Wide range of education for all

Quest is the subject in which students learn important skills for now and for later. Skills that students need in high school and beyond. At Quest they learn to investigate, to seek information and to assess whether it is reliable. They learn to work together, to present plans and ideas clearly.

This basis is useful everywhere: in geography, biology or history reports, in the profile piece and later in a study at HBO or university.

Every year, students work on different Quest projects. Quest looks beyond the classroom. Guest lessons, company visits or workshops of external experts provide a connection to the world outside school. Each project is about a concrete challenge. For example, students work on the city of the future, investigate parties, traditions and dishes from other cultures, learn to look critically at the media or to think about how to organise a journey as sustainable as possible (fictitious). Digital literacy and citizenship formation play an important role in this.

At Quest, students learn to think up solutions, collaborate, present, plan and reflect. Skills that help them to trust their time at the Lorentz Casimir Lyceum and their future!

In the substructure, the subjects of manual skill and technique are merged into the box 3Design. In addition to basic techniques, students also learn to work with 3D printers, cutters and laser cutters. Designing new products and innovative ideas is done according to the design thinking method. . In the superstructure, the course Cultural and Artistic Formation has been transformed into the course . We want to achieve that students are less consumer-oriented about culture but creative and innovative work on the design of art, culture and design products.

Internationalisation at the Lorentz Casimir Lyceum

Our society has long since ceased to limit itself to national borders: Globalisation is a fact in today's world. Therefore, it is important to prepare students to learn, work and live in another country, or to be able to function in their own country in an international context. The Lorentz Casimir Lyceum offers numerous activities to broaden the horizon of students.

In junior high, students get to know our eastern neighbours through an exchange with a school in Kempen, where they spend a day with German peers.

The school organises an annual Culture Day, a day where diversity is central and celebrated. During this day, students will have the opportunity to get to know different cultures, traditions and perspectives from all over the world. The aim of the Culture Day is to promote intercultural understanding and respect, so that students learn to deal with and appreciate the wealth of a diverse society from a young age.

In addition, groups of students in the basement with the history section regularly go to Bayeux. There are also several day trips, including language trips to Lille, Brussels, Cologne and Liège.

In addition, there are multi-day trips to important European cities such as Berlin, Krakow, Paris and Prague. Each trip has a good balance between cultural attractions and other ways to relax. The Lorentz Casimir Lyceum considers it important that all students can participate in these trips. If costs are an insurmountable problem, parents and pupils can contact the school to discuss the possibilities.

In addition to these activities, we organise both physical and digital exchanges. There are physical exchanges with Poland (Gdansk), Germany (Völklingen) and Belgium (Brussels). These exchanges offer students the opportunity to make direct contact with peers from other European countries, to spend a few days in a host family and thus to build their international network.

In the context of eTwinning (digital exchange), our juniors carry out projects in which they collaborate online with peers from other European countries, such as Italy and England. Not only do students learn to know other cultures, they also practice their language skills and digital cooperation in a true international context.

Finally, we are also bringing developments in the Brainport region of internationalisation to the school at a low threshold. As a result, an orientation on world citizenship can no longer be separated from our regular education programme. Wherever possible, we bring appropriate activities so that every student gets the opportunity to develop into a real world citizen.

The Lorentz Casimir Lyceum is committed to maintaining students' language and computing skills. Throughout the school career, pupils are tested for language and arithmetic skills. If the desired reference level is not (yet) achieved, the student will receive additional support by means of remedial teaching language and/or arithmetic. In subjects such as mathematics, economics and physics, arithmetic is maintained. Students of Havo 4 without mathematics in their package receive an extra hour on the lesson table for a year.

.In all lessons, attention is paid to oral and written language skills, so that pupils can express themselves at an appropriate level and be saved in the subjects at school. During their school career, students are tested several times to see if they are on the right level. reference level Sit. If they are not (yet), additional support is offered.

For foreign students, language support is possible in the substructure and in the superstructure. The meetings are aimed at acquiring (school) language, both orally and in writing. Students will work together with current Dutch-language material. They increase their vocabulary and thus the understanding of the Dutch language, so that they can sufficiently join the regular curriculum.

The aim of citizenship education at the Lorentz Casimir Lyceum is to guide students to open, curious and critical citizens who want to make a positive contribution to current social issues now and in the future in cooperation and conversation with others. We provide students with knowledge of the democratic state of law and a safe practice place to develop the skills needed for good citizenship. We do this by offering each student opportunities to acquire these knowledge and skills, both inside and outside the lessons.

Citizenship finds a place within every profession and in the norms and values we apply to each other at our school. In some subjects citizenship is more evident, for example in Quest, CKV, history, geography, biology and social studies. In addition, we organise activities with a clear link to citizenship, such as an excursion to the House of Representatives and Purple Friday, but also in organizational forms such as sounding board groups and the mini-mentorate citizenship returns. Students learn in this continuous learning line to form a well-founded opinion on social issues, to live in people with a different background and to understand the importance and values of the democratic rule of law.

The HAVO education at the LCL consists of two pillars: relation and relevance. By focusing on a positive teacher-student relationship, a safe and motivating environment is created for both students and teachers. In addition, the teaching content is linked to the outside school world and the student's experience wherever possible, so that education feels relevant. Students, together with teachers and external parties, get to know the field and follow-up training in good time. We offer our students more guidance in an inspiring way regarding their future.

HavoPro 

HavoPro is an elective in Havo 4. Students will be working on a practical programme consisting of realistic business assignments. Students are also introduced to further training and are working on LOB assignments (career orientation and guidance) to get a better idea of their study opportunities. They work together on issues and participate in a company. In the process students develop skills such as entrepreneurial thinking, presenting, working together and (self) reflecting. This gives them a good idea of their competences and opportunities for further training and occupations. Students can opt for a social (pgp-M: practical programme social) or technical variant (pgp-T: practical programme technology).

In our gymnasium bridge classes, students get to know the classical languages and the ideas and culture of the Romans and the Greeks. Knowledge of our classical culture provides a sharp insight into the here and now and gives students a very broad and solid basis in their overall development. Translating from Latin and Greek develops their analytical and creative capabilities; This strengthens the understanding and learning of other languages and furthermore helps to solve difficult issues in other (including exact) subjects. The gymnasium takes you to the mythology, art, architecture, theatre, history and philosophy of the Greeks and Romans, which teaches students to see the world around them in perspective. In our eyes, the classic languages are alive and well!

If a student starts in junior high at the gymnasium, the student will follow this until class 2. In the profile choice for the superstructure, the student can then make an informed choice to continue with a choice for Latin and/or Greek, or a continuation of the atheneum without Latin and Greek.

GymnasiumPlus

The gymnasiumPlusclass is intended for more- and highly gifted children. Providing a challenging curriculum with broadening, deepening and strengthening social cohesion and mutual trust with developmental equality is the starting point. The class is accessible to students with an appropriate score on a recognised high-genius test and sufficient executive functions to function in mainstream education. Gymnasium plus exists in grade 1 and 2.

The gymnasiumPlus class runs the standard curriculum faster, allowing time to work on Big History project education. In addition, the students are offered the courses MathematicsPlus, Programming and Design and philosophy, as an extension to the gymnasium curriculum. Teachers enrich the teaching material. Excursions give project education more depth.

Attention is paid to the personal development of this group of students. For example, the mentor specializes in guiding more and more gifted people. During the mentor lessons, extra attention is paid to, for example, positive psychology and metacognitive skills, such as "learning to learn."

The profile work is the conclusion of the secondary school period. It's the master test: a large workpiece in the form of an examination or design. This work is linked to one or more courses and the students work on this in duos. By working together, students support each other during this process. Each duo has its own guide who helps and supports students throughout the process.

From the beginning, the student gets an explanation of what the profile piece means, what criteria it has to meet and the deadlines for the different phases. All students will use GenAI (generative AI) to create their profile work. The school offers an extensive collection of sources and explanations through our research website and the digital learning environment. All this supports in doing research and making a good profile piece.

One of the main advantages of the profile piece is that the subject may be chosen. This allows many students to work on a subject that really interests them, which makes the process more enjoyable and interesting. Students are often very proud of their final result.

The students conclude the profile work with a report, a presentation and a question and answer session with the supervisor.

In short, the profile work is not only an important conclusion to high school, but also an opportunity for students to show what they can do and where their interests lie. With the right guidance and support, students can look back on this master test with pleasure and pride.