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IB PYP/MYP candidate school NURORDA ALMATY is a candidate school for the IB Primary Years Programme and Middle Years Programme. Candidate status gives no guarantee that authorization will be granted. CIS member NURORDA ALMATY is a member of the Council of International Schools (CIS). Membership is not the same as accreditation.
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About

Our IB and CIS status

Official statement

NURORDA ALMATY school-lyceum is a candidate school* for the Primary Years Programme and the Middle Years Programme. This school is pursuing authorization as an IB World School. IB World Schools share a common philosophy—a commitment to high-quality, challenging, international education—that we believe is important for our students.

*Only schools authorized by the IB 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 (opens in a new tab).

Quoted word for word from the school’s policies for the 2026–27 school year. Open the policies
IB PYP/MYP candidate school NURORDA ALMATY is a candidate school for the IB Primary Years Programme and Middle Years Programme. Candidate status gives no guarantee that authorization will be granted. CIS member NURORDA ALMATY is a member of the Council of International Schools (CIS). Membership is not the same as accreditation.

IB PYP/MYP

What “IB PYP/MYP candidate school” means

Following IB rules, the school publishes its candidate status in an official statement, shown at the top of this page. Below, we explain in plain words what it means for your family.

IB candidate school marks

What it means for your family

  • Your child follows the curriculum approved by Kazakhstan's Ministry of Education and receives the state certificate on graduating.
  • A candidate school introduces IB teaching approaches and school policies and prepares its teachers.
  • Candidate status does not yet give the right to offer IB programmes; only authorization does.
  • The candidacy covers PYP and MYP only. The IB Diploma Programme (DP) is not part of it.

Official sources: Official IB website (opens in a new tab) Find an IB school (opens in a new tab)

Guiding statements

Two definitions from the school’s documents

From the school’s guiding statements: what we mean by a global citizen, and what high-quality teaching and learning means at NURORDA.

Global citizen

Global citizen is someone who respects diversity and cares about people and environment in the context of social, moral and multi-cultural awareness, i.e. encouraging and fighting for the human rights; someone who feels responsible for their actions and able to work as part of a team, empathic to other people’s needs and points of view.

High-Quality Teaching and Learning at Nurorda School

High-quality teaching and learning at Nurorda School embodies a holistic educational approach that places the growth and development of each student at its core. It is characterized by:

  1. Rigorous Academic Standards: A commitment to rigorous academic standards that align with global best practices and consider the unique needs and aspirations of Nurorda School students.
  2. Student-Centered Approach: An unwavering focus on each student's individual learning journey, fostering a student-centered environment that encourages curiosity, critical thinking, creativity, and self-directed exploration.
  3. Inclusivity and Equity: A dedication to inclusivity and equity, ensuring that all students, regardless of their backgrounds, abilities, or circumstances, have equitable access to a high-quality education.
  4. Experiential Learning: The integration of experiential and hands-on learning opportunities, enabling students to apply theoretical knowledge to real-world contexts and develop practical skills.
  5. Innovative Pedagogical Methods: The use of innovative pedagogical methods, including technology-enhanced learning, collaborative projects, and interdisciplinary approaches, to engage and inspire students.
  6. Continuous Assessment and Feedback: A commitment to ongoing assessment and timely, constructive feedback to guide students' progress and promote a growth mindset.
  7. Professional Development: Continuous professional development for educators, empowering them with the latest teaching strategies, research-based practices, and a culture of reflective teaching.
  8. A Positive and Inclusive Learning Environment: A nurturing and inclusive school environment that promotes emotional well-being, mutual respect, and a sense of belonging among students, staff, and the wider Nurorda School community.
  9. Community Engagement: Active engagement with parents, families, and the local community to create a collaborative partnership that supports the holistic development of each student.
  10. Global Perspective: An international perspective that prepares students to thrive in an interconnected world, fostering global citizenship, cultural awareness, and adaptability.

In essence, high-quality teaching and learning at Nurorda School aims to empower students with the knowledge, skills, and values they need to excel academically, socially, and personally, while instilling a lifelong love of learning and a commitment to making a positive impact on the world. This definition serves as a guiding principle to ensure that every aspect of the educational experience at Nurorda School is of the highest quality.

Source: the school’s “Guiding Statements” (quoted word for word).

Candidacy timeline

The road to authorization

Schools reach IB authorization in several stages. Timelines differ from school to school, so we don't promise specific dates.

  1. Interest and application (Done)

    The school studies the IB philosophy and applies for candidate status.

  2. We are here

    Candidate school

    The IB approves the application and the school starts preparing to implement the programmes. NURORDA ALMATY is at this stage now.

    IB PYP/MYP candidate schoolto be confirmed

  3. Consultation (Next)

    An IB consultant helps the school implement the programme, and teachers attend IB workshops.

  4. Verification visit (Next)

    IB representatives visit the school to check that it is ready to run the programme.

  5. Goal

    Authorization

    Only after authorization does a school become an IB World School and officially offer IB programmes.

The current stage and timing are being confirmed with the school. to be confirmed

A guide for families

The PYP and MYP in plain words

IB programmes teach children to ask questions, investigate and use what they learn in real life, rather than memorize ready-made answers. This guide is based on public IB materials and the school's policies for the 2026–27 school year.

PYP approaches · grades 1–4

MYP approaches · grades 5–8

  1. Grade 1 — PYP
  2. Grade 2 — PYP
  3. Grade 3 — PYP
  4. Grade 4 — PYP
  5. Grade 5 — MYP
  6. Grade 6 — MYP
  7. Grade 7 — MYP
  8. Grade 8 — MYP
  9. Grade 9 — Grade 9: MYP year 5, planned from 2027–28
In 2026–27, as a candidate school, we are introducing PYP approaches in grades 1–4 and MYP approaches in grades 5–8. The fifth year of the MYP is grade 9, planned from the 2027–28 school year.

PYP — Primary Years Programme

IB: ages 3–12At our school: grades 1–4In candidacy

Children explore big questions through units of inquiry, where several subjects come together around one topic. Instead of handing out answers, teachers guide children's own questions, research and conclusions.

6 transdisciplinary themes

  1. Who we are
  2. Where we are in place and time
  3. How we express ourselves
  4. How the world works
  5. How we organize ourselves
  6. Sharing the planet

These are the IB's official themes.

Key moments in the PYP

  1. Unit of inquiry

    Each unit is built around a central idea. Learning goals from the state standard are built into the unit, and each child's progress is checked individually.

  2. Portfolio

    One or two pieces of work from each unit are kept, with the child's own reflection. From the second half of 2026–27, we plan student-led conferences where children present their portfolio to their parents.

  3. PYP exhibition · grade 4

    The final inquiry of the primary years: students research a topic and present what they found. School teachers assess the exhibition, and families can listen to presentations in Kazakh or Russian.

MYP — Middle Years Programme

IB: ages 11–16At our school: grades 5–8In candidacy

The MYP connects subjects with real life: students apply what they know in global contexts and learn to think independently and take charge of their learning. In every subject group, work is assessed against four criteria.

8 subject groups

  1. Language and literature
  2. Language acquisition
  3. Individuals and societies
  4. Sciences
  5. Mathematics
  6. Arts
  7. Physical and health education
  8. Design

6 global contexts

  • Identities and relationships
  • Orientation in space and time
  • Personal and cultural expression
  • Scientific and technical innovation
  • Globalization and sustainability
  • Fairness and development

Key moments in the MYP

  1. Interdisciplinary unit · every year

    Every school year, at least one unit brings several subjects together. It is assessed against three criteria: A — evaluating, B — synthesizing, C — reflecting.

  2. Service as action

    Students turn what they learn in class into useful action for the school and the community. The IB sees this as an essential part of the MYP.

  3. Personal project · MYP year 5

    Students carry out a project on a topic of their choice: they keep a process journal, create a product and write a report. Each student has a supervisor. Criteria: A — planning, B — applying skills, C — reflecting.

    At our school this happens in grade 9, from 2027–28. Project samples go to the IB for moderation only after authorization.

Approaches to learning (ATL)

In both the PYP and the MYP, teachers build five groups of skills in every subject:

  • Thinking
  • Research
  • Communication
  • Social skills
  • Self-management

Sources: public IB materials and the school's policies for 2026–27.

About the PYP on the IB website (opens in a new tab) About the MYP on the IB website (opens in a new tab)

IB learner profile

10 attributes and NURORDA's values

The IB learner profile describes 10 attributes that all IB programmes aim to develop. We have linked each one to one of the four values in the school's policies and shown what it looks like in school.

School values

Inquirers

They ask questions, look for answers on their own and keep a love of learning for life.

In school

In the PYP, learning is built around units of inquiry. Every new unit starts by finding out what the children already know about the topic.

Source: Assessment policy

NURORDA value: Self-improvement

Knowledgeable

They understand ideas in depth and explore issues of local and global importance across several subjects.

In school

Every unit plan links learning goals from the state standard to IB concepts.

Source: Assessment policy

NURORDA value: Self-improvement

Thinkers

They think critically and creatively and can explain the reasons behind their decisions.

In school

Students back up their judgments with the criteria, and the school openly explains why each mark was given.

Source: Assessment policy

NURORDA value: Integrity

Communicators

They express ideas confidently in more than one language and in different ways, and they listen to others.

In school

Children learn in Kazakh or Russian, with English from grade 1. They first shape an idea in a familiar language, then learn to express it in the language they are studying.

Source: Language policy

NURORDA value: Collaboration

Principled

They act honestly and fairly and take responsibility for their actions and what follows from them.

In school

Students do their own work and cite every source. AI is used only at the level the teacher allows, and its use is disclosed.

Source: Academic integrity policy

NURORDA value: Integrity

Open-minded

They value their own culture and respect other views and traditions.

In school

Every family language deserves respect: no one is treated unfairly for speaking their home language. Students discuss ideas together and learn to hear different points of view.

Source: Language policy

NURORDA value: Collaboration

Caring

They show empathy and want to make a positive difference to the people around them.

In school

Inclusion means every child takes full part in school life. Teachers plan lessons everyone can access, and when needed, an individual support plan is drawn up with the family.

Source: Inclusion policy

NURORDA value: Love

Risk-takers

They take on new things with confidence, face difficulties and learn from mistakes.

In school

Mistakes are part of learning. Mocking language mistakes is not allowed: instead of answering for the child, the teacher gives them time and support to express the idea.

Source: Language policy

NURORDA value: Self-improvement

Balanced

They keep a balance between study, health, creativity and rest.

In school

Homework is short, linked to the lesson and within national limits. No class has more than two summative tests on the same day.

Source: Assessment policy

NURORDA value: Love

Reflective

They think about their learning and experience and understand their strengths and what they still need to work on.

In school

After an important piece of work, students compare their result with the criteria and agree on the next learning goal with the teacher. The PYP portfolio keeps each child's own reflections.

Source: Assessment policy

NURORDA value: Self-improvement

The link between attributes and values is the school's own explanation, not an official IB document. The attributes grow through learning: they are not an admission requirement and are never used as labels for a child.

Assessment policy

Assessment: against criteria, open and fair

The school combines Kazakhstan's national grading system with IB approaches. Teachers explain the goal and criteria of every task in advance.

This section is based on the draft assessment policy. It has been submitted for approval, and some details may change once it is approved. Draft submitted for approval

PYPGrades 1–4

  • No marks in grade 1: children and parents receive descriptive feedback.
  • In grades 2–4, the term mark follows the national rules: the average of formative and interim assessment, on the 5-point scale.
  • For each learning goal, the teacher describes the child's level. These levels are not IB grades and are not automatically turned into e-journal scores.
  • PYP reports are issued at the end of every term, starting from the third term of 2026–27.
  1. Fully achieved
  2. Mostly achieved
  3. Partly achieved
  4. Not yet achieved

MYPGrades 5–8

  • Every subject group has four criteria — A, B, C and D — each assessed on a level from 0 to 8.
  • Levels are chosen on a best-fit basis: work is compared with the descriptors, and levels are never averaged.
  • At the end of each half-year, the four levels (0–32) are converted into an MYP grade (1–7) using IB boundaries. During candidacy this is an internal school grade, not confirmed by the IB.
  • Criteria depend on the subject. In Language acquisition, for example: A — listening, B — reading, C — speaking, D — writing.

Try the MYP grade yourself

Pick a level for each criterion. It starts with the example from the policy: 5, 5, 4, 5.

5
5
4
5

Total19/ 32

MYP grade5/ 7

5-point equivalent“4”

MYP grade boundaries and the 5-point equivalent
Total of levelsMYP grade5-point scale
1–51“2” unsatisfactory
6–92“3” satisfactory
10–143“3” satisfactory
15–184“4” good
19–235“4” good
24–276“5” excellent
28–327“5” excellent

The 5-point equivalent appears only in reports and in documents for a transfer to another school. The term mark in the e-journal is calculated separately, under Order No. 125.

Also worth knowing

  • Results of summative tests are shared within 5 working days.
  • Marks are never lowered for behavior, attendance or lateness.
  • Students' results are not compared with each other, and the school does not publish rankings.
  • No class has more than two summative tests on the same day.
  • Questions about a mark go to the subject teacher first, within 3 working days.

Full text:Assessment policy (draft) · PDF, 443 KB

Kazakhstan's state standard

IB approaches and the state certificate

As a candidate school, we introduce IB approaches within Kazakhstan's state standard, not instead of it. Your child follows the national curriculum.

Area National requirement IB approach
Content Learning goals of the state standard (GOSO) and the standard curriculum. Every unit plan links national learning goals to IB concepts.
Assessment Term marks on the 5-point scale in the e-journal (Order No. 125). Descriptive levels in the PYP; criteria A–D and grades 1–7 in the MYP.
Reports The e-journal at the end of every term. PYP reports every term, MYP reports twice a year; parent–teacher meetings at least once a year.
Certificate The state certificate (attestat). Final exams are held in the language of the approved curriculum. During candidacy, the school issues no IB certificates and no IB-confirmed assessment results.

Policies in practice

Languages, inclusion and academic integrity

The key points of each policy, in brief. The full texts are in the PDF documents below.

Languages

Language of instruction by grade

  1. 1–4Subjects, including Singapore Math and Singapore Science, are taught in the stream language (Kazakh or Russian). English starts in grade 1.
  2. 5–6Subjects in the stream language; the second language (Kazakh or Russian) and English are taught as subjects.
  3. 7–8Subjects in the stream language, STEM subjects in English.
  4. 9Planned from 2027–28: the languages of instruction will be set once the curriculum is approved. to be confirmed
  • Children study in the Kazakh-medium or the Russian-medium stream. Kazakh, the state language, is taught in both.
  • Even though STEM is taught in English in grades 7–8, unit and term tests, the e-journal and final exams follow the language of the approved curriculum.
  • In the MYP, every student takes both Language and literature and Language acquisition.
  • Each child has a language profile that records their strengths, goals and the support they receive.
  • Your family language is a gift to your child: read and talk together in the language that feels most natural to you. Mocking language mistakes is not allowed.

Full text:Language policy · PDF, 384 KB

Inclusion

Three levels of support

  1. Classroom support — for everyoneTeachers plan lessons that every student can access.
  2. Targeted support — for some studentsIf a difficulty persists, the teacher gives individual help and keeps notes.
  3. Individual support — when neededThe support team and the family draw up an individual support plan. It is first reviewed after 6 school weeks, then at least once a term.
  • A diagnosis, a disability or a language difficulty is never a reason to refuse admission.
  • An in-depth specialist assessment happens only with the parents' written consent.
  • The school tells you in writing, in advance, which support is included in tuition and which services are agreed separately.
  • Report discrimination or bullying right away: the child's safety is ensured at once, and first steps are taken no later than the next working day.
  • Information about a child's health and the support they receive is kept confidential.

Full text:Inclusion policy · PDF, 347 KB

Academic integrity and AI

We build honesty by teaching, not punishing: first we explain, then we support, and only if needed do we take action.

  • Parents and tutors can guide a child but must not do the work for them.
  • A doubt is not an accusation: students are always heard, and no one is accused in public.
  • An AI-detector score is not proof of a breach on its own.
  • After a breach, the student redoes the work independently; marks are not automatically lowered as a punishment.

Full text:Academic integrity policy · PDF, 368 KB

Levels of artificial intelligence (AI) use

  1. 0levelNo AI. Interim assessments, unit tests and term tests are always at this level.
  2. 1levelOnly for finding ideas or understanding a concept. No AI text in the work handed in.What to disclose: A short note: which tool and what for
  3. 2levelAs a helper: planning, spelling, feedback. The student writes the main content.What to disclose: The tool, date, main prompt and the part used
  4. 3levelAs part of the task, within limits set by the teacher.What to disclose: Full disclosure, in the text and in the list of sources

The teacher sets the level; if none is given, level 0 applies. In grades 1–4, only the teacher demonstrates AI tools, and children have no personal accounts.

CIS

What CIS membership means

NURORDA ALMATY is also a member of the Council of International Schools (CIS). CIS membership reflects the school's commitment to high-quality international education, student well-being, and continuous improvement.

The Council of International Schools (CIS) is a non-profit organization that brings together schools and universities around the world.

CIS member

NURORDA ALMATY is a member

Membership

  • Professional development and networking for teachers and staff.
  • Support on child protection, well-being and university guidance.
  • Reflects the school's commitment to quality and continuous improvement.

In progressto be confirmed

Accreditation

  • A separate, multi-stage process in which experienced educators from other schools evaluate the school against CIS standards.
  • CIS invites member schools to register for the accreditation process.

NURORDA ALMATY is not accredited yet; the school is going through the process.

From membership to accreditation

  1. We are here

    CIS member

    The school has joined the CIS community and gained access to its professional development resources.

  2. Registering for accreditation (Next)

    CIS invites member schools to register for the accreditation process.

  3. Self-study and team visit (Next)

    The school evaluates itself against CIS standards, then experienced educators from other schools visit and evaluate it.

  4. Goal

    Accreditation decision

    Based on the evaluation, CIS decides whether to grant accreditation.

Official sources: Official CIS website (opens in a new tab) CIS membership directory (opens in a new tab)

Documents

School policies and license

As an IB candidate school, we set out our key rules in written policies. All five policies for the 2026–27 school year can be downloaded as PDFs in Kazakh and Russian.

Policies · 2026–27 school year

The policies are published in Kazakh, Russian and English. The English version is a translation; if the texts differ, the Kazakh version prevails.

License

Education license

No. KZ24LAM00010146

Issued
November 20, 2025
First issued
September 11, 2024
License holder
NURORDA ALMATY School-Lyceum LLP · BIN 140840022057
Levels of education
Primary, basic secondary and general secondary education (Appendix No. 001 of November 20, 2025)
Issued by
Almaty City Department for Quality Assurance in Education (Ministry of Education of Kazakhstan)
verify at elicense.kz (opens in a new tab)

You can check the license details in the public register on elicense.kz.

Where next?

Where next?

Tours and admissions

See the school for yourself

Campus tours run every Saturday from 12:00 to 2:00 p.m. Send us a request, and our admissions team will answer all your questions and guide you through the process.

Book a campus tour Send a request
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