum education according to the HSE Lyceum programs, standards and areas of study at the HSE National Research University on the basis of their educational organizations.
Project goals:
- Achieving a high level of specialized training for students in grades 10-11.
- Attracting motivated and talented schoolchildren to the number of HSE students who have been trained in adapted educational programs created on the basis of the goals, directions and standards of the HSE Lyceum and the University.
10th graders: “St. George’s Day” - change of educational direction / ind. curriculum
Dear 10th graders!
Between December 3 and December 13, 2019, you can submit application (download) about moving to another area of study or about changing the individual curriculum within one’s area of study. The document must contain the parent's signature confirming consent. For more information about the procedure for transferring to another field of study or changing the individual curriculum, see the memo. Be sure to read this information before applying!
Memo for a 10th grade student about changing the direction of education / changing the individual curriculum within the direction of education
- Think about your decision.
- Discuss your decision to transfer with your parents (legal representatives).
- Conduct an interview with the senior teacher of the building or the curator of the Distributed Lyceum, and present with arguments the proposed changes to the individual curriculum.
- Write an application for transfer (from one direction to another or about changing the individual curriculum within the chosen direction).
- Sign the application from your parents (legal representatives) / obtain their consent with your choice.
- Apply, during the period from December 3, 2019 to December 13, 2019, for training in classes of the Distributed Lyceum of the National Research University Higher School of Economics - to the curator of the Distributed Lyceum (room No. 40, B. Kazenny), for training in specialized classes (room No. 36, B. Kazenny) - to the secretary.
- Find out which subjects (in case of “academic differences” in the curricula) will need to be mastered independently and passed until March 1, 2020. An academic difference occurs when changing a basic level to an advanced level in an academic subject and when adding a new academic subject to an individual syllabus.
- Write, if necessary, a paper on a core subject (classes of the Distributed Lyceum). The schedule will be agreed no later than December 16, 2019.
PROFILE
Writing a specialized subject
RL "Humanities"
Literature/history
RL "Economics and Social Sciences"
Mathematics (in depth), Social studies/history
RL "Oriental Studies"
Story
RL "Design"
Sociocultural awareness
RL "Psychology"
Biology
RL "Jurisprudence"
Social science
RL "Economics and Mathematics"
Mathematics (profile)
RL "Computer Science, Engineering and Mathematics"
Mathematics (major), computer science/physics
RL "Natural Sciences"
Chemistry, biology
- View the decision on the application
- for training in classes of the Distributed Lyceum of the National Research University Higher School of Economics - with the curator of the Distributed Lyceum;
- for training in specialized classes - with the senior teacher of the building.
A) in case of a positive decision and your consent to the terms of the transfer (if there is an academic difference), obtain from the senior teacher of the building information about the date, time, and place of the intermediate certification in the disciplines of “academic difference”;
b) in case of a positive decision and disagreement with the terms of the transfer, withdraw the application from the senior teacher of the building on time until January 9, 2020.
- Get acquainted with the order to change the individual curriculum from the curator of the Distributed Lyceum or the senior teacher before January 9, 2020.
- Start training sessions January 9, 2020 in accordance with the individual curriculum approved by order of the director.
Remember! It is no longer possible to change the direction of study in 11th grade!!!
For further clarification on training:
- in the classes of the Distributed Lyceum of the National Research University Higher School of Economics You should contact the class curator of the Distributed Lyceum - Lyudmila Ivanovna Akovantseva ( e-mail: [email protected]);
- in specialized classes - to senior building teachers:
- on B. Kazenny - Borutskaya Olga Borisovna ( e-mail: [email protected])
- on B. Trekhsvyatitelsky - Natalya Sergeevna Filippova ( e-mail: [email protected]) or Sergei Alexandrovich Romanov ( e-mail: [email protected])
Contacts:
For all questions related to recruitment and training in grades 10-11 at the Distributed Lyceum of the National Research University Higher School of Economics, you can contact the curator of the Distributed Lyceum
Akovantseva Lyudmila Ivanovna
e-mail:[email protected]
Unlike high school students, 9th graders are not divided into areas of study, but have a choice from a wide range of additional courses.
This year has become special for the HSE Lyceum, since for the first time the educational institution accepted 9th grade students into its ranks. 300 people entered the Lyceum, the competition was quite high - about 6 people per place. Let us remind you that previously only schoolchildren in grades 10 and 11 could enter the HSE Lyceum. In contrast, 9th graders do not have a division into areas of study, but have a choice from a wide range of additional courses.
HSE Vice-Rector Vyacheslav Bashev noted: “To get a good education, you need three conditions. Firstly, this is a high-quality environment: you all came to the lyceum of your own free will with your own interests, having passed serious creative tests. Secondly, these are the teachers: at the lyceum, the teachers know their subject, and most importantly, they treat their students with respect. Thirdly, a lot depends on yourself: you can get a good education only when you yourself want it. Only those who know how to set it, who are engaged in what really “turns them on” and captivates them, will achieve a goal.”
Also this year, the lyceum has a new building. Now lyceum students in the areas of “Economics and Mathematics” and “Mathematics, Computer Science and Engineering” will study at the address: st. Solyanka, 14A (m. Kitai-Gorod). The new building has natural science laboratories for studying academic subjects such as physics, chemistry, biology, natural science, and astronomy. As well as computer laboratories for the study of computer science, engineering, and computer linguistics. The building has a dining room and common spaces - coworking space.
Lyceum of National Research University "Higher School of Economics"
Together with the Moscow international forum “City of Education”, which will be held on September 7-9 in Moscow in the 75th pavilion of VDNKh, Newtonew publishes a series of materials about educational institutions that most productively combine with city resources.
The HSE Lyceum is a bright and inspiring phenomenon in the Russian school education system. The lyceum is one of the leading schools in the country, ranked 2nd in the ranking best schools Moscow and 10th place in the ranking of the best schools in Russia. This is a school where only high school students study. Admission to it is carried out on a competitive basis, like at a university - applicants write a motivational essay and undergo an interview, including comprehensive testing.
There are eight educational areas at the school: “Economics and Social Sciences”, “Economics and Mathematics”, “Jurisprudence”, “Humanities”, “Mathematics, Computer Science and Engineering”, “Design”, “Oriental Studies” and “Psychology”. During the learning process, lyceum students can switch from one direction to another if they realize that their interests have changed.
As for the educational process, then everything here is also “grown-up”. Each lyceum student independently draws up an individual curriculum, which contains compulsory subjects for everyone, as well as a variable part. The school organizes a large number of electives, which students attend at will.
One of the main tasks of the lyceum is to provide high school students with space for freedom and choice of their educational trajectory, the opportunity to try on a professional role, to choose what they really want to do in the future.
This approach to admitting and graduating students justifies itself - although the HSE Lyceum has existed only since 2013, it is already one of the best schools in the country.
In the list of the 500 best schools in the country, the lyceum is in tenth place; It ranks first among schools of socio-economic and social-humanitarian profiles, and second among schools of philological profiles.
About 70% of lyceum graduates become students at top Russian universities. Many of them then continue their studies at the Higher School of Economics itself.
Newtonew (N). What do you think are the main challenges we face today? government systems education?
Dmitry Fishbein (DF). In my opinion, the main challenge facing public schools, - the ability to change and adapt to the emerging needs of schoolchildren.
If we are talking about large cities, and especially megalopolises, then the number of educational opportunities here is so large and varied that in order for a student to stay in school, he must be offered something interesting that takes into account his personal characteristics. And this is where the challenge lies.
The Education Law provides for the possibility of choosing the form of education. And even if it's Full-time, but the child actually does not attend half of the classes, which means, in fact, the child dropped out of school. Therefore, the important question is how to ensure that the value of education remains in school.
Old methods - simple transfer of knowledge - will not solve anything: now a child can receive any information from numerous sources. Therefore, the school must offer the student some kind of activity that is interesting to him - then there is a chance to overcome this challenge.
N. What aspects of the educational process need to be controlled (for example, by the administration of the educational institution, the department of education and, increasingly, the state regulator)?
DF. It is important to understand what we mean by “control.” In management, one of the definitions of control is: “Control is a way to lead people to success.”
If by control we mean precisely tracking the processes that should take place at school, or those processes that are implemented at the regional level, then the need for high level there is no control.
Schools are very different both in terms of the social composition of students' families and in terms of funding. In this regard, it seems to me that it is not very reasonable to develop uniform rules and monitor their implementation.
Therefore, if we are talking about some specific aspects of the educational process, then, for example, it is worth monitoring the safety of children at school - this is extremely important. But few such aspects come to my mind.
N. Then what is “control” in your school?
DF. At the Lyceum we are just trying to get away from the standard understanding of control. Some may think that this looks like a lack of control, but it is not.
In our opinion, the development of self-control is very important for high school students, so we do not have literal, strict control of students.
We do not track when a student arrived or left, and we do not notify parents about this via SMS messages.
We believe that our area of control should first of all fall under the environment that we create: what kind of adults work in the lyceum, how they communicate with students, what various types of classroom and extracurricular activities are offered, which may depend on the initiative of the lyceum students themselves.
For example, all the events that take place at the lyceum are the initiative of the children themselves, and it seems to us that this is right.
That is, we have little standard control over attendance, academic performance, and behavior. But there is a lot of trust in students and understanding that they themselves must determine the goals and objectives of development, and to achieve them they need to build their activities in the lyceum and outside it. Our role, rather, is not to control the guys, but to help by providing a variety of opportunities.
N. By what criteria do you define “quality of education”?
DF. There is one for us main criterion- the progress of each student over the two years that he spends at the lyceum, and we try to track this.
If we see that during this time the child has been able to understand himself more, realize what he wants to do, where to develop, has become more independent, and has developed self-control skills, then we believe that the quality of education that should be provided in a lyceum has been achieved.
N. What do you see as the optimal system for assessing student knowledge? How is this system built in your school?
DF. I think that the optimal assessment system has not yet been created.
Our lyceum has implemented a cumulative system of final grades. We think it's best suited for high school. The essence of this system is that the main types of assessment procedures are determined ( test, creative work etc.) and they are assigned different coefficients in the final mark. Each educational department at the lyceum develops an appropriate assessment formula for its subject area.
This approach, firstly, allows the student to independently build a trajectory for achieving the maximum result - the highest grade for the educational period, and secondly, it reduces the subjectivity of the teacher’s position.
N. What, in your opinion, should determine the content of education? What elements should it include? How do you build the content structure of your educational program?
DF. The key point here is the definition educational results. Without their specific formulation, it is impossible to talk about the content of the educational program.
It is necessary to develop a program based on educational results. That is, first we need to formulate these results, then determine possible ways their achievements and then understand how to measure them.
At the lyceum, the situation is complicated by the fact that we implement eight different areas of study - from “Mathematics, computer science and engineering” to “Oriental studies”. And, in addition to general universal educational results, each of them must have its own specific results. Let's say that lawyers, if we talk about personal results, have professional ethics.
Now we are just thinking about this issue and, based on an understanding of the educational results that we want to achieve, we are drawing up educational programs directions.
N. How would you define an ideal educational environment?
DF. An ideal educational environment is a diverse environment that is designed based on the needs of the child and in the process of joint activities with the child.
N. To what extent does the environment organized at your school correspond to your ideal ideas about it?
DF. It does not yet correspond to ideal ideas, and this is due to two factors.
Firstly, we have many students. The lyceum has the largest high school in Russia (more than 1,500 people), which means the children’s desires and needs are very diverse. We cannot satisfy all of them yet.
Secondly, there are space limitations: we have standard buildings, which does not allow us to create the desired educational environment.
N. What types of curricular or extracurricular activities, in your opinion, are lacking in secondary schools today?
DF. Here we need to talk about a specific school, but if we try to talk about all of them at once, I will note that the pedagogical community has not yet developed a large “bank of forms of independent educational activity for students.”
We have well-developed formats where the student takes a passive position, and there is not always enough variety of individual independent and small-group activities, and students sharing the resulting experience.
This concerns educational activities. If we talk about extracurricular activities, I’ll say about high school.
The circumstances in which we live require a graduate to obtain a high result at the Unified State Exam or at the Olympiad. In this regard, there is a huge temptation to structure these two years according to a very utilitarian model, which is, in fact, training to achieve these results.
We are deeply convinced that it is in extracurricular activities that non-utilitarian things should happen, there should be many activities that may, at first glance, seem unnecessary and which cannot bring the student immediate concrete results.
Thus, the lyceum has an elective course in the Norwegian language. Why not? It is important that the child has the opportunity to try to do what he wants.
And one more aspect, if we are talking about specialization in high school, is providing the opportunity for children to try themselves in other areas of interest to them, for example, allowing a mathematician to analyze poetic texts, and a humanities student to study programming.
N. What approaches, techniques and activities used in your school would you recommend disseminating to all schools in the country (or even the world)?
DF. We are still “babies”: the lyceum has only existed for four years, and it seems to me too early to talk about any approaches, techniques and types of activities that we would like to spread throughout the world.
Also, due to the fact that the lyceum is a structural division of the National Research University Higher School of Economics, and due to the fact that for us one of the important educational results is research competence, we know how to work with students related to their project and research activities.
In addition, at our lyceum we have a strange subject called TOK (from the English Theory of Knowledge, theory of knowledge), which came from the International Baccalaureate system, but we have rethought it. It solves two problems: with its help we try to create a holistic picture of scientific knowledge and, in the context of this, increase the level of critical thinking among students.
I think this is very important and could be of interest to other schools.
N. A teacher as a person and as a professional - what qualities should he have?
DF. I would highlight two key points here.
I am convinced that a teacher does not have to love children. You don’t have to love children - you need to create a space of interest, interaction and technology that will allow the student to independently move towards knowledge. I can be a wonderful person, I can have great relationships with students, but it may not be effective at all.
In addition, a professional teacher, especially in high school, must be able to do something other than teach. Today, a standard situation is hardly possible: a person graduates from a pedagogical university, goes to school, works there for 20 years, and has no other interests other than work.
Both international research and our experience show that a teacher who has some hobbies becomes a hundred times more interesting and meaningful for students.
Yes, as a director, it can be more difficult for me with such teachers, because you tell him: “Today there is a meeting at 15 o’clock,” and he replies that he has mountaineering at this time and this is his passion. I may find this difficult to perceive, but at the same time I understand that if a person has something else besides work and is professional there, then this has a positive effect on his interaction with students.
N. How do you select staff?
DF. There are many university teachers at the lyceum, and not only from High school economics is our first feature.
The second feature is that, I admit, it is quite difficult to get to us without an acquaintance: recommendations from those who have been working at the lyceum for several years and understand our specifics well, see that a new person will not only fit the formal requirements of experience and skills, but will also organically fit into the lyceum environment.
We have a special atmosphere here, a certain attitude towards the interaction between an adult and a child: it must be on equal terms, the adult must understand that his task is to ensure the student’s progress, and therefore he, first of all, should not answer the lyceum student’s questions, but ask them.
It is not so easy for a new person to join the lyceum environment, and therefore the heads of departments are the key figure in the selection of teachers. They know the professional community and, when inviting someone to work at the lyceum, they understand whether this person fits the existing context and format. This is the main way of recruiting, and, as it seems to me, the future lies in such networking interactions.