IB Diploma Programme & Preparatory year 2019–2020file/download... · Parliament, as MEP or Marimekko CEO in Plan’s Girls takeover, peer tutors of all sorts… Whenever some-thing

IB Diploma Programme & Preparatory year

2019–2020

Jyväskylän LyseoIB Diploma Programme &

Preparatory yearschool year 2019–2020

GRADIA JYVÄSKYLÄN LYSEON LUKIO JA IB-LINJAIB Diploma ProgrammeSchool Year 2019-2020

Address Gradia Jyväskylän Lyseon lukio Sepänkatu 3, 40720 Jyväskylä

Head of SchoolOsmo Polas +358 40 341 4693

IB Coordinator Riikka Lahtonen +358 40 341 4737

Assistant IB CoordinatorSusanna Soininen +358 40 341 4724

Homepagehttps://www.gradia.fi/oppimaan/lukio/https://peda.net/jao/lyseo

Social MediaFacebook: Jyväskylän Lyseon lukio & IB World School @jyvaskylanlyseonlukio Instagram: @jyvaskyla_lyseo#jkllyseo #jyväskylänib

Editing Pauliina YlipuranenCover Image Artwork ”Ilona ja Onni” (2018) by Seppo Uuranmäki Picture: Riikka Lahtonen

IB School Year 2019–2020 5

From the Coordinator 6

Greeting from IB Seniors to younger students 9

Graduation Ceremony 10

Student Reflections 14

From the Core 16

Tribe Meeting 17

Field Trips 18

Teams in action 19

Teacher reflections 22

Contents

6 IB School Year 2019–2020

From the IB CoordinatorIn the school year 2019-2020 we have been

INQUIRERSWe found new ways to work and learn together as the Cov-id-19 epidemy changed our learning environment into a fully digital one. We had practically zero time to prepare but we adapted and realized we had skills we didn’t know we had. Some found it harder, some found it easier, but we managed. No doubt some our teaching practices have now changed for good because of spring 2020.

From the IB CoordInator

KNOWLEDGEABLEIB teachers and students have been involved in many activities engaging with issues of local and global signif-icance: Let’s get global project, entre-preneurship teams, European Youth Parliament, as MEP or Marimekko CEO in Plan’s Girls takeover, peer tutors of all sorts… Whenever some-thing is happening in the school, one can bet there is a member of the IB

community involved.

THINKERSTeachers and students came together to solve the problem of how to combine strict aca-demic program with inclusive learning environment. We found practical improvements to our schedules, policies and ways of doing things to make our Diploma programme to better suit all students.

BALANCEDWe had a new school psychologist Heidi Aukee to start working with our IB students. We have created new ways of collaboration with the student support personnel to create a better support network for our students. We are finding ways to offer easy access to support and guidance.


COMMUNICATORSIn March, IB teachers spent a full Saturday for professional development workshop at school. We learnt from each other and a group of IB1 students arranged us “The IB student experience” workshop. I spent a day as an IB student, job shadowing three IB1 students from their English Literature class (Frost’s Home Burial) to Finnish Literature (Ibsen’s Dollhouse) and Mathematics (complex numbers). Not for-getting the tango and waltz in junior prom rehearsal! What a privilege it is to learn. What a privilege it is to learn under the guidance of such brilliant, dedicated teachers. And how exhausting and hard it is to jump from dance rehearsal to theoretical math to literary analysis – and in each class push-ing yourself a bit further.

RISK-TAKERSWe have been planning and piloting new ways to organize teaching and learning: Research skills week, Tribe meetings and Study Hall. We have highlighted the significance of the Diploma Core and cleared room from the daily schedules for the Core studies. We strongly believe that these are ways to improve learning skills: research skills, thinking skills, communication skills, social skills and self-management skills, and in time it will

lead to better learning.

REFLECTIVEThe IB introduced Learner portfolio with the new Language A syllabi and the Knowledge

profile with the new Theory of Knowledge syllabus. In Lyseo, we are reviewing the pre-

paratory year curriculum and decided that the key focus should be self-management skills, and the most important one of these should

be goal setting and reflection. We want to walk alongside with our students these three

years on their road to self-discovery.


From the IB CoordInator

OPEN-MINDEDIn the string of new subjects offered in the Jyväskylän Lyseo IB, following Global Politics and Environmental Systems and societies, a new one was introduced: Visual Arts. We also decided to offer all four choices of the new Math syllabus. We now have a broad, balanced and connected curriculum from which students can create their own study stream, un-derpinned by the Diploma core.

In the school year2019–2020 we have been

“We want to walk alongside ith our students these three years

on their road to self-discovery.”

Riikka Lahtonen, IB Coordinator

Text and pictures: Riikka Lahtonen, IB Coordinator

PRINCIPLEDThe IB Final Exams were cancelled due to the Covid-19 pan-demic. For the IB Organization, it was a long list of decisions to be made and the information came to schools in bits and bobs. Our IB Seniors showed admirable cool-headedness with this unprecedented situation, patiently waiting for each update and piece of information available. Their questions reflected true IB spirit: how the grades will be determined, will it be fair and just?

Greetings from17IB to youngerIB students“How do you do fellow youth. The tutors and the teachers probably don’t care if you watch anime in class. You don’t need to hide it. But maybe you shouldn’t watch anime in class. Paying attention in class is the easiest way of doing well. Go to class Do CAS Kick ass.”

“You have to push yourself (and suffer) a little -- as that is what IB requires -- but please don’t let yourself burn out to-tally: Do as much as you comfortably enough can.”

“Remember to start everything on time. It’s easier to work on a project 10 minutes per day for a week or two, then to work on it for 12 hours the night before it’s due. And use your calendar to manage your time because it might be a lot less stressful when you know exactly when to do which school stuff. Remember to put effort into IAs and mocks and study consistently, because that will make revising for finals that much easier. And don’t forget to have fun and make memories with your friends, because you will miss being in school once you’re done. You can also combine social life and school by studying together and helping each other, that way you’ll stay balanced! The two years you spend in the IB programme might feel difficult and stressful, but it’s only a small portion of your life so make the most of it and don’t forget your goals and where you are headed!”

“ Enjoy the IB!”IB School Year 2019–2020 9

“Keep grinding it’ll be worththe struggle.”

“Don’t forget to have fun and make memories

with your friends, because you will miss being in school once you’re done.”


GRADUATION CEREMONYThe 16IB Graduation was celebrated 31st of August.

16IBaAlanen Leevi Björn Tommi Hakala Ella Jakonen Mitja Jussila Janne Keihäsvuori Jutta Kivijärvi Juuso Kovanen Kasper Kupari Hennamari Lampinen Betty Leinonen Lumi Niemi Jenni Ojala Olivia Pekkanen Elina Rinne Iisa Ruusuvirta Aliisa Sarajärvi Taru Vasala Emma

16IBbEskelinen Vilma Fakhim Zadeh Jasmin Hokkanen Mikael Hänninen Laura Ikonen Laura Kinnunen Julia Korhonen Mai Kärki Akseli Laine Matias Lappalainen Lassi Lilja Kati Niemelä Veera Pasanen Pietu Pihlajamäki ElliPursiainen Eemeli Rasmus Aino Rentola Angela Sahindal Zilan

GraduatIon Ceremony

Graduates of Jyväskylän Lyseo IB Diploma Programme year class 16IB

“(Times) when we discovered our love forliterature or understood most of the problems in math. When we realized how amazing our little planet is, be it thru the lens of physics, history or psychology. We have learned so much, about learning and science and culture and oursel-ves.”

Valedictorian Laura Hänninen

“I have marveled at yourknowledge and enthusiasm and

perseverance.”

IB School Year 2019–2020 11© Bahar Hatamilandi

© Bahar Hatamilandi



Jyväskylän Lyseo IB Diploma Graduation Ceremony 2019 awards in recognition of academic achievement

GraduatIon Ceremony

Oy Wilh. Schauman Ab trust scholarships for studies in higher education:Vilma Eskelinen Laura Hänninen Laura Ikonen Jenni Niemi

Jyväskylän Lyseon lukio Award forExcellent Achievement in Matriculation Exams, Swedish: Jenni Niemi

Jyväskylän Lyseon lukio Award for Excellent Achievement in Matriculation Exams, History and Social Sciences: Julia Kinnunen

Jyväskylän Lyseon lukio Award for Excellent Academic Achievement in the IB Diploma Programme: Hennamari Kupiainen Aliisa Ruusuvirta

Student Nations of University of Helsinki, Keskisuomalai-nen Osakunta Award for creativity, activity and service in community development: Olivia Ojala

Year Class Award for excelling at school community life: Jutta Keihäsvuori 16IBA Laura Ikonen 16IBB


“ Dear 16IB. You are the mostbrilliant people I have ever met.

These past few years I have mar-veled at your knowledge and en-

thusiasm andperseverance. I am extremely

honored to stand here with you and I know that you will leave this room today to do great

things that I can’t wait to hear about. I congratulate you all for not only surviving the IB but ac-ing it. I am so proud of you and I wish you all the best in this next chapter of your lives. And as we always ask at the start of a new

chapter:what’s it gonna be then eh?”

Valedictorian Laura Hänninen


Pictures: Bahar Hatamilandi



Student reflections

The pre-DP year has been quite like any other school year in the past. It is always about going one step deeper and learning new and more complicated things. The differences in this step from 9th grade to pre-DP are that we are being taught in English and we get overall more work to do. Some projects have stacked up during some periods, but I have always managed to complete everything without any stress. Besides, after all the projects have been completed, I gain a lot of time to relax. During this year I have learned important things, ranging from how power works in politics to advanced geometry in math. Some subjects have opened my eyes to new things, while others have taught me very interesting phenomena of nature. Because of all these good experienc-es, I am looking forward to learning more about the subjects I have chosen for the IB.

Text: Hugo, 19IBc

It’s the end of the first IB diploma year. Up until now the IB has proved to be a challenge for myself. The IB1 year is a big step from the pre-IB year, I have always heard rumours about it, but it was difficult to fully comprehend it until I expe-rienced it first-hand. As I began the IB1 year I felt like I did not understand what was expected from me, but I was simply getting ahead of myself; we are at school for a reason after all: to learn. I have learned how important it is to manage your time and especially take small steps towards your goal, or you’ll end up biting more than you can chew.

Throughout the IB1 year I have had a few doubts about technicalities such as my course selection and about how it would affect my future studies, however, I realised that I am not alone and the teachers, staff and fellow students are here to help you, which they have done in my case and I am thankful for their professionalism and their help.

Despite the hardships, I have really surprised myself in terms of what I am capable of. Through CAS I have made sure I don’t stay inside all day, rather, it has been a way for me to be active within the school environment and explore some of my interests, specifically music.

I have been active playing music and singing in bands for school ever since I was in the pre-IB year, it has been a pleasure to be able to perform for very different audiences. I have also been an IB tutor for my IB1 year. Through my tutor experience I have interacted with many students within the IB, pre-IB, as well as from the national side, not to mention the many visitors from abroad that I have toured around our school. Overall, I’d consider my CAS experiences to have been very diverse and interesting. The IB1 year has been a challenge and there is much more to come, but I am ad-vancing into the IB2 year with a good attitude. As Bon Jovi famously stated: “We’re halfway there.”

Text: Andrea 18IBb

Student reFleCtIonS

First reflection – Hugo 19IBc

Interim reflection –Andrea 18IBb

“ We are at school fora reason after all:

to learn.”


It may sound like a cliché, but it is true; I don’t think I would be the person I am today if I hadn’t sweated on the entrance exam seat three years ago. Of course, I went through a fair number of mental breakdowns and suffered from chronic sleep deprivation for three years, but I think the benefits have been more than worth it. Thanks to the IB, I have gained not just another language but a whole new way of thinking. Even though the causes, consequences and perspectives seemed intimidating at the beginning, they have made me a person who can face new challenges with an open mind. Indeed, not only did I learn how to write an analytical essay in 45 minutes and use ´furthermore´ ina sentence but I also acquired valuable skills such as time management, prioritizing, and decision-making.

Most importantly, the IB was much more than just an edu-cation programme. I have found friends that now feel like a family to me. I have done things I would’ve never imagined from meeting the Finnish foreign minister to playing football in Uganda. The school and teachers were always there for us when we needed support and the IB spirit guaranteed that our class became friends with the older and younger IB students as well. The unforgettable events such as parties, tribe meetings, and 8AM debates in history class made us a close-knit community. Despite the occasional struggles,I know that I’ll always thank myself choosing the IB.

Text: Martta, 17IBb

Final Reflection –Martta 17IBb


From The Core

TOK eli Theory of Knowledge on pa-kollinen oppiaine kaikille International Baccalaureate Diploma Programme opiskelijoille. TOK on kriittisen ajatte-lun kurssi, jossa keskitytään tietoon ja tietämiseen. Miten hankimme tietoa? Miten arvioimme tiedon luotettavuutta? Mitkä asiat vaikuttavat omaan tietämi-seeni? Muun muassa näitä kysymyksiä puidaan IB-opiskelijoiden kanssa läpi heidän lukiotaipaleensa.

3.12.2019 pidettiin IB Core Night, joissa esiteltiin pakollisten oppiaineiden tuotoksia. Extended Essay -ja CAS-töiden ohel-la illassa esitettiin kolme TOK presentaatiota. Emilia Puusti-nen 17IB:ltä piti oman TOK presentaationsa “Intuition and

decision-making” kahteen kertaan, omana esitysvuoronaan 3.12.2019 sekä TOKille omistetussa TRIBE-kokoontumises-sa 4.12.2019. Näin 19IB, 18IB ja 17IB pääsivät nauttimaan tasokkaasta TOK-presentaatiosta. Emilian presentaatio oli myös malliesimerkki TOKin tietämiseen liittyvistä ajatteluta-voista.

18IB teki TOK-presentaationsa 5. jakson aikana IB1 vuonna. Kuten 17IB:nkin kanssa, opiskelijat pysyivät esimerkillisesti aikatauluissa koronakriisin aiheuttamista vaikeuksista huoli-matta. Ensimmäistä kertaa Jyväskylän Lyseon lukion histo-rian aikana TOK-presentaatioita ei voitu pitää livenä, vaan jouduimme turvautumaan etäyhteyksiin. 19IB:n kohdalla erityisesti TOK opettajia on työllistänyt uusi TOKin syllabus eli opetussuunnitelma. Pre-IB vuottaan opis-keleva 19IB sai opiskella TOKin uudistetun opetussuunni-telman mukaisesti 5. jaksossa. Uusi opetussuunnitelma on yksinkertaisempi, virtaviivaisempi ja opiskelijaystävällisempi kuin vanhemmat TOKin opetussuunnitelmat. Yksi mielen-kiintoinen lisä uudessa TOK-syllabuksessa on optionit. Uu-dessa TOK-syllabuksessa on viisi valinnaista vaihtoehtoa, joista jokaisen IB-koulun tulee tarjota opiskelijoille kaksi opti-onia. 19IB:tä opettaneet TOK opettajat, Elina Kallio, Markus Lajunen ja Christine Stevenage päätyivät ratkaisuun, jossa jokainen opettaja opettaa yhden heidän mielenkiintonsa mukaisen optionin. Näin opiskelijoilla on kolme vaihtoehtoa, joista heidän tulee valita kaksi. Elina Kallio opetti optionin knowledge and indigenous societies, Markus Lajunen kno-wledge and religion ja Christine Stevenage knowledge and language. IB-organisaation päätöksellä myös TOK-presen-taatio on jäänyt historiaan ja uusi arvioitava työ on TOK Exhi-bition. Enää opiskelijat eivät pidä esitelmää koko ikäluokalle, vaan järjestävät näyttelyn, jossa heidän tulee valita kolme esinettä ja yhdistää ne tietoon ja tietämiseen.

TOKin integroimisessa muihin IB-oppiaineisiin on myös edis-tytty lukuvuoden 2019–20 aikana. TOKin tulisi olla näkyvä osa jokaista IB-oppiainetta ja lukuvuoden 2019–20 aikana integraatiotyö otti edistysaskelia, vaikka työtä pitää vielä joh-donmukaisesti jatkaa tulevaisuudessa koko opettajakunnan voimin. TOKin uusi syllabus tulee tekemään integraatiotyös-tä helpompaa.

Teksti: Markus Lajunen, TOK coordinator

From the Core

Theory of Knowledge

The second annual Core Night of the IB section of Jyväsky-lä Lyseo was held at the beginning of December (4.12.19). During the evening, the entire IB community and families had the opportunity to follow the TOK presentations as well as get an idea of CAS’s work and celebrate the completion of the Extended Essay process. The following students were rewarded for their hard and meritorious EE work throughout the process: Seela Manninen, Emilia Puustinen and Martta Rissanen, Hilla Sivill, Jessica van Leuwen.

In March 2020 (10.3.) it was time to move EE know-how for-ward. At an EE fair event hosted by our IB seniors, 18 IB students were able to hear stories about the EE process, enjoy the stories and ask questions.

Text: Susanna Soininen, EE coordinator

Extended Essay

Lyseon vuosikertomus 2019–2020 17

Tribe MeetingTribe Meetings are a whole-community gatheringsin every term to promote the IB Learner Profile andstrengthen the feeling of togetherness.

The profile aims to develop learners who are: Inquirers, Knowledgeable, Thinkers, Communicators, Principled, Open-minded, Caring, Risk-takers, Balanced and Reflective.

In school year 2019-2020 Tribe meetings we had for exam-ple a debate “Natural Sciences are more important than Hu-man Sciences” and a Theory of knowledge presentation on intuition and decision-making.

Text & Pictures: Riikka Lahtonen IB Coordinator Riikka Lahtonen as an IB student on job shadowing day.


FIeld trIpS

Field Trips 2019–202019IB: Self-management skills and Social skills; Bootcamp, Tikkakoski

18IB Communication skills and Research skills; Vaarunvuori, Korpilahti17IB Thinking Skills; Serlachius museums, Mänttä

“Wherever you go, go with all your heart.” – Confucius

And didn’t we do just that with our lovely 17IB!On Tuesday 17th of September our third-year Field Trip started at 8.15 in Lounastuuli with delicious breakfast and a briefing.

After being nourished both phys-ically and mentally it was time to begin our journey by coach. We had the luxury of our own coach where we could leave our belong-ings since we aimed to visit not only one but two museums!

We were met by two friendly and professional English-speaking guides who spent the whole day with us explaining details and telling wonderful stories.

Between the visits we enjoyed our packed lunches and even had time to do some shopping!

Time just flew: we could have spent much more time admir-ing the high-quality art and beautiful lake landscape. Still, we had to leave and save some treats for the next time.We all agreed that Serlachius Museums were definitely worth visiting and would warmly recommend a trip to any-one and everyone!

Text: Maria Valkonen and Susanna SoininenPicture: Susanna Soininen

Maria Valkonen (RO 17IBA) and Susanna Soininen (RO 17IBB) at Serlachius museums with their students.

Thinking Skills; Serlachius mu-seums, Mänttä


Teams in actionThe Debate ClubThe debate team has been through a variety of experiences throughout the year. We began in late 2019 with (bi-)weekly meetings, which continued until the beginning of the quaran-tine. There has been a relatively consistent group of approx-imately ten students who have been meeting up together, along with teacher Christine Stevenage, practise debating and also to learn more about the skill of debating. We have even had a guest speaker from the Finnish Debating Asso-ciation, who came over to guide us through workshops and later judge a practice debate.

At the beginning of 2020, we went to the Finnish National Debating Tournament 2020 held at Tampereen lyseon lukio on 18–19 January, with a novice team consisting of three students as well as one supporting student. It was an in-teresting experience overall, and the train ride to Tampere consisted of us finalizing our arguments and having small mock debates. On the morning of the competition, we all felt a mix of excitement and nervousness. As a first event, this was a lot to ask with the lack of experience that our group had, but we ended up holding our own. Overall, it was a very rewarding experience, and I was very glad to have attended it. This competition also led our team to gaining a stipend of 1,500 euro for a future international competition. Needless to say, we were all ecstatic to have been given such a prize.

The plan was to head to another debate event in Prague in late March 2020. These plans had to, unfortunately, be postponed due to COVID-19. Now the plan is to hopefully head towards another debate trip abroad in the next school year, provided that the travel bans are lifted. We are looking forward to school opening up again in the fall and resuming our weekly debate meetings and improving on our debating skills even further.

Text: Saga 18IBa

Girls Takeover: päivä Marime-kon toimitusjohtajana ja eu-roparlamentaarikkonaLokakuussa 2019 Unna ja minä osallistuimme Planin Girls Takeover -tempaukseen. Tempaus järjestettiin kansainväli-sen tyttöjen päivän kunniaksi. Unna valtasi Marimekon toimi-tusjohtaja Tiina Alahuhta-Kaskon paikan. Minä sitten valtasin Eero Heinäluoman MEP:in paikan sekä osallistuin European Week of Action for Girls tapahtumaan Brysellissä.

Keskustelimme Unnan kanssa tempauksen jälkeen siitä mitä olimme oppineet. Molemmille jäi parhaimmaksi muistoksi yhteisöllisyys meidän kaikkien välillä, mutta erityisesti muut tytöt, joiden kanssa vallattiin eri paikkoja. Molemmat opim-me miten eri tahot haluavat avointa keskustelua, ja Unna kertoi minulle, miten tämä heijastuu Marimekon tuotteiden valmistuksessakin. Minä taas kuulin monelta MEPiltä miten he haluavat kuulla nuorilta ja luoda keskustelua nuorten ja eri tahojen välillä. Koko kokemus oli hieno ja muistutti meitä, että keskustelulla on väliä, vaikka se olisi vaan kavereiden kesken. Me lähdimme tähän tempaukseen yhdessä sen jäl-keen, kun olimme jo vuosia keskustelleet kaikista tempauk-seen liityvistä teemoista.

Opimme miten EU toimii ja mikä Marimekon tuotantoproses-si on, mutta tärkein asia mitä opimme, on se, että jokaisen ihmisen äänellä on väliä ja jokaisella on oikeus, että heitä kuunnellaan. Päivä keskittyi tyttöjen oikeuksiin ja ympäris-tömuutoksiin, jotka ovat aiheita, joita haluamme ajaa eteen-päin. Toivomme eniten, että kavereiden välinen keskustelu voisi johtaa avoimiin keskusteluihin, joissa uskalletaan poh-tia eri näkökulmia, ja myös ollaan valmiita kuuntelemaan ja oppimaan toisten eri mielipiteistä. Keskustelu on ensimmäi-nen askel muutokseen. Meidän mahdollisuus puhua yhtenä päivänä toimitusjohtajana tai MEP:inä on yksi osa muutosta, jota tempaus edustaa.

Teksti: Sara 18IBa


teamS In aCtIon

Ambassador’sEntrepreneurial ChallengeWe had just gotten into this new field called entrepreneur-ship through our schools, One year as an entrepreneur pro-gramme. Our mentor and teacher Janne Rilla had sent us a Wilma message about the Ambassador´s entrepreneurial challenge. We think he was actually a bit surprised when we told him that we were interested in joining. So we sent in our submission of our business idea, an app that would revolu-tionize learning.

We didn’t think much of it, but on the day that we received an email stating that we were invited to the semi-finals, everything changed. We prepared a pitch, practised it count-less times. By the time the semi-finals came around, I think our classmates were happy, not because we had earned a spot, but rather that all the rehearsing during class would finally be over.

The semi-finals were hosted all around Finland and we were

“Great things never come from comfort zones.”


a part of the one hosted here in Jyväskylä at Jyväskylän Lyseon lukio. We managed to win, barely beating the other teams who all had amazing ideas and pitches. Now it was the real deal.

The finals were hosted in Helsinki, and that was where we would be heading to in December. But first, came all the preparation. This is where the great and caring communi-ty of our school helped out a lot. Especially the IB Diploma programme students. With such a helpful and supportive environment it was easy to recieve help and guidance. Our coordinator Riika Lahtonen scheduled a meeting for us with one of the IB second year students Martin Vekov. He had also been a part of this competition before and with his help we shaped our pitch to near perfection.

Now it was all up to us to execute and deliver our promises of winning. We spent the night be-fore the finals in Helsinki making our final prepa-rations. We went to see our competition and we could clearly see that the other teams thought nothing of us. A 15 and 16 year old entering the 16-18 year old age group of the competition. Peo-ple laughed at us when we said we were going to win. We were on a journey against all odds. This was when all the emotions got to us. We realized we were not only doing this for ourselves, but for everyone back at Jyväskylä who had supported us. Everyone was counting on us.

The next day the time came to present. We walked up on to the stage in suits, with our pitch perfectly planned, and the expectation to win. Four professional judges consisting of angel in-vestors, startup funders and mentors and around 20 other teams were seated in the audience. We looked at each other, we both took a deep breath and started our pitch, that would later on change our whole lives. After our pitch, we answered some questions from the judges and went so sit back down. We were all requested to leave the theater to let the judges make their final decision on who had won.

We were all invited back in. The judges first gave some spe-cial mentions and then the moment everyone had been wait-ing for. “And the winner of this year’s Ambassador’s Entre-

preneurial Challenge is team JastonMatter!” We stood up in relief and shock. We had actually done it. We went to collect our prize of some venture funding and a trip to New York for four weeks, to study entrepreneurship in Lehigh University. The price was worth a lot, but the experience was priceless. We want to let this be an example for others. What can hap-pen when you take a chance and reach outside of your com-fort zone.

If you wish to find out more about our app and business checkout jastonmatter.com

Text and pictures: Masi and Johannes, 19IBb

“We want to let this be an example for others. What can happen when you take a chance and reach out-side of your comfort zone.”


Teacher reflectionsteaCher reFleCtIonS

Christine Stevenage is teacher of English A Language and Literature, Theory of Kno-wledge. Here are some of the highlights of Christine’s first year of teaching at Jyväs-kylän Lyseon lukio.2019–2020, teaching english and theory of KnowledgeI have had the pleasure of working with a wonderfully diverse group of students over this last year, and I have enjoyed the opportunity to co-teach as it offers the possibility to exchange views on pedagogical issues with colleagues.

I have taught the ENA03 and co-taught part of ENA02 ac-cording to the Finnish National Curriculum to our 19IB co-hort. I have also co-taught the literature part of the Interna-tional Baccalaureate (IB), Diploma Programme, English A: Language and literature course (the old syllabus to the 17IB cohort and the new syllabus to the 18IB cohort).

Additionally, I began co-teaching the International Baccalau-reate (IB), Diploma Programme, new syllabus for the Theory of Knowledge (TOK) course to the 19IB cohort during the last term of the school year. TOK is a new subject for me, so it has been exciting to learn about it and teach it.

november 2019, inclusion policyThis school year one of the focus areas within Lyseo’s IB team has been to review our inclusion policy. During Novem-ber 2019, a group of IB teachers organised focus groups with IB students to explore issues related to inclusiveness in Lyseo. My group focused on the topic of equality. During the meetings with students, the students identified several areas for improvement in Lyseo, including issues related to gender inclusiveness, economic support for those in need, support for mental health issues and racial discrimination.

december 2019–January 2020 and march 2020, debateI assembled and coached a group of students interested in debate and accompanied a delegation to the Finnish Na-tional Debating Tournament 2020 held at Tampereen lyseon lukio on 18–19 January. Our team competed in the novice category and was awarded a stipend of 1,500 euro to partic-ipate in an international debating event.

We planned to use the stipend to send a delegation of de-baters to an international debate tournament in Prague on 27–30 March, but, unfortunately, because of the COVID-19 travel ban, this trip was cancelled. We will plan another in-ternational debate trip next year, the COVID-19 situation al-lowing.

february 2020, canadian partnershipOur Canadian partner schools, Robert Thirsk High School and Bowness High School, based in Calgary, Alberta paid a visit to Jyväskylän Lyseon lukio from 16–19 February. The theme of the cooperation this year has been aimed at devel-oping one or more transatlantic projects which would support the United Nations (UN) 2030 Agenda for Sustainable De-velopment, with a particular focus on issues which unite the two countries, such as forestry, life in the Arctic Circle, and human rights issues related to the indigenous societies of the two countries.

march-may 2020, covid-19 locKdownThis year will be remembered for the COVID-19 pandemic and subsequent lockdown. The severity and rapid escalation of the situation was unforeseeable, and even the IB May ex-amination session was cancelled. When the lockdown start-ed, teaching was immediately pushed online, leading to a sharp learning curve for both myself and my students, but I feel that we all have managed surprisingly well. Due to the lockdown, also a workshop in Lahti for the new TOK syllabus was cancelled, fortunately there was an online TOK work-shop available, which I am currently following.

may 2020, worK goes onI was very happy about the confirmation of a permanent teaching position here in Jyväskylän Lyseon lukio so that I can continue working with my colleagues and teaching my students in the future too.

Text: Christine Stevenage

First reflections: Christine Stevenage


Having taught in the pre-IB and attended an IB education last year, I stated my diploma teaching with a list of good ‘be sure to do’ or ‘don’t do’ advices. Still, I knew I was not or could ever be fully prepared, so I set myself a goal not drive on the rocks too bad.

The school year started as usual, me looking from outside my body at myself working on several pressing things and building a do list for the rest. There, teaching my first chemis-try lessons I tried my best to comprehend all the basics that are related to IB. Luckily for me, the order of topics in chem-istry does not allow a lot of practical work to be done in the beginning of the diploma studies, so I was able to schedule for example IA:s completely for the next year. This got me time to settle in, although there was a lot of work in just basic planning and teaching as well.

As the year went on, more challenges arouse in the form of “all the other things related to diploma”, of which supervising extended essays turned out to be (as expected) on top of the list. Regardless of the really helpful guidance I got, it is challenging to fully understand it all before you actually have experienced it. I guess this goes through the whole IB. You hear a nice name, then you are told what it is and where you can find a lot of more information. Next thing you know the you are supervising the thing, and before you really compre-hend it all, it’s done and reflected. See you next time! Then when the dust settles you can look back at it all and maybe understand.

Having worked as a teacher for at least a few years, I rec-ognize my limits in how much work I can do and thus I did not drive myself into exhaustion, which I guess is a victory in itself. But at the same time, I recognize when I could do bet-ter. And indeed, it was challenging to know beforehand that, as it is your first time, you would not be fully successful in this or that you were about, without really being able to alter

the situation. Not that I would not have worked as hard as I could. But still, it was a lot of accepting limits and promising to do better next time. But I’m not saying I would not have enjoyed the ride from start to finish. On the contrary! Although difficult to master, the topics I get to teach are interesting and act as a driving force to me. Biggest thing however is the support I’m having. And it comes in many layers. First, my colleagues, who share their expertise whenever I need help and also listen when I need to share my feelings, positive or negative. Secondly, my students, who, instead of judging me by my inexperience, have accepted me as I am, a crazy chemist with stupid jokes and translations that you can’t find in the English vocabulary. Thank you, guys!

Now, most of the things done for this year (EE:s midway, Managebac undermanaged, IA:s not even started yet, still not understanding half of the abbreviations people are using) I could say I succeeded in my goal. Oh, me and the rocks got to know each other well enough! Indeed, this, it seems is the way I learn. Now my list of advices is a bit longer.

Text: Sakari Salo

First reflections: Sakari Salo, Chemistry

A rookie’s year teaching IB

“As it is your first time, you would not be fully successful in this or that you were about, without really being able to alter the situation.”


teaCher reFleCtIonS

Interim reflections:Maria Valkonen,English A Languageand LiteratureThis academic year has been one of change: A new col-league, a new IB- syllabus, Team-based education in full progress, unexpected circumstances, to name but a few…

What surprised me the most was the wonderful and almost unlimited freedom to create our (and the students’) own ver-sion of the new syllabus into a local written curriculum!I would like to thank both my colleague Christine and all 18IB- students for deep, meaningful conversations about the most significant values in the new syllabus! Working with you all has been and continues to be a real pleasure!

Personally, I’ve learned to love and appreciate the concept of working together! I have truly welcomed the new role and identity as a coach following the principles of Team-based education. It is not always easy, far from it, but I am ready and willing to continue with my efforts in professional devel-opment by doing the hardest task in the world!

(Which is, by the way, according to Ralph Waldo Emerson: To think! I couldn’t agree more…)

Text: Maria Valkonen

“Progress is impossible without change, and those who cannot

change their minds cannot changeanything.”

george bernard shaw

IB:n opettajana aloittaminen on todellakin ravistellut mones-sa mielessä: olen lukuvuoden aikana hämmästellyt opiskeli-joiden viiltäviä huomioita, liikuttunut kyyneliin kuunnellessani Graduation Ceremonyn koskettavia puheita ja ollut onnelli-nen tutusta opiskelijaporukasta, jonka kanssa olen saanut jatkaa töitä jaksosta toiseen.

Lukuvuoden aikana olen myös syöksynyt syövereihin epäil-lessäni taitojani IB:n vaatimusten edessä. Pysyvätkö langat käsissä? Syntyykö pienistä osista se kokonaiskuva, joka on tarkoituskin syntyä mutta jota ei kovinkaan selkeästi mää-ritellä? Aika ajoin olen ikävöinyt yleislinjan opetussuunnitel-maa, joka osoittaa, mitä minun pitää konkreettisesti tehdä.

Yksin ei ole kuitenkaan tarvinnut asioita pähkäillä, sillä IB-perhe kannattelee, opastaa ja kannustaa. Opiskelijoiden kanssa voi jatkaa seuraavassa jaksossa siitä, mihin edel-lisessä jäi, sillä yhteistyötä ei ole rutistettu kuuden viikon jaksoon. TOKit, CASit ynnä muu IB-slangi on auennut luku-vuoden aikana, vaikka opiskelijani kyllä tietävät, että kierrän monet termit enkä suostu niitä käyttämään. Puhukoot muut mockeista, minä en.

Kannatti olla risk-taker ja lähteä IB-polulle.

Teksti: Marja Maaniemi

First reflections: Marja Maaniemi,Finnish A Literature


Interim reflections: Hannele Parkkinen, Mathematics”On palkitsevaa nähdä, opiskelijoiden kehittymistä ratkaista matemaattisia on-gelmia ja kuulla heidän keskustelujaan matematiikasta.”

IB-matematiikan opetussuunnitelma muuttui merkittävästi syksyllä 2019. Aikaisemmat neljä matematiikan tasoa Furt-her, Higher level (HL), Standard level (SL) ja Mathematical studies korvattiin kahdella opintokokonaisuudella: Analysis and Approaches (AA) ja Applications and Interpretation (AI).

AI-matematiikka painottaa mallintamista ja ongelmanratkai-sua teknologiaa ja tilastotiedettä hyväksi käyttäen. Opiske-lijat saavat vahvat tiedot ja taidot soveltaa matematiikkaa käytännöllisesti eri tieteen aloilla, kuten esimerkiksi psykolo-giassa, lääketieteessä ja luonnontieteissä. AA-matematiikka keskittyy käsitteiden ymmärtämiseen sekä erilaisten lasku-menetelmien hallintaan. Opiskelijat kehittyvät matematiikan asiantuntijoiksi eri aloille, joissa vaaditaan kykyä ratkaista teoreettisia ja monimutkaisia matemaattisia ongelmia.

Opiskelija valitsee joko AI- tai AA-matematiikan. Lisäksi opintokokonaisuudesta valitaan High level tai Standard level -tasoiset opinnot. Näin ollen opiskelijalla on enemmän vaih-toehtoja valita itselleen sopiva matematiikan opintokokonai-suus kuin aikaisemmin.IB-matematiikka haastaa opiskelijaa, mutta on haastava myös opettajalle. Voiko olla mitään hienompaa kuin oppia ongelmaratkaisutaitoja derivoinnissa ja integroinnissa! Mutta miten opiskelija pääsee tähän tunnelmaan? Miten opiskelija innostuu työntekemisestä? Miten opiskelijaa kuunnellaan, haastetaan tai rohkaistaan?

IB-matematiikan opetuksessa kiehtoo opiskelijan henkilö-kohtaisen valmentamisen mahdollisuus. Tämä tulee siitä, että opettaja saa opettaa samaa ryhmää koko IB-opintojen ajan. On palkitsevaa nähdä, opiskelijoiden kehittymistä rat-kaista matemaattisia ongelmia. Palkitsevaa on kuulla heidän keskustelujaan matematiikasta sekä kyvyssä tehdä kysy-myksiä matematiikasta toisilleen.

Teksti: Hannele Parkkinen

IB-opettajuus oli mielenkiintoinen kokemus, omanlaisensa Narnia kansallisen opetuksen vaatekaapin perällä. Vaativa, haastava ja ajoittain hermojakin koetteleva kryptisine direk-tiiveineen, byrokratioineen ja loputtomine asiakirjakokoelmi-neen, joihin ohjeet ja määräykset on joskus aikojen alussa ripoteltu kaiketi rangaistukseksi jostain perisynnistä. Toisaal-ta tuosta kaikesta teki vaivan arvoista se varsinainen työ eli opetus. Ne tunnit, joiden aikana puhuttiin yhdessä kirjalli-suudesta ja ihmeteltiin sen olemusta. Käytännössä IB:ssä opettaminen tarkoitti matkaoppaana toimimista kiertoajelulla kirjallisuuden, kertomusten, kuvausten, runojen ja näytelmi-en maailmassa.

Opettaminen on sikäli hassua touhua, että ajoittain siinä op-pii kaikkein eniten opettaja itse, vaikka oppilaatkin siinä si-vussa tulisivat oppineeksi kaiken tarvittavan ja joskus vähän ylikin. Kirjallisuuden kanssa operoidessa on hyvin vaikea rutinoitua tai leipiintyä, koska opettajankin on oltava koko ajan varuillaan esim. äkkiväärien metaforien tai rivien välissä piileskelevien analogioiden varalta. Vaikka kirjallisuutta vuo-sikaudet opiskellut kirjailija-opettaja kuinka luuli lukeneen-sa jonkin äärimmäisen tutuksi käyneen teoksen tarkasti ja perinpohjaisesti ja viimeistä alluusiota myöten, saattoi joku yksilö nousevasta nuorisosta äkkiä osoittaa jotain jo muka ymmärrettyä kohtaa ja nähdä siinä jotain ihan muuta - ja taas mentiin.

IB on jotain, mikä vaatii siihen ryhtyvältä kaiken huomion, joskin parhaimmillaan - siis aika usein - se myös antaa pal-jon. Toivon itsekin antaneeni IB-vuosieni aikana jotain niin kollegiaatille kuin myös niille teineille, joiden kanssa kaikki ne kirjallisuuden kappaleet käsittelimme.

Näkemiin ja kiitos.Teksti: Pasi Jääskeläinen

Final reflection:Pasi Jääskeläinen,Finnish A Literature

Yleistä

Documents

IB Diploma Programme & Preparatory year 2019–2020file/download... · Parliament, as MEP or Marimekko CEO in Plan’s Girls takeover, peer tutors of all sorts… Whenever some-thing