Read the text and say which part of it describes the following.

Date: 2015-10-07; view: 495.

Part D

Part C

Part B

Part A

International Schools

Read the text and summarize its main idea.

Elicit your background knowledge on the following questions.

READING

Present your plan in class.

Create your own personal development plan.

Study the information about life skills and skills for personal and professional development.

PROJECT

Write an essay on the chosen topic in 300-350 words.

Create a poster or a leaflet, describing the issues.

Choose one of the following topics.

WRITING

Discuss the following in small groups.

COMMUNICATION

1. What is innovation?

2. What are the stages of the innovation process?

1. Top 10 (5) Innovations (discoveries, technological achievements, etc.) in science.
2. Modern trends in education.

1. What do you know about the internalization of the system of education in the Republic of Kazakhstan?

2. What schools of the innovative-and-adaptive type do you know?

3. What are specific features about these schools?

The peculiarity of the International Schools in the Republic of Kazakhstan is the opportunity for students to get the education combining the aspects and requirements of the national system of education and international standards. As an example, MIRAS International School offers three International Baccalaureate programmes:

IB Primary Years Programme (IB PYP)

IB Middle Years Programme (IB MYP), with issuance of the MYP Certificate

IB Diploma Programme (IB DP), which culminates with the IB Diploma

The International Baccalaureate Primary Years Programme (PYP) is an educational programme managed by the International Baccalaureate (IB) for students aged 3 to 12. While the programme prepares students for the IB Middle Years Programme, it is not a prerequisite for it. The subject areas of the PYP are language, social studies, mathematics, science and technology, arts, and personal, social and physical education. Students are required to learn a second language during the programme. Assessment is carried out by teachers according to strategies provided by the IB, and with respect to guidelines to what the students should learn specified in the curriculum model.

The International Baccalaureate Middle Years Programme (MYP) is an educational program affiliated with the International Baccalaureate programme, intended for students aged approximately 11 to 16 (grades 6–10 in International Schools, the United States, Canada, New Zealand, Switzerland and Australia). Thus, in the United States the program is often taught throughout the middle school years and the first two years of high school. Typically, middle schools and high schools work in coordination with each other when the program can not be entirely hosted within one combined school. The full program lasts 5 years although shorter programs can be adopted with permission from the International Baccalaureate. Official MYP documentation is available from the IB in English, French, Spanish, Russian and Chinese.

The International Baccalaureate Diploma Programme (IBDP) is a two-year educational programme primarily aimed at students aged 16–19. The program is one that provides an internationally accepted qualification for entry into higher education, and is accepted by many universities worldwide. It was developed in the early to mid-1960s in Geneva by a group of international educators. Following a six-year pilot programme ending in 1975, a bilingual diploma was established.

Administered by the International Baccalaureate (IB), the IBDP is currently taught in English, French or Spanish. In order to participate in the IBDP, students must attend an IB school. IBDP students complete assessments in six subjects from the six different subject groups (Studies in language and literature, Language acquisition, Individuals and societies, Experimental sciences, Mathematics, The arts), and complete three core requirements (Extended essay (EE), Theory of knowledge (TOK), Creativity, action, service (CAS)). Subjects are assessed using both internal and external assessments, and courses finish with an externally assessed series of examinations, usually consisting of two or three timed written examinations. Internal assessment varies by subject (there may be oral presentations, practical work, or written works) and in most cases is initially graded by the classroom teacher, whose grades are then verified or modified, as necessary, by an appointed, external moderator.