SCHOOL POLICY

We are pleased to have your child join us at Institut Aurora. Our aim is to foster your child’s development and progress by offering different opportunities for their learning experience. Our partnership with you is to provide a good foundation and quality education for your child. We would like to seek your help in maintaining a comfortable and secured school. Please observe the following guidelines.

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ADMISSIONS POLICY

It is the mission of the Admissions department to recruit, inform and admit new, qualified students in a professional and forthright manner, while maintaining the integrity of the school, the students and their families. We aim to ensure that prospective families understand the school’s mission, philosophy and community. We also strive to give them a good initial understanding of our school and our different programs. Admissions decisions are made by the Admissions Committee.

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IB MYP ACADEMIC HONESTY POLICY

As an IB MYP candidate school, we value honesty and academic integrity. We encourage all students to conduct themselves in a responsible way and expect all students to avoid academic malpractice. The school believes that instruction in academic and personal honesty is a fundamental part of a student’s education. Honesty and integrity are basic, desirable character traits.

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IB MYP ASSESSMENT POLICY

Institut Aurora is located in Kinshasa, the economic and political heart of RD Congo. Our school experiences a continuous come and go of students in all grades. Institut Aurora decided to use 2 assessment types

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IB MYP INCLUSION POLICY

It is the philosophy of our school that every student can learn. Every student should be encouraged to think creatively, to innovate, improvise and be open-minded. Goals include making them self-sufficient, caring and reflective members of society, and productive citizens in the global market place.

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IB MYP LANGUAGE POLICY

This language policy is derived from the school’s language philosophy and is a statement of purpose that outlines goals for language teaching and learning. It is constructed around pedagogical and learning beliefs and is therefore also a statement of action describing practices for achieving and evaluating goals.

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