English Playschool Mission Statement
English Playschool aims to provide children with the opportunities to grow academically,
creatively, physically and socially.
We want them to feel encouraged to take challenges, to learn through inquiry and to think
critically, in order to become individuals who are imaginative, independent, open-minded and
self-motivated; we strive to bring up lifelong learners who will create a better and more
peaceful world through intercultural understanding and respect.
IBO Mission Statement
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young
people who help to create a better and more peaceful world through intercultural
understanding and respect.
To this end the organization works with schools, governments and international organizations
to develop challenging programmes of international education and rigorous assessment.
These programmes encourage students across the world to become active, compassionate and
lifelong learners who understand that other people, with their differences, can also be right.
Our vision of language
We believe that all languages are equal, that a language is a key to multicultural
understanding as people understand culture through language and language through culture.
We strongly believe that a language is acquired in an integrated way and that immersion is
the most effective way to learn a language. Language is to always be taught meaningfully
and in context. Language is more than knowing words: eloquence increases self-worth. At
English Playschool we consider language support and development a shared responsibility.
The acquisition of more than one language and maintenance of the mother tongue
enrich personal growth and help facilitate international mindedness and understanding. As we
see our school being a community, we aim to foster in students the ability to think and
express themselves with precision, clarity, confidence and imagination in at least two
At English Playschool we aim to create an inquiry supporting environment where the
language of instruction is English. English is the medium of instruction at English Playschool
and is taught as the primary language. It has precedence in the school’s language programme.
It is also the preferred and acceptable language of communication in the school.
We are strongly committed to providing students with access to Russian language
learning and utilising the host country and community for language and cultural experiences
throughout the curriculum.
We respect that many of our students come from culturally diverse backgrounds, whose
primary language may not be English. As part of our aim of creating globally minded citizens,
we therefore permit students to use their mother tongue when they are not in lessons, as long
as this does not lead to the exclusion of other students. By doing this, we encourage our
students to celebrate their diverse language knowledge and learn from each other, not only in
a classroom environment.
The language of collaboration is English. It is important that our students’ families are
fully informed and that information is freely accessible to them, that is why most of the
documents are provided both in English and Russian. We are working on translating our
website to reflect the bilingual nature of our school.
The language policy supports the shared responsibility of all community members,
teachers, students and parents, for the language development of all students. Through this
collaboration, all students will be supported in becoming:
• successful communicators in English,
• able to communicate in Russian with confidence and functionality, with the
ability to participate in Russian culture.
• fluent in their mother tongue: able to communicate with confidence and
functionality, and participate in their native cultures.
• balanced multilinguals with well-developed cognitive and language skills.
To achieve this, all teachers and students are encouraged to become active language
learners, and all teachers are language teachers within their subject.
Students Language Profile
The cultural and linguistic background of majority of the student population is similar,
being residents of Moscow. The school discerns that multilingualism will enrich the personal
development of a child and enhance intercultural understanding and international
mindedness. The following points summarize the language profile of students currently
studying at English Playschool Moscow:
1. Majority of the students (88%) have Russian as their mother tongue/native
2. A small percentage of students (12%) have other as their mother tongue.
3. Most students are second language learners of English.
4. English is the medium of instruction and is commonly acceptable to all.
Purpose of the language policy
This policy is intended to provide an overview of language learning at English
Playschool. It is written in line with the principles and practices of the International
Baccalaureate (IB). The policy outlines our school’s linguistic goals, and defines a language
programme, which is designed to help our students attain these goals through authentic
contexts in a culturally rich and diverse environment. It also aims to outline systems and
strategies in place to support the development of English as well as advance and uphold the
use of mother tongue in the school community.
In English Playschool we place language acquisition in the center of learning process
and recognize that language is central to learning as is both medium and subject of a
teaching and learning process, therefore all teachers are, in practice, language teachers with
responsibilities in facilitating meaningful communication and with an aim of language skills
Language is the connecting element across the school’s curriculum, both within and
outside its transdisciplinary programme of inquiry. Language learning is incorporated in all
disciplines and in the programme of inquiry. The school uses the PYP Language Scope and
Sequence documents as a guideline for language development.
The language of instruction
English is the primary language taught in English Playschool; it is both the language of
instruction and the language through which the students connect to the PYP curriculum. We
strongly believe in an integrated language learning, people comprehend language through
listening, reading and viewing and express through speaking. The three strands of
communication (oral, written and visual) are interrelated and cannot be taught or learnt in
In English Playschool we ensure that our students acquire English language in a
meaningful way by:
• promoting integrated language development;
• using language as a transdisciplinary element throughout the curriculum;
• using a literature-based approach to language learning ;
• encouraging appropriate cooperative discussion in the classroom;
• encouraging reading for meaning;
• using a variety of scaffold learning practices with the teacher providing
strategies for the student to build on his or her own learning;
• viewing writing as a process;
• teaching students to read and research using multimedia resources;
• using language for creative problem solving and information processing;
• using a range of appropriate assessment methods such as portfolios,
conferencing, writing sample analysis.
• encouraging to reflect on and comment on students’ own actions and learning.
Teaching strategies may include working in small groups, using different resources with
different levels of language complexity, as well as changing the level of questioning and tasks
for individual students.
In addition to this, the School provides a range of specialist support including profiling,
individual support, speech and language specialists, etc. Daily interaction with teachers and
peers foreign countries allow students to immerse into the language and acquire it in a
Russian is the language of the host country and a native language of the majority of our
students. We make sure to create various opportunities both for Russian-speaking students
and students from other countries to master Russian language and get familiar with the
culture of the host country.
Russian-speaking students have Russian lessons twice a week from the age of 5. From
the age of 3 they have weekly classes with psychologist conducted in Russian; the aim of
those lessons is to explore ourselves, develop self-identity and develop social skills and
reflection. Speech therapist hold group classes twice a week with children from 3 to 5, then
individual or mini-group classes to master articulation and develop handwriting.
Students for whom Russian is not the first language, attend Russian as foreign
language classes twice a week; they also explore it while communicating with their peers.
Families of our so-called Russian club regularly receive information letters on events thy can
visit on Moscow, museum, exhibitions, theatre performances through which they can get
familiar with the host country language and culture; there is also information on Russian
language events and courses outside the school.
In English Playschool different cultural events are conducted on the regular basis;
among the International Days we have (we celebrate the culture and language of every of
your students’ and teachers’ culture) Russian Day is probably the most extensive one. Russian
holiday like Maslenitsa, Victory Day, Cosmonautics Day etc. also play a significant role. During
those events all of out students and parents who are willing to participate are exposed to
Russian culture, language and history. Among our library resources there is a collection of
Russian fiction and non-fiction books, traveler guides and magazines. The involvement of
parents is important in our School. They are able to expose students to different mother
tongue languages through visits to the library and classrooms and during days such as Mother
Tongue Day and International Days. Throughout the year, students are exposed to numerous
celebrations linked to the diverse cultures within our community to promote international
mindedness and an appreciation of the host country’s culture.
We believe all languages are equal and strive to support mother tongue learning among
our students for whom neither English nor Russian is the first language. At school children
have an opportunity to attend German and Italian classes. We provide information about
cultural centers and language support opportunities in Moscow taking into account all the
cultural diversity of our students, parents and teachers. International days provide an
opportunity for foreign students to celebrate their country and culture and share with their
peers and teachers. The school organises many events wherein there is always an integration
of the mother tongue and the host country language as one of the areas of performance and
presentation, among them International Mother Tongue Day. In case some of our community
members is eager to invite teachers or organize language clubs we provide place at school
for them to conduct those classes.
The community is considered a valuable resource to aid language learning. Students go
on numerous field trips such as to museums, libraries, theatres where they have an
opportunity to use the host country language in context and gain an insight into the host
While language acquisition follows distinct stages, students’ rate of acquisition varies
greatly from individual to individual. Therefore, language teachers assess all language skills
(reading, writing, listening and speaking) regularly. Using a range of tools and strategies,
teachers are able to determine students’ knowledge, skills, understanding and attitudes
towards language. Teachers use pre-assessment to determine students’ prior knowledge and
to distinguish the course of action. Formative assessment is used to check in and to give
constructive feedback or praise on learning. Summative assessments are used to gather
evidence about student’s learning at the end of a unit. Various forms of both formative and
summative assessment may be used. Along with teacher assessment, students are often asked
to peer or self-assess as well.
Assessments are reported to parents in different ways. Twice a year students receive
written report cards about their language learning. Parents are also invited to attend
parent-teacher, three-way and student-led conferences. We use portfolios to track students’
progress and celebrate their achievements.
Role of the library and media center
The library is fundamental to the language programme at English Playschool. The
school library and media center provides a learning space and an environment to promote
love for reading and appreciation of books as well as a place for research. There is also a
library corner in each classroom. As an additional resource, Interactive Smartboards are also
used to provide an interactive approach to teaching and learning in order to accommodate
the various learning styles of the students.
The library contains fiction, non-fiction, picture books, chapter books, board books,
pop-up-books, big books, multicultural books, adapted world classics, multilingual books,
reference books, encyclopedias and media that are accessible to all students, parents and
staff. We see the school library as a valuable resource to promote the international
mindedness aspect of the IB programme.
The library is also seen as a place which makes a strong statement that all languages
are celebrated and supported. The library has a collection of books in English, Russian and
other foreign languages and the school continues to add to this collection.
The library also provides resources for collaborative planning, researching and teacher
professional development. Our school board is aware of the need to expand these resources
and there are plans to continually add to the same.
Teachers conduct classes in the library with prior information. There’s also a Book &
Drama club for students of different age which is conducted in the school library. The
librarian as well as homeroom teachers conduct book discussions, read aloud, help conduct
research and help students browse and pick up books. In addition to using the school library,
every class also has a class library. Games, art, music, maps and artefacts are used to help
students make connections in their language learning.
Purpose of the Academic Honesty Policy
The purpose of this document is to create a good academic learning environment in English Playschool where students produce original work and respect the work of others. We believe that the presentation of genuine work is essential to good academic research and practice.
According to the IBO, “An authentic piece of work is one that is based on the candidate‟s individual and original ideas with the ideas and work of others fully acknowledged. Therefore all assignments, written or oral, completed by a candidate for assessment must wholly and authentically use that candidate‟s own language and expression. Where sources are used or referred to, whether in the form of direct quotation or paraphrase, such sources must be fully and appropriately acknowledged”.
English Playschool is committed to helping students undertake academically honest practices in both their personal and academic lives.
By displaying academic honesty students are reflecting the IB Learner Profile. The four main attributes that reflect academic honesty are:
Principled: We act with integrity and honesty, with a strong sense of fairness and justice and with respect for the dignity and rights of people everywhere. We take responsibility for our actions and their consequences.
Caring: We show empathy, compassion and respect.
Risk-takers: We approach uncertainty with forethought and determination; we work independently and cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face of challenges and change.
Thinkers: We use critical and creative thinking skills to analyse and take responsible action on complex problems. We exercise initiative in making reasoned, ethical decisions.
Academic Dishonesty and Malpractice
Plagiarism: this is defined as the representation of the ideas or work of another person as the candidate’s own;
Collusion: this is defined as supporting malpractice by another candidate, as in allowing one’s work to be copied or submitted for assessment by another;
Duplication of work: this is defined as the presentation of the same work for different assessment components; Any other behaviour that gains an unfair advantage for a candidate or that affects the results of another candidate (for example, taking unauthorized material into an examination room, misconduct during an examination, falsifying records).
Source: IB Academic Honesty Paper 2011
Academic Honesty in PYP
The attitudes advocated by the PYP that support the development of integrity and honesty in an academic community are set out in Making the PYP happen: A curriculum framework for international primary education. We believe confidence, independence, integrity, and respect to be the most important qualities for developing values of personal academic honesty. All the teaching staff in English Playschool is aiming to actively encourage those qualities. As mentioned before, the Learner Profile emphasizes being principled in our actions, which is also of primary importance to developing the practice of academic honesty.
Ways to Promote Academic Honesty
In PYP academic honesty is to be both modeled and explicitly taught. Teachers will address academic honesty or dishonesty in authentic contexts and particularly in the area of assessment. It is the responsibility of teachers to act as role models and to create inquiry based assessment tasks where creativity is encouraged. We are striving to design assessment criteria that value and reward the learning process rather than only the outcome and allow students to learn ways to acknowledge others. We encourage reflection on the learning process and support students in developing skills and attitudes required for completing their task in an academically honest manner. Grade 4 students attend an orientation session on academic honesty by PYP coordinator and Primary School headteacher before embarking the exhibition.
As we see our school as a community, we strongly believe that each of the community members are responsible for promoting Academic Honesty.
The Head of School, administration and teachers take responsibility:
– to explain what academic honesty means in specific terms and provide clear criteria for measuring academic misconduct, including giving examples;
– to help students and parents see academic honesty as a larger set of values and skills that promote lifelong learning;
– to address approaches to learning (self management skills, social skills, communication skills, thinking skills and research skills) across the curriculum;
– to engage in collaborative planning with other teachers , including specialist teachers, to agree on expectations and teaching strategies for promoting academic honesty;
– to support and act on the school’s policy on good academic practice and provide students with advice whenever necessary;
– to set age-appropriate expectations and practice regarding references, citations, quotations and paraphrasing ;
– to model academically honest practices in the creation of their own teaching materials (e.g., correctly citing images, text etc. used in presentations, example papers, etc.) ;
– to emphasize that the process of learning is as important as the final product/outcome generated.
The parents take responsibility:
– to read and understand the school policy on academic honesty;
– to be a role model for their children in the issues addressing academic honesty;
– to support the academic honesty philosophy of the school.
Students in English Playschool endeavour:
– be principled in all areas of their academic and personal lives and to show principled behavior when being involved in any learning experience;
– to take personal responsibility at age-appropriate levels for their own academic honesty and for recognition of what behaviours constitute academic misconduct;
– to communicate knowledge in his/her own words, summarize key understanding from different sources of information;
– to work collaboratively and respectfully within a group and share information with honesty;
– follow age-appropriate expectations and practices regarding references, citations, quotations and paraphrasing;
– to develop their approaches to learning (self management skills, social skills, communication skills, thinking skills and research skills) in all of their units of inquiry;
– to engage with other students and teachers to promote academic honesty;
– exemplify the IB learner profile and the PYP attitudes that relate to academic honesty in their classroom and homework practices, in group work, and in other activities;
– authenticate their work for the PYP Exhibition.
As an evidence of the culmination of the PYP, exhibition work should reflect all of the criteria for academic honesty presented in the primary years and especially in PYP grade 4. Moreover, exhibition work should show that students are able to independently work in an academically honest manner.
During the exhibition, an academically honest student:
– Seek help from his/her mentor;
– Create as a group lines of inquiry;
– Use various sources and be academically honest when referring to these sources of information including individual first person sources;
– Work collaboratively and respectfully within his/her group to share information;
– Acknowledging the work of their colleagues and assuming responsibility of their work;
– Present findings in creative formats to provoke others to action.
The image of the academically honest student
The academically honest students in the early years (3-5 years):;
– Acknowledge help from parents, older students and friends (instead of presenting parents’ or other persons’ work as his or her own);
– Look at and read books and print material in order to learn new information;
– Summarize key understandings from audio-visual material;
– Communicate new knowledge in his/her own words;
– Begin to assimilate knowledge from several sources into independent ideas and understandings;
– Understand copying as cheating;
– Doesn’t copy classwork from another student;
– Doesn’t pass off another student’s work as his or her own when working in groups;
– With teacher guidance, begin to use keywords to take notes from written or visual materials;
– Begin to work collaboratively in groups to share information gathering and presentation with contribution from all group members.
The academically honest PYP students (6-12 years):
– Acknowledge help from parents, older students and friends, and group members (instead of presenting parents’ or other persons’ work as his or her own);
– Read from several sources, including print sources, in order to gather information;
– Take notes in his/her own words, using keywords and paraphrasing skills; – Begin to use first person sources and interviews in information gathering;
– Summarize understanding from audio-visual material in his or her own words;
– Write reports and summaries of information in his/her own words, with a developing style of academic language;
– Acknowledge sources in a bibliography;
– Are able to assimilate knowledge from several sources into independent ideas and understandings;
– Understand plagiarism as cheating;
– Doesn’t pass off another student’s work as his or her own when working in groups;
– Doesn’t copy another student’s homework or allow another student to copy his/her homework without permission;
– Doesn’t copy from notes or others on tests;
– Understand that downloading or copying from electronic sources without permission is cheating;
– Work collaboratively in groups and contributes by sharing information and presenting understandings.
Consequences of academic dishonesty
There is no academic consequence until 4th grade of Russian school when students are preparing for their final exhibition. Consequences for deliberate plagiarism in 4th grade include:
First incident: students have the opportunity to correct the error; the teacher will lead a reflection session with the student.
Second incident: IB coordinator will be informed and is to lead a reflection session; parents will be informed; the student signs a formal letter of commitment.
Third incident: Head of School and IB coordinator will be informed and are to lead a reflection session; Parents will be invited into school.
Revision of this Policy
It is the responsibility of the IB coordinator to develop and maintain a policy review cycle, updating the information. The next revision is scheduled for the academic year 2020/2021. Members of the community will be asked to take part in this review.