Core Programs

English A is designed for native speakers and bilingual students with near-native proficiency. It is the most advanced strand of our international English programme, challenging students to engage with complex texts and ideas at a level that prepares them for university study in any English-speaking context. At LIS, literature is the primary learning tool in English A. Through novels, plays, poetry, and nonfiction, students explore language not only as a means of communication but also as a way of understanding culture, identity, and human experience. They learn to interpret nuance, construct sophisticated arguments, and express themselves with clarity and precision. This literary focus also develops empathy, creativity, and critical awareness — qualities that extend far beyond the classroom. By engaging with diverse voices and perspectives, students strengthen their ability to think globally and to appreciate the power of language in shaping ideas and societies. English A serves as direct preparation for IB English A in the Diploma Programme, where students are expected to demonstrate advanced analytical and writing skills. It also ensures that graduates of LIS are well equipped for the academic demands of universities worldwide, where strong reading, writing, and communication skills are essential to success.    

English B is designed for non-native speakers of English who have already developed strong skills in speaking, reading, and writing, and who are able to work at or near grade level. It provides these students with the opportunity to deepen their academic English while fully engaging with the wider curriculum. The programme focuses on building advanced communication skills across a range of contexts. Students develop academic vocabulary, refine their grammar and writing, and learn to express ideas clearly in essays, discussions, and presentations. Reading assignments encourage them to engage with both literary and non-literary texts, building analytical skills while strengthening comprehension. Beyond language itself, English B equips students to participate confidently in all their subjects. By developing the ability to read complex material, interpret information, and communicate effectively, students are prepared not just for success in English, but also for high-level performance in sciences, humanities, and the arts. English B also provides a direct pathway into the IB Diploma Programme, where students may pursue IB English B as part of their qualification. Graduates of this pathway leave LIS with strong academic literacy, well prepared to study at universities where English is the medium of instruction.

The English as a Second Language (ESL) programme at LIS provides a vital entry point for international students who are not yet ready to succeed in English B. Offered as a fee-paying transitional programme, ESL enables students to join the LIS community while developing the language skills needed to participate fully in the academic curriculum. The programme emphasises all four language domains — listening, speaking, reading, and writing — while also giving students the vocabulary and skills they need to access their other subjects. Through focused instruction and small-group support, ESL students build confidence in their ability to communicate and learn in English. A key feature of the programme is its clear progression pathway. Students are not expected to remain in ESL indefinitely. Instead, they work toward the goal of successfully “testing up” into English B. This promotion occurs when a student demonstrates readiness through assessment and teacher recommendation, ensuring that every student enters the mainstream English programme only when they can succeed at that level. By offering ESL as a structured transition rather than a long-term track, LIS ensures that students develop quickly, gain access to the full range of academic opportunities, and feel confident as members of our international learning community.

The International English Programme at LIS is part of a wider philosophy that values both proficiency in English and the preservation of mother tongue languages. As an international school, we recognise that language is more than a tool for communication, it is central to identity, culture, and academic growth. For students in English A, literature is used to deepen their mastery of English while also nurturing critical thinking and creativity. For students in English B and ESL, the focus is on building academic fluency and confidence so they can fully access the curriculum. This tiered approach ensures that every student, regardless of their background, has a clear pathway toward advanced literacy in English. At the same time, LIS gives equal priority to the development of mother tongue languages such as Russian, Ukrainian, Slovene, German, and Spanish. By valuing both English and mother tongue study, LIS helps students grow as multilingual learners who can move between cultures with ease. This not only supports cognitive development but also strengthens family connections and personal identity. Together, the International English Programme and the Mother Tongue Programme reflect LIS’s commitment to preparing students for a global future. Our graduates are not only confident in English, the language of international education and university study, but also grounded in their home languages and cultures, giving them a true advantage in today’s interconnected world.

At Ljubljana International School, we believe that language is not only a means of communication but also a foundation for identity, culture, and intellectual growth. English is the language of instruction at LIS and has become the lingua franca of Europe and the wider world — the shared medium through which people connect across borders, professions, and cultures. Proficiency in English is therefore essential for success in university, business, and international life. Yet, research consistently shows that mother tongue proficiency is equally important. When students develop strong literacy in their home language, they achieve higher levels of academic success in other languages as well (Cummins, 2000). UNESCO (2003) has long advocated for education systems to support students’ first languages, noting that mother tongue development enhances learning, strengthens cultural identity, and contributes to lifelong educational resilience. The LIS Mother Tongue Programme reflects this philosophy by ensuring that students do not choose between English and their native language but instead develop both in parallel. By maintaining advanced proficiency in their mother tongue alongside mastery of English, students are positioned to succeed in any context: university entrance, international careers, or business opportunities in their home countries. In today’s interconnected world, the combination of English plus mother tongue is a decisive advantage. It enables students to think critically in more than one linguistic framework, communicate across cultures with confidence, and access opportunities wherever their futures may take them. The LIS Mother Tongue Programme ensures that our graduates are not only prepared for the demands of global education and employment but are also rooted in the cultural and linguistic heritage that makes them unique.

References

• Cummins, J. (2000). Language, Power and Pedagogy: Bilingual Children in the Crossfire. Clevedon: Multilingual Matters.
• UNESCO. (2003). Education in a Multilingual World. UNESCO Education Position Paper. Paris: UNESCO.

The Mother Tongue Programme at Ljubljana International School begins in Grade 6 and continues through Grade 12. It is a required part of secondary education at LIS, reflecting our conviction that multilingualism is not optional but essential for students growing up in today’s global society.

Currently, LIS provides structured support for the following mother tongue languages:

• Russian
• Ukrainian
• Slovene
• German
• Spanish

Alongside these, English is the language of instruction across all grades, ensuring that every student graduates fully proficient in the world’s lingua franca while also maintaining mastery of their home language.

A distinctive feature of the LIS Mother Tongue Programme is its focus on literature as the primary tool for learning. Just as English A students use novels, plays, poetry, and essays to deepen their understanding of language and culture, students in the mother tongue programme engage with literary works that reflect their own linguistic and cultural traditions. Literature provides not only advanced vocabulary and grammatical structures but also insights into history, values, and identity.

Through literature, students develop the ability to read critically, write analytically, and think deeply in their home language. This goes far beyond conversational fluency. It ensures that students graduate with genuine academic literacy in two or more languages, prepared to thrive in the IB Diploma Programme, succeed at university, and engage confidently in international careers.

At LIS, mother tongue learning is not a secondary add-on but a core requirement of our international education. It represents our belief that being truly global means being firmly grounded in both English as a world language and one’s own linguistic and cultural heritage.

At Ljubljana International School, we view mathematics as far more than numbers on a page. Mathematics is the language of logic, problem-solving, and critical thinking, skills that empower students in every subject and prepare them for life beyond school. A strong foundation in mathematics builds confidence, sharpens reasoning, and opens doors to academic and professional opportunities across the globe.

Our mathematics programme is designed with one clear priority: ensuring that every student is both challenged and supported at the level most appropriate for them. Rather than locking students into grade-based classes, LIS places each learner in a course that matches their ability, allowing them to progress at a pace that brings out their best. This flexible approach ensures that advanced students can accelerate into higher-level work, while those needing reinforcement receive the guidance and structure necessary to succeed.

By combining a clear progression of courses with international standards of rigour, the LIS mathematics programme helps students develop not only academic strength but also resilience, curiosity, and confidence, qualities that will serve them well no matter where their journey takes them.    

The mathematics programme at LIS provides a clear, carefully designed progression from middle school through high school, ensuring that every student builds a strong foundation while also having the opportunity to advance as far as their ability and ambition will take them.

Beginning in Grade 7, students enter one of two courses: Pre-Algebra or Algebra 1, depending on their readiness. This flexible placement allows students to be challenged appropriately from the moment they arrive, rather than being bound to a fixed grade-level course. Students then continue to move forward year by year, advancing as their skills and confidence grow. After completing Algebra 1, students move on to Algebra 2.

In the high school years, students progress into the AP mathematics sequence, which includes: Pre-Calculus, Calculus 1, and Calculus 2. These courses are offered every year, giving students the opportunity to follow a path that best fits their development. For advanced learners, this means the possibility of reaching university-level mathematics while still in high school. For others, it means steady growth through a carefully supported progression, ensuring they are prepared for graduation and university entrance.

This structure also aligns seamlessly with LIS’s diploma pathways. Students in the IB Diploma Programme enter IB Mathematics with a strong algebraic and analytical foundation, while students pursuing the AP Capstone Diploma are prepared to excel in the AP math sequence. The combination of flexibility and rigour ensures that all LIS graduates leave with the mathematical skills they need for success, regardless of the path they choose.

The LIS mathematics programme is designed not only to prepare students for success in high school but also to give them a decisive advantage as they transition to university. By combining a structured sequence with international standards, our students build the confidence, depth of knowledge, and problem-solving ability required at the next level of study.

For students pursuing the International Baccalaureate (IB) Diploma Programme, the strong algebraic and analytical grounding developed in Grades 7–10 ensures readiness for the rigour of IB Mathematics. Whether students select Analysis and Approaches or Applications and Interpretation, they enter the IB Diploma Programme equipped with the skills to think critically, model complex problems, and work with abstract concepts.

For students following the AP Capstone Diploma, the LIS programme provides direct access to a university-level mathematics sequence: AP Pre-Calculus, AP Calculus 1, and AP Calculus 2. These courses mirror the demands of first-year university study, enabling students to earn credits or advanced standing at many institutions worldwide. This means LIS graduates often begin university ahead of their peers, both academically and in terms of opportunity.

Most importantly, our approach ensures that students are not simply “getting through” mathematics, they are developing the ability to apply mathematical reasoning in science, technology, economics, and real-world problem solving. For those aiming toward competitive fields such as engineering, medicine, data science, or finance, the LIS maths programme provides the preparation necessary to thrive.

At Ljubljana International School, we believe that every student can succeed in mathematics when they are given the right balance of challenge and support. Our programme is designed to meet students where they are and help them grow steadily in both confidence and ability.

For students who find mathematics difficult, LIS provides a supportive environment where teachers focus on building foundational skills, reinforcing core concepts, and restoring confidence. Smaller class sizes allow for individual attention, and students are encouraged to ask questions, practise regularly, and develop a growth mindset that helps them overcome challenges.

At the same time, students with strong mathematical ability are given opportunities to accelerate through the sequence and take on more advanced work earlier. Because courses are offered every year, students can move ahead into higher-level classes when they are ready, without waiting for a fixed schedule. For the most advanced learners, this can mean completing AP Calculus 2 before graduation, a true university-level achievement.

This flexible and personalised approach ensures that mathematics at LIS is not a one-size-fits-all experience. Instead, every student has the opportunity to develop mathematical fluency at a level appropriate for their current stage, while also being encouraged to aim higher as their skills and confidence grow.

The strength of the LIS mathematics programme is reflected in the qualifications our students achieve and the opportunities these open worldwide. Both the IB Diploma Programme and the AP Capstone Diploma include mathematics at their core, and the preparation students receive at LIS ensures they are fully ready to meet these international standards.

Globally, universities recognise the value of AP and IB mathematics because these courses demand advanced reasoning, abstract thinking, and applied problem-solving. Strong results in IB Mathematics or the AP Calculus sequence are seen by admissions officers as clear evidence of a student’s ability to succeed in competitive academic environments. In many cases, AP exam results in any and all of: Pre-calculus, Calculus 1, and Calculus 2, will allow students to receive university credit or advanced placement, reducing the time and cost of their degree while providing an academic head start.

Within Slovenia, LIS stands alone in offering such a comprehensive and flexible mathematics pathway. No other school in the country combines a full Grade 7–12 progression, the AP mathematics sequence, and integration with the IB Diploma Programme. This makes the LIS approach uniquely powerful, ensuring that every student—whether they remain in Europe for university or continue to North America, Asia, or elsewhere—is equipped with qualifications and skills that are widely respected and highly transferable.

In short, mathematics at LIS is not just another subject. It is a passport to global opportunity, helping students demonstrate excellence, readiness, and adaptability wherever their futures may lead.

The design of the mathematics programme at Ljubljana International School is not accidental, it reflects what decades of research have shown to be the most effective way to help students succeed in mathematics and beyond.

1. Placement by Readiness, Not Age At LIS, students are placed in Pre-Algebra, Algebra 1, or Algebra 2 from Grade 7 according to their readiness rather than their age. This ensures that advanced students are not held back, while others receive the reinforcement they need. Research confirms that this kind of flexible placement and acceleration leads to stronger achievement without harming social-emotional development (Steenbergen-Hu, Makel, & Olszewski-Kubilius, 2016).

2. A Coherent and Continuous Sequence Because LIS offers all mathematics courses every year, students always enter at the right level and move forward without interruption. International studies show that curricular coherence, a logical sequence across years, is strongly linked to higher achievement (Schmidt & Houang, 2012). By maintaining a Grade 7–12 progression that flows into AP and IB mathematics, LIS ensures no gaps in learning.

3. Advanced Mathematics Predicts University Success Research consistently shows that completing advanced mathematics in high school is one of the strongest predictors of university completion. One U.S. Department of Education study found that progressing beyond Algebra 2, into Pre-Calculus and Calculus, was the single best pre-college indicator of earning a bachelor’s degree (Adelman, 2006). At LIS, students have access every year to AP Pre-Calculus, AP Calculus 1, and AP Calculus 2, giving them a proven advantage for higher education.

4. Mathematics Builds Cognitive Power Mathematics is more than preparation for exams it builds reasoning, problem-solving, and abstract thinking. Studies emphasise the importance of Algebra and Calculus as “gateway subjects” that open the door to advanced study in science, technology, engineering, and economics (NMAP, 2008). By introducing algebra early (Grade 7) and guiding students into university-level calculus, LIS gives its students a head start in these vital disciplines.

5. Equity Through Flexibility Finally, the LIS model ensures equity. Students are not locked out of advanced courses due to rigid grade-level structures. Instead, with all courses available each year, students can step into the right place for them and accelerate when ready. Educational research highlights that this kind of flexible access combined with high expectations is the key to both equity and excellence in mathematics education (Boaler, 2016).

In short, the LIS mathematics programme works because it combines flexibility with rigour, coherence with opportunity, and research with practice. It allows every student to build confidence, pursue challenge, and prepare for the global opportunities that lie ahead.

References

• Adelman, C. (2006). The Toolbox Revisited: Paths to Degree Completion From High School Through College. U.S. Department of Education.
• Boaler, J. (2016). Ability and mathematics: The mindset revolution that is reshaping education. FORUM, 58(1), 143–152.
• National Mathematics Advisory Panel (NMAP). (2008). Foundations for Success: The Final Report of the National Mathematics Advisory Panel. Washington, DC: U.S. Department of Education.
• Schmidt, W. H., & Houang, R. T. (2012). Curricular coherence and the common core state standards for mathematics. Educational Researcher, 41(8), 294–308.
• Steenbergen-Hu, S., Makel, M. C., & Olszewski-Kubilius, P. (2016). What one hundred years of research says about the effects of ability grouping and acceleration on K–12 students’ academic achievement. Review of Educational Research, 86(4), 849–899.