2015-16 High School Academics

High School Academics2015-2016

Busan International Foreign School

Guiding Statements

Vision

Our students will develop and pursuetheir passions, be successful and contributeto a positive global future.

Mission

We are a diverse, supportive and dynamicinternational school that inspires and challengesstudents to explore, discover and thrive in theglobal community to which we belong.

We Believe

• Students are to be at the center of all that we do.

• Education is the shared responsibility of our entire community.

• In being an independent non-denominational international family school.

• In being unified and respectful in our diversity.

• In providing the very best inquiry-based, relevant, and experiential education for each student.

• Students are to give back through community service.

Busan InternatIonal ForeIgn schoolunited in our Diversity, thriving in our Individuality

High School Academics2015-2016

2 Busan International Foreign school

Introduction ..................................................................................................................................................................................... 4

the curricula .................................................................................................................................................................................... 5

BIFs curricula organization ........................................................................................................................................... 5

the BIFs Diploma .......................................................................................................................................................................... 6

high school graduation requirements ..................................................................................................................... 6

routes to graduation and subject selection ........................................................................................................... 8

Variations in course offerings ....................................................................................................................................... 9

an Inclusive education Model, alternative Pathways towards graduation, and Individualized

education Programs (IePs) ............................................................................................................................................... 10

english as an additional language .............................................................................................................................. 10

assessment ........................................................................................................................................................................................ 11

Principles of assessment ................................................................................................................................................... 11

Why We assess .................................................................................................................................................................... 11

how We assess .................................................................................................................................................................... 11

how We grade .................................................................................................................................................................... 12

BIFs general grade Descriptors for grades 9 and 10 .......................................................................................... 13

BIFs general grade Descriptors .................................................................................................................................... 14

BIFs grade conversion chart ........................................................................................................................................ 15

external examinations ................................................................................................................................................................... 16

MYP e-assessments at BIFs ............................................................................................................................................ 16

exam options ......................................................................................................................................................16

timeline for MYP subject selection and options for 2015-2016 .................................................. 17

International Baccalaureate Diploma Programme at BIFs ................................................................................. 17

overview ............................................................................................................................................................. 17

Table of Contents

high school academics 3

entry requirements ......................................................................................................................................... 18

automatic entry requirements ................................................................................................................. 18

IB courses at BIFs ............................................................................................................................................................... 18

timeline for IB Diploma and certificate subject selection ............................................................................... 19

student life ...................................................................................................................................................................................... 20

Purpose .................................................................................................................................................................................. 20

community service ........................................................................................................................................................... 20

counselling and guidance ......................................................................................................................................................... 21

college counselling ...................................................................................................................................................................... 21

services ................................................................................................................................................................................... 21

objectives ............................................................................................................................................................................... 21

Policies .................................................................................................................................................................................... 22

transcripts ............................................................................................................................................................................. 22

academic awards ......................................................................................................................................................................... 23

academic achievements ................................................................................................................................................ 23

academic honour roll .................................................................................................................................................... 23

academic Prizes for grade 10 ...................................................................................................................................... 24

Most outstanding student ........................................................................................................................ 24

academic Prizes for grade 12 ....................................................................................................................................... 24

Dux ........................................................................................................................................................................ 24

high honours ................................................................................................................................................... 24

honours .............................................................................................................................................................. 24

academic subject awards ........................................................................................................................... 24


the purpose of this handbook is to offer parents and students an overview of the high school academic

programs offered at the Busan International Foreign school (BIFs). It is intended to outline the possible

pathways a student may take from the time they enter the high school at the beginning of grade 9 to

their eventual graduation at the end of grade 12.

In presenting the courses offered in the high school at BIFs, each student must continually develop and

evaluate a learning program appropriate to his/her goals and grade level. the selection of courses requires

serious and careful consideration. students should consult with teachers, parents, and counsellors in order

to develop a program that will meet their personal objectives, make maximum use of the educational

opportunities available, and earn the required credits toward graduation. course selections should be

based on BIFs graduation requirements, individual abilities and interests, and the student's future goals

and vocational plans.

Introduction


the BIFs high school offers an academically rigorous international curriculum drawn from the highest

standards and practices from around the world. as a CIS (Council of International Schools) and WASC

(Western Association of Schools and Colleges) accredited school, graduates of BIFs attain a graduation

certificate that entitles them to apply to institutions of higher learning from around the world. all students

participate in the BIFs curriculum.

In addition, students at BIFs will enhance their learning experience and future opportunities by completing

the IB Middle Years Programme and the full IB Diploma Programme or BIFS Diploma / IB Courses

Programme in 11th and 12th grade.

BIFS Curricula Organization

The Curricula

grade 9 grade 10

BIFs high school curriculum (MYP in grade 9 and 10)

IB courses

IB Diploma Program

MYP

Intern

ationally r

ecog

nized

hig

h

scho

ol D

iplo

ma

grade 11 grade 12


the BIFs Diploma is an internationally recognized high school graduation certificate endorsed by the

Western Association of Schools and Colleges and the Council of International Schools. all students

who meet the minimum graduation requirements receive the BIFs Diploma regardless of whether or not

they choose to partake in IB courses, and/or the full IB Diploma Programme. as such, the BIFs Diploma is

the foundation for all student progress in the school.

The BIFS Diploma

High School Graduation Requirements

the BIFs graduation requirements were developed in accordance with current international High School

standards and minimum recommended university admission requirements.

•a minimum of 25 credits is the requirement for a college preparatory Busan International Foreign school

diploma. students typically receive one credit for a year-long course (minimum 150 hours timetabled

instructional time over two years), 1.5 credits are awarded per year for IB courses taken at the higher

level (minimum 240 hours timetabled instructional time over two years).

•credit is given for courses taken in grades 9-12 only.

•no credit is given for summer school classes.

•For transcript and graduation purposes, grades and credit are assigned on a yearly basis.

•students must pass all required courses.


High School Graduation Requirements (continued)

Subject Area Required Credits Explanation

English 4 two courses must have a literature component

two years of esl may be substituted for 2 years of english

Mathematics 3 two credits must be earned in coursework that includes

algebra and geometry

Science 3 all courses must contain a laboratory component: Biology,

chemistry, Design technology, Physics, MYP sciences

Social Studies 3 geography, Itgs, economics, Psychology, Individuals and

societies

Foreign Language1 2 a total of 2 credits in the same second (foreign) language

Physical and Health Education

2

Service 1 Please refer to the student life section below

Electives2 7 typically drawn from the fields of:

•Music

•Visual arts

•technology and computer studies

•Business and economics

•additional Foreign languages

•theory of Knowledge (.5 credit each year)

TOTAL 25

1 It is possible for a student who does not fulfil the foreign language requirement to graduate with an endorsed BIFs diploma. this is intended

for students entering BIFs in grade 12 who cannot complete the foreign language requirement. a minimum of 25 credits is still required for

an endorsed general diploma, excluding only the foreign language requirement. Most BIFs students earn in the range of 27 credits.

2 note : In some cases, electives may also be credits earned beyond the minimums stated above.


Routes to Graduation and Subject Selection

students and parents/guardians are encouraged to work with the college counsellor, the curriculum

coordinators, and the subject teachers to choose the subjects necessary for the successful completion of

their studies at BIFs. the school offers a variety of options for study and provides students with many

opportunities for academic growth. however, only careful planning can ensure that students follow a route

that not only meets graduation requirements but also their interests, desires and future plans.

the following tables represent examples of possible options for students in each grade :

english language

and literatureMathematics science

Individuals and

societies

Physical and health

education

Core Components

Options

Korean language and literature

(First language)Korean language acquisition

Visual art Music

Language B

(or second Language A)

Design

The Arts

spanish language acquisition

english language acquisition

Digital Design Product Design

Grade 9 and 10 – MYP Year 4 and 5


Variations in Course Offerings

the great majority of the courses listed here and in the handbooks will definitely be offered. In a few cases,

the existence of a course may depend on such factors as student demand. BIFs reserves the right to

arbitrate requests for variance from prescribed course requirements and/or waiver of specific course

prerequisite requirements. any such requests must be approved by the curriculum coordinator and the

Principal.

In addition, courses may be grouped for scheduling or staffing purposes. as such, not all courses may be

available in certain combinations.

english a language and literature

or english B (hl only) 3

Korean a language and literature

or school supported self-taught language 4

Korean language B

Itgs 5

spanish abinitio initio

economics

Psychology

Biology

Design technology

Mathematics hl or Mathematics sl

Visual art

geography

chemistry

Physics

Mathematical studies

Music

spanish language B

Groups

Language - English

Language B

(or Second Language A)

Individuals & Society

Experimental Sciences

Mathematics

The Arts

course offerings

3 “self-taught language a” or Korean a is compulsory for students in english B hl

4 requires “self-taught language application”

5 Information technology in the global society

Grades 11 and 12 – IBDP / BIFS


An Inclusive Education Model, Alternative Pathways towards Graduation,and Individualized Education Programs (IEPs)

BIFs is committed to providing an education for all students, regardless of background, ethnicity, culture,

or ability. as such, BIFs follows an inclusive education model that reaches out to all students and attempts

to increase their participation and involvement within the classroom, school, and community by removing

barriers, practicing differentiation, and adapting our school according to our students’ needs.

therefore, whilst the majority of students at BIFs will follow standard grade progression through high school

to achieve the requirements for graduation, exceptions do occur and will be handled on a case-by-case

basis. examples include but are not limited to :

•a student who requires further support and development of english

•a student who enters the high school in grade 12 and requires a subject both for graduation and

university entrance

•a student who accelerates in a subject

•a student who needs to repeat a subject

•a student with special considerations or needs

With the individual needs and requirements of the student in mind, the curriculum coordinator and all

relevant parties (special education Department, subject teachers, eal department, parents/guardians, and

student) will decide upon a pathway best suited for the individual student’s situation and development,

which may include a formal Individualized education Program (IeP). an IeP will be initiated, developed,

and maintained by the special education needs Department.

English as an Additional Language

at BIFs we use the Mcgraw hill language assessment system (las) to assess english language proficiency.

any new student whose first language is not english will sit the las, a test to determine their level of english.

By high school, students should have a functioning level of english to cope with the demands of the BIFs

curriculum: at grade 9, the recommended score is las high level 3, and at grade 10 las, the

recommended score is level 4. Program plans to meet the specific needs of each english language learner

(ell) will be developed each term and recorded.

students entering grades 11 or 12 will be expected to have a level of english that will enable them to succeed in

meeting the academic requirements of high school. those wishing to enter the IB Diploma Programme should attain

las level 5 (above Proficiency). those who choose to follow the BIFs Diploma course should attain las level 4.

It is strongly recommended that if a student is in the eal program, additional english language tuition is sought

outside school hours. If a private tutor is engaged it is important that they be in contact with the school to

ensure that they are supporting both academic and language learning. tutors should not set additional

homework but work with assignments, test prep, and materials sent home from school. additional homework

will only add stress to a situation that may already be challenging and prove counterproductive to success.


Principles of Assessment 6

Busan International Foreign school recognizes that teaching, learning and assessment are integral and

interdependent components to a successful academic environment. We are guided by the following

principles and definitions:

•assessment is the systematic and ongoing process used by faculty and students to gather, analyze and

use information to improve student learning.

•assessment identifies what students know, understand, can do and feel at different stages in the learning

process.

•assessment takes into account diverse learning styles and learning contexts.

•assessment is a dynamic, participatory component to the learning process with self-reflection, peer-

assessment all playing a major role.

Why We Assess

BIFs strives to utilize assessment as a tool for learning in order to:

•extend and develop the student’s learning

•provide accurate and effective feedback to students

•permit accurate and effective reporting to parents/guardians

•assess the effectiveness of the academic environment on the student’s learning

•monitor the progress of individual student learning and achievement

•determine the effectiveness of teaching

•inform curriculum review

How We Assess

BIFs gathers and analyzes evidence and information in a variety of ways with the aim to maximize a student’s

potential. sources of evaluation may include:

•Formal and informal tasks

•Formative assessment: ongoing tasks and observations that allow for continual feedback and adjustment

of both teaching practice and student learning

Assessment

6 adapted from the american association for higher education’s “Principals of assessment” and the International school of Paris’s “assessment

Policy”


•summative assessment: periodic tasks that measure what a student knows at a particular point in the

syllabus

•Previous academic records

•consultation with parents/guardians/students

examples of assessment methods carried out in the classroom may include 7 :

7 note : Both formal and informal tasks can be summative or formative.

•observations

•dialogues

•teacher conversations

•interviews and conferencing

•role plays

•presentations

•student self-assessment

•video/audio recording and photographs

•classroom tests

•timed writing

•essays: discursive, argumentative, comparison

•performance tasks/projects

•investigations

•field work

•practical work

•examinations

Formative Tasks Summative Tasks

How We Grade

the high school at BIFs utilizes multiple criteria to indicate a level of achievement based upon both the IB

MYP curriculum and the IB Diploma Programme curriculum. at the end of each semester, students receive

a summative BIFs grade; at the end of the academic year, students receive a summative combined BIFs

grade over the entire year. In addition, a grade Point average (gPa) is calculated each semester on an

ongoing basis throughout the student’s high school career.

all grades upon the following grade descriptors and conversion chart:


8 adapted from the IBo Diploma and MYP general grade descriptors.

7

Excellent : the student consistently demonstrates a thorough understanding of the

required knowledge and skills and can apply them almost faultlessly in a wide variety

of situations. the student always produces work of high quality, consistently

demonstrating evidence of originality and insight and also, where appropriate,

evidence of analysis, synthesis and evaluation.

6

Very Good : the student consistently demonstrates a thorough understanding of the

required knowledge and skills and can apply them in a wide variety of situations. the

student generally shows originality and insight and consistently demonstrates

evidence of analysis, synthesis and evaluation where appropriate.

5

Good : the student consistently demonstrates a thorough understanding of the

required knowledge and skills and can apply them in a variety of situations. the

student occasionally shows originality and insight, and generally demonstrates

evidence of analysis, synthesis and evaluation where appropriate.

4

Satisfactory : the student demonstrates a good general understanding of the

required knowledge and skills and can apply them in normal situations. the student

occasionally shows evidence of the skills of analysis, synthesis and evaluation.

3

Mediocre : the student demonstrates limited achievement with respect to most of

the learning objectives or clear difficulties in some areas. the student shows a limited

understanding of the required knowledge and skills and can only apply them fully in

normal situations with support.

2

Poor : the student demonstrates very limited achievement with respect to the learning

objectives. the student has difficulty in understanding the required concepts and skills

and is unable to apply them in normal situations even with support.

1

Very Poor : the student demonstrates minimal achievement with respect to the

learning objectives. the student shows very little, if any, evidence of being able to

understand and apply the required knowledge and skills.

Not Assessable

the student has not produced work that is assessable.

BIFS Grade Grade Descriptor 8

all grades upon the following grade descriptors and conversion chart for grades 11 and 12 :

BIFS General Grade Descriptors for Grades 9 and 10


A +/-

Excellent / Very Good : a consistent and thorough understanding of the required

knowledge and skills, and the ability to apply them almost faultlessly in a wide variety

of situations. consistent evidence of analysis, synthesis and evaluation is shown where

appropriate. the student consistently demonstrates originality and insight and always

produces work of high quality.

B +/-

Very Good / Good : a consistent and thorough understanding of the required

knowledge and skills, and the ability to apply them in a wide variety of situations.

consistent evidence of analysis, synthesis and evaluation is shown where appropriate.

the student generally demonstrates originality and insight and most work is of a high

quality.

C +/-

Good / Satisfactory : a consistent, good general understanding of the required

knowledge and skills, and the ability to apply them effectively in normal situations.

there is occasional evidence of the skills of analysis, synthesis and evaluation.

occasionally, the student demonstrates originality and insight. Work is of an average

quality.

D +/-

Mediocre / Poor : limited achievement against most of the objectives, or clear

difficulties in some areas. the student demonstrates a limited and/or inconsistent

understanding of the required knowledge and skills and is only able to apply them

fully in normal situations with support. Work is of a below-average quality.

E +/-

Poor / Very Poor : Very limited achievement against all the objectives. the student

has difficulty in understanding the required knowledge and skills and is unable to

apply them fully in normal situations, even with support. Work is of a poor or minimal

quality.

Not Assessable

the student has not produced work that is assessable.

BIFS Grade Grade Descriptor 9

BIFS General Grade Descriptors

9 adapted from the IBo Diploma and MYP general grade descriptors.


BIFS IB

BIFS Grade Conversion Chart

BIFs takes a proactive approach to academic success and achievement. We believe all students are capable

of learning if provided with a positive, constructive environment. as such, we assess student learning on

work produced that meets the criteria, standards, and objectives of our curriculum. a student may be

deemed “not assessable” on a report card if they arrive too late in the term for teachers to accumulate

enough work to properly assess students.

a+ 7

a 7/6

a- 6

B+ 6/5

B 5

B- 5/4

c+ 4

c 4/3

c- 3

D+ 3

D 3/2

D- 2

e+ 2

e 2/1

e- 1

Not Assessable


the BIFs curriculum prepares students for internationally recognized external examinations through the IB

Courses and IB Diploma Programme at the end of grade 12.

MYP e-assessments at BIFS

students in 10th grade will continue to follow the MYP curriculum as part of their BIFs Diploma for 2015-

2016 school year. the IB piloted the new MYP electronic assessment (e-assessment) for Year 5 in 2015. It

has been designed to assess conceptual understanding and students’ ability to integrate learning from

different disciplines. We, like a great number of MYP schools around the world, are waiting for the final

format and procedures to be released by the IB before we put this assessment option into place. In its

present form, the exam will require, students to sit at least six disciplinary and one interdisciplinary e-

assessments. assessments will be based on key and related concepts.

In the disciplinary assessment students will apply a key concept in discussing a choice of topics from

each discipline providing support with disciplinary-related concepts. a range of question types will elicit

conceptual understanding including extended responses; short answer; three- to four-sentence answers,

drag and drop; manipulating graphs and data; proposals/presentations, diagrammatic responses; website

creation, or blogging. this section will end with a journal facility, where students will keep notes on what

has been learnt and developed in each disciplinary assessment. the notes are added to at each assessment,

and are then used in the interdisciplinary assessment where knowledge and experience gained during the

disciplinary assessments can be applied.

the interdisciplinary task is based on two or three disciplines. students select one interdisciplinary task

from a choice of three. each task includes stimulus material from which a range of questions is generated.

the student chooses which disciplinary perspectives to use in addressing the tasks and may be assisted by

the notes made in the journal facility. the four assessment criteria will include aspects of the MYP

fundamental concepts: holistic learning, communication and international-mindedness. students will be

assessed on their ability to transfer knowledge and use it in unfamiliar situations.

Parents will be informed once a final decision is made by BIFs administration as to when the e-assessments

will be adopted.

External Examinations

Exam Options


all students are enrolled in five mandatory core components (please see above) and are able to choose

from a selection of options/electives.

Timeline for MYP Subject Selection and Options for 2015-2016

August 10th – August 21st, 2015

February 2016

Drop / add Period for BIFs students.10 after august 21st, students

will not be allowed to add or drop a class under normal conditions.

students who do wish to add or drop a class after this deadline

must fill out a separate application.

In mid-February as indicated on the BIFs calendar, an MYP

information evening for students and parents / guardians will be

held. During this meeting, subject selection forms will be distributed.

February - March 2016

student consultation with subject teachers and the college

counsellor regarding subject choices as part of their graduation

requirements, abilities, interests, and career paths.

March 1st, 2016 subject selection forms due.

June 2016 Draft of BIFs course schedule for 2015-2016 school Year

Month / Year Action

International Baccalaureate Diploma Programme at BIFS

the IB Diploma Programme is a rigorous two-year course that provides students with an internationally

renowned benchmark for university admissions and possible advanced college-credit. students take a total

of six courses over two years, are required to complete a research-based extended essay of around 4,000

words, and partake in extra-curricular activities and service through the creativity, action, and service

program (cas) and a course called theory of Knowledge.

Overview

10 students who wish to drop or add a subject must discuss these possible changes with the curriculum coordinator. all students must fill out

a “change of subject Form” to be approved and signed by all relevant parties.


IB Courses at BIFS

as an alternative to the full IB Diploma, students at BIFs have the option of enrolling in a specific selection

of IB Diploma subjects. students who complete all of the internal and external requirements for these IB

courses receive an IB certificate and grade from the IBo. students may choose any course or courses at

higher or standard level. successful results in higher level courses may result in advanced college or

university credit.

eleventh and twelfth grade IB courses students are not required to take the extended essay (ee) and / or

theory of Knowledge (toK) core requirements of the IB Diploma Programme; however, they may choose

to do so for an individual course certificate. all eleventh and twelfth grade students are required to take

part in creativity action service (cas) at BIFs.

In recognition of the strenuous demands that the IB Diploma can place on students, students who wish to

pursue the full IB Diploma must apply to enter the programme by the beginning of their 11th grade year.

the IB Diploma Programme coordinator provides the application, which must be returned and reviewed

before a student can register as a full IBDP student.

In general, a student who meets the following criteria will be granted “automatic entry” into the Diploma

Programme :

Entry requirements

1. accepted application with “statement of Intent” and “letters of recommendation”

2. high academic standing : grade 10 transcripts / test scores (one or more may apply)

a. accredited high school : 3.5 gPa (if available)

b. Igcse : subject scores of “B” or better for sl entry / “a” or better for hl entry

c. MYP : overall score of “4.75”. subject scores of “4” or better for sl entry / subject scores of “5” or

better for hl entry

If a student does not meet the above criteria for automatic entry, the student may still enter the IB Diploma

Programme at BIFs on a provisional basis at the discretion of the IB Diploma coordinator. after the first

semester, provisional candidates’ performance will be reviewed by the IB Diploma Programme coordinator

and Principal. recommendations for future study will follow the review process. Please contact the IB

Diploma coordinator to receive further information and the “BIFs IB Diploma Programme application.”

Automatic Entry Requirements


Timeline for IB Diploma and Certificate Subject Selection

August 10th – August 31st, 2015

February 2015

Drop / add Period for BIFs students.11 after august 31st, students

will not be allowed to add or drop a class under normal conditions.

students who do wish to add or drop a class after this deadline

must fill out a separate application.

In February as indicated on the BIFs calendar, an IB information

evening for grade 10 students and parents/guardians will be held.

students and Parents/guardians will be provided with the “BIFs IB

Diploma Programme application”. students will indicate on the

application preliminary subject choices for the following year.

February – March 2015

students who wish to pursue the IB Diploma Programme will be

required to return their application by March 1st, 2015. During the

next two months, the DP coordinator will review applications and

continue dialogue/meetings with students, parents, and guardians.

April 2015

In april, full DP candidate students will be formally informed of their

DP status for grade 11 with preliminary subject choices (subject to

successful Igcse or other results).

May 2015Development of an initial two-year schedule for students based

upon preliminary choices.

June 2015 Draft of BIFs course schedule for 2015-16 school Year

Month / Year Action

11 students who wish to drop or add a subject must discuss these possible changes with the curriculum/DP coordinator. all students must fill

out a “change of subject Form” to be approved and signed by all relevant parties.


Purpose

student life supports and maintains opportunities for involvement, leadership, community service, and

creative expression beyond the classroom environment. as well as being the centre of the IB’s creativity,

actions, and service (cas) program, the department maintains, oversee, and coordinates with the student

government, student clubs and organizations, and the extra-curricular activities throughout the school,

including the varsity sports program.

Community Service

students who participate in school-based service programs report positive experiences and are likely to

volunteer in the future. at BIFs, we believe that by participating in community service, students engage in

meaningful, life-affirming activities that enhance their studies and learning. thus, in order to graduate from

BIFs, students must complete a minimum of 40 hours of community service over four years (pro-rated for

students entering BIFs midway through their high school career).

the student life coordinator will provide the requirements and evaluation for the awarding of credit for

service work. students will receive .5 credits for a minimum of 20 hours completed in one academic year.

Student Life


the counselling Department consists of two counsellors at the upper elementary through high school

levels. the counsellors are available to both students and parents to assist with personal, social,

developmental, emotional, or academic difficulties the students may have. students may request an

appointment with the counsellor on their own, or teachers and or parents may refer them. In some cases,

a student may be required to meet with the counsellor. small and large group sessions are offered to cover

a variety of areas, including but not limited to relationships, transitions, university life, stress management,

and conflict resolution. responsibilities of the counsellors include but are not limited to :

•administering counselling services that address the personal, social, developmental, emotional and

academic needs of the students ;

•college counselling; (see below)

•career counselling ;

•consulting with parents to help guide parents dealing with the adolescent issues of their son and/or daughter;

•liaising with teachers to discuss student concerns ;

•attending student support team (sst) meetings ;

•referral to outside community agencies or professionals as needed.

Counselling and Guidance

Services

BIFs offers college counselling services to provide students with the support and guidance necessary for their

future aspirations and goals. students are encouraged to utilize these services throughout their high school

career as they make subject and curriculum choices as well as during the university application process.

Objectives

•Maintaining a realistic approach to the university application process for students while allowing students

to reach their post-secondary goals.

•Minimizing the amount of work students need to do in order to complete this process as they balance

the requirements of applying to university with the more important requirements of meeting all

expectations as a BIFs high school student.

•streamline and efficiently schedule the work teachers need to do to effectively support students’ applications.

College Counselling


•efficiently schedule the amount of work students need to do in order to complete the application process

effectively.

Policies

• BIFs will send all supplemental documentation in support of a university application. (supplemental

materials are defined as letters of recommendation, necessary associated forms, high school profiles,

IBDP predicted scores and transcripts.)

• high school transcripts are the property of the student and are available at any time free of charge.

transcript requests must be made at least 7 days before they are needed.

• all applications must be completely finished by the Final Monday before the Winter holiday. an exception

to this policy will be made for any applications to southern hemisphere universities or for universities that

have not made their applications yet available.

• students are required to provide all references with a completed request for letter of recommendation

Form from the high school counselling office. letter of recommendation requests must be made at least

3 weeks before the applications deadline.

• If a student fails to meet with the college counsellor at a designated personal counselling session, it is

the responsibility of the student to reschedule the appointment.

• It is the responsibility of the student to be on top of application deadlines and requirements.

Transcripts

an official high school transcript is a document that provides details on your four-year high school academic

record and is used by university admission officers to determine if you meet their minimum credit and

academic requirements for admission. as the most important factor universities use to determine your

eligibility is your high school record, it may, therefore, be the most important supplemental document

needed to support your successful application. Many students at BIFs are transfer students having attended

previous schools in either Korea or other countries. transfer information from other schools is included on

the BIFs transcript. transfer credits are used in the total BIFs credits awarded. transfer grades are not used

in the calculation of the BIFs gPa. the BIFs gPa is based only on courses taken at the Busan International

Foreign school.

Your official BIFs high school transcript includes the following information :

• complete 4-year high school record of grades achieved (semester and final academic year grades)

• BIFs credits obtained and graduation status

• BIFs grading scale and grade Point average (gPa)

Please note that transcripts are considered confidential documents and will be sealed and signed by the BIFs

college counsellor. In addition, most universities require that transcripts be mailed directly from high schools.


academic awards are based on the internal BIFs assessment. IB and MYP e-assessments externally

moderated grades do not factor.

Academic Achievements

awards for academic achievement will be awarded to students in grades 9 -12 at the end of each academic

Year. certificates are to be awarded by class teachers via their head of Department using one or more of

the following criteria as a guide for making their selection.

• a student who has presented work which indicates a significant improvement

• a student whose attitude has significantly improved throughout the course of the term

• a student who has set a personal academic goal and achieved it

• a student who is considered to be a good role model in the subject

• a very hard-working student

• an academically consistent student

• a student who has achieved a worthy result under difficult circumstances

teachers should nominate no more than two students per year level, worthy of receiving an academic

achievement certificate. the Department heads will coordinate this process. any more than tWo nominees

would have to be individually negotiated with the high school Principal. For grade 10 & 12 students, these

will need to be decided before the end of april, while the remaining grade levels will need to be decided

towards the conclusion of semester two. If a student is awarded a subject prize in grade 12, they shall be

ineligible for an academic achievement award as the former will supersede it.

Academic Honour Roll

students in grades 11 and 12 are eligible for Semester Honour Rolls. each semester, students will be placed on:

• High Honour Roll for having a semester gPa of 3.8 or above

• Honour Roll for having a semester gPa of 3.5 or above

students in grades 9 and 10 are eligible for Semester Honour Rolls. each semester, students will be placed on :

High Honour Roll for having a semester gPa of 6.2 or above

Honour Roll for having a semester gPa of 5.8 or above

Academic Awards


Academic Prizes for Grade 10

Most Outstanding Student

a most outstanding student award will be given to a student in grade 10.

this will be decided after all grades have been submitted for all subjects. the academic review committee

will meet to distinguish the most outstanding student or students for grade 10.

Academic Prizes for Grade 12

Dux

Dux 12 is an award to the most outstanding academic student in grade 12.

this will be decided after all grades have been submitted for all subjects. the academic review committee

will meet to distinguish the most outstanding student or students for grade 12.

High Honours

students will graduate with high honours if they achieve a 3.8 gPa for their high school career

Honours

students will graduate with honours if they achieve a 3.5 gPa for their high school career.

Academic Subject Awards

the most outstanding student in each grade 12 academic subject: Departments may nominate one student

as the most outstanding academic student in their subject. the decision should be based primarily on

grades achieved but, needless to say, they should be at least a high honours and/or honours candidate

as well as undertaking a higher level subject. all grade 12 students are eligible for this award. there will

be a meeting of the academic review committee to decide on the eventual winners.

12 Definition of the word DuX - Dux is a modern title given to the top student in academic achievement (Dux litterarum) in each graduating

year. In this usage, Dux is similar to the american concept of a Valedictorian.

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2015-16 High School Academics

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