The 10 best schools in russia 2020.

EDITOR’SNOTE
The Russian Federation, or Russia, is home to nearly
150 million citizens and boasts of a literacy rate of
nearly 99%. Compared to other Organisation for
Economic Co-operation and Development (OECD)
countries, Russia has one of the smallest class-sizes and
shortest instruction-hours per year. General Education
System comprises of pre-school education, primary
general, basic general, and secondary general education.
The Professional education system covers vocational
education, non-university level higher education, university-
level higher education, and postgraduate education
including doctoral study programs.
In short, the country offers several opportunities for
students to study and pursue their interests. This
opportunity is not just limited to the citizens but also for
international students who look forward to some
international exposure. A foreign country usually offers not
RUSSIA –
BOLSTERING
ITSELF AS AN
EDUCATION HUB

Sneha Sinha
just formal education but a chance to learn about a
new system, new culture, and broaden the student’s
global perspective.
As per a report by UNESCO in 2014, Russia was the
6th most-popular destination for international
students and it has been rising the charts. Smooth
admission process, affordable fee structure as
compared to other EU countries and availability of
courses in the English language are few factors
responsible for the growing popularity.
The presence of prestigious institutes such as
Lomonosov Moscow State University and Saint-
Petersburg State University and a low teacher-
student ratio that facilitates better communication
and understanding are also contributing factors.
The most popular courses are Aviation, Medicine
Engineering, Nuclear Physics, and Journalism. The
Russian Government also offers scholarships to
foreign students based on their academic
performance. For meritorious international students,
nearly 15,000 scholarships known as 'state-funded
spots’ are offered to applicants.
In this edition of The Knowledge Review, we bring
you “The 10 Best Schools In Russia 2020” that
welcome students without worrying about their
nationality and strive to educate them and turn
them into responsible citizens of the world.
On the Cover, we have The German School
Moscow, the school of the German Embassy in
Moscow. It is a school characterized by modern,
competent, and student-oriented teaching, which
meets different learning requirements through
targeted external and internal differentiation
measures.
We also present Britannia School, a school that
caters to the children’s interest to encourage them
to achieve their goals; Brookes Moscow
International School, a school that encourages
students to engage in the world and bring
meaningful change; International school Alla
Prima, which creates favourable conditions that
ensure the development of the individual abilities of
each student; and MAGIC CASTLE International
School, which nurtures children’s innocence,
mindfulness and sensitivity while instilling the most
important human values and encouraging academic
growth and discovery.
We would also like to mention the International
Preschool of St. Petersburg, English
International School, Novaya Gumanitarnaya
Shkola, Cambridge International School -
Skolkovo Campus, and Alexandre Dumas French
School in Moscow for the unmatched effort that
they put in the education sector.
While ﬂipping the pages do take a glance at the
articles penned by our in-house writers and fashion
education experts. These articles will give an insight
into the current trends of the industry.
Happy Reading! T R

German School Moscow
Providing an Excellent Level of German Education in Russia
Online Education
Building Community
in an Online Classroom
Quality Education
Teacher-Student
Interactions is the
Key to Quality
Articles
C o n t e n t s
28 36
Cover Story
08

Britannia School
Where the Love for
Learning is Nurtured
Brookes Moscow
International School
A Glorified Journey
Towards Excellence
ALLA PRIMA
Developing Individuals
of Tomorrow
Magic Castle
International School &
Talent Academy
Helping Pupils unveil
their Potential
18
32
24
40

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German
School
Moscow CoverStoryProviding an Excellent Level
of German Education in Russia
© Anna Stollenwerk / German School Moscow

There is always something
fascinating about historical
legacies. To peek behind
years and observe all kinds of
developments that have
progressed till date. To take account
of the environment, people, values,
challenges, jobs, education of that
time, and compare it to the present
one. A sort of graph for us humans
and the way we have evolved over
the course of time.
With such a thought, we begin our
quest “The 10 Best Schools in
Russia 2020” with the German
School Moscow, an institute built
amidst the reunification of Germany
as the school of the German
Embassy in Moscow. Since the mid-
1990s, it has been named after the
German-Russian physician,
humanist and benefactor Friedrich
Joseph Haass, the ‘holy doctor of
Moscow.’
After the end of the Second World
War and with the establishment of
diplomatic relations with the Soviet
Union the Federal Republic of
Germany (West) and the German
Democratic Republic (East)
established together with their
Embassies in Moscow two German
schools as part of the respective
embassy.
Up to the reunification of Germany,
one of them was a small “West
German” school in the city center,
with approximately hundred
children. The other, a five times
larger, “East German” embassy
school, was located on a vast
campus in the Southwest of
Moscow, right next to the
Diplomatic Residential Compound
of the German Democratic
Republic (GDR). The residential
complex, called “the German
village”, has a capacity for more
than 400 families and
accommodated not only embassy
staff, but also trade envoys,
scientists, military specialists as well
as teachers and kindergarten nurses
from East Germany.
With the German unification, the
GDR ceased to exist and so did the
East German embassy alongside its
y school. Consequently,
multiple organizational,
pedagogical, and financial
questions arose – and were
solved by merging the two
schools. Not an easy task,
though. Two separate faculties
had to be formed into a single
working team and the West
German curricula and
graduation ‘Deutsche
Abiturprüfung’ had to be
implemented by the new
German School Moscow within a
few months.
After years of highly politicized
school ceremonies, communist
youth organizations, and a rather
authoritarian pedagogic philosophy,
the former East German students
had to get accustomed to the
approach of new West German
teachers,
fostering skills like
self-
determination,
democratic
participation,
critical analysis
and open debates
on eye level. In
November 2019
former
headmasters,
teachers and
students reported
about these
fascinating
transition times during a “30 years
Wall Fall” alumni weekend, which
included several workshops, panel
discussions, sightseeing tours as
well as a “Fall of the Wall Party”.
© Michael Peters / German School Moscow
© Archive of German School Moscow
© Kirsten Stone / German School Moscow
© Anna Ovanesova / German School Moscow

Today, an original piece of Berlin
Wall stands at the entrance of the
school, reminding us of those
historical events 30 years ago.
Within this legacy, over the years,
visiting alumni testify the
pedagogical and infrastructural
changes.
Still today, the school comprises a
rather unique set-up with a
kindergarten, an elementary school
with an attached day care center,
and a secondary school with a large
youth club. The diverse school
community strives to provide a safe
and welcoming place for individual
learning and development of
children of German Embassy
employees and international
companies, as well as entrepreneurs
and small business owners of
German, Russian, or other origins.
The German embassy school’s vast
and green territory falls under the
Vienna convention for diplomatic
relations of 1961 and so does the
adjacent residential complex. This
proximity and safety make it
possible that even first graders can
go to school on their own, a rare
privilege in many German cities and
not surely not to be expected in
Europe’s largest metropolis.
The main language
throughout all
departments is German
and its age adequate
mastery is the main
prerequisite for
admission. Hence it is
no surprise that many
children with a
Russian background
enter the
kindergarten at a very
young age and stay in
the school up to the
high school leaving diploma, the
general entry credentials for
German Universities. Many of
them actively contribute to the
school’s musical or sportive
activities for more 15 years.
A Robust Management
In 1961 the West German Embassy
handed over the daily operational
and financial management of its
embassy school to a non-profit
organisation, the German School
and Kindergarten Association
Moscow, whilst providing the legal
framework for its operation.
Since 2017 Stephan Fittkau, a
long-serving German
expat in Russia, serves as
the chairman of the
board and contributes
the necessary level of
leadership, stability and
control during
challenging times. The
daily operations of all
pedagogic and
processes are overseen
by the headmaster
Uwe Beck (OStD)
while all non-pedagogic
support departments are
headed by Markus Mayer
(MBA) in his function as
managing director.
© Sabine Erlhage / German School Moscow
© Evgenij Kondakov / German School Moscow

Both Mr. Beck and Mr. Mayer started
in summer 2015. Due to a
combination of lower economic
growth numbers, a wide range of
economic sanctions, and a ruble
devaluation, the total number of
students and kindergarten children
had dropped from 600 to an all-
time low of 470. Five years later the
numbers have recovered to a total
of over 535. It was the combined
efforts of the school’s board, the
pedagocical staff and the
operational management team,
which resulted in significant
progress over the past five years.
Priorities in the pedagogical area
In the pedagogical area early
childhood language acquisition was
actively fostered in the kindergarten
by increasing the number of
educators to 30, resulting in 4,5
children per educator. Furthermore
individual tutoring programs and
team teaching was implemented in
the elementary school. Both
initiatives facilitate the smooth
integration of the rising numbers of
children with Russian language
background and make the school
less dependent on the shrinking
numbers of the German expatriates
in Moscow.
In the secondary school the focus
was placed on internal
differentiation and individualized
support in key subjects as German,
English and Mathematics, as well as
quality management and
digitalization. Besides the daily
management of a team of 55
teachers from Germany, the
number one priority of Mr. Beck is
the annual recruitment of qualified
and motivated replacements of
departing teachers. The
combination of excellent working
conditions, an exciting metropolis
and attractive conditions result in a
low turnover. German School
Moscow has repeatedly won
numerous awards for its excellence
and it enjoys a great reputation
within the international network of
German embassies and schools
abroad.
Modernization of infrastructure
In order to further modernize the
school, a state-of-the-art natural
science cluster, a brand new school
cafeteria and kitchen were built
© Sabine Erlhage / German School MoscowⅠ

during the summer holidays 2017
and 2018. Furthermore between
2017 and 2019 a formerly unused
“technical basement” was
transformed into more than 2.000
square meters of multifunctional
space underneath the school and
kindergarten buildings. By doing so
an entire floor was added, providing
space for a youth club, band
rehearsal room, multifunctional
workshops and playrooms as well as
storage and social space.
German School Sankt Petersburg
Under the leadership of the board’s
chairman Mr. Stephan Fittkau and
thanks to a team of highly
dedicated embassy, consulate and
legal specialists, the School
Associations General Assembly
changed its statutes in December
2019 to enable the integration of
the German School and
Kindergarten in Sankt Petersburg
into one Board for Russia, as a
second, independent department.
The school of the German
Consulate-General in Sankt
Petersburg was founded in 2009
from scratch and is another
example for Russian-German
cooperation. The branch currently
has a total of 100 students and 40
children and offers the
“Gemischtsprachige International
Baccalaureate” (GIB) as highest
degree.
A Comprehensive
Curriculum
Based on the curriculum of
the Federal state of
Thuringia, the dual-
track German School
Moscow with 12 to 22
children per class, offers three
distinct levels of graduations:
• Gymnasial-Reife: The
possibility to move from
the elementary school into
secondary modern school
or high school after year 4
• Mittlerer Schulabschluss:
The intermediate school
leaving certificate (O
grade) upon completion of
year 10
• Deutsches Internationales
Abitur: High school graduation
upon completion of year 12
Additionally, it offers multiple
programs such as after-school
workshops as well as sports
competitions and charity and
cultural activities, providing an
appropriate environment according
to its slogan to be “more than just a
school”.
And most importantly,
after successful course
completion, graduates
enjoy Deutsche
International Abitur
Prüfung (DIAP), an
internationally accepted
and renowned school leaving
qualification (certificate). They get
opportunities to study in Germany,
Europe or many other countries,
including Russia.
“Hurry, to do good”
Through the above curriculum,
German School Moscow plays a
vital role in the intellectual life
of the German-speaking
community as well as in other
ventures in German-Russian
culture. The school community
takes pride in keeping alive the
legacy of its namesake
“Dr. Friedrich Joseph Haass” via
numerous charity projects and
events.

Born 240 years ago in Münstereifel,
Germany, Haass dedicated his life
to humanize Russia’s penal system
and spent all his funds to run a
hospital for homeless people.
Twenty thousand people attended
his funeral. During the past few
years the street and a bus stop at
the school have been renamed
after the “Holy Doctor” and the
Catholic Church has launched a
beatification process. A vast
amount of money is always donated
to a good cause. One can really feel,
that generations of students,
teachers and parents live up to Dr.
Haass slogan: “Hurry, to do good”.
The school’s board also cares for
students at a financial disadvantage,
for example with:
• Lower fees, due to generous
personal and financial support of
the German schools abroad by
the German government as well
as a lease free property
• Substantial reduction for families
with several children
• Individual solutions for families
facing temporary financial
challenges.
Intercultural Competence
German School Moscow is aware of
being a guest in Russia and
understands that the shared history
of the two countries is always a
subject of study at the school. Be it
Catherine the great, the famous
tsarina of German origin, the joint
fight against Napoleon, the second
world war or the German division,
during the cold war, the history of
Russia and Germany is closely
related.
One of school’s landmark projects is
called “Memory, Commemoration
and Reconciliation” and is centered
around the battle of Rshew, with
more than 1 million dead and
wounded on the Soviet and the
German side. It brings students
from Russia, Germany and the
German school together. In 2016
the project even received
international attention when the
Russian President Vladimir Putin,
whose daughters are alumni of the
German School Moscow, paid a visit
to the students.
Social Skills
Recognizing
student’s
development
towards social
and responsible
action as a
central task, the
school instills
responsibilities and abilities to
resolve conflicts between students.
A specialty of the school is the
availability of two social workers and
a third social worker as youth club
manager. They provide essential
© Markus Mayer / German School Moscow
© Maya Stephany-Daguzé / German School Moscow

support for pupils and teachers.
Furthermore, welcoming of and
fare-well to nearly 70 students
each year is part of the annual
school routine, as the embassy and
expatriate parents change
periodically. A very distinctive
‘welcoming and farewell’ ethos
guarantees quick absorption,
helped by the three social workers
and engaged parents. The culture
of reverence and consideration for
others, and for the services at the
school, shows profound regard for
children and students in general, not
just on an academic level.
Democratic values and
participation
In fact, the German pedagogical
method, from kindergarten to
ﬁnal examinations and graduate
education, focuses strongly on
self-reliance, community
effort, and democratic participation.
In German schools the relationship
between teachers and students or
kindergarten nurses and children is
rather dominated by mutual respect
and a partnership on eye-level.
Students, parents and teachers are
organized in representation bodies
and elections and debates are vital
part of the annual life.
More than
Just a School
As result of
theinterwoven
history of both
countries, a
German
school in
Russia will
always be more than “just a
school”. Instead, it is a
closely related community
and a cultural center for
students, teachers,
employees, as well as
parents with German,
Russian and other
backgrounds. To ﬁnd the
unique combination
of excellent education and
intimacy within a metropolis
like Moscow comes as a
n unexpected surprise to many
parents and teachers from
Germany and from other
international locations.
T R
T R
© Markus Mayer / German School Moscow
© Maya Stephany-Daguzé / German School Moscow
It is a privilege for us, at The
Knowledge Review, to bring forth a
historical legacy that is steadily
sailing towards its vision of providing
an excellent level of German
Education in Moscow.

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BritanniaBritanniaBritanniaBritanniaBritanniaBritanniaBritanniaBritanniaBritannia
SchoolSchoolSchoolSchoolSchoolSchoolWhere the Love for Learning is Nurtured
f we ask you to recite the
Imathema cal table of two, you’d
be able to do it with ease right?
And that is so because it has been
ins lled in us at an early age, and
through its repe ve use, we are
and will be able to use it throughout
our lives. The said example is a
rather basic one but presents itself
as a piece of clear evidence that our
early days of learning, set up the
founda on for future years.
Proper educa on in early childhood
days assists the brain to grow and
discover things in the best way
possible. Couple all of this with the
appropriate school, curriculum, and
students’ relevant interests, and you
will get yourself a lifelong learner.
Britannia School recognizes this
development and oﬀers quality
educa on through a child centred
approach, recent and relevant, and
personalized learning. Nestled in the
green North-Western District of
Moscow, the school is a tradi onal
Bri sh Nursery and Primary school
for children aged one to seven.
One par cular trait to note about
Britannia is that it is the only stand-
alone Bri sh-owned and managed
educa onal establishment in
Moscow. Hence, it teaches with the
oﬃcial Bri sh Early Years Founda on
Stage (EYFS) and the English Na onal
curriculum. These are the same
curricula, which are prac sed for all
Nursery and Primary schools in the
UK.
Britannia School is a fully licensed
educa onal establishment and is in
full compliance with all regulatory
requirements. The school campus is
located in a purpose built facility
with its own expansive gated green
outside space. The school is easily
accessible by private or public
transporta on.
18 JULY | 2020

All Britannia School teachers and teaching
assistants have teachers’ degrees from leading
universi es. Hence, students at Britannia learn
under competent, experienced, and all na ve-
speaking Bri sh teachers. Addi onally, a
bilingual teaching assistant supports each class
teacher. Britannia School also enjoys a diverse
interna onal student body with students from
Algeria, UK, Greece, Denmark, India, Serbia,
Turkey, USA, South Korea, and Japan, amongst
others.
An Adept Principal
An experienced Bri sh early years educator and
psychologist, Mrs. Holly Roberts (MBPsS)
founded the school in the year 2016. Prior to
Britannia, Mrs. Roberts successfully launched
early years departments for two large
interna onal educa onal establishments in
Moscow. She perceived that it was me to
build her own Nursery and Primary School and
provide quality Bri sh educa on to a broader
community. And at present, Mrs. Roberts leads
the school as Headteacher on the path of
academic excellence.
Alongside being the Principal, Mrs. Roberts is
also the Founder and Owner of the school. This
is another dis nct trait that sets Britannia apart
from other schools. Hence, she gets to decide
on every decision regarding the school. As such,
the Principal hand-picks all the teaching staﬀ at
the school.
Being a lifelong educator, Mrs. Roberts
personally checks lesson plans and caters to the
overall quality of the educa onal services at
Britannia School. The Headteacher also
allocates me from her busy schedule to teach
lessons at every year group to monitor each
student’s progress.
A Curriculum for Dis nc on
As men oned previously, Britannia School
implements a high-quality Bri sh Early Years
19July | 2020

curriculum. Consequently, the school
prides itself on the quality of its
academics. This setup is directly
responsible for Britannia students
who are able to excel and
demonstrate superior results in
standard UK tests.
Out of the school’s doors, Britannia
School graduates con nue their
educa on at the leading
interna onal and Russian schools in
Moscow and overseas. The word of
mouth and feedback reveals that the
Britannia School graduates are, on
average, a year ahead of their peers
in academic achievements and
behaviourally.
Furthermore, Mrs. Roberts has
introduced role-play elements in the
Britannia School’s Primary
curriculum to smoothen the
students’ transi on from the Early
Years into Primary. Talking about the
curriculum and performance
metrics, she asserts, “Every student’s
academic progress over his/her me
at Britannia School is being tracked
and documented in such student’s
Profile. As a ma er of policy, we
furnish students’ profiles to the
parents of the Britannia School
graduates upon their comple on of
studies at our school.”
Where Students Play and Learn
By implemen ng the Bri sh
Curriculum, and coupling it with
role-play, the school engages li le
students naturally. The con nuous
provisioning concept has been
extended to the outdoor space. Each
classroom features a role play area
that changes every week to reflect
the topics being covered. It is
equipped with the pavilions that are
10T
H
E
B
E
S
T
SCHOOLS
IN
RUSSIA2020 T R
20 JULY | 2020

used by the students for role play.
One day a pavilion may serve as a
café; the next day, it is a
supermarket or an auto repair shop.
Britannia School’s outer side features
a storytelling area, the Math area,
and toy cars and helicopters. On top
of that, each classroom features
independent learning areas that
address learning covered in the Early
Years Founda on Stage curriculum.
Furthermore, all classrooms are
equipped with mini-sand boxes,
mini-water trays, Math and arts, and
cra s facili es, small world areas,
and mini-libraries. The school has an
extensive campus library of the
English language books for children
aged 1.5 to 7 years of age, where the
books are carefully selected and
match all topics covered in our full-
me program and a er school clubs.
The books displayed in the mini-
libraries are updated weekly to
support the topic that is being
taught in a par cular week.
Educa on for All
As a third dis nct trait, comes the
school’s offering of the most
compe ve tui on fee levels among
all Bri sh and American educa onal
establishments in Moscow. The
tui on fees for the full- me
Britannia School’s students is
payable in five instalments, unlike
other schools where the tui on is
paid in terms or prepaid at the start
of the academic year. Also, Britannia
School is discussing financing op ons
for the students through a
collabora on with one of the largest
Russian banks.
The Road Ahead
At present, Britannia School has
established formal links with
secondary and high schools where
the graduates can con nue their
educa on. For forthcoming years,
Britannia School will be establishing
rela onships with other schools
interna onally.
Visit britanniaschool.net to know
more. T R
21July | 2020

Teacher, Educator; the title
itself conveys how big of a
responsibility they hold
towards children. From kindergarten
to college, teachers are always
striving to ensure that every student
grows to be the best version of
themselves. After years and years of
classifying and changing the
textbooks and the tests, we can
conclude that teachers are the
Brookes Moscow
A Gloriﬁed Journey
Towards Excellence
24 JULY | 2020

most active ingredients in improving
the knowledge and skills of any
student.
But how do teachers ensure that all
the students are active participants
in the lessons and also of their
surroundings? Here comes the
need for a positive teacher-student
relation. A strong relationship is
central to any learning process.
To understand it better, let us dwell
on the science of learning and
development. When children
experience closeness and
consistency, the body releases
Oxytocin and this hormone has
many positive effects on the
development of the brain. Thus,
when a teacher thinks of building a
relationship with a child, or is being
nice to them, the child has an
experience of attunement and trust
and hence, ensuring responsiveness
to learning from the child.
Such teachers comprehend the
need of being authentic and seek to
understand their students. They
make relationships, wherein
students are free to learn,
irrespective of how many times they
have failed. They shape an
environment that fosters risk-taking
and exploration that drives learning
and thus children are educated to
take risks when necessary and lead
change.
Understanding the same, the
teachers at Brookes Moscow
International School (BMIS) have
cultivated a learning environment of
excellence through a strong
teacher-student relationship where
the students’ development is
anchored on the core pillars of
compassion, humanity, superiority,
and brilliance.
Rethinking Education
The belief, ‘today's learners are
tomorrow's movers and shakers’ has
been central to the philosophy of
Brookes Moscow International
School since its inception in 2018.
Sought to provide world-leading
education, BMIS is an emerging
next-generation IB international
school. Here, students are fostered
to be self-conﬁdent and lifelong
learners.
A member of Brookes Education
Group (BEG), a global family of IB
schools with seven campuses
around the world, values innovation
and welcomes students into its
interconnected educational
network with faculties who bring
learning to life and challenge
students to unlock and discover
their innate potential.
Why Choose BMIS?
This premier education provider has
reﬁned every level of the IB
curriculum, instilling in its students
with curiosity and dedication
needed to make sense of a complex
world. BMIS helps students discover
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their passion, character, and
understand their connection to
others and society. The school also
adopts and promotes creativity, and
builds character to develop
connections by delivering
exceptional educational learning
experiences.
An Interactive Learning Space
We have laid out BMIS’ goal and its
purpose however, there lingers a
question on how does the school
achieve the aforesaid? The school
achieves this by adhering to its
mission statement; striving to use
the environment as a tool and a
canvas for learning and action.
Hence, rather than structuring
classrooms in a traditional lecture,
question and answer format, the
school uses innovative educational
techniques and state-of-the-art
facilities and creates an
environment that fosters creativity,
inquiry, critical thinking, leadership,
and problem-solving skills.
At BMIS, students are at the centre
of a learning process and thus the
faculties here support inquiry-
based learning. It is the only
International Educational
establishments in Moscow & Saint
Petersburg offering the full IB
Programme (PYP, MYP, DP). The
faculties here understand that
children learn better when engaged
and are having fun. Thus, students
are encouraged to take control of
their own learning.
The school’s focus on students
taking control of their own
education includes taking risks that
encourage experiments,
hypothesizing and analysing their
ﬁndings, growing from failures, and
learning again. This way they realize
that they are on the curve of
continuous growth and hence, there
is always scope to learn more. This
way any student builds self-
conﬁdence, leadership skills,
responsibility towards the
community and become lifelong
learners.
What Enables BMIS’s Excellence?
The reason why BMIS achieves its
prime goal of the holistic
development of students is
because of its student-centric
approach. As mentioned above,
students here are at the centre of
the learning process, and focusing
on the below-
mentioned values
helps it offer premium
quality education.
• Valuing children
and respecting
their individuality
• Appreciating and
recognizing the
uniqueness
• Catering to every
child's need
• Encouraging and
embracing
diversity
• Providing a safe and growth-
centric environment
• Familiarizing students that
learning is a lifelong process
Amenities for All and One
We have already established that
BMIS' focus on supporting
ambitious, independent, and
responsible global citizens is what
sets it apart from other IB schools.
Supporting the school in achieving
the same is also its growth-centric
facilities.
These facilities include 2 swimming
pools, martial arts hall, sports hall
with viewing area, ballet studio,
26 JULY | 2020

photography studio, design
technology suites, 3 science
laboratories, IT suites, libraries,
running track, basketball courts,
visual arts studios, performance
hall, music suites, early years
sports hall, kitchens on-site, full
catering, parent cafe, lockable
lockers, iPads and MacBooks for
all pupils, garden area, cookery,
and textile rooms.
The school also has a canteen
that serves food keeping in mind
the dietary, allergy, and religious
needs and provides Safe and
secure school bus service (15+
routes) to meet transportation
needs.
Making History
Despite being a new school,
BMIS is a global study hub that
acknowledges the relevance of
an education that ﬂexes the
needs of this constantly changing
world. Thus, its teaching practices
will break through traditional
techniques and go beyond the
classroom walls into the avenue
of (student's) physical,
intellectual, and social
development. T R
27July | 2020

BuildingCommunityinan
CLASSROOM
ONLINE
Online Education
29July | 2020

W
e all know how important it is to create a
positive community in the classroom. It
leads our students to feel confident and
comprehensive and teaches them empathy and many
other social skills. In a healthy group, students know
that failures are truthful and they work hard to learn
from each other’s mistakes. We work hard to build a
sense of belonging and pride that is generated from our
participation in society from this first day of school. But
how does that work in online teaching? Let’s find out.
All on the same page
If it is the first day of an online class, or whether you
have switched from an old to an online course, schedule
some fun activities to understand one another. This
might be as simple as a wide Zoom meeting, or Google
Hangout, where everyone takes a minute to introduce
themselves. This section is vital for creating a group,
ensuring that your students connect, even it is live in a
video.
Clear Lines of Communication
Students must feel confident contacting teachers and
know the best way to connecting them. If this is a
completely new community of students, teachers can
commence from each student by making telephone
calls. This could be done briefly and via Google
Hangout; the key here is to form a clear communication
line which is transparent from both sides.
Beyond this initial telephone, they can share a platform
for communication; whether it is an e-mail, office times
in open-conference video/call, or via a message board.
Let the students know how they can contact their
teachers and how easily they can expect a response.
When these guidelines are defined, teachers must
adhere to them. Consistency is the key here in building
trust and culture.
Two-Way Communication
Meaningful learning should not rely on stagnant
awareness and the repetition of anticipated answers.
Students are eager to be on a research trip, and while
the tutor of the student can definitely play a role in
enlightening considerations and tools, they will be even
more enthusiastic when they create shared information
that is richer in complexities.
That kind of engagement promotes social and
emotional learning and motivation, which is in addition
to this kind of engaging and informative learning.
Teachers can form their paths and promote risk-taking
and audacity along the way. They can show that they
appreciate the fascinating inputs of each participant.
Team Building Activities
Since these initial experiences don’t stop building your
group. Maintain the energy of normal action. Teachers
can introduce a ‘Student of the Week’ program in which
a different student is exhibited and displayed every
week. Teachers can also seek to give students the
opportunity to share positive news frequently with the
school. Again, teachers must ensure that they promote
positive conversation and ask students to reply with
polite, all the while encouraging words to each other’s
message.
Co-operative Learning Activities
Even in an online environment, teachers can have their
students engage in cooperative learning. It can be
convenient for students to ask each other questions or
for two students to collaborate on a report. Teachers
can also put reading pairs with other readers with
similar skills and promote weekly reviews. A somewhat
more complicated alternative would be to set up study
groups or book clubs that digitally meet to train
themselves for analysis or discuss a popular novel.
Teachers can ensure that students have the ability to
work together and learn from each other while
preparing their own lessons.
Student-Teacher-Parent Interaction
The final step in creating a healthy culture in the
classroom is to include students’ families. Make sure
that they are up-to-date and know how to get in touch
with the educator. Teachers can share this information
by emailing it weekly or by maintaining a platform that
they update every week. Educators can also find it
beneficial to survey the careers, interests, and passions
of students via their parents.
It is often found that a parent has an interest in a topic
and teachers know students are intrigued by it and, as
such, may invite parents to share their interests as
special guests. Parents may also give a lesson on their
professions to elder students or read to a younger child.
Teachers must help them to appreciate their skills and
to see them as a partner in the learning of their child. It
will help create good relationships in the long-term.
It is important for remote learning to build a sense of
belonging and culture. The key thing is to promote a
multi-channel learning environment so that students
don’t feel alone and educators get a clear way of
teaching.
- Anmol Preet Singh
T R
30 JULY | 2020

ALLA PRIMADeveloping Individuals
of Tomorrow
32 JULY | 2020

C
an you name one trait that sets
you apart from others? We are
pretty sure, yes, you can, and
that thing alone can define your
identity. However, this individuality
doesn’t come to us. Yes, some are born
with them but mostly they are nurtured
and built within us via individual
development. It is instilled in us, in our
childhood days, right from the day we
enter a school. A space that speaks
well-being, success, security, and
individual development.
Likewise, we at The Knowledge
Review feel much proud to present a
school which not only understands but
strives to live by the development of
individuals. We bring forth
International School ALLA PRIMA.
Alla Prima commenced its journey on
the 5th of July 1994 as one of the first
private schools in Rostov-on-Don,
Russia. For many who joins it for
learning or teaching, it becomes a
reliable warm home, where one can
enjoy work, rest, holidays, but most
importantly - good traditions. The
school leads the educational sphere
with the mission ‘to create favorable
conditions for the development of
individual abilities of each student,
psychological comfort, and high
creative potential for all types of
activities.’ And at present, it offers a
full range of educational programs
from preschool department (for
children of four-to-five years old),
primary school and secondary
education all the way to high school.
A Four-Pillar Robust Management
Alla Prima soars with the wings built
on the principles of self-management
of the collective and one-person
management. A four-level system that
embraces the Director of the school,
Deputy Directors for Educational
Work, and methodological associations
of teachers and students.
The school Principal provides
professional guidance and contributes
to the school’s success and
development in order to guarantee
quality education for all students. She
aligns the management and
organization of the school with staying
consistent with its goals and directions
of development. Moving forward with
the duties, she also provisions to the
school’s relationship with the outside
community. Instances of such include
other local schools, local departments
of education management, higher
educational institutions, employers,
vocational guidance centers, amongst
others.
Working alongside the school
administration, the Director focuses on
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quality education, standards, and equal opportunities for
everyone. The Director provides a vision of goals, the direction
of development, and management of the school. She is also
responsible for disciplining the field of education for the
effective management, organization, and administration of the
school.
Built for Students
In the beginning, we stated there is one factor that revolves
around the Alla Prima’s center of educational work i.e., child.
At Alla Prima, children hone to maximize their capabilities,
talents, and abilities. Besides the collaboration with parents,
teachers at Alla Prima have only one job; to contribute to every
child’s individual development.
Everything that Alla Prima does is to preserve individuality in
students, help them to become educated, be confident with
dignity, and respect the people around them and the world. As
such, students experience numerous and diverse forms of
academic work, discover their hobbies, have consultations, and
sharpen their art at theater and vocal studios.
The environment itself forms a comfortable psychological
atmosphere. It provides quality education, nutrition, and
medical care. Students learn valuable lessons under optimal
conditions where they satisfy their ambitions. The school’s
atmosphere enables students to witness the adult population
treating them with respect.
Not to mention, there is no hooliganism, no teenagers smoking
and drinking, no school bullying, whatsoever at the school.
Children, both younger and older, learn with joy, knowing there
is no one to humiliate them. On the contrary, they are supported
and helped.
All-in-all, a small number of children in the class, a five-day
school week, five intermediate vacations during the school year,
a variety of extra-curricular forms of communication between
children and adults make Alla Prima a right, modern, and
exciting school.
The Right Curriculum
Alla Prima features an expanded curriculum. It goes from
primary general education (duration of four years), secondary
education (duration of five years), to high school (duration of
two years), as well as additional educational programs for
adaptation of young children to school life. It develops courses
for preschool children and preparation of high school students
for unified state exams. Furthermore, Alla Prima implements
adapted educational programs for children with disabilities.
34 JULY | 2020

In elementary school, students learn via in-depth aesthetic
education where English is taught from the first grade, and
they do vocals, draw, and perform on stage.
Later, in middle school, the emphasis is shifted on a lot of
research, design work. Without extinguishing students’
interests, it keeps their curiosity alive and assists them in
choosing their relevant interests in the future.
In high school, students onset on their educational route,
depending on their desired career choice.
As an accredited school, Alla Prima complies with all
school standards and breaks only to expand them.
Going the Extra Mile
With the curriculum mentioned above, students get to spend
a full day, complete homework, attend training courses,
develop classes in drawing, painting, choreography, music,
and sports amongst others.
In addition to the basic studies, high school students obtain
the opportunity to attend intensive courses in diverse
subjects. While selecting, they can focus on the study of
several foreign languages (English, French, Spanish),
master the Russian language, mathematics, natural and
social sciences.
On the other hand, in the children’s center, classes take
place for children of four-to-six years old, focused on the
full development of the child and successful admission to
the preparatory class.
All the courses at Alla Prima clearly define educational
goals that reflect the specifics of each subject.
Out the School’s Doors
With all the above programs, classes, and features,
graduates come out with qualities such as mobility,
sociability, and independence amongst others. Hence, they
solve problems, make choices and bear the responsibility
towards them, and master new knowledge.
Graduates receive two certificates; a State and a European
certificate on behalf of the quality of education from the
International Education Society, London. As a result,
graduates get the option of following higher studies not just
in Russia but also abroad.
Moving ahead, Alla Prima has a proud list of successful
alumni with exceptional success stories. Many successful
businessmen, doctors, teachers, designers, architects, artists,
and musicians have graduated from the school. All of them
are distinguished by having an open mind, aspiration,
creativity, honest attitude towards businesses and people.
Often times, graduates come to revisit the school and the
teachers to share their experience with students via talks or
interviews for the school newspaper. The school is most
proud of those graduates who live in Rostov-on-Don and
have brought back their children to the school for their
studies. This trust reflects the quality of the education they
have received and how they want it to continue with future
generations.
A Tailor-Made Future
Retaining the said individuality to the core, Alla Prima will
keep the school at the achieved level of quality of
education. For the forthcoming years, the school plans to
further embrace modern advancements in education to
continue contributing to society. Alla Prima’s plan here is to
educate and prepare young professionals to join the fast-
changing world to advance the progress of humanity.
Visit to know more.https://www.allaprima.ru/
35July | 2020

Teacher-Student
INTERACTIONSINTERACTIONSINTERACTIONS
is the
KEYKEYKEYto
QUALITYQUALITYQUALITY
36 JULY | 2020

Teachers make innumerable real-time
choices every day and facilitate dozens
of interactions with their students.
Although educators throughout the world share
this commonality, they often talk in different
ways about these decisions and interactions.
Teacher-student interaction is the key to building
positive classrooms that work, determining what
teachers expect from students, and what the
students expect from teachers. The interaction
between teacher and student is a two-way road
with pupils are connected to teachers and
teachers to pupils. If a teacher builds on self-
esteem and mutual respect in the classroom, the
teachers develop positive relationships with
students in their classrooms.
Class Organization
A class outlines ten teaching dimensions related
to student performance and social development.
Each of the ten dimensions belongs to three
broad categories: emotional support, organizing
classes, and support in training.
The first, emotional support, is intended to assist
children to build loving relationships, to
appreciate and to encourage them to learn, to
feel confident in class and to experience a
degree of autonomy or independence.
The source of emotional support is:
Positive environment; The emotional
interaction among teachers and students,
alongside the nature of the relationships between
the peers.
Negative environment; Negativity of students
and/or teachers in the classroom, for example,
wrath, hostility and aggression; responsiveness
to the response of instructors to the students’
academic needs.
Sensitivity for instructors; Response to
academic and emotional needs of students.
Teacher’s perspective of the students; To the
degree of emphasis on student’s interests,
motivations, and points of view in the teacher
interactions with students and in school
activities.
Quality Education
37July | 2020

Classroom organization
Classroom organization refers to ways that teachers help
children develop their own behavioral skills, learn the most
each day, and keep an eye on learning, including:
Management of conduct; How well teachers monitor,
prevent, and redirect misconduct.
Productivity; How well a school works in terms of
routines, how well students understand routines and the
level of activities and guidelines provided by teachers so
that maximum time can be spent in learning.
Learning formats; How teachers engage students and
facilitate activities to maximize learning opportunities.
Training support
Training support concerns ways of effectively supporting
the cognitive development and linguistic growth of students
by teachers, including:
Conceptual development; How teachers use educational
discussions and activities to promote students’ skills and
knowledge as opposed to a focus on rote instruction.
Feedback quality; How teachers increase participation and
learning through student feedback.
Modeling of language; The extent to which teachers
promote the use of language by students.
Teacher-Student Interactions
The interaction between students and teachers can be
summed up in:
Children interacting individually with teachers: Pupils in
the same classroom learn differently and predict just how
well they will adapt to the schools in their individual
attitudes. The positive feeling towards teachers among
young children tends to improve academic and social
performance and children are more successful in their
classroom tasks and activities. There are many ways
through which teachers can unlock and build upon the
specific features and behaviors of children in order to
promote their success.
Content of instructional interactions: Well-organized
instructional content can help teachers to interact with their
students more efficiently. In contrast to rote learning,
teachers can help, for example, to develop child thinking
and analytical skills for a problem or project-based
activities. This kind of training can take place in the
traditional academic arenas as well as in-direct social,
emotional, and self-regulatory skills.
Teacher capabilities: Teachers can interact with children
with certain personal capabilities. The quality of classroom
interactions has been improved by two capabilities. They
are the ability of teachers to follow children’s indications
and to regulate their own emotions and stress. A better
understanding of these skills would help prepare and
develop teachers.
Leads Path to Quality Measurement
The quality of the program is often determined by structural
qualities, such as school day length, class size, and
qualifications for personnel. For example, research has
shown that class sizes above 20 are associated with poorer
child outcomes.
Sharing equipment from the playground to maintaining
hygiene to the interactions between staff, children, and
parents also generally measure quality through observation
of different aspects.
The research-based evidence clearly promotes quality
definition in terms of teacher interaction between children’s
classrooms instead of combining many types of features.
Unique Effects on Learning and Development
Different studies examined the various quality indicators,
including structural elements, physically-based
characteristics and teacher and peer interactions. These
studies reiterated the fact that children that interact with
teachers gain in a unique and positive manner.
According to a study of more than 1,000 children, children
whose lessons were more supportive and well managed
showed a greater degree of social skills and fewer behavior
problems. Another showed that interactions with teachers
that foster language and cognition enhance the academic
achievement of children.
Leaving behind the academic success, knowing your
students can improve behavior management in the
classroom. Teachers who work with students as a mentor
are more likely to develop behavior with social adequacy. If
their teachers treat struggling students as bad or
unintelligent, they are unlikely to change. However, these
students are more than growing when teachers strive to care
and help them.
38 JULY | 2020
- Anmol Preet Singh

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