Главная

Academic Honesty Policy

Philosophy

Guided by the philosophy of the IB, Kazakhstan International School, places great value on the ethical qualities of personal integrity and academic honesty. Academic honesty is expected of all members of the school community; students, faculty, administration and parents. The learner profile guides our expectations and practices in relation to academic honesty, but KIS places most value on two of the Learner Profile attributes which describe students as:

  • Principled: They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
  • Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.

Academic Honesty Policy

Assessment Policy

Statement of Philosophy

The primary aim of assessment at KIS is to support and promote students learning. Rigorous assessment is essential in providing students with ongoing evaluations and feedback on their academic achievements within the subject areas to monitor and measure student progress. Prearranged, clear criteria are provided to students so that they know what expectations are placed upon them, thus motivating students in their learning in order to meet subject objectives. These tools also allow teachers to tailor their approaches to teaching to meet the needs of individual students. Assessment tools are in place so that students make the transition between the Primary Years Programme to the Middle Years Programme and to build upon their knowledge and understanding.

Assessments are continuous and the assessment tasks, strategies and tools are designed within the school by the teachers.  Pre-assessment activities are designed to assess the knowledge and understandings that each student has to start a unit. Likewise, we recognize both summative and formative assessments as being integral to the teaching and learning process.

Assessment is used as both a learning experience for the students as well as to gauge an understanding of their level of competence in their skills associated with learning, and their understanding of significant key concepts, related concepts, attitudes to learning, learner profile attributes and global contexts. Through challenging and open ended assessments tasks we aspire to create an environment that values self inquiry and individual motivation to learn.

Assessment Policy

Inclusion and Special Needs Policy

Philosophy

We believe that all learners have unique needs which need to be considered in order to help each individual fulfill his or her potential. To provide access to the IB programs in our school, we endeavor to apply approaches and offer forms of support that cater for the different needs and learning styles of individual students.

In line with the IB philosophy, KIS has a strongly inclusive ethos. We view inclusion as aiming to increase access to and engagement in learning for all students by identifying and removing barriers to student success. Inclusion is an ongoing process of responding positively to each individual’s unique needs by creating a culture of collaboration, mutual respect, support and problem-solving.

In this policy, the phrase ‘special educational needs’ includes cognitive, social, emotional, and physical difficulties that require special provision to be made. We also recognize that some students will have a combination of difficulties and that their phase of English language acquisition can affect their individual needs.

Inclusion and Special Needs Policy

Language Policy

Philosophy

Students learn language through language. They learn about language in an environmentwhere they explore concepts, solve problems, organize information, share discoveries,formulate hypotheses, and explain ideas.

  • Language is a major means of communicating, fundamental to learning, and is developed across curriculum areas. All teachers are teachers of language. Essentially, education is language education. Poetry, literature, art, history, drama, music, science, technology and mathematics all encourage critical interactions between students and the material.
  • The acquisition of language is a dynamic, life-long process that permeates all learning. It is a key factor in intellectual growth and promotes the development of personal and international understanding.
  • Effective teaching practice arises from a constructivist approach to learning, allowing students to build on prior knowledge and construct personal meaning.
  • Through meaningful interactions, we communicate with and understand others, the world and ourselves to develop intercultural awareness.
  • The school community is a resource to foster language learning. An additional language enriches personal growth, enhances first language development, and promotes international-mindedness. The development of a mother tongue language is crucial for maintaining cultural identity.

Language Policy