Distributed high school niu lyceum. HSE Lyceum (Higher School of Economics) Where is the HSE Lyceum
What is the rating for?
70% of the graduates of each direction of the lyceum in the year of graduation are entitled to a discount on education at the Higher School of Economics. The final rating allows you to calculate the size of this discount: 70%, 50% or 25%. Individualism and competitiveness are not included in the values \u200b\u200bof the lyceum, therefore the rating is compiled once, at the end of the training. It is based on the assessment of the results of activities, which the lyceum considers a priority for students: good studies, project and research work, Social responsibility. For tact reasons, only the top 70% of the rating is published for each direction, the lower part is available individually upon request by mail: [email protected].
Why is a discount a good entry strategy?
If we imagine that 700 people graduate from the lyceum, then in total, thanks to the rating, 70% of them - 490 people (70% from each educational direction) will receive a discount. The top 20% will receive a maximum discount of 70%. And if we imagine that the cost of studying for an undergraduate program is 400,000 rubles a year, then with a 70% discount this amount will be reduced to 120,000 rubles a year or 12,000 rubles a month.
| Discount 70% | 50% discount | Discount 25% |
You should know that upon admission to the NRU HSE, a lyceum graduate is offered two types of discounts: according to the results of the Unified State Exam (offered to all applicants of the NRU HSE) and according to the graduation rating of lyceum students. When choosing a discount, you should focus not on its size, but on the terms of its provision. USE discounts require annual confirmation of entry into upper part rating of course students. Thus, there is a risk of not being included in the list of the best of the best and losing the discount. In turn, the discount for a graduate of the NRU HSE Lyceum remains for the entire period of study, subject to good studies.
What conditions are required to receive and maintain a discount?
The discount is provided to graduates of the HSE Lyceum, subject to the successful completion of all entrance examinations and a shortfall from 1 to 60 points to passing score for educational programs with a passing score of 280 and higher for three entrance tests, and 380 and higher for four entrance tests, and a shortage of 1 to 45 points before the passing score for other educational programs.
The lyceum discount rule does not apply to HSE branches in St. Petersburg, Perm, Nizhny Novgorod. And also for the following bachelor's programs:
Project audience scale
Executor
Coordinator
Leader
30 - 100 people
More than 100 people
The lyceum, which is part, opened in September 2013. This is the first in Moscow educational institution, which began to work according to the new standard of secondary education.
The set is made only in the 10th grade.
First, future lyceum students at the application stage choose one of six areas: socio-economic, mathematics and computer science, humanitarian, legal, oriental studies, design. Then, after entering the Lyceum, they complete the formation of their curriculum. If someone, starting to seriously engage in the direction that he originally chose, realizes that he made a mistake with the choice, then he can change it.
There are no traditional classes in the Lyceum. Students are divided into groups depending on the curriculum they have chosen. Classes are taught by experienced school and university teacherswho develop their own programs using the methods and resources of the Higher School of Economics. At the Lyceum, they form theoretical thinking, metasubject skills necessary in any profession. Foreign languages several are taught at the Lyceum: English, German, French, Spanish.
Education is free - the Lyceum is subsidized by the Moscow Department of Education. To enter it, you must have a permanent or temporary registration in Moscow. All graduates receive a state certificate of secondary general education. To become a student of the Lyceum, you must pass several entrance tests, including written assignments and an interview. The conditions for admission are transparent and the same for everyone.
Lyceum NRU "Higher School of Economics"
Together with the Moscow International Forum City of Education, which will take place on September 7-9 in Moscow in Pavilion 75 of VDNKh, Newtonew publishes a series of materials about educational institutions that are most productively combined with city resources.
The HSE Lyceum is a bright and inspiring phenomenon in the system of Russian school education. Lyceum is one of the leading schools in the country, ranked 2nd best schools Moscow and 10th place in the ranking of the best schools in Russia. This is a school in which only high school students study. Admission to it is carried out on a competitive basis, like in a university - applicants write a motivational essay, undergo an interview, including comprehensive testing.
There are eight educational directions at the school: "Economics and Social Sciences", "Economics and Mathematics", "Jurisprudence", "Humanities", "Mathematics, Informatics and Engineering", "Design", "Oriental Studies" and "Psychology". In the process of studying, lyceum students can move from one direction to another if they understand that their interests have changed.
As for the educational process itself, everything here is also "grown-up". Each lyceum student independently draws up an individual curriculum, where there are subjects compulsory for all, as well as an optional part. The school has organized a large number of electives that students attend at will.
One of the main tasks of the lyceum is to provide a high school student with space of freedom and choice of his educational trajectory, the opportunity to try on a professional role, to choose what he really wants to do in the future.
This approach to the admission and release of 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; among schools of socio-economic and socio-humanitarian profiles, he takes the first place, and among schools of the philological profile - the second.
About 70% of lyceum graduates become students of 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 facing state education systems today?
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, here the number of educational opportunities is so great and diverse that in order for a student to stay at school, he needs to be offered something interesting, taking into account his personal characteristics. And this is the challenge.
The Education Law provides for the choice of the form of education. And even if it full-time, but the child does not actually attend half of the classes, which means, in fact, the child has dropped out of school. Therefore, the important question is how to make sure that the value of education remains in school.
Old methods - simple transfer of knowledge - cannot solve anything: now a child can get any information from numerous sources. Therefore, the school must offer the student some kind of interesting activity - 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 educational institution, the Department of Education and, in ascending order, by 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 the way to lead people to success."
If by control we mean precisely tracking the processes that should take place in the school, or those processes that are being implemented at the regional level, then there is no need for a high level of 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 control 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. We at the Lyceum are just trying to get away from the standard understanding of control. It may seem to some that it looks like an out of control, but it is not.
In our opinion, the development of self-control is very important for high school students, therefore, we do not have literal, strict control of students.
We do not track when a student came, when he left, we do not notify parents about this by SMS messages.
We believe that the environment that we create should first of all fall under our control zone: what adults work in the lyceum, how they communicate with students, what various types of lesson and extracurricular activities are offered, which may depend on the initiative of the lyceum students themselves.
For example, all the events that take place in the Lyceum are the initiative of the children themselves, and we think that this is correct.
That is, we have little standard control over attendance, progress, behavior. But there is a lot of trust in the students and understanding that they themselves must determine the goals and objectives of development, and in order 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 various opportunities.
N. By what criteria do you define “quality of education”?
DF. For us, there is one main criterion - the progress of each student during the two years that he spends at the Lyceum, and we try to track this.
If we see that during this time the child was able to understand himself more, to realize what he wants to do, where to develop, has become more independent, he has acquired the skills of self-control, then we believe that the quality of education, which should be in the lyceum, has been achieved.
N. How do you see the optimal system for assessing students' knowledge? How is this system built in your school?
DF. I think that an optimal grading system has not yet been created.
We have introduced a cumulative system of final marks at the Lyceum. It seems to us that it is most suitable for high school. The essence of this system lies in the fact that the main types of assessment procedures ( test, creative work, etc.) and they are assigned different coefficients in the final grade. Each educational department in 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 mark for the educational period, and secondly, it reduces the subjectivity of the teacher's position.
N. What do you think 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 of educational outcomes. Without their concrete 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 you need to formulate these results, then determine possible ways their achievements, and then figure out how to measure them.
In the Lyceum, the situation is complicated by the fact that we are implementing eight different areas of study - from "Mathematics, Informatics and Engineering" to "Oriental Studies". And, in addition to the general universal educational outcomes, each of them should have their own specific outcomes. Suppose, for lawyers, if we talk about personal results, this is 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 for 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. How does the environment at your school match your ideal ideas about it?
DF. It does not yet correspond to ideal ideas, and this is due to two factors.
First, we have many students. The lyceum has the largest high school in Russia (more than 1,500 people), which means that the desires and needs of the children are very diverse. We cannot satisfy all of them yet.
Secondly, there are space constraints: we have standard buildings, which does not allow us to create the desired educational environment.
N. What types of educational or extracurricular activities, in your opinion, are lacking today in a general education school?
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 students' independent learning activities."
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, students' exchange of experience gained as a result.
This is with regard to educational activities. If we talk about extracurricular activities, then I will say about high school.
The circumstances in which we live require the graduate to obtain a high result on the exam or at the Olympiad. In this regard, there is a great temptation to build these two years on 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 that cannot bring the student an immediate concrete result.
So, in the Lyceum there is an elective course in Norwegian. 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 profiling in high schoolis giving the children an opportunity to try themselves in other areas of interest to them, for example, letting mathematicians parse poetic texts, and the humanities - to learn programming.
N. What approaches, techniques and activities in your school would you recommend to be disseminated in all schools in the country (or even the world)?
DF. We are still “kids”: the lyceum has existed for only 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 around the world.
Also due to the fact that the Lyceum is a structural unit of the 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 build 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), which came from the international baccalaureate system, but we 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 - to increase the level of critical thinking in students.
It seems to me that this is very important and may be of interest to other schools.
N. A teacher as a person and as a professional - what qualities should he possess?
DF. I would highlight two key points here.
I am convinced that a teacher does not have to love children. You do not need 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 a great relationship with students, but it may not be effective at all.
In addition, a professional educator, especially in high school, needs to be able to do something other than teaching. Today, a standard situation is hardly possible when a person ends pedagogical university, goes to school, has been working there for 20 years, and has no interests other than work.
Both international studies and our experience show that a teacher who has some hobbies becomes a hundred times more interesting and meaningful for students.
Yes, it is more difficult for me as a director with such teachers, because you say to him: "Today is a meeting at 15 o'clock," and he replies that at this time he has mountaineering and this is his passion. I can hardly perceive it, but at the same time I understand that if a person has something else besides work and he is professional there, then this has a positive effect on his interaction with students.
N. How do you select staffing?
DF. There are many university teachers in the Lyceum, and not only from the Higher School of Economics - this is our first feature.
The second feature is that, I confess, it is quite difficult to get to us without an acquaintance: recommendations from those who have been working in the lyceum for several years and understand our specifics well are very important for us, they see that 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 of an adult and a child: it should be on an equal footing, an adult should understand that his task is to ensure the progress of the student, and therefore, first of all, he should not answer the questions of the lyceum student, but ask them.
It is not so easy for a new person to join the lyceum environment, and therefore the heads of departments are a key figure in the selection of teachers. They know the professional community and, inviting someone to work in the Lyceum, they understand whether this person fits the existing context and format. This is the main way of recruiting, and it seems to me that the future belongs to such networking.
RECEPTION AND RECRUITMENT INFORMATION
APPEAR DURING FEBRUARY 2020
What is HSE Distributed Lyceum
Distributed by the HSE Lyceum: a brief history, numbers, 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 a Lyceum, as well as its own specialized classes, groups (hereinafter referred to as lyceum classes / groups) in schools in the city of Moscow, which provide pre-professional education for students in grades 10-11.
Moscow schools that open lyceum classes are assigned the status of the HSE Distributed Lyceum School (hereinafter referred to as the HSE RL school).
Distributed by the HSE Lyceum is an association of lyceum profile groups and classes educational organizations secondary general education and NRU HSE, HSE Lyceum, a form of cooperation and interaction between them.
The interaction between the schools of the RL HSE and the NRU HSE is carried out on the basis of cooperation agreements.
In the spring of 2015, agreements on cooperation were concluded with 20 schools of the HSE RL within the framework of the HSE Distributed Lyceum project.
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 get lyceum education according to the programs of the HSE Lyceum, standards and areas of study at the HSE on the basis of their educational organizations.
Project goals:
- Achieving a high level of profile training for students in grades 10-11.
- Attracting motivated and talented schoolchildren who have undergone adapted training to the number of HSE students educational programsbased on the goals, directions and standards of the HSE Lyceum and the University.
10-graders: "St. George's Day" - change of educational direction / ind. curriculum
Dear 10th graders!
Between December 3-13, 2019, you can submit application (download)about the transition to another direction of study or about changing the individual curriculum within the framework of their direction. The document must contain the parents' signature of consent. For more information about the order of transition to another direction of study or about 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).
- Pass an interview with the senior teacher of the building or the curator of the Distributed Lyceum, presenting reasonably 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 a statement from your parents (legal representatives) / get their consent to your choice.
- Apply, in the period from December 3, 2019 to December 13, 2019, for training in the classes of the Distributed Lyceum of the Higher School of Economics - the curator of the Distributed Lyceum (room 40, B. Kazenny), for training in specialized classes (room 36, B. Kazenny) - the secretary.
- Find out what subjects (in case of "academic difference" of curricula) you will need to master and pass until March 1, 2020. The academic difference arises when the basic level changes to an advanced level in a subject and when a new subject is added to the individual curriculum.
- Write, if necessary, a work on a specialized subject (classes of the Distributed Lyceum). The schedule will be agreed no later than December 16, 2019.
PROFILE
Writing a profile 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 "Informatics, Engineering and Mathematics"
Mathematics (profile), computer science / physics
RL "Natural Sciences"
Chemistry, biology
- Read the decision on the application
- for training in the classes of the HSE Distributed Lyceum - with the curator of the Distributed Lyceum;
- for teaching in specialized classes - with the senior teacher of the building.
and) in case of a positive decision and your consent to the terms of transfer (if there is an academic difference), obtain information from the building's senior teacher about the date, time, place of the intermediate certification in the disciplines of “academic difference”;
b)in case of a positive decision and your disagreement with the conditions of the transfer, withdraw the application from the head teacher of the building in time until January 9, 2020.
- Read the order to change the individual curriculum from the curator of the Distributed Lyceum or the senior teacher by January 9, 2020.
- Start training sessions January 9, 2020according to individual curriculum, approved by the order of the director.
Remember! It is no longer possible to change the direction of study in grade 11 !!!
For additional training clarifications:
- in the classes of the HSE Distributed Lyceum you should contact the class curator of the Distributed Lyceum - Lyudmila Ivanovna Akovantseva ( e-mail: [email protected]);
- in profile classes - to senior building teachers:
- on B. Kazenny - Borutskaya Olga Borisovna ( e-mail: [email protected])
- at B. Trekhsvyatitelsky - Natalia Sergeevna Filippova ( e-mail: [email protected]) or Sergei Alexandrovich Romanov ( e-mail: [email protected])
Contacts:
For all questions of interest related to recruitment and training in grades 10-11 of the HSE Distributed Lyceum, you can contact the curator of the Distributed Lyceum
Akovantseva Lyudmila Ivanovna
e-mail:[email protected]