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Philosophy and Mission of Moscow School No. 45

The philosophy and mission of Moscow school 45


Using humanistic pedagogical philosophy by means of modern educational technologies, Moscow School 45 aims at providing the conditions which are necessary for:


  • Developing intellectual and ethical qualities which are historically inherent in the intelligentsia

  • Students perceiving themselves as part of local and global communities and organizing student activity based on multiculturalism, international mindedness and responsible citizenship

  • Understanding the necessity of integration and cooperation of humankind based on humanity, respect to different cultures and points of view

  • Developing individual abilities and individuality as a whole of each student, and respecting their freedom and rights

  • Forming a student’s personal system of values that will be reflected in their actions

  • Fostering responsiveness, compassion and social responsibility

  • Fostering critical and reflective thinking and self-management skills

  • Developing creativity

  • The productive interaction of students with other people and their communication based on mutual respect

  • Fostering the desire and ability for life-long learning

  • Establishing links between academic activity and real life as well as interdisciplinary links  

  • Creating an education system that prepares students for continuing their education after leaving school


In the process of forming and developing its philosophy, Moscow school 45 relies on the accumulated achievements of modern philosophies of education (national and foreign), which develop the understanding of the purpose of education and consider the methods of achieving educational aims.


In accordance with these achievements Moscow School 45 sees education as a goal-oriented developing process which results in forming a person, developing their integral human qualities and abilities which (the abilities, not knowledge acquired in the process of learning itself) allow a person to form a proactive attitude towards culture, their own development and their own life.


Moscow School 45 defines a proactive attitude as a system of an individual’s attitudes to the world, other people and themselves that allows an individual consciously, responsibly, and freely to build their life in a world of people and nature, make vital choices and take action, the main criterion of which is conscience. Thus, the Mission of the School is defined as Developing Socially Responsible Individuals with a proactive attitude as an integral quality of an educated person. The School considers creating conditions in which every child can form a proactive attitude to be the key pedagogical goal.


The School regards the school graduate profile as the result of education which ensures the formation of a student’s proactive attitude.  The School graduate profile is a set of key educational competences, personal qualities and values of a school graduate.


This School graduate profile includes three groups of attributes:

  • disciplinary and interdisciplinary knowledge that provides an informational and cultural basis of high quality for further learning and socialization. The exact volume of this knowledge is prescribed by Federal State Educational Standard and School standards (as part of the National Curriculum provided by the School)

  • Transdisciplinary (ATL) skills that provide the sustainable basis for professional self-actualization and independent solving of various life issues; according to Federal State Educational Standard there are cognitive, communicative and regulative skills which correspond to the groups of transdisciplinary skills in the IB programmes (thinking, research, communication, social, self-management)

  • personal qualities and values that are the basis for an individual to make their own choices and actions in life, and for an individual’s self-determination in cultural and historical contexts


The School graduate profile corresponds to the IB learner profile that reflects the International Baccalaureate philosophy and includes the following qualities:













The School supports and develops an education system built on the principles and technologies of the International Baccalaureate alongside the necessary elements of a Russian accredited and licensed school.

These principles and technologies include:

  • Organizing teaching and learning process on the basis of an inquiry cycle, regarding an inquiry (searching answers to questions through different kinds of activities) as an essential element of teaching and learning.

  • Considering subject content in contexts that link content with real life, which stimulates motivation.

  • Shifting an emphasis from acquisition of factual information to concept-based learning

  • Organizing interdisciplinary research, aimed at forming new interdisciplinary understanding

  • Criteria-related assessment, understanding the special role of assessment in teaching and learning and using different assessment tools

  • Using strategies of differentiation and individualization of teaching and learning

  • Organizing a system of planning and development of transdisciplinary (ATL) skills through appropriate kinds of activities, ensuring the development of collaboration, communication, critical and creative thinking, reflection and self-management.

  • Organizing activities aimed at the development of social responsibility and projects


Learner Profile for Students1


They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.


They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines.


They exercise initiative in applying thinking skills critically and creatively to recognise and approach complex problems, and make reasoned, ethical decisions.


They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.


They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.


They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.


They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.


They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.


They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.


They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.