High School Academics

2015-2016

Busan International Foreign School

Guiding Statements

Vision
Our students will develop and pursue
their passions, be successful and contribute
to a positive global future.

Mission
We are a diverse, supportive and dynamic
international school that inspires and challenges
students to explore, discover and thrive in the
global 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 school

united in our Diversity, thriving in our Individuality

High School Academics

2015-2016

Table of Contents
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

2 Busan International Foreign school

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

high school academics

Introduction
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.

4 Busan International Foreign school

The Curricula

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

grade 9

grade 10

grade 11

grade 12

MYP

IB courses

IB Diploma Program

Internationally recognized high

school Diploma

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

high school academics

The BIFS Diploma

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.

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.

6 Busan International Foreign school

High School Graduation Requirements (continued)

Subject Area

Required Credits

Explanation

English

two courses must have a literature component

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

Mathematics

two credits must be earned in coursework that includes

algebra and geometry

Science

all courses must contain a laboratory component: Biology,

chemistry, Design technology, Physics, MYP sciences

Social Studies

geography, Itgs, economics, Psychology, Individuals and

societies

Foreign Language 1

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

Physical and
Health Education

Service

Please refer to the student life section below

Electives 2

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

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.

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

high school academics

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 :

Grade 9 and 10 MYP Year 4 and 5

Core Components

english language
and literature

Mathematics

science

Individuals and
societies

Physical and health

education

Options

Korean language and literature

(First language)
Language B
(or second Language A)

Korean language acquisition

spanish language acquisition

english language acquisition

Design

Digital Design

Product Design

The Arts

Visual art

Music

8 Busan International Foreign school

Grades 11 and 12 IBDP / BIFS

Groups
Language - English

course offerings
english a language and literature
or english B (hl only) 3
Korean a language and literature
or school supported self-taught language 4

spanish language B

Korean language B

spanish abinitio initio

Itgs 5

economics

Psychology

geography

Biology

chemistry

Design technology

Physics

Mathematics

Mathematics hl or Mathematics sl

Mathematical studies

The Arts

Visual art

Music

Language B
(or Second Language A)

Individuals & Society

Experimental Sciences

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.

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

requires self-taught language application

Information technology in the global society

high school academics

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 students 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.
10 Busan International Foreign school

Assessment
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, peerassessment 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 students 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 students 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 students
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
6

adapted from the american association for higher educations Principals of assessment and the International school of Pariss assessment
Policy

high school academics

11

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 :
Formative Tasks
observations
dialogues
teacher conversations
interviews and conferencing
role plays
presentations
student self-assessment
video/audio recording and photographs

Summative Tasks
classroom tests
timed writing
essays: discursive, argumentative, comparison
performance tasks/projects
investigations
field work
practical work
examinations

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 students high school career.
all grades upon the following grade descriptors and conversion chart:

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

12 Busan International Foreign school

BIFS General Grade Descriptors for Grades 9 and 10

BIFS Grade

Grade Descriptor 8

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.

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.

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.

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.

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.

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.

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.

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

adapted from the IBo Diploma and MYP general grade descriptors.

high school academics

13

BIFS General Grade Descriptors

BIFS Grade

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

Grade Descriptor 9

the student has not produced work that is assessable.

adapted from the IBo Diploma and MYP general grade descriptors.

14 Busan International Foreign school

BIFS Grade Conversion Chart

BIFS

IB

a+

7/6

a-

B+

6/5

B-

5/4

c+

4/3

c-

D+

3/2

D-

e+

2/1

e-

1
Not Assessable

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.

high school academics

15

External Examinations
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

Exam Options
students in 10th grade will continue to follow the MYP curriculum as part of their BIFs Diploma for 20152016 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 eassessments. 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.

16 Busan International Foreign school

Timeline for MYP Subject Selection and Options for 2015-2016

all students are enrolled in five mandatory core components (please see above) and are able to choose
from a selection of options/electives.
Month / Year

Action

August 10th August 21st, 2015

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.

February 2016

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

June 2016

subject selection forms due.

Draft of BIFs course schedule for 2015-2016 school Year

International Baccalaureate Diploma Programme at BIFS

Overview
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.

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.

high school academics

17

Entry requirements
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 :

Automatic 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.

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.

18 Busan International Foreign school

Timeline for IB Diploma and Certificate Subject Selection

Month / Year

11

Action

August 10th August 31st, 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.

February 2015

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 2015

Development of an initial two-year schedule for students based

upon preliminary choices.

June 2015

Draft of BIFs course schedule for 2015-16 school Year

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.

high school academics

19

Student Life
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 IBs 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.

20 Busan International Foreign school

Counselling and Guidance

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.

College Counselling
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.

high school academics

21

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.

22 Busan International Foreign school

Academic Awards
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

high school academics

23

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.

24 Busan International Foreign school

50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea

Ph : +82 51 742 3332
Fax : +82 51 742 3375
E-mail : enquiries@bifskorea.org Website : www.bifskorea.org