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School Policies
Kemel Bilim International school is a candidate school* for the Primary Years Programme (PYP) and the Middle Years Programme (MYP). This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education — that we believe is important for our students.
1. Mission and Vision Alignment
This Language Policy supports the mission and vision of the school by promoting multilingualism, intercul-tural understanding and high-quality learning in line with the philosophy of the International Baccalaureate.
Language is viewed as a central element of learning, identity and communication, enabling students to participate meaningfully in both local and global communities.
2. Language Philosophy
The school believes that language plays a fundamental role in cognitive development, learning and identity formation. In line with IB philosophy, language learning is the responsibility of all teachers and is embedded across the curriculum. Multilingualism is valued as a resource that enriches learning, strengthens cultural identity and fosters international-mindedness. Language learning supports the development of the IB Learner Profile by enabling students to become communicators, open-minded, knowledgeable and reflective learners. Through language, students access concepts, express understanding and take action.
3. Terminology
Multilingualism – the ability to use and develop more than one language for learning and communication.
Language of instruction – the language used to teach and learn subject content.
Language acquisition – the process of learning an additional language.
Mother tongue – the first language a learner is exposed to and identifies with.
Differentiation – adapting teaching to meet diverse language needs.
Scaffolding – structured support to help learners access language and content.
Academic language – subject-specific and formal language used for learning.
Conceptual learning – learning that focuses on transferable ideas and understanding.
4. Language Policy Statements (Specifications)
4.1 Languages at the school
The school promotes a balanced and developmentally appropriate multilingual approach. From early years to Grade 6, teaching and learning take place primarily in Kazakh and Russian, ensuring strong literacy development in students’ first and dominant languages. English is taught as an additional language and gradually integrated through age-appropriate, inquiry-based methods.
From Grade 7 onwards, English increasingly becomes the language of instruction for science, mathematics, design and other technical subjects within the MYP. This transition is carefully supported through scaffolding strategies, language support and differentiation to ensure conceptual understanding is not compromised.
While English plays an important role in preparing students for global contexts, the school prioritizes the development of students’ mother tongue. Strong literacy in the first language is viewed as a foundation for academic success, identity formation and intercultural understanding.
4.2 Language learning in the PYP
In the Primary Years Programme, language learning is central to all teaching and learning. Language is developed through transdisciplinary units of inquiry as well as through explicit language instruction. Students develop listening, speaking, reading and writing skills in their language of instruction, which serves as the foundation for learning across all subject areas.
Inquiry-based learning provides authentic and meaningful contexts for language use. Students use language to ask questions, construct meaning, collaborate with peers, reflect on learning and communicate understanding. Teachers intentionally plan for language development within units of inquiry, identifying key vocabulary, sentence structures and communication opportunities connected to conceptual understanding.
Language learning in the PYP is closely connected to the Approaches to Learning (ATL) skills, particularly communication, social and self-management skills. Students are supported in expressing ideas clearly, listening to others, engaging in dialogue and using language responsibly. Through these experiences, students are encouraged to take action by sharing their learning with the school community, especially during the PYP Exhibition, where multilingual communication is valued.
Assessment of language learning in the PYP is primarily formative and ongoing. Teachers use observations, student work samples, portfolios and reflections to monitor progress and inform next steps in learning. Differentiation and scaffolding strategies are used to support learners with diverse language backgrounds.
4.3 Language learning in the MYP
In the Middle Years Programme, language learning supports conceptual understanding, critical thinking and interdisciplinary learning. Students engage with language as a tool for inquiry, analysis and communication across all subject groups.
Students study languages as either Language and Literature or Language Acquisition, depending on their language background and proficiency. Placement is informed by diagnostic assessment, and progression is guided by the MYP Language Acquisition Global Proficiency Table. Flexible grouping allows students to move between phases as their language skills develop.
Language development is embedded across the curriculum. Subject teachers explicitly teach subject-specific academic language, support students in developing extended responses and model effective communication. Collaboration between language teachers and subject teachers ensures consistent expectations and coherent language support.
Assessment of language learning in the MYP includes both formative and summative approaches. Ongoing assessment data is used to monitor progress, inform differentiation and provide targeted support for students who require additional language development. Language support may be provided through small-group instruction, targeted interventions or additional scaffolding within subject lessons.
4.4 All teachers are language teachers
In line with IB philosophy, the school recognizes that all teachers are language teachers. Regardless of the subject taught, every teacher is responsible for supporting students’ language development. Subject-specific teaching is also language teaching, as students need to access, understand and use academic language to demonstrate learning.
Teachers are expected to make language structures explicit, introduce and reinforce subject-specific vocabulary, and apply language-supportive strategies such as modelling, scaffolding and guided practice. This shared responsibility ensures consistent language expectations across the curriculum.
4.5 Support and preservation of home languages
The school values students’ home languages as an essential part of their identity, culture and personal development. In addition to Kazakh, Russian and English, the school acknowledges and respects other home languages represented within the school community.
In order to promote respect for the national context and support linguistic inclusion, the school offers the "Qazaqsha úireneyik" (Let’s learn Kazakh) course. This programme ensures that all students, regardless of linguistic background, develop basic communicative competence in Kazakh. The school believes that knowledge of the state language is essential for integration, cultural understanding and participation in the wider community.
Students are encouraged to use and maintain their home languages through classroom practices, student-led projects and cultural initiatives. The development and preservation of home languages is viewed as a foundation for well-being, academic success and intercultural understanding.
4.6 Access and inclusion for linguistically diverse students
The school is committed to ensuring equitable access to the curriculum for all students, including those whose first language is neither Kazakh nor Russian. Language is not viewed as a barrier to learning but as an area for targeted and structured support.
To support trilingualism and ensure access to the curriculum, English is taught five times per week across all grade levels. In addition to regular lessons, English language clubs and enrichment activities are offered to provide students with extended opportunities for authentic language use and language development.
Support strategies include differentiated instruction, scaffolding, adapted learning materials, small-group support and targeted language assistance where required. These measures ensure that all students can access learning meaningfully while developing proficiency in the language(s) of instruction.
5. Roles and Responsibilities
Students are active participants in their language development. They are encouraged to use language confidently, responsibly and respectfully across learning and social contexts.
Teachers are responsible for integrating language development into teaching and learning by explicitly teaching academic vocabulary, modelling effective communication and differentiating instruction to meet diverse language needs.
Homeroom teachers play a key role in monitoring students’ language progress, supporting their well-being and maintaining communication with parents regarding language development.
Parents support language learning by valuing and maintaining the mother tongue at home and fostering positive attitudes towards multilingualism.
The administration ensures the effective implementation of the language policy by allocating resources, supporting professional development and fostering a school culture that values multilingualism.
6. Alignment with Other Policies
This Language Policy is closely aligned with the Assessment Policy, Inclusion & SEN Policy and Academic Integrity Policy. Language development is embedded within assessment practices to ensure that students can demonstrate learning fairly and meaningfully across all subjects. Inclusive language support and differentiation strategies are coordinated with the Inclusion & SEN Policy to remove linguistic barriers to learning. Expectations for ethical communication, responsible use of sources and appropriate use of digital tools and artificial intelligence are reinforced through alignment with the Academic Integrity Policy. Together, these policies ensure coherent, equitable and conceptually driven learning across the school.
7. Review and Revision
This Language Policy is communicated to the school community through the following channels:
The Language Policy is reviewed annually through the Language Policy Review Committee. The review process includes:
This document is a living policy. It is regularly updated to reflect the development of the school community, IB requirements and the national educational context.
8. References
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit
www.ibo.org.
1. Mission and Vision Alignment
This Language Policy supports the mission and vision of the school by promoting multilingualism, intercul-tural understanding and high-quality learning in line with the philosophy of the International Baccalaureate.
Language is viewed as a central element of learning, identity and communication, enabling students to participate meaningfully in both local and global communities.
2. Language Philosophy
The school believes that language plays a fundamental role in cognitive development, learning and identity formation. In line with IB philosophy, language learning is the responsibility of all teachers and is embedded across the curriculum. Multilingualism is valued as a resource that enriches learning, strengthens cultural identity and fosters international-mindedness. Language learning supports the development of the IB Learner Profile by enabling students to become communicators, open-minded, knowledgeable and reflective learners. Through language, students access concepts, express understanding and take action.
3. Terminology
Multilingualism – the ability to use and develop more than one language for learning and communication.
Language of instruction – the language used to teach and learn subject content.
Language acquisition – the process of learning an additional language.
Mother tongue – the first language a learner is exposed to and identifies with.
Differentiation – adapting teaching to meet diverse language needs.
Scaffolding – structured support to help learners access language and content.
Academic language – subject-specific and formal language used for learning.
Conceptual learning – learning that focuses on transferable ideas and understanding.
4. Language Policy Statements (Specifications)
4.1 Languages at the school
The school promotes a balanced and developmentally appropriate multilingual approach. From early years to Grade 6, teaching and learning take place primarily in Kazakh and Russian, ensuring strong literacy development in students’ first and dominant languages. English is taught as an additional language and gradually integrated through age-appropriate, inquiry-based methods.
From Grade 7 onwards, English increasingly becomes the language of instruction for science, mathematics, design and other technical subjects within the MYP. This transition is carefully supported through scaffolding strategies, language support and differentiation to ensure conceptual understanding is not compromised.
While English plays an important role in preparing students for global contexts, the school prioritizes the development of students’ mother tongue. Strong literacy in the first language is viewed as a foundation for academic success, identity formation and intercultural understanding.
4.2 Language learning in the PYP
In the Primary Years Programme, language learning is central to all teaching and learning. Language is developed through transdisciplinary units of inquiry as well as through explicit language instruction. Students develop listening, speaking, reading and writing skills in their language of instruction, which serves as the foundation for learning across all subject areas.
Inquiry-based learning provides authentic and meaningful contexts for language use. Students use language to ask questions, construct meaning, collaborate with peers, reflect on learning and communicate understanding. Teachers intentionally plan for language development within units of inquiry, identifying key vocabulary, sentence structures and communication opportunities connected to conceptual understanding.
Language learning in the PYP is closely connected to the Approaches to Learning (ATL) skills, particularly communication, social and self-management skills. Students are supported in expressing ideas clearly, listening to others, engaging in dialogue and using language responsibly. Through these experiences, students are encouraged to take action by sharing their learning with the school community, especially during the PYP Exhibition, where multilingual communication is valued.
Assessment of language learning in the PYP is primarily formative and ongoing. Teachers use observations, student work samples, portfolios and reflections to monitor progress and inform next steps in learning. Differentiation and scaffolding strategies are used to support learners with diverse language backgrounds.
4.3 Language learning in the MYP
In the Middle Years Programme, language learning supports conceptual understanding, critical thinking and interdisciplinary learning. Students engage with language as a tool for inquiry, analysis and communication across all subject groups.
Students study languages as either Language and Literature or Language Acquisition, depending on their language background and proficiency. Placement is informed by diagnostic assessment, and progression is guided by the MYP Language Acquisition Global Proficiency Table. Flexible grouping allows students to move between phases as their language skills develop.
Language development is embedded across the curriculum. Subject teachers explicitly teach subject-specific academic language, support students in developing extended responses and model effective communication. Collaboration between language teachers and subject teachers ensures consistent expectations and coherent language support.
Assessment of language learning in the MYP includes both formative and summative approaches. Ongoing assessment data is used to monitor progress, inform differentiation and provide targeted support for students who require additional language development. Language support may be provided through small-group instruction, targeted interventions or additional scaffolding within subject lessons.
4.4 All teachers are language teachers
In line with IB philosophy, the school recognizes that all teachers are language teachers. Regardless of the subject taught, every teacher is responsible for supporting students’ language development. Subject-specific teaching is also language teaching, as students need to access, understand and use academic language to demonstrate learning.
Teachers are expected to make language structures explicit, introduce and reinforce subject-specific vocabulary, and apply language-supportive strategies such as modelling, scaffolding and guided practice. This shared responsibility ensures consistent language expectations across the curriculum.
4.5 Support and preservation of home languages
The school values students’ home languages as an essential part of their identity, culture and personal development. In addition to Kazakh, Russian and English, the school acknowledges and respects other home languages represented within the school community.
In order to promote respect for the national context and support linguistic inclusion, the school offers the "Qazaqsha úireneyik" (Let’s learn Kazakh) course. This programme ensures that all students, regardless of linguistic background, develop basic communicative competence in Kazakh. The school believes that knowledge of the state language is essential for integration, cultural understanding and participation in the wider community.
Students are encouraged to use and maintain their home languages through classroom practices, student-led projects and cultural initiatives. The development and preservation of home languages is viewed as a foundation for well-being, academic success and intercultural understanding.
4.6 Access and inclusion for linguistically diverse students
The school is committed to ensuring equitable access to the curriculum for all students, including those whose first language is neither Kazakh nor Russian. Language is not viewed as a barrier to learning but as an area for targeted and structured support.
To support trilingualism and ensure access to the curriculum, English is taught five times per week across all grade levels. In addition to regular lessons, English language clubs and enrichment activities are offered to provide students with extended opportunities for authentic language use and language development.
Support strategies include differentiated instruction, scaffolding, adapted learning materials, small-group support and targeted language assistance where required. These measures ensure that all students can access learning meaningfully while developing proficiency in the language(s) of instruction.
5. Roles and Responsibilities
Students are active participants in their language development. They are encouraged to use language confidently, responsibly and respectfully across learning and social contexts.
Teachers are responsible for integrating language development into teaching and learning by explicitly teaching academic vocabulary, modelling effective communication and differentiating instruction to meet diverse language needs.
Homeroom teachers play a key role in monitoring students’ language progress, supporting their well-being and maintaining communication with parents regarding language development.
Parents support language learning by valuing and maintaining the mother tongue at home and fostering positive attitudes towards multilingualism.
The administration ensures the effective implementation of the language policy by allocating resources, supporting professional development and fostering a school culture that values multilingualism.
6. Alignment with Other Policies
This Language Policy is closely aligned with the Assessment Policy, Inclusion & SEN Policy and Academic Integrity Policy. Language development is embedded within assessment practices to ensure that students can demonstrate learning fairly and meaningfully across all subjects. Inclusive language support and differentiation strategies are coordinated with the Inclusion & SEN Policy to remove linguistic barriers to learning. Expectations for ethical communication, responsible use of sources and appropriate use of digital tools and artificial intelligence are reinforced through alignment with the Academic Integrity Policy. Together, these policies ensure coherent, equitable and conceptually driven learning across the school.
7. Review and Revision
This Language Policy is communicated to the school community through the following channels:
- staff meetings and professional development sessions;
- parent meetings and conferences;
- grade-level and homeroom meetings;
- the school website;
- induction sessions for new staff members.
The Language Policy is reviewed annually through the Language Policy Review Committee. The review process includes:
- collecting feedback and survey data from teachers, parents and students;
- analysing assessment data and evidence of learning;
- reviewing student portfolios and language profiles;
- considering the evolving language needs of students and the school community.
This document is a living policy. It is regularly updated to reflect the development of the school community, IB requirements and the national educational context.
8. References
- International Baccalaureate Organization. (2008). Guidelines for Developing a School Language Policy.
- International Baccalaureate Organization. (2011). Language and Learning in IB Programmes.
- International Baccalaureate Organization. (2012). Guidelines for School Self- reflection on Its Language Policy.
- Ministry of Education and Science of the Republic of Kazakhstan. Law of the Republic of Kazakhstan «On Education».
- Government of the Republic of Kazakhstan. State Programme for the Development of Education.
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit
www.ibo.org.
Kemel Bilim International School is a candidate school* for the Primary Years Programme (PYP) and the Middle Years Programme (MYP). The school is pursuing authorization as an IB World School. IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education that we believe is important for our students.
1. Alignment with the School Mission
This Assessment Policy is directly aligned with the mission of the school to educate competitive and well-rounded learners grounded in human values and informed by the best national and international educational practices.
Assessment is viewed as a tool to support learning, foster responsibility, encourage continuous improvement and develop students’ capacity for reflection. Through fair, transparent and criterion-related assessment, the school promotes values such as integrity, respect, responsibility, collaboration and striving for excellence, in line with the philosophy of the International Baccalaureate.
2. Assessment Philosophy
Assessment is an integral part of teaching and learning. Its primary purpose is to support and enhance student learning through meaningful feedback and opportunities for reflection. Assessment is criterion-related, transparent, inclusive and balanced between formative and summative approaches.
Assessment practices support the development of the IB Learner Profile, fostering principled, reflective, knowledgeable and open-minded learners.
3. Terminology
Formative assessment – ongoing assessment aimed at supporting learning.
Summative assessment – assessment that evaluates achievement at the end of a learning period.
Criterion-related assessment – assessment based on predefined criteria.
Moderation – a collaborative process to ensure consistency and fairness in assessment.
Feedback – information that helps learners improve learning outcomes.
4. Assessment Policy Specifications
4.1 Purpose of Assessment
Assessment serves multiple purposes. It is used to monitor student progress, inform teaching, provide meaningful feedback and develop student agency. Assessment data supports differentiation and helps identify the need for additional support or extension.
4.2 Types of Assessment
4.3 Assessment in the PYP
In the PYP, assessment is closely connected to transdisciplinary learning. Teaching and learning are organised around transdisciplinary themes, and assessment occurs through learning engagements that integrate multiple subject areas.
Student learning outcomes and products are displayed in classrooms, portfolios and shared exhibition spaces, allowing the school community to observe learning processes, monitor progress and engage in reflection.
Formative assessment is ongoing and informs teaching throughout units of inquiry. Summative assessment takes place at the end of each unit and reflects understanding across the five essential elements of the PYP. The PYP Exhibition serves as a culminating assessment of transdisciplinary learning.
4.4 Assessment in the MYP
Assessment in the MYP is criterion-related and aligned with subject-specific objectives. Each subject group uses four criteria assessed at least twice per academic year.
Project-based learning is an essential component of assessment in the MYP. Students complete the Community Project, which is assessed by supervisors using IB criteria and supported by ongoing formative feedback. Project outcomes are shared through exhibitions involving students, parents and teachers.
The Personal Project is a mandatory component of MYP Year 5 and is assessed in accordance with IB guidelines. Assessment is based on IB criteria, supervisor support, the project product or report and student reflection. Achievement levels are determined through professional judgement aligned with the IB grading scale (1–7). Although MYP Year 5 is not currently offered, the assessment approach will remain fully aligned with IB requirements once implemented.
4.5 Feedback and Reporting
Feedback and reporting are integral to the assessment process and are used to support student learning, reflection and progress. The school provides regular and timely feedback to students and parents through a combination of written reports, meetings and ongoing communication.
Formal reports are shared with parents on a quarterly basis and provide information about student progress, achievement and areas for improvement in relation to curriculum expectations and IB assessment criteria. In addition, Parent– Teacher Meetings (PTM) are conducted each quarter, during which teachers provide face-to-face feedback on students’ academic development, learning behaviours and next steps.
Ongoing formative feedback is provided to students during lessons and learning activities. Parents may also receive feedback and clarification at any time through communication with homeroom teachers, subject teachers or via the school’s digital learning platforms. This continuous communication ensures transparency, shared responsibility and a strong partnership between school and home.
5. Roles and Responsibilities
Teachers are responsible for planning, delivering and assessing learning in accordance with IB assessment principles and national educational standards. They assess both the learning process and final outcomes, ensuring that curriculum content fully prepares students for assessment. Assessment decisions are based on evidence collected over time and informed by professional judgement.
Students are active participants in the assessment process. They engage with assessment criteria, reflect on their learning, set goals and use feedback to improve. Students are expected to demonstrate academic integrity and responsibility.
The school administration oversees the effective implementation of the Assessment Policy, ensuring alignment between IB approaches and national requirements. This includes monitoring assessment practices, supporting moderation and standardisation processes, and providing professional development for teachers.
6. Alignment with Other Policies
This Assessment Policy is aligned with the Language Policy, Inclusion & SEN Policy and Academic Integrity Policy to ensure coherent and equitable assessment practices across the school. Language considerations are embedded within assessment design to support access and clarity. Inclusive assessment practices, including reasonable adjustments and differentiated approaches, are guided by the Inclusion & SEN Policy. Expectations for honest, ethical and responsible assessment practices are reinforced through alignment with the Academic Integrity Policy. Together, these policies ensure that assessment supports learning, wellbeing and integrity.
7. Review and Revision
This Assessment Policy is reviewed annually by the School Leadership Team, IB coordinators and teachers, with input from students and parents. Revisions are informed by feedback, assessment data and reflection on practice, and aligned with IB Programme Standards and Practices and national regulations.
8. References
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
1. Alignment with the School Mission
This Assessment Policy is directly aligned with the mission of the school to educate competitive and well-rounded learners grounded in human values and informed by the best national and international educational practices.
Assessment is viewed as a tool to support learning, foster responsibility, encourage continuous improvement and develop students’ capacity for reflection. Through fair, transparent and criterion-related assessment, the school promotes values such as integrity, respect, responsibility, collaboration and striving for excellence, in line with the philosophy of the International Baccalaureate.
2. Assessment Philosophy
Assessment is an integral part of teaching and learning. Its primary purpose is to support and enhance student learning through meaningful feedback and opportunities for reflection. Assessment is criterion-related, transparent, inclusive and balanced between formative and summative approaches.
Assessment practices support the development of the IB Learner Profile, fostering principled, reflective, knowledgeable and open-minded learners.
3. Terminology
Formative assessment – ongoing assessment aimed at supporting learning.
Summative assessment – assessment that evaluates achievement at the end of a learning period.
Criterion-related assessment – assessment based on predefined criteria.
Moderation – a collaborative process to ensure consistency and fairness in assessment.
Feedback – information that helps learners improve learning outcomes.
4. Assessment Policy Specifications
4.1 Purpose of Assessment
Assessment serves multiple purposes. It is used to monitor student progress, inform teaching, provide meaningful feedback and develop student agency. Assessment data supports differentiation and helps identify the need for additional support or extension.
4.2 Types of Assessment
- The school uses a balanced range of assessment types, including diagnostic, formative and summative assessment.
- Diagnostic assessment identifies prior knowledge and skills.
- Formative assessment is continuous and embedded in daily teaching practice.
- Summative assessment evaluates achievement against IB criteria at key stages of learning.
4.3 Assessment in the PYP
In the PYP, assessment is closely connected to transdisciplinary learning. Teaching and learning are organised around transdisciplinary themes, and assessment occurs through learning engagements that integrate multiple subject areas.
Student learning outcomes and products are displayed in classrooms, portfolios and shared exhibition spaces, allowing the school community to observe learning processes, monitor progress and engage in reflection.
Formative assessment is ongoing and informs teaching throughout units of inquiry. Summative assessment takes place at the end of each unit and reflects understanding across the five essential elements of the PYP. The PYP Exhibition serves as a culminating assessment of transdisciplinary learning.
4.4 Assessment in the MYP
Assessment in the MYP is criterion-related and aligned with subject-specific objectives. Each subject group uses four criteria assessed at least twice per academic year.
Project-based learning is an essential component of assessment in the MYP. Students complete the Community Project, which is assessed by supervisors using IB criteria and supported by ongoing formative feedback. Project outcomes are shared through exhibitions involving students, parents and teachers.
The Personal Project is a mandatory component of MYP Year 5 and is assessed in accordance with IB guidelines. Assessment is based on IB criteria, supervisor support, the project product or report and student reflection. Achievement levels are determined through professional judgement aligned with the IB grading scale (1–7). Although MYP Year 5 is not currently offered, the assessment approach will remain fully aligned with IB requirements once implemented.
4.5 Feedback and Reporting
Feedback and reporting are integral to the assessment process and are used to support student learning, reflection and progress. The school provides regular and timely feedback to students and parents through a combination of written reports, meetings and ongoing communication.
Formal reports are shared with parents on a quarterly basis and provide information about student progress, achievement and areas for improvement in relation to curriculum expectations and IB assessment criteria. In addition, Parent– Teacher Meetings (PTM) are conducted each quarter, during which teachers provide face-to-face feedback on students’ academic development, learning behaviours and next steps.
Ongoing formative feedback is provided to students during lessons and learning activities. Parents may also receive feedback and clarification at any time through communication with homeroom teachers, subject teachers or via the school’s digital learning platforms. This continuous communication ensures transparency, shared responsibility and a strong partnership between school and home.
5. Roles and Responsibilities
Teachers are responsible for planning, delivering and assessing learning in accordance with IB assessment principles and national educational standards. They assess both the learning process and final outcomes, ensuring that curriculum content fully prepares students for assessment. Assessment decisions are based on evidence collected over time and informed by professional judgement.
Students are active participants in the assessment process. They engage with assessment criteria, reflect on their learning, set goals and use feedback to improve. Students are expected to demonstrate academic integrity and responsibility.
The school administration oversees the effective implementation of the Assessment Policy, ensuring alignment between IB approaches and national requirements. This includes monitoring assessment practices, supporting moderation and standardisation processes, and providing professional development for teachers.
6. Alignment with Other Policies
This Assessment Policy is aligned with the Language Policy, Inclusion & SEN Policy and Academic Integrity Policy to ensure coherent and equitable assessment practices across the school. Language considerations are embedded within assessment design to support access and clarity. Inclusive assessment practices, including reasonable adjustments and differentiated approaches, are guided by the Inclusion & SEN Policy. Expectations for honest, ethical and responsible assessment practices are reinforced through alignment with the Academic Integrity Policy. Together, these policies ensure that assessment supports learning, wellbeing and integrity.
7. Review and Revision
This Assessment Policy is reviewed annually by the School Leadership Team, IB coordinators and teachers, with input from students and parents. Revisions are informed by feedback, assessment data and reflection on practice, and aligned with IB Programme Standards and Practices and national regulations.
8. References
- International Baccalaureate Organization. Programme Standards and Practices (2018).
- International Baccalaureate Organization. MYP: From Principles into Practice (2014).
- International Baccalaureate Organization. Making the PYP Happen (2009).
- International Baccalaureate Organization. Learning Diversity and Inclusion in IB Programmes (2010).
- Law of the Republic of Kazakhstan «On Education» (2022).
- State Programme for the Development of Education of the Republic of Kazakhstan (2020–2025).
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
Kemel Bilim International school is a candidate school* for the Primary Years Programme (PYP) and the Middle Years Programme (MYP).
This school is pursuing authorization as an IB World School.
IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education — that we believe is important for our students.
1. Alignment with the School Mission
This Academic Integrity Policy aligns with the school’s mission to educate responsible, competitive and well-rounded learners grounded in human values and guided by national and international best educational practices. Academic integrity is viewed as a foundation for ethical learning, personal responsibility and lifelong learning, in accordance with the philosophy of the International Baccalaureate.
2. Philosophy of Academic Integrity
The school believes that academic integrity is a shared responsibility of the entire learning community. It supports the development of the IB Learner Profile by fostering principled, reflective and caring learners who act with honesty, respect and responsibility in all aspects of learning. Academic integrity is promoted through education, guidance and modelling ethical behaviour rather than through punishment alone. The school prioritizes preventative and educational approaches that help students understand expectations and make responsible choices.
3. Terminology and Definitions
Academic integrity – acting honestly, ethically and responsibly in learning.
Academic misconduct – any action that gives an unfair advantage or misrepresents learning.
Plagiarism – presenting someone else’s work or ideas as one’s own.
Collusion – unauthorized collaboration between students.
Cheating – dishonest behavior during assessments.
Fabrication – inventing or falsifying information or data.
Artificial Intelligence (AI) misuse – inappropriate use of AI tools that undermines authentic learning.
4. Policy Statements (Specifications)
4.1 What is Academic Integrity
Academic integrity refers to honest, ethical and responsible behaviour in all aspects of learning and assessment. It requires students to submit work that is their own, to acknowledge the ideas and words of others appropriately, and to follow instructions set by teachers. Academic integrity also includes responsible use of digital tools and artificial intelligence in ways that support, rather than replace, authentic learning.
Academic integrity is not limited to assessment situations only; it is expected in daily learning, collaboration, research and communication. Developing academic integrity helps students build self-respect, trust and lifelong learning skills. Approaches to academic integrity are age-appropriate and developmentally informed.
In the Primary Years Programme (PYP), the focus is on developing understanding, responsibility and positive learning habits through guidance and support. In the Middle Years Programme (MYP), expectations become more explicit and formal, with greater emphasis on responsibility, accountability and adherence to academic integrity procedures.
4.2 What is Academic Misconduct Academic misconduct refers to any action that compromises the integrity of learning or assessment or provides an unfair advantage. Such actions misrepresent a student’s true level of understanding and undermine the values of the IB.
4.3 Types of Academic Misconduct
These actions may occur intentionally or unintentionally. The school considers the student’s age, understanding and intent when reviewing each case.
4.4 Use of AI and Digital Tools
The school recognises the educational potential of digital tools and artificial intelligence. Students may use AI and digital resources to support learning when explicitly permitted by the teacher. However, AI tools must not replace original thinking, creativity or understanding. Students are expected to acknowledge the use of such tools when required and follow teacher guidance.
5. Roles and Responsibilities
Students are responsible for producing original work, following assessment guidelines, acknowledging sources and acting with integrity. They are expected to ask questions when expectations are unclear and use feedback to improve learning.
Teachers explicitly teach academic integrity, model ethical behaviour and design assessment tasks that promote authentic learning. They provide clear expectations, guidance on the use of sources and AI tools, and address concerns proactively.
Homeroom teachers support students’ understanding of academic integrity, communicate expectations to parents and act as a link between subject teachers and families.
Parents support academic integrity by reinforcing expectations at home and encouraging honest learning practices.
The school administration plays a key role in ensuring academic integrity across the school. The administration monitors the consistent implementation of this policy, supports teachers in addressing cases of misconduct, and ensures alignment with IB expectations and national regulations. When academic misconduct is suspected or confirmed, the administration oversees the process, ensures documentation is completed and decisions are communicated clearly to all parties.
6. Procedures and Consequences
The school follows an educational and restorative approach to academic misconduct. The primary goal is to help students understand expectations, reflect on their actions and learn from mistakes.
6.1 Step-by-Step Process
1. Identification of a concern by a teacher.
2. Initial discussion with the student to clarify the situation.
3. Documentation of the incident using an official record or act.
4. Involvement of the homeroom teacher and school administration.
5. Communication with parents, when appropriate.
6. Application of proportional and educational consequences.
7. Follow-up to support learning and prevent recurrence.
6.2 Consequences
Consequences are age-appropriate, proportionate and educational. They may include additional guidance, reflection tasks, re-submission of work or other measures aligned with school procedures. 6.3Alignment with IB Procedures All procedures align with IB academic integrity guidelines and national regulations. Documentation related to incidents is maintained in accordance with school procedures and may be referenced in appendices.
7. Alignment with Other Policies
This Academic Integrity Policy is aligned with the Assessment Policy, Language Policy and Inclusion & SEN Policy. Assessment practices are designed to promote authentic learning and reduce opportunities for misconduct. Language support ensures that students understand expectations related to referencing, communication and use of sources. Inclusive practices ensure that students’ learning needs are considered when teaching and addressing academic integrity, supporting age-appropriate understanding and responsibility.
8. Review and Revision
This Academic Integrity Policy is reviewed annually to ensure continuous improvement. The review process involves school administration, IB coordinators and teachers, and includes feedback from students and parents. Revisions are made to strengthen clarity, effectiveness and alignment with IB requirements and national regulations.
9. References
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
This school is pursuing authorization as an IB World School.
IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education — that we believe is important for our students.
1. Alignment with the School Mission
This Academic Integrity Policy aligns with the school’s mission to educate responsible, competitive and well-rounded learners grounded in human values and guided by national and international best educational practices. Academic integrity is viewed as a foundation for ethical learning, personal responsibility and lifelong learning, in accordance with the philosophy of the International Baccalaureate.
2. Philosophy of Academic Integrity
The school believes that academic integrity is a shared responsibility of the entire learning community. It supports the development of the IB Learner Profile by fostering principled, reflective and caring learners who act with honesty, respect and responsibility in all aspects of learning. Academic integrity is promoted through education, guidance and modelling ethical behaviour rather than through punishment alone. The school prioritizes preventative and educational approaches that help students understand expectations and make responsible choices.
3. Terminology and Definitions
Academic integrity – acting honestly, ethically and responsibly in learning.
Academic misconduct – any action that gives an unfair advantage or misrepresents learning.
Plagiarism – presenting someone else’s work or ideas as one’s own.
Collusion – unauthorized collaboration between students.
Cheating – dishonest behavior during assessments.
Fabrication – inventing or falsifying information or data.
Artificial Intelligence (AI) misuse – inappropriate use of AI tools that undermines authentic learning.
4. Policy Statements (Specifications)
4.1 What is Academic Integrity
Academic integrity refers to honest, ethical and responsible behaviour in all aspects of learning and assessment. It requires students to submit work that is their own, to acknowledge the ideas and words of others appropriately, and to follow instructions set by teachers. Academic integrity also includes responsible use of digital tools and artificial intelligence in ways that support, rather than replace, authentic learning.
Academic integrity is not limited to assessment situations only; it is expected in daily learning, collaboration, research and communication. Developing academic integrity helps students build self-respect, trust and lifelong learning skills. Approaches to academic integrity are age-appropriate and developmentally informed.
In the Primary Years Programme (PYP), the focus is on developing understanding, responsibility and positive learning habits through guidance and support. In the Middle Years Programme (MYP), expectations become more explicit and formal, with greater emphasis on responsibility, accountability and adherence to academic integrity procedures.
4.2 What is Academic Misconduct Academic misconduct refers to any action that compromises the integrity of learning or assessment or provides an unfair advantage. Such actions misrepresent a student’s true level of understanding and undermine the values of the IB.
4.3 Types of Academic Misconduct
- Academic misconduct includes, but is not limited to, the following actions:
- plagiarism, including copying text, ideas or work from another source without proper acknowledgment;
- cheating during assessments, including the use of notes, cheat sheets, electronic devices or unauthorized materials;
- collusion, where students work together on tasks that are meant to be completed individually;
- duplication, submitting the same work for more than one task without permission;
- fabrication or falsification of data, sources or results;
- theft or use of another student’s work as one’s own;
- misuse of digital tools or artificial intelligence, including generating work that replaces original thinking.
These actions may occur intentionally or unintentionally. The school considers the student’s age, understanding and intent when reviewing each case.
4.4 Use of AI and Digital Tools
The school recognises the educational potential of digital tools and artificial intelligence. Students may use AI and digital resources to support learning when explicitly permitted by the teacher. However, AI tools must not replace original thinking, creativity or understanding. Students are expected to acknowledge the use of such tools when required and follow teacher guidance.
5. Roles and Responsibilities
Students are responsible for producing original work, following assessment guidelines, acknowledging sources and acting with integrity. They are expected to ask questions when expectations are unclear and use feedback to improve learning.
Teachers explicitly teach academic integrity, model ethical behaviour and design assessment tasks that promote authentic learning. They provide clear expectations, guidance on the use of sources and AI tools, and address concerns proactively.
Homeroom teachers support students’ understanding of academic integrity, communicate expectations to parents and act as a link between subject teachers and families.
Parents support academic integrity by reinforcing expectations at home and encouraging honest learning practices.
The school administration plays a key role in ensuring academic integrity across the school. The administration monitors the consistent implementation of this policy, supports teachers in addressing cases of misconduct, and ensures alignment with IB expectations and national regulations. When academic misconduct is suspected or confirmed, the administration oversees the process, ensures documentation is completed and decisions are communicated clearly to all parties.
6. Procedures and Consequences
The school follows an educational and restorative approach to academic misconduct. The primary goal is to help students understand expectations, reflect on their actions and learn from mistakes.
6.1 Step-by-Step Process
1. Identification of a concern by a teacher.
2. Initial discussion with the student to clarify the situation.
3. Documentation of the incident using an official record or act.
4. Involvement of the homeroom teacher and school administration.
5. Communication with parents, when appropriate.
6. Application of proportional and educational consequences.
7. Follow-up to support learning and prevent recurrence.
6.2 Consequences
Consequences are age-appropriate, proportionate and educational. They may include additional guidance, reflection tasks, re-submission of work or other measures aligned with school procedures. 6.3Alignment with IB Procedures All procedures align with IB academic integrity guidelines and national regulations. Documentation related to incidents is maintained in accordance with school procedures and may be referenced in appendices.
7. Alignment with Other Policies
This Academic Integrity Policy is aligned with the Assessment Policy, Language Policy and Inclusion & SEN Policy. Assessment practices are designed to promote authentic learning and reduce opportunities for misconduct. Language support ensures that students understand expectations related to referencing, communication and use of sources. Inclusive practices ensure that students’ learning needs are considered when teaching and addressing academic integrity, supporting age-appropriate understanding and responsibility.
8. Review and Revision
This Academic Integrity Policy is reviewed annually to ensure continuous improvement. The review process involves school administration, IB coordinators and teachers, and includes feedback from students and parents. Revisions are made to strengthen clarity, effectiveness and alignment with IB requirements and national regulations.
9. References
- International Baccalaureate Organization. Programme Standards and Practices.
- International Baccalaureate Organization. Academic Integrity Policy.
- Law of the Republic of Kazakhstan «On Education».
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
Kemel Bilim International school is a candidate school* for the Primary Years Programme (PYP) and the Middle Years Programme (MYP). This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education — that we believe is important for our students.
1. Alignment with the School Mission
This Inclusion & SEN Policy reflects the mission of Kemel Bilim International School to educate responsible, compassionate and competitive learners grounded in human values and informed by national and international best practices. Inclusion is viewed as a core principle that ensures equitable access to learning, participation and success for all students.
2. Philosophy of Inclusion (IB Context)
The International Baccalaureate views inclusion as an ongoing process aimed at increasing access, participation and engagement for all learners. Inclusion is not limited to students with identified special educational needs, but embraces the full diversity of learners, including linguistic, cultural, academic, social and emotional differences. The school believes that every teacher is responsible for all learners and that diversity enriches the learning community.
3. Definition of Inclusion and SEN
Inclusion means identifying and removing barriers to learning and participation so that all students can access meaningful education. Students may require additional support due to learning difficulties, disabilities, language needs, social-emotional challenges, medical conditions or exceptional abilities.
4. Legal and Policy Framework
This policy aligns with the laws of the Republic of Kazakhstan and IB inclusion requirements.
5. Aims of Inclusive Education
Kemel Bilim International School is committed to ensuring that every student can access the curriculum, participate meaningfully in school life and experience success. The aims of inclusive education are to:
6. Roles and Responsibilities
Students are encouraged to take an active role in their learning and wellbeing. They are expected to communicate needs when they feel learning is difficult, engage with support strategies, and work towards personal learning goals. Students participate in reflection, self-assessment and goal-setting, and are supported in developing self-advocacy skills appropriate to their age.
All teachers are responsible for inclusive teaching and learning. Teachers:
Homeroom teachers act as a key link between students, subject teachers and families. They support student wellbeing, coordinate communication, help monitor support plans and participate in parent meetings and student support reviews.
Parents are valued partners in inclusion. They share relevant information (health, learning history), participate in meetings, support agreed strategies at home and maintain regular communication with the school.
The Inclusion/SEN coordinator leads the school’s inclusion systems. Responsibilities include coordinating identification and support processes, facilitating ILP/IEP planning and review, advising teachers on strategies and accommodations, liaising with external specialists, and supporting professional development.
The school administration ensures that inclusion is implemented consistently across PYP and MYP and aligned with national requirements and IB expectations. The administration:
7. Identification, Support and SEN Provision
The school uses an early identification and response approach. Support may be needed for learning differences, disabilities, language acquisition, wellbeing needs, medical needs or exceptional abilities.
7.1 Identification and Referral
7.2 Tiered Support (Response to Intervention)
The school implements support in increasing levels:
7.3 Support Plans (ILP/IEP)
For students who require sustained support, the school develops an ILP/IEP that includes:
7.4 Reasonable Adjustments and Access Arrangements
Adjustments may include (as appropriate):
7.5 Wellbeing and Safeguarding
Wellbeing support may involve counselling, social skills support, behaviour plans and collaboration with families. The school promotes safe learning environments and follows safeguarding procedures.
7.6 Collaboration with External Specialists
When needed and with parent consent, the school collaborates with psychologists, therapists, medical professionals and other specialists. External reports inform support planning while respecting confidentiality.
7.7 Documentation and Confidentiality
All support plans and records are documented, stored securely and shared only with relevant staff and families. Student dignity and privacy are always respected.
8. Inclusive Assessment Practices
Inclusive assessment ensures that students can demonstrate learning in fair and appropriate ways. Assessment practices align with the school’s Assessment Policy, IB requirements and national expectations. Reasonable adjustments do not reduce learning goals; they support access to demonstrate achievement. Examples include additional time, alternative formats, scaffolding, use of assistive technology, and modified presentation of tasks. Teachers use multiple sources of evidence (process, product and reflection) and provide clear, constructive feedback.
9. Building an Inclusive School Culture
The school promotes a culture of respect, belonging and high expectations for all learners. Inclusion is strengthened through:
respectful communication and positive relationships;
anti-bullying and wellbeing initiatives;
multilingual and culturally responsive practices;
student voice and leadership opportunities;
classroom routines that support participation and predictability;
staff collaboration and professional learning.
10. Alignment with Other Policies
This policy is aligned with the Assessment Policy, Language Policy, Academic Integrity Policy and Admissions Policy. Inclusive support is coordinated across teaching, assessment and admissions processes to ensure equitable access to learning. Reasonable adjustments in assessment, language support strategies and ethical learning expectations are implemented consistently to support student wellbeing, participation and success.
11. Review and Revision
This policy is reviewed annually as part of school improvement. The review is led by the school administration and IB coordinators, with input from teachers, students and parents. The review considers:
12. References
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
1. Alignment with the School Mission
This Inclusion & SEN Policy reflects the mission of Kemel Bilim International School to educate responsible, compassionate and competitive learners grounded in human values and informed by national and international best practices. Inclusion is viewed as a core principle that ensures equitable access to learning, participation and success for all students.
2. Philosophy of Inclusion (IB Context)
The International Baccalaureate views inclusion as an ongoing process aimed at increasing access, participation and engagement for all learners. Inclusion is not limited to students with identified special educational needs, but embraces the full diversity of learners, including linguistic, cultural, academic, social and emotional differences. The school believes that every teacher is responsible for all learners and that diversity enriches the learning community.
3. Definition of Inclusion and SEN
Inclusion means identifying and removing barriers to learning and participation so that all students can access meaningful education. Students may require additional support due to learning difficulties, disabilities, language needs, social-emotional challenges, medical conditions or exceptional abilities.
4. Legal and Policy Framework
This policy aligns with the laws of the Republic of Kazakhstan and IB inclusion requirements.
5. Aims of Inclusive Education
Kemel Bilim International School is committed to ensuring that every student can access the curriculum, participate meaningfully in school life and experience success. The aims of inclusive education are to:
- remove barriers to learning and participation by identifying needs early and responding with appropriate support;
- ensure equity and access to the PYP and MYP curriculum for learners with diverse profiles (learning differences, disabilities, language needs, social- emotional needs, medical needs and exceptional abilities);
- build student agency by helping students understand their strengths, set goals and develop self-advocacy skills;
- promote wellbeing and belonging, ensuring every learner feels safe, respected and valued;
- develop teachers’ capacity to implement inclusive, differentiated and accessible teaching in daily practice;
- ensure assessment and reporting are fair, transparent and supportive, with reasonable adjustments when needed;
- strengthen partnership with parents/guardians and external specialists to support students consistently;
- align inclusion practice with IB philosophy and the national educational requirements of the Republic of Kazakhstan.
6. Roles and Responsibilities
Students are encouraged to take an active role in their learning and wellbeing. They are expected to communicate needs when they feel learning is difficult, engage with support strategies, and work towards personal learning goals. Students participate in reflection, self-assessment and goal-setting, and are supported in developing self-advocacy skills appropriate to their age.
All teachers are responsible for inclusive teaching and learning. Teachers:
- plan learning experiences that are accessible and developmentally appropriate;
- use differentiation (content, process, product, environment) to meet diverse needs;
- explicitly teach learning strategies, language and academic skills that support access to the curriculum;
- gather evidence of learning through observation, conferencing, student work and assessment data;
- implement agreed support strategies (ILP/IEP accommodations, scaffolding, assistive tools) and monitor impact;
- collaborate with the Inclusion/SEN coordinator, homeroom teachers and specialists;
- communicate progress to parents and participate in review meetings.
Homeroom teachers act as a key link between students, subject teachers and families. They support student wellbeing, coordinate communication, help monitor support plans and participate in parent meetings and student support reviews.
Parents are valued partners in inclusion. They share relevant information (health, learning history), participate in meetings, support agreed strategies at home and maintain regular communication with the school.
The Inclusion/SEN coordinator leads the school’s inclusion systems. Responsibilities include coordinating identification and support processes, facilitating ILP/IEP planning and review, advising teachers on strategies and accommodations, liaising with external specialists, and supporting professional development.
The school administration ensures that inclusion is implemented consistently across PYP and MYP and aligned with national requirements and IB expectations. The administration:
- allocates resources (time, staffing, learning support) to meet student needs;
- ensures safe, accessible learning environments and appropriate timetabling;
- monitors implementation through observations, data review and regular meetings;
- ensures confidentiality and ethical handling of student information;
- oversees communication with families and supports conflict resolution;
- supports professional development and school-wide inclusive practice.
7. Identification, Support and SEN Provision
The school uses an early identification and response approach. Support may be needed for learning differences, disabilities, language acquisition, wellbeing needs, medical needs or exceptional abilities.
7.1 Identification and Referral
- Teacher observation and evidence: classroom observation, student work, assessment data, behaviour and wellbeing indicators.
- Student and parent voice: concerns raised by students or families.
- Referral: teachers or homeroom teachers submit a referral to the Inclusion/SEN coordinator with documented evidence.
- Initial review meeting: teacher(s), coordinator and relevant staff agree on initial strategies and a monitoring period.
7.2 Tiered Support (Response to Intervention)
The school implements support in increasing levels:
- Tier 1: quality first teaching, differentiation, classroom accommodations, language supports.
- Tier 2: targeted small-group or short-term interventions (e.g., literacy/numeracy support, EAL support, learning strategies, counselling support).
- Tier 3: intensive and individualised support, including specialist input and an Individual Learning Plan (ILP/IEP).
7.3 Support Plans (ILP/IEP)
For students who require sustained support, the school develops an ILP/IEP that includes:
- student strengths and needs;
- measurable learning goals;
- strategies and accommodations;
- roles and responsibilities;
- review dates and evidence to monitor progress.
7.4 Reasonable Adjustments and Access Arrangements
Adjustments may include (as appropriate):
- additional time; modified task presentation; reduced language load; scaffolded instructions;
- alternative ways to demonstrate learning (oral, visual, practical);
- assistive technology; seating arrangements; sensory breaks;
- bilingual support where appropriate.
7.5 Wellbeing and Safeguarding
Wellbeing support may involve counselling, social skills support, behaviour plans and collaboration with families. The school promotes safe learning environments and follows safeguarding procedures.
7.6 Collaboration with External Specialists
When needed and with parent consent, the school collaborates with psychologists, therapists, medical professionals and other specialists. External reports inform support planning while respecting confidentiality.
7.7 Documentation and Confidentiality
All support plans and records are documented, stored securely and shared only with relevant staff and families. Student dignity and privacy are always respected.
8. Inclusive Assessment Practices
Inclusive assessment ensures that students can demonstrate learning in fair and appropriate ways. Assessment practices align with the school’s Assessment Policy, IB requirements and national expectations. Reasonable adjustments do not reduce learning goals; they support access to demonstrate achievement. Examples include additional time, alternative formats, scaffolding, use of assistive technology, and modified presentation of tasks. Teachers use multiple sources of evidence (process, product and reflection) and provide clear, constructive feedback.
9. Building an Inclusive School Culture
The school promotes a culture of respect, belonging and high expectations for all learners. Inclusion is strengthened through:
respectful communication and positive relationships;
anti-bullying and wellbeing initiatives;
multilingual and culturally responsive practices;
student voice and leadership opportunities;
classroom routines that support participation and predictability;
staff collaboration and professional learning.
10. Alignment with Other Policies
This policy is aligned with the Assessment Policy, Language Policy, Academic Integrity Policy and Admissions Policy. Inclusive support is coordinated across teaching, assessment and admissions processes to ensure equitable access to learning. Reasonable adjustments in assessment, language support strategies and ethical learning expectations are implemented consistently to support student wellbeing, participation and success.
11. Review and Revision
This policy is reviewed annually as part of school improvement. The review is led by the school administration and IB coordinators, with input from teachers, students and parents. The review considers:
- student progress and support data;
- feedback from families and staff;
- effectiveness of interventions and accommodations;
- alignment with IB requirements and national regulations. Updates are communicated to the school community through staff meetings, parent meetings, class-level communication and the school website/platform.
12. References
- International Baccalaureate Organization. Programme Standards and Practices (current edition).
- International Baccalaureate Organization. Learning Diversity and Inclusion in IB Programmes.
- International Baccalaureate Organization. PYP: From Principles into Practice / relevant PYP guidance.
- International Baccalaureate Organization. MYP: From Principles into Practice.
- Relevant laws and regulations of the Republic of Kazakhstan related to inclusive education and special educational needs.
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
Kemel Bilim International school is a candidate school* for the Primary Years Programme (PYP) and the Middle Years Programme (MYP). This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy — a commitment to high- quality, challenging and international education — that we believe is important for our students.
1. Alignment with the School Mission
This Admissions Policy aligns with the mission of Kemel Bilim International School to educate responsible, value-driven and competitive learners through high- quality education grounded in national and international best practices. The admissions process is guided by respect, responsibility, honesty and collaboration, and aims to provide fair, transparent and inclusive access to education while maintaining a supportive and ethical learning environment.
2. Admissions Philosophy (IB Context)
Kemel Bilim International School follows the principles of the International Baccalaureate by promoting open, inclusive and non-discriminatory admissions. Admission decisions are made based on whether the school can reasonably meet the academic, social-emotional and wellbeing needs of each applicant, while ensuring a balanced learning environment.
3. Terminology
Admissions – the process through which students apply for and are considered for enrolment. Enrolment – the official registration of a student after admission is granted. Applicant – a student who has submitted an application for admission. Diagnostic assessment – age-appropriate tools used to understand a student’s readiness and learning profile. Withdrawal – the process of leaving the school either at the request of the family or initiated by the school.
4. Admissions Policy Statements (Specifications)
4.1 Admission Process The admissions process follows a clear and transparent sequence:
1. Initial enquiry and submission of an application form by parents/guardians;
2. Review of submitted documentation by the admissions team;
3. Meeting or interview with the student and parents (when applicable);
4. Diagnostic assessment or observation appropriate to the student’s age and grade level;
5. Review of results and consultation with coordinators or specialists if needed;
6. Admission decision communicated to the family;
7. Completion of enrolment procedures, including signing agreements and submission of required documents.
Detailed operational information is published on the school’s official website.
4.2 Admission Criteria and Assessments
Admission decisions are informed by age, previous schooling, academic readiness, language profile and social-emotional development. Diagnostic assessments are used to support appropriate placement and planning and are not competitive entrance examinations.
4.3 Inclusion and SEN Considerations
Admissions for students with special educational needs follow the Inclusion & SEN Policy. The school reviews documentation and determines whether reasonable support can be provided within available resources. Admission does not guarantee the provision of all services.
4.4 Withdrawal and Exit from School
Students may leave the school at the request of the family or, in exceptional circumstances, at the initiative of the school. Withdrawal procedures are conducted respectfully, with clear communication and documentation. Decisions initiated by the school are made only after careful consideration and in alignment with other school policies.
5. Roles and Responsibilities
Parents provide accurate information and engage in the admissions process. The admissions team coordinates procedures and communication. School leadership ensures fairness, consistency and compliance with IB expectations and national regulations.
6. Alignment with Other Policies
This Admissions Policy aligns with the Inclusion & SEN Policy, Language Policy, Assessment Policy and Academic Integrity Policy to ensure a coherent and ethical approach to student enrolment. Admission decisions consider language readiness, learning diversity and wellbeing needs. Expectations related to assessment practices and academic integrity are communicated clearly from the point of entry, supporting successful transition and continuity of learning.
7. Review and Revision
This Admissions Policy is reviewed annually to ensure that it remains relevant, transparent and aligned with the requirements of the International Baccalaureate and the legislation of the Republic of Kazakhstan. The review process is led by the school administration and includes input from programme coordinators, admissions staff and, where appropriate, feedback from parents. Any updates are communicated to the school community through official school channels.
8. References
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
1. Alignment with the School Mission
This Admissions Policy aligns with the mission of Kemel Bilim International School to educate responsible, value-driven and competitive learners through high- quality education grounded in national and international best practices. The admissions process is guided by respect, responsibility, honesty and collaboration, and aims to provide fair, transparent and inclusive access to education while maintaining a supportive and ethical learning environment.
2. Admissions Philosophy (IB Context)
Kemel Bilim International School follows the principles of the International Baccalaureate by promoting open, inclusive and non-discriminatory admissions. Admission decisions are made based on whether the school can reasonably meet the academic, social-emotional and wellbeing needs of each applicant, while ensuring a balanced learning environment.
3. Terminology
Admissions – the process through which students apply for and are considered for enrolment. Enrolment – the official registration of a student after admission is granted. Applicant – a student who has submitted an application for admission. Diagnostic assessment – age-appropriate tools used to understand a student’s readiness and learning profile. Withdrawal – the process of leaving the school either at the request of the family or initiated by the school.
4. Admissions Policy Statements (Specifications)
4.1 Admission Process The admissions process follows a clear and transparent sequence:
1. Initial enquiry and submission of an application form by parents/guardians;
2. Review of submitted documentation by the admissions team;
3. Meeting or interview with the student and parents (when applicable);
4. Diagnostic assessment or observation appropriate to the student’s age and grade level;
5. Review of results and consultation with coordinators or specialists if needed;
6. Admission decision communicated to the family;
7. Completion of enrolment procedures, including signing agreements and submission of required documents.
Detailed operational information is published on the school’s official website.
4.2 Admission Criteria and Assessments
Admission decisions are informed by age, previous schooling, academic readiness, language profile and social-emotional development. Diagnostic assessments are used to support appropriate placement and planning and are not competitive entrance examinations.
4.3 Inclusion and SEN Considerations
Admissions for students with special educational needs follow the Inclusion & SEN Policy. The school reviews documentation and determines whether reasonable support can be provided within available resources. Admission does not guarantee the provision of all services.
4.4 Withdrawal and Exit from School
Students may leave the school at the request of the family or, in exceptional circumstances, at the initiative of the school. Withdrawal procedures are conducted respectfully, with clear communication and documentation. Decisions initiated by the school are made only after careful consideration and in alignment with other school policies.
5. Roles and Responsibilities
Parents provide accurate information and engage in the admissions process. The admissions team coordinates procedures and communication. School leadership ensures fairness, consistency and compliance with IB expectations and national regulations.
6. Alignment with Other Policies
This Admissions Policy aligns with the Inclusion & SEN Policy, Language Policy, Assessment Policy and Academic Integrity Policy to ensure a coherent and ethical approach to student enrolment. Admission decisions consider language readiness, learning diversity and wellbeing needs. Expectations related to assessment practices and academic integrity are communicated clearly from the point of entry, supporting successful transition and continuity of learning.
7. Review and Revision
This Admissions Policy is reviewed annually to ensure that it remains relevant, transparent and aligned with the requirements of the International Baccalaureate and the legislation of the Republic of Kazakhstan. The review process is led by the school administration and includes input from programme coordinators, admissions staff and, where appropriate, feedback from parents. Any updates are communicated to the school community through official school channels.
8. References
- International Baccalaureate Organization. Programme Standards and Practices.
- International Baccalaureate Organization. Learning Diversity and Inclusion in IB Programmes.
- Laws and regulations of the Republic of Kazakhstan related to education and school admissions.
* Only schools authorized by the International Baccalaureate Organization can offer any of its four academic programmes: the Primary Years Programme (PYP), the Middle Years Programme (MYP), the Diploma Programme (DP), or the Career-related Programme (CP). Candidate status gives no guarantee that authorization will be granted. For further information about the IB and its programmes, visit www.ibo.org.
Address: Aktobe, Utegen Seitov St., 2, opposite Keruen City
Email: info@kemelbilim.edu.kz
Working hours: Mon – Fri: 09:00 – 18:00, Sat: 09:00 – 13:00
Kemel Bilim International School