Global Transfer Program

Global Transfer Program Premier Global School Network

Global Transfer Program

Global Transfer Program

Who are we?

B

rookes Education Group is a global network of schools connected through a common philosophy - inclusive, creative and personalized learning. Our guiding pillars enable young people to become caring and compassionate advocates for themselves and the world they live in. Students are supported in a caring environment and given opportunities to learn about themselves and take actions in areas in which they are passionate to unlock their potential.

Brookes Education Group has a globally connected network of schools located in culturally unique places around the world: USA, Canada, UK, South Korea, Russia, India, and soon-to-be the Ukraine. We celebrate multicultural communities and diverse backgrounds understanding and accepting cultural differences that is of the utmost importance in communicating effectively in the 21st century.

Our teaching faculty lend international expertise through experience and sharing their heritage. Our teachers inspire and teach students about global issues by connecting ideas and stories both locally and abroad. Our goal is to strive to use our unique school locations and environments as a tool and a canvas for learning and action.

With a wide range of schools in major cities, Brookes has a home for every child.

At the heart of each school and every Brookes educator are the three pillars that inspire and guide our work:

At Brookes, we understand every child is different, and we personalize learning and place students into programs suited to their academic needs and language requirements.

• Developing Character in young people through challenges; • Connecting with our local and global communities; • Being Creative in looking at old problems in new ways and embracing a fast changing and unpredictable future.

Our global network offers a range of curriculums including the International Baccalaureate Diploma Programme (IBDP), Advanced Placement, GCSE program, and provincial curriculums guiding students to top-tier universities around the world.

Global Transfer Program

Distance Learning

I

nternational schools worldwide continue to feel the effects of Covid-19 and global education is actively finding solutions to navigate and adapt teaching and learning.

Brookes Education Group has developed a program which aims to bridge the gap for those students who have been displaced during the pandemic and wish to further their education with a leading global network of schools.

WHO CAN TAKE THE COURSE?

Classes Offered Online Brookes Education Group offers all courses in both SL or HL. Students are able to select course level in their second year.

GROUPS

SUBJECTS

1

English Literature, Chinese Literature

2

English B, French B, French ab initio

3

Business Management, Economics

4

Chemistry, Biology, Physics

5

Mathematics: analysis and approaches, Mathematics: application and interpretation

6

Visual Arts or another class from Groups 3 or 4

Grade 11 students who wish to start an International Baccalaureate, BC Dogwood or US High School diploma program from their home country and are willing to transfer to one of the Brookes Schools around the world for their grade 12 year. All students will be taught the IB DP and given equivalency to US or Cambridge systems.

WHAT IS THE INTERNATIONAL BACCALAUREATE (IB)?

The IB was founded in 1968 to create a better world through education. The IB offers an education for students from age 3 to 19, comprising of four programmes that focus on teaching students to think critically and independently and inquire with care and logic. Each of the almost 5,000 IB World Schools, in over 150 countries around the world adhere to rigorous standards and practices. For more information visit www.ibo.org.

WHAT ARE THE COURSE REQUIREMENTS TO EARN THE IB DIPLOMA? � All DP requirements must be met to complete the programme � Students will choose 6 classes (3 HL and 3 SL) � Students will be required to complete the DP Core (Theory of Knowledge; Extended Essay; Creativity, Activity and Service)

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Global Transfer Program

Global Transfer Program

Academic Program

T

he courses delivered by Brookes will be a blended delivery model, mostly asynchronous. Lessons are predominantly in multimedia presentation objects that are delivered through the ManageBac Learning Management System.

Students Can Expect To meet for approximately 2-hours per day in subject groups, for a total of approximately 7-hours per week To meet online with their Extended Essay (EE), Creativity, Activity, Service (CAS), and IB Diploma Programme Coordinator 1-2 hours weekly

To spend approximately 1-hour of preparation for live contact meetings per subject, for a total of 7-hours per week

To spend approximately 3-4 hours dedicated to reading for online lessons, work assignments and projects for a total of approximately 28-hours per week per subject.

To be responsible for dedicating 1-2 hours each day to a self-directed CAS activity three times a week.

Total hours per week: Approximately 37 hours

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Global Transfer Program

Sample Timetable

Sample Timetable

Week 1

Week 2

Field of Study: Science Courses follow a two-week rotation.

Courses French B Biology English Literature

Chemistry Mathematics Analysis and Approaches Economics

Monday

Tuesday

Wednesday

Thursday

Preparation for live class

Preparation for live class

Preparation for live class

Preparation for live class

(1hr)

(1hr)

(1hr)

Asynchronous learning materials will be uploaded to our learning management system, ManageBac.

Theory of Knowledge (TOK) CAS Extended Essay (EE)

(1hr)

Friday

Monday

Tuesday

Wednesday

Thursday

Extended Essay

Preparation for live class

Preparation for live class

Preparation for live class

Meeting: Extended Essay and CAS Supervisor

(1hr)

(1hr)

(1hr)

(1hr)

Friday

BLOCK 2

(1hr)

Work and Assignments

Work and Assignments

Work and Assignments

Work and Assignments

Self-Directed CAS Activity

Self-Directed CAS Activity

Self-Directed CAS Activity

Preparation for live class

Preparation for live class

Preparation for live class

(2hrs)

(1hr)

(1hr)

BLOCK 3

(1hr)

Theory of Knowledge

English Literature

Mathematics (1hr)

Work and Assignments (2hrs)

(2hrs)

(1hr)

(1hr)

Economics (1hr)

Work and Assignments (2hrs)

(2hrs)

(1hr)

Meeting: Extended Essay and CAS Supervisor

(1hr)

Work and Assignments (2hrs)

Work and Assignments (2hrs)

Biology

Mathematics

Work and Assignments

Work and Assignments

Work and Assignments

Self-Directed CAS Activity

Self-Directed CAS Activity

Self-Directed CAS Activity

Preparation for live class

Preparation for live class

Preparation for live class

Preparation for live class

English B

Chemistry

English Literature (1hr)

Theory of Knowledge

Work and Assignments

Work and Assignments

(1hr)

(1hr)

(1hr)

(2hrs)

Biology

Economics

(2hrs)

(2hrs)

(1hr)

(1hr)

BLOCK 1

(1hr)

French B

BLOCK 2

Chemistry

BLOCK 3

BLOCK 1

(2hrs)

(1hr)

Work and Assignments (2hrs)

(1hr)

(2hrs)

(1hr)

(1hr)

(1hr)

Work and Assignments (2hrs)

(1hr)

(2hrs)

(1hr)

(1hr)

(2hrs)

(1hr)

(1hr)

(2hrs)

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Global Transfer Program

Global Transfer Program

Field of Study Tracks Entrance into a

Entrance into a

Entrance into a

General University Entrance

STEM Program

Health Sciences Program

Social Sciences Program

(dependent on mother tongue language)

(physics, chemistry, biology, mathematics, engineering)

(nursing, medical disciplines)

(anthropology, psychology, sociology)

One of the following:

One of the following:

One of the following:

One of the following:

English Literature Chinese Literature Self-taught Mother Tongue Literature

English Literature Chinese Literature Self-taught Mother Tongue Literature

English Literature Chinese Literature Self-taught Mother Tongue Literature

English Literature Chinese Literature Self-taught Mother Tongue Literature

One of the following:

One of the following:

One of the following:

One of the following:

Language Acquisition

French B French ab initio English B

French B French ab initio English B

French B French ab initio English B

French B French ab initio English B

Individuals and Societies

History

Business Management

Economics

Business Management

Sciences

Biology

Physics

Biology

Biology

Mathematics

Applications and interpretation SL

Analysis and approaches

Analysis and approaches

Analysis and approaches

Arts

Visual Arts

Chemistry

Chemistry

History or Psychology (through an

Theory of Knowledge; Extended Essay; Creativity, Activity and Service

Theory of Knowledge; Extended Essay; Creativity, Activity and Service

Theory of Knowledge; Extended Essay; Creativity, Activity and Service

Theory of Knowledge; Extended Essay; Creativity, Activity and Service

Course Group

Course Selection

Language and Literature

I

nitially, students will have a meeting with the DP Coordinator and University College Counsellor to discuss course selection and direction for their post-secondary studies. We request students research and explore career pathways and universities prior to meeting with our Brookes mentors to better prepare and understand their options and possible future endeavours.

Each University is different in terms of entry requirements. Most outline general requirements across all programs and schools. For those universities, a standard IB group of subjects will meet the admissions requirements. Depending on the University, specialized degrees, for example Medicine or Engineering, require specific courses upon Admissions.

Engineering Two sciences and a minimal Mathematics level (Mathematics: Applications and Interpretation HL, Mathematics: Analysis and Approaches SL or HL)

Medicine

Architecture

2 sciences and a Mathematics HL (Chemistry HL, Biology HL, Physics HL)

Visual Arts course

(or second Science or I & S)

IB Core Areas

Understanding and outlining the specific subject requirements prior to entering Year 1 and Year 2 of the IB DP will be invaluable for student success. The Brookes IB DP Coordinator and University College Counsellor will work with students to guide them through the decision making process.

external provider)

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Global Transfer Program

Description of Courses

uses economic theories, models and key concepts to examine the ways in which these choices are made: at the level of producers and consumers in individual markets (microeconomics); at the level of the government and the national economy (macroeconomics); and at an international level, where countries are becoming increasingly interdependent (the global economy).

The DP economics course allows students to explore these models, theories and key concepts, and apply them, using empirical data, through the examination of six real-world issues. Through their own inquiry, students will be able to appreciate both the values and limitations of economic models in explaining real-world economic behaviour and outcomes. By focusing on the six real-world issues through the nine key concepts (scarcity, choice, efficiency, equity, economic well-being, sustainability, change, interdependence and intervention), students of the economics course will develop the knowledge, skills, values and attitudes that will encourage them to act responsibly as global citizens.

Group 4 Group 1 English Literature and Chinese Literature English Literature and Chinese Literature aims at exploring the various manifestations of literature as a particularly powerful mode of writing across cultures and throughout history. The course aims at developing an understanding of factors that contribute to the production and reception of literature—the creativity of writers and readers, the nature of their interaction with their respective contexts and with literary tradition, the ways in which language can give rise to meaning and/or effect, and the performative and transformative potential of literary creation and response.

Through close analysis of a range of literary texts in a number of literary forms and from different times and places, students will consider their own interpretations as well as the critical perspectives of others, to explore how such positions are shaped by cultural belief systems and to negotiate meanings for texts.

Group 2 English B, French B and French ab initio English B, French B and French ab initio are language acquisition courses designed for students with some previous experience of the target language. Students further

develop their ability to communicate through the study of language, themes and texts. There are five prescribed themes: identities, experiences, human ingenuity, social organization and sharing the planet.

Group 3 Business Management The course covers the key characteristics of business organization and environment, and the business functions of human resource management, finance and accounts, marketing and operations management. Links between the topics are central to the course. Through the exploration of six underpinning concepts (change, culture, ethics, globalization, innovation and strategy), the course allows students to develop a holistic understanding of today’s complex and dynamic business environment. The conceptual learning is firmly anchored in business management theories, tools and techniques and placed in the context of real-world examples and case studies.

Economics Economics is an exciting, dynamic subject that allows students to develop an understanding of the complexities and interdependence of economic activities in a rapidly changing world. At the heart of economic theory is the problem of scarcity. Owing to scarcity, choices have to be made. The economics course, at both SL and HL,

Chemistry Chemistry is an experimental science that combines academic study with the acquisition of practical and investigational skills. Chemical principles underpin both the physical environment in which we live and all biological systems.

Chemistry is often a prerequisite for many other courses in higher education, such as medicine, biological science and environmental science.

Biology Biology is the study of life. The vast diversity of species makes biology both an endless source of fascination and a considerable challenge. Biologists attempt to understand the living world at all levels from the micro to the macro using many different approaches and techniques. Biology is still a young science and great progress is expected in the 21st century. This progress is important at a time of growing pressure on the human population and the environment.

Physics Physics is the most fundamental of the experimental sciences, as it seeks to explain the universe itself, from the very smallest particles to the vast distances between galaxies. Despite the exciting and extraordinary development of ideas throughout the history of physics, observations remain essential to the very core of the subject. Models are developed to try to understand observations, and these themselves can become theories that attempt to explain the observations.

Group 5 Mathematics: analysis and approaches The IB DP Mathematics: analysis and approaches course recognizes the need for analytical expertise in a world where innovation is increasingly dependent on a deep understanding of mathematics. The focus is on developing important mathematical concepts in a comprehensible, coherent and rigorous way, achieved by a carefully balanced approach. Students are encouraged to apply their mathematical knowledge to solve abstract problems as well as those set in a variety of meaningful contexts. Mathematics: analysis and approaches have a strong emphasis on the ability to construct, communicate and justify correct mathematical arguments. Students should expect to develop insight into mathematical form and structure and should be intellectually equipped to appreciate the links between concepts in different topic areas.

Mathematics: applications and interpretation The IB DP Mathematics: applications and interpretation course recognize the increasing role that mathematics and technology play in a diverse range of fields in a data-rich world. As such, it emphasizes the meaning of mathematics in context by focusing on topics that are often used as applications or in mathematical modelling.

To give this understanding a firm base, this course includes topics that are traditionally part of a pre-university mathematics course such as calculus and statistics. Students are encouraged to solve real-world problems, construct and communicate this mathematically and interpret the conclusions or generalizations.

Group 6 Visual Arts The IB Diploma Programme visual arts course encourages students to challenge their own creative and cultural expectations and boundaries. It is a thought-provoking course in which students develop analytical skills in problem-solving and divergent thinking while working towards technical proficiency and confidence as art-makers. In addition to exploring and comparing visual arts from different perspectives and in different contexts, students are expected to engage in, experiment with and critically reflect upon a wide range of contemporary practices and media.

The course is designed for students who want to go on to the further study of visual arts in higher education as well as for those who are seeking lifelong enrichment through visual arts.

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Global Transfer Program

Global Transfer Program

Creativity, Activity, Service (CAS) CAS promotes the importance of leading a balanced lifestyle. The goal of CAS is to develop skills such as collaboration, problem solving, leadership and decision making, while also having a positive impact in local and global communities. Students are required to be involved in service projects, physical activity and areas in which they can apply a creative mindset.

Practical Components

T

he IB DP has a number of courses and programme areas that require practical, hands-on involvement. Of course, the sciences have a significant practical component. CAS is also a very practically focused part of the DP. Students have wide latitude in how they complete their CAS requirements and they will be guided along the way by a supervisor.

The science courses have prescribed practicals (i.e., experiments) as part of the course. Some of those practicals will be completed through online simulations. Many very good, online science simulations are available. The teacher will include these simulations in the course content along the way. The remainder of the practicals will be completed throughout Year Two, after you arrive at your transfer school. Expect to arrive a week or two early in August to catch up on these practical assignments.

General Course Work Depending on the course, students will engage in online learning and assignments through a multitude of ways; • Powerpoint presentations • Videos

Each student will be allocated an Advisor from the Brookes faculty. Students will meet their Advisor weekly, online. The role of the Advisor will be to monitor and support students throughout their CAS experience. The program itself is student-led. Their role is to initiate and complete the requirements with the guidance of their Advisor. Students will be required to complete weekly reflection and record evidence on ManageBac. Extended Essay (EE) The Extended Essay is a 4000-word research paper that is started in the first year of the programme and completed in September-October of the second year.

It is expected that students will complete a significant portion of the Extended Essay during the summer between year 1 and 2. Students will attend classes to support the development of their research questions, researching and developing the skills necessary to complete the writing process.

Three-phases of the EE: Phase 1: Research Skills Student Advisors will give background skills and material on research and provide guidance on writing a formal, academic report. Advisors will begin discussions regarding courses and choice of topic for the EE. This background learning will run weekly for approximately 5 months.

Phase 2: Research Phase

Phase 3: Writing Phase

Students will receive a timeline of deadlines for component submissions to follow. Each student must find sources that are relevant to their topic, annotate the sources while keeping a list of APA style citations for each source, and begin to outline their essay.

The Writing Phase will begin in the summer between Year 1 and Year 2. We recommend students have a completed first draft moving into Year 2. The final writing and editing will be completed at the beginning of Year 2.

• Written papers and articles

Weekly discussion will range from online instruction to online discussions based on material prepared and assigned to students through the week. Some courses may require break out meetings and discussions - these will be subject to course work.

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Global Transfer Program

"The whole process of online learning has helped improve my time management skills; it was beneficial to me as I also need to be more independent at this stage of my schooling."

Ranyee Mak

IB DP YEAR 1, HONG KONG

”

"Taking an IB DP Course through online learning was a bit challenging at first, because of the different time zones, however, all of my teachers were really supportive and offered their help all day long. Having the flexibility to better organize my schedule for homework and study time was strongly beneficial."

Andrea Ita Solorzano IB DP YEAR 1, MEXICO

”

“My teachers [at Brookes Westshore] were very supportive and understanding during our transition from in-class learning to our digital classroom. Throughout my experience, I strengthened my self-management skills and I feel fully prepared to undertake online learning in the future and be successful. Although I missed interacting with friends, our Brookes teachers creatively developed community activities to ensure we remained connected and social.”

Isaac

IB DP YEAR 1, CANADA

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Global Transfer Program

How many hours per subject are required to receive an IB diploma?

All Standard Level classes are 150 hours over two years.

All Higher Level classes are 240 hours over two years.

If I complete my first year of distance learning successfully, can I go to a Brookes School in my second year?

Yes, all successful candidates will receive priority placement at Brookes Schools.

Which Brookes Schools Offer the Second Year IB Diploma Programmes?

Brookes Westshore, Brookes Moscow and Dwight School Seoul offer IB Diplomas.

What are the enrollment requirements to attend the second year of the IB Diploma Programme at a Brookes School?

Will my credits transfer to a national High School Diploma?

• Must have successfully completed the DP Year 1 online programme.

• Interview with Admissions, Vice Principal for Academics and DP Coordinator.

Following Year 1, students have the option to transfer to a Brookes school of choice.

• Provide a copy of the most recent school reports for the previous academic year.

The subject credits received in Year 1 will add to the receipt of a national high school diploma of any given country if students meet all requirements.

• Proficiency in English.

• Current works that are in progress or completed: (to be verified by DP Coordinator) � Internal Assessments (IA’s) � Theory of Knowledge Essay or Presentation � CAS outcomes and/or CAS project � Extended Essay

• Brookes will request a reference form to be completed by the appropriate member of staff at student’s previous school. This will focus on attitude, behaviour and work rate.

What is the Residential Course?

Each year, students will take part in a Residential Course. This will be a week-long program in which Brookes teachers will visit online learning students in-country. The week will commence with an introduction to Brookes and welcome dinner with families. Students will then engage in face-to-face instruction, and practical components.

Which school offers the US Diploma?

Valley International Academy offers the US Diploma and the AP Certificates.

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Brookes Westshore Victoria, Canada

Brookes Westshore is an independent day and boarding IB World School in Victoria, Canada. The 300-pupil capacity school welcomes local and international students from ages 9 to 18 to its campus and celebrates students from over 21 different nationalities. www.westshore.brookes.org

Brookes Moscow Moscow, Russia

A modern campus, housing state-of-the-art facilities, Brookes Moscow is located in the historic center of the city. The 800-pupil capacity school welcomes local and international students from ages 2 to 18 to its campus and will offer the chance to study for the International Baccalaureate programme. www.moscow.brookes.org

Valley International Academy Silicon Valley, California VIA is an international day and boarding school in Silicon Valley, California providing the Advanced Placement (AP) and College Preparatory curriculum to ages 14-19 in a safe, supported, and personalized learning environment by expert faculty. www.valleyacademy.brookes.org

Dwight School Seoul Seoul, South Korea Located in Digital Media City, the heart of Seoul’s capital of innovation and technology, Dwight School Seoul is an IB continuum school fully authorized across the PYP, MYP and DP. The 540-pupil capacity school welcomes local and international students from ages 2-19 to its campus and offers a culturally-rich experience. www.dwight.or.kr

Global Transfer Program

Submit an Application What are the steps to submit an application?

1

COMPLETE ONLINE APPLICATION

www.brookesmoscow.openapply.com 2

DOCUMENTS

Upload or send supporting documents A. Passport copies B. Transcripts for past two years C. Two reference forms

3

ASSESSMENT

› Online English assessment › Admissions interview

4

ENROLLMENT

› Offer of admission and invoice for payment

How much does the online course cost?

Registration fee (non-refundable) 2,000 CAD Online fees are $20,000 CAD for one year

Where do I apply?

All applications go through Brookes Moscow Open Apply: www.brookesmoscow.openapply.com Inquiries: info@brookes.org

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Global Transfer Program

Who are the teachers?

Gary Ward Gary Ward, MSc., MBA has been an educator for over 30 years. He began teaching at university while still an undergraduate and transitioned to secondary education after his Master’s degree in Physics. Gary has taught some combination of Physics, Mathematics, General Science and Outdoor Education for most of that time, adding Business Management and Theory of Knowledge in the last several years. Gary has taught in the US, the UK and in Canada throughout his career.

After serving as Principal for seven years at an independent school in Duncan, British Columbia, Gary joined Brookes and the International Baccalaureate in 2017, taking on a role as CAS coordination followed by Diploma Programme Coordinator in 2019. As a certified hiking and sea kayaking guide, he is busy during the summer leading people on wilderness adventures.

Shawn Jones Shawn Jones grew up in the Canadian Prairies, West of Edmonton where he earned a Bachelor of Education degree in Secondary English from the University of Alberta. He moved to Victoria in 2018 and has been with Brookes since the opening of the Westshore campus. Shawn strives to create a caring classroom environment built on mutual respect where students can take risks and grow as learners.

Eric MacKnight Eric MacKnight was born and raised in Southern California and began his college career at the University of California, Santa Cruz. After moving to Oregon in 1977 and finishing his undergraduate degree, he taught at a public high school in Salem for six years beginning in 1980. In addition to teaching World Literature & Philosophy, Advanced Placement English, and other English courses, he was Yearbook Advisor for five years. In 1990 he completed his Master’s degree in Liberal Studies at St. John’s College (Santa Fe and Annapolis), the “Great Books” school. He currently teaches History, English and Theory of Knowledge at Brookes Westshore. Eric MacKnight has two grown children, Rachel and Sean, both graduates of McGill University in Montreal.

Since returning to North America in 2015 he has resumed playing the drums, has begun losing his Chinese, and is trying occasionally to improve his French. He is happier than he could ever express to be living in Victoria and working at Brookes Westshore!

Dr. Rui Li Rui Li has taught in high schools and universities in Victoria, Calgary, and Shanghai (where she was born and raised) since 2011. Rui has a Doctor of Philosophy (PhD) Degree in Science from the University of Calgary and a Bachelor’s Degree in Education (with distinction) from the University of Victoria.

Rui strives to recognize students’ diverse backgrounds and needs to support each individuals growth by creating a positive learning environment and including various learning activities. Rui believes learning is a lifelong process; she aims to teach students transferrable skills through knowledge application and self-reflection on learning.

Rui is proud to be part of the Brookes family, currently teaching DP Chemistry, MYP Year 5 Science, and coordinating the MYP and Personal Project. In her free time, Rui is a life explorer, who enjoys traveling, being outdoors and meeting different people.

Students in his classes can expect to become proficient writers and storytellers. He loves to explore Vancouver Island, and often takes his students down to Charlie’s Trail for writing workshops. Outside of the classroom, he hosts a regular open mic night where students and staff sing and perform together.

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Global Transfer Program

Eva Campbell Eva Campbell was born in Ghana to a Ghanaian mother and Barbadian father. She is currently a citizen of Canada where she has lived since 1992. She holds an MFA from University of Victoria and MA from the University of Science and Technology in Ghana. She taught Visual Art and Art History at the University of Victoria. She was the IB Visual Art teacher at Lester B. Pearson College of the Pacific, UWC, from 2011 until 2019.

She currently teaches DP and MYP Visual Arts at Brookes Westshore. She is also a practicing artist and illustrator of children’s books such as the award-winning “The Matatu” by Eric Walters and “Africville” by Shauntay Grant which won the Lieutenant Governor of Nova Scotia Masterworks Award in 2019 and a Governor General’s Nomination in 2018. Her teaching philosophy is to inspire her students to be caring and knowledgeable people who like to challenge their creativity and grow their potential in the arts. As a teacher at Brookes, she appreciates the cultural diversity of the students and staff and the strong sense of community.

Fun fact: Eva likes Victoria because it is beautiful town by the sea, which reminds her of growing up in Barbados by the beach.

Peter Gardner Peter Gardner completed a BA from the University of Victoria, an MA from Queen’s University and a PhD from the University of British Columbia, all in Economics. He worked in the financial markets in Toronto and Vancouver for several years .After teaching at the University of British Columbia (1 year), the University of Calgary (4 years), the University of PEI (3 years) and Okanagan College (2 years), he joined the British Columbia government where he worked for 4 years as a Senior Manager in Resource Management and Economic Development. Peter then returned to the academic world and taught at Royal Roads Military College for 4 years before joining the faculty at Pearson College where he taught IB Economics and Mathematics SL and Studies for 17 years.

This included 2 years helping to start a new United World College in Mostar, Bosnia where, in addition to teaching Economics, he was the Pastoral Coordinator and the University Guidance Counsellor for two years. Peter supervised the sailing program for 5 years at Pearson College, and started and ran several services and activities where students learnt how to work with the elderly and with mentally and physically challenged youth. For several years he taught leadership skills to help students learn how to resolve conflicts and how to build sustainable development projects in communities around the world. From 2011 to 2012, Peter was on the startup team for a new IB school in Calcutta. In addition to teaching IB Economics and IB Mathematics SL, he was the Pastoral Coordinator and the University Guidance Counsellor.

From 2013 to 2015, Peter taught IB Economics and IB Business & Management at Dwight School Shawnigan Lake.

He also helped to establish the University Guidance Counselling service at Dwight. He returned to Pearson College in 2018 for a one year leave replacement as an Economics teacher. In 2019, he joined Brookes Westshore where he continues to teach IB Economics.

Rick Lewis Rick Lewis is the Academic Dean of Brookes Moscow & Brookes St Petersburg, an IB World school. Rick has been involved with the IB Diploma Programme (DP) since 2005 and has worked in the United States, South Korea, Switzerland, the Bahamas, and now Russia.

He has worked as a teacher as well as DP Coordinator and is an IB Examiner for DP History and the Extended Essay. Rick has a Master's Degree in Educational Leadership and in his current role, he coordinates all curriculum from pre-nursery to Year 13 across Brookes Moscow and Brookes St Petersburg.

Jorge Hernandez Originally from Cuba, Jorge Hernandez earned his Bachelor of Mathematics and Computer Science as well as Master of Education Science.

He was a Mathematics and Computer Science professor for 12 years at the University in Cuba. Mr. Hernandez has over two decades of experience teaching Mathematics. He has taught both struggling students and gifted students from grades 10 to 12 including Advanced Placement Calculus and Statistics as well as the International Baccalaureate at standard level and higher level.

He is always looking for the best methodological method to obtain good results in his teaching. He also likes cooking good food, loves playing baseball and making friends.

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Global Transfer Program

Oliver Squires

Amy Johnson

Dr. Oliver Squires is currently living in Melbourne, Australia and is looking forward to relocating to Moscow in the near future. He completed his PhD (Chemistry) from the University of Queensland where he researched and designed various novel cancer MRI imaging diagnostic agents while working with various research hospitals and institutes in Australia, the UK and the USA. He has also completed his teaching diploma and applied science degree from the Queensland University of Technology, also based in Brisbane. Since the recent COVID-19 shut down in Australia, he has enrolled in a graduate course at the Harvard Graduate School of Education.

Amy Johnson was born and raised in northern New Jersey, United States. She earned her Bachelor’s Degree in Psychology and Criminology/Criminal Justice at the University of Maryland and continued on at the University of Maryland to get her Master’s in Education, with a specialisation in teaching English as a Second Language (ESOL). She taught as an ESOL teacher for two years in the United States, and she moved to Moscow in 2018, where she has since taught in an IB setting, teaching in both MYP and DP.

Upon completion of his PhD, Oliver took up a teaching position in the UK and has taught at various IB international schools in Australia and China since then. During this time, he has also been a Head of Year Level Coordinator, Head of Department, as well as a Volleyball and Rugby Manager.

At Brookes Moscow, Oliver will be teaching DP Physics and Maths. He is excited at the prospect of teaching at an all-IB International School, with its highly experienced, professional and talented staff members as well as a student cohort that is multi-national and multi-cultured. He is also looking forward to being closer to his Russian family, who are living in Yekaterinburg. Oliver’s uncle (Paul Squires) is in the Guinness Book of Records for the ‘World’s Largest Jelly’ (7,700 gal water-melon flavoured pink jelly, made by on February 5, 1981). Oliver hopes to beat this record one day.

Jason Berkeley Jason is a History teacher from Brisbane, Australia who is currently teaching in the MYP and DP programs at Brookes Moscow. He completed his Undergraduate degree in History and Politics at the University of New South Wales, before completing a diploma of education and a Master's degree in International Relations at Griffith University in Brisbane. Most recently, he completed a Diploma of Educational Leadership and Management while teaching at Brookes Moscow.

Jason has almost 10 years of experience teaching the English National Curriculum and IB in international schools. He first taught abroad in Chiang Mai, Thailand before moving to Moscow, Russia five years ago. He joined the Brookes Moscow team last year because he wanted to be a part of a growing and dynamic school environment where students and staff strive for excellence.

Jason enjoys camping and hiking, but right now he spends most of his leisure time in the park with his two young sons.

In DP at Brookes Moscow, Amy teaches IB DP English A: Language and Literature. She chose Brookes Moscow because she is passionate about internationalism and knows that Brookes Moscow strives to include international-mindedness and creativity into each and every classroom.

One fun fact about Amy is that, even though her mom’s family is from Italy, she prefers any other cuisine over Italian and has never been taught her family's secret Italian recipes!

Marco Fick Marco is from the city of Johannesburg in South Africa. He has obtained a Degree in Microbiology and Chemistry from the North West University in South Africa and he also completed his PGCE at the University of South Africa.

He has taught Mathematics and Science for two years at a South African public school and has one year experience teaching the IB at Brookes Moscow. Marco will be teaching Chemistry in the DP for the upcoming academic year. Marco is excited to join Brookes, a forward-thinking school which strives to inspire students to become more confident learners and not just focus on academics, but prepare them for life after school.

Even though Marco loves Science and working in a lab, he was a South African high jump athlete and has had three shoulder operations due to injuries in rugby.

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Global Transfer Program

James Farley James is from Long Branch, New Jersey. He graduated from the University of Massachusetts with a B.A. in both English Literature and French Language and Literature.

He spent one year studying abroad in Paris, which began his journey to explore the world. He started teaching in 2004 at his alma mater Red Bank Regional High School, teaching American and British Literature. It was during his tenure there that he began his graduate work at Drew University, studying in the Arts and Letters department. It was also there that he was first introduced to the IB and he immediately fell in love with the program.

At Brookes, he will be teaching Language A: Literature, Theory of Knowledge, and Psychology, as as acting as the TOK Coordinator. He chose Brookes because he was always interested in living in Russia because of its rich history and culture, and Brookes is an excellent school with a great administration.

A fun fact about him is that he has also been a blues guitar player since the age of 15. Besides his love of literature and TOK, his first love will always be blues guitar.

Kostas Mathioudakis Kostas Mathioudakis comes from Greece. He graduated from the Physics department, University of Ioannina, Greece. For the past 5 years, Kostas has been teaching Mathematics in the IB (2015-2020 in MYP, 2018-2020 in both MYP and DP) including preparation for the Russian Math State Exam (ОГЭ) at an IB school.

Throughout the past 5 years, Kostas has edited 4 textbooks which consist of additional materials to Mathematics for MYP (years 2-5) in the English language which follow the Russian National Curriculum. The purpose of these books is to help teachers to combine the IB and the Russian state standard since those students who are from Russia take the Russian state exam 'ОГЭ' in grade 9 (MYP5). Kostas is the Mathematics: Analysis and Approaches (AA) teacher at Brookes. Kostas chose Brookes because it seems to be a dream school to work at.

A fun fact about Kostas is that when he was a 15-year old pupil he was chosen to be the President of the School for one year.

Amer Dababneh Amer is originally from Amman, Jordan. He has lived between Jordan and the U.S. over the past years. He has a Bachelor’s degree in Computer Science and a Master’s degree in Educational Administration. He is currently working towards a special certification from Harvard University in School Leadership (expected 2021).

Amer has worked at many different international IB schools over the past 16 years in different capacities: a teacher, Head of Department, a Deputy Director, a director, and a Head of School. He is joining the Brookes DP family as a teacher of IB DP Computer Science.

Amer is also an IB Examiner for Computer Science.

Amer chose to join Brookes after seeing a video of student work on the school’s YouTube channel and after feeling the positive energy-flow with the DP leadership team. Amer is passionate about astrophysics and space exploration. He also enjoys digital photography and playing on the guitar and piano every now and then.

Anastasia Rybitskaya Anastasia is currently undertaking PhD research at Lomonosov Moscow State University right now (prose of E. Hemingway and Spanish text in his works). She holds a Master’s Degree in Teaching Russian Language from Pushkin State Russian Language Institute (2013) and she has a Specialist Degree in teaching Russian language and Russian Literature at Moscow State University for Humanities (2010).

Having more than 5 years of experience in teaching Russian language and Literature in a state school in Moscow she started to work in the International Baccalaureate Diploma Programme in 2014 in the Diploma Programme.

Anastasia teaches Russian B, Russian Ab Initio and Literature A in grades 11-12, advises the students with Extended Essays in Russian Language and Russian Literature, creating CAS activities.

Anastasia is IB examiner for Russian B HL. She chose Brookes Moscow because the idea of giving the students opportunities to learn about themselves and the world around is a life-long process and to have mentors who can show you the way is one of the best things which can happen in the youth. She wants to be a part of it. The fun fact about Anastasia: She owns more books than she can fit in the house.

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Global Transfer Program

Why Choose the Global Transfer Program?

1

It’s the best blended learning model that recognizes the challenges of modern life.

2

You have the opportunity to study in your home country without anxiety over travel risks.

3

You will become connected with a global community of Brookes learners and teachers, yet you will be treated as an individual.

4

Preferential admissions placement to the Powerful Youth Leadership program in the summer.

5

You will benefit from the outstanding knowledge and experience that Brookes faculty possess.

6

Brookes is an established name in the field of international education and you will benefit from that reputation.

7

The cost of courses are at affordable levels to you and will provide excellent value for money.

8

You will have preferential entry into a Brookes school to continue your study

9

You want to pursue your own ambitions and goals and unlock your potential.

10

You want to use the opportunity ‘to create a better, and more peaceful world through intercultural understanding and respect’ and ‘to become an active, compassionate and lifelong learner who understands that other people with their differences, can also be right.’ (IBO)

Unlock Your Potential

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Global Transfer Program

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