College Policies

The admission policy regulates the process of enrolling students in the college

Since the International College of Continuing Education harmoniously combines two programs—the State Educational Standard of the Republic of Kazakhstan and the IBO (International Baccalaureate Program) —graduates have the prospect of continuing their education in the DP or other international educational institutions, including those taught in English.

The best option for admission to the college is considered to be one in which the parents of the students approve of the Concept and Mission of the college and trust the teaching staff to care for their children.

The inclusive policy of the International College of Continuous Education is designed to support the individual characteristics of its students. The policy was developed in accordance with the Law of the Republic of Kazakhstan "On the Rights of the Child in the Republic of Kazakhstan dated 08.08, 2002, No. 345, with amendments and additions as of 2.10 2022, the Order of the Minister of Education and Science of the Republic of Kazakhstan dated 12.01. 2022 No. 6 "On approval of psychological and pedagogical support in educational organizations", as well as with the regulatory documents of the International Baccalaureate organization.

The goal of inclusive education at the International College of Continuous Education is to equip the teaching staff, in collaboration with parents and students, to create an educational environment that enables each student to realize their full potential.

Based on the above documents and proceeding from the educational, methodological, and pedagogical capabilities of the college, the tasks in the organization of inclusive education, including the training of students with special educational needs, have been defined:

• Creation of a single psychologically comfortable educational environment for all students, including those with learning and behavioral difficulties;
• Use of interdisciplinary interaction of subject teachers to search for effective practices for involving students with different levels of education and cognitive interests in the educational process;
• Ensuring diagnosis of students' level of knowledge, skills, and subject-specific skills according to the State Educational Standard of the Republic of Kazakhstan, successful learning skills (PYP, MYP), level of upbringing, and status position in the classroom to select effective forms and methods of further mental and cultural development of each student;
• Use of a three-level model of psychological and pedagogical support in inclusive education for the correction, adaptation, and socialization of students with special needs at all stages of school education;
• Overcoming students' emotional and personal problems by involving them in successful social activities;
• Changing public consciousness in relation to students with special educational needs.

The assessment policy defines the principles and strategies for assessing student progress:

• is based on a criteria-based assessment, which makes it possible to determine the extent to which the student has mastered the educational material and developed practical skills;
• marks students' progress in developing successful learning skills;
• is transparent in the process of awarding current and final levels for which assessment is carried out;
• reflects the level of students' self-assessment and their ability to identify personal changes in the process of teaching and learning;
• ensures constant contact between the teacher, student, parents/guardians, mentor, and even the school leadership team to achieve success in learning;
• reflects the unity of subject teachers' requirements for assessment procedures for students with special educational needs;
• guarantees each student an attentive attitude to their problems and assistance;
• in solving academic problems.

The language policy defines the approach to learning and using languages in the college. According to the college's language policy, the primary focus of language learning is the development of students' communicative skills and confidence in communication.

The Kazakh language, as the state language, is studied according to the program approved by the Ministry of Education of the Republic of Kazakhstan for schools with a non-Kazakh language of instruction.

The Russian language, as the language of instruction, provides students with a practical study of the subjects in the curriculum within the framework of the State Educational Standard of the Republic of Kazakhstan and the IB programs (PYP, MYP), promoting the active development of social relations. This creates conditions for students' self-expression and the development of an educational profile.

Learning a foreign language not only develops students' communication skills but also creates opportunities for future business, scientific, and personal contacts within a multinational community. Knowledge of foreign languages allows for communication in a foreign language at school, in language courses, and while traveling. This broadens the general understanding of the culture, history, and traditions associated with the language being studied, fosters the development of intellectual abilities, and enhances success in international education.

Languages taught:

• Kazakh as the state language/language of the host country;
• Russian as the language of instruction, language of instructions;
• Russian as a foreign language – individual programs to support students who have a poor command of the language of instruction and instructions;
• English as a foreign language.

The Academic Integrity Policy fosters a culture of responsibility and respect for learning.

Academic Integrity is a guiding principle in education, encouraging students to act responsibly so that they can be trusted as individuals. It serves as the basis for ethical decision-making and behavior in producing legitimate, authentic, and honest student work.

The education and practice of Academic Integrity at the college begin in the Primary Years Programme (PYP) and are reinforced during the Middle Years Programme (MYP). Expectations are clearly set out at an age-appropriate level so that all IB students understand how to responsibly and appropriately:

• demonstrate the production of authentic individual and group work;
• assess sources, acknowledging the work and ideas of others;
• use information technology and social media;
• observe and maintain ethical and honest practice in ongoing and summative assessment.

Teachers who support IB students in their learning understand their central role in developing approaches to learning and reinforce the principle of academic integrity in all teaching, learning, and assessment practices.