EduCativ

Baldwin, A Pre-Kindergarten to Grade 12 School for Girls. A delight in ideas, a sense of curiosity and humor, and a commitment to honoring the dignity of others are just a few of The Baldwin School's highest values. Considered a second home by our students, Baldwin develops talented girls into confident young women with the ability to make significant and enduring contributions to the world. The Baldwin School, an independent college preparatory school, develops talented girls into confident young women with vision, global understanding, and the competency to make significant and enduring contributions to the world. The School nurtures our students’ passion for intellectual rigor in academics, creativity in the arts, and competition in athletics, forming women capable of leading their generation while living balanced lives. We create pathways for our girls into male-dominated fields from PreK on, eliminating the preconceived notion that some fields are for men and some are for women. At Baldwin, all fields are for everyone. In every possible way, our teachers use women as role models - women scientists, women authors - our girls grow up with unshakable confidence that any door is open to them. Our girls learn from a very young age to value their voice. To speak up when they have an opinion or idea. Time and again our alumnae provide testament that learning to value their voice is a key attribute of a Baldwin education. Girls like to collaborate and share ideas as they learn. That's why we design our classes and our classrooms to maximize this critical learning style. From the furniture we purchase to classroom arrangements to careful discussion planning, we make every effort to encourage robust discussion and healthy debate in a supportive and encouraging space. Across all grades and all disciplines, our girls conduct a lot of group work. They learn to work as a team, which successfully prepares them for college and their careers. We help our girls to have a mindset that struggles with a concept doesn't mean they can't understand, but they don't understand it YET. "Yet" shifts the feeling of defeat and reenergizes the learning. Our focus on experiential, active learning helps cultivate a growth mindset. Our girls are taught to try, fail, try again, maybe fail again, but keep trying. Our teachers work closely with each girl both in and out of the classroom to give qualitative feedback and provide one-on-one time to meet each girl where she is in her learning. Baldwin’s all-girls environment places a strong emphasis on independence and confidence. In an atmosphere of trust, our girls learn to ask questions, speak truthfully and take risks for a better global understanding. We can achieve and maintain this unmatched excellence thanks to the experience and creativity of our faculty, the drive and commitment of our leadership, and, most of all, the intelligence, motivation, and passion of every Baldwin girl. Each one of our remarkable girls is empowered to participate in the creation of a caring and engaging community of learners. View full school

The Fessenden School is an independent boys’ boarding and day school for Pre-Kindergarten through 9th grade, located in West Newton, MA. For more than 100 years, The Fessenden School has offered state-of-the-art facilities, curriculum, and programs specifically designed to meet the educational needs of boys. In our Lower School, with attention from teachers who foster a love of learning, boys play, engage, and grow. By demonstrating kindness and respect, faculty and staff nurture these characteristics in our dynamic, curious, and intelligent boys. In our Middle and Upper Schools, boarders and day students alike are immersed in a diverse culture that comes from a campus community of local, national, and international students. Fessenden has created an academic experience that both nurtures and encourages boys to venture beyond their comfort zones. As a result, boys strive, interact, and claim their identities with both confidence and humility. In the Lower School, our boys are the proof that “school” and “joy” can go together. We believe that young boys’ actions speak louder than words—so we watch. When they run into the classroom every morning, eager to begin the day, we know they’re building a foundation of academic, artistic, physical, and social skills they’ll need to thrive throughout their lives. With attention from teachers who foster a love of learning, boys play, engage, and grow. By demonstrating kindness and respect, faculty and staff nurture these characteristics in our dynamic, curious, and intelligent boys. Our older Lower School boys wear jackets and ties, sporting them with the same flair and pride that they bring to their attitude about learning. This is joyful, engaging, adventurous, and creative exploration: asking questions, digging in, and learning by doing—with support, encouragement, and challenge. This is the Lower School Experience. Honesty, compassion, and respect: throughout our history, these values have united and guided our entire community. First introduced in our Pre-K classrooms, these values follow curious young learners as they move through the Lower School and into the Middle and Upper Schools. At Fessenden, we strive to develop well-rounded boys who flourish--academically, socially, and emotionally--in all that they do. We work continually to set good examples for our students because we know they’re constantly observing and emulating those around them. Our curriculum and community are strengthened every day by a student body that comes from all over the globe, encompassing a broad range of racial, religious, cultural, and socioeconomic backgrounds, as well as family compositions. Through admissions and hiring processes, we actively seek students, faculty, and staff who represent this inclusive community. We’re also proud of the integral part Fessenden's parents play in our community. Informed and involved, they are a vibrant, driving force supporting their sons’ educational and personal growth. Regular communication between parents and Fessenden faculty is a critical factor in student success. We welcome parents into our community, and we’re thankful for all they contribute. We continue our commitment to the education of boys at a time when many schools have become co-educational. Our facilities, curriculum, and programs are designed with the necessities of boys in mind. Faculty programs include ongoing professional development relating to the education of boys in our changing society. Contemporary knowledge about boys, combined with our historical perspectives and experience, allows Fessenden to continue its mission of educating and preparing boys for successful futures. When Fessenden rang its first opening bell in 1903, there were eight boarders and three-day students. Now, with more than 500 students, we strive to honor the words of our founder, Frederick Fessenden: “We hold dear what has worked best over time: Unapologetically high standards and a healthy respect for individual differences.” We are guided by and committed to the following community principles: Treat others with honesty and respect. Practice compassion makes an effort to understand and care for others. Honor diversity promotes a healthy respect for individual differences and affirms commonalities. Celebrate individual potential nurture the many ways boys learn. Reject prejudice, bullying, and elitism renounce behavior that excludes others. Engage in open, trusting dialogue seek to learn from those who have differing opinions. Serve to strengthen our inclusive community. In the Middle and Upper Schools, each day at Fessenden transforms a boy just a bit, leaving him stronger and wiser. Boys constantly have opportunities to equate challenge with adventure, and to greet with enthusiasm what’s new, different, and not always easy. As they evolve from kind, eager boys to passionate young men, Fessenden’s Middle and Upper School students embody these ideals: Take responsibility for yourself while being a trusting and respectful member of the community. Seek ways to improve the world around you. Pursue your passions. Ask for help, and move forward knowing that, should you stumble, someone will be there with a steadying hand. Boarders and day students alike are immersed in a diverse culture that comes from a campus community of local, national, and international students. Fessenden has created an academic experience that both nurtures and encourages boys to venture beyond their comfort zones. To strive, to interact, to claim their identities with both confidence and humility. In the Fessenden Middle and Upper Schools, a boy isn’t just “good at math” or “artsy.” We see him from all angles: as he finishes a prototype in the lab, plays the djembe drum during a school concert, skis during a weekend trip, bake cookies with a dorm family, and wins a race on the Charles River with his crew. At Fessenden, our approach to education and development involves nurturing and supporting a boy in and out of the classroom. How do we do this? With 40 staff and faculty families making their homes right here on campus, our community members defy traditional roles. A teacher is a coach, a dorm parent, a mentor, and a friend. And for this age group, boys can be even more immersed in our community through our five- and seven-day boarding options. In the Middle and Upper Schools: A first-rate a capella singer is also a star lacrosse player The hockey coach teaches prepositions in English class An academic advisor chats with students over a pizza lunch Boarding students from diverse backgrounds benefit from the support of more than 40 families living on campus, as well as ever-changing weekend activities for every interest As a result of this approach, we witness incredible outcomes: boys who seek out intellectual risk and new experiences who demonstrate honesty, compassion, and respect and who thrive at top secondary schools and successfully navigate the world beyond. View full school

The King’s Academy is a Christ-centered day and boarding school reaching local, national, and international students of all socioeconomic backgrounds, educating and preparing them academically, emotionally, physically, socially, and spiritually for the twenty-first century. In the earliest years, a specialized program was also available to those who desired to become teachers. The school uniquely served the needs of hearing-impaired students in the 1970s and 1980’s, until public school mainstreaming efforts for special education students reduced the demand. Boarding students from over 80 nations and most states in the U. S. have studied here. Graduates frequently comment on interacting with such a diverse student body as one of the most valuable experiences in their lives. The Sevier County Board of Education did not have a public school in the community until the mid-1900s. Through a unique public/private school partnership, the Sevier County school board paid the academy to take the county students under its wing. Elementary students ceased to attend the academy in 1947 when the local public primary school was constructed adjacent to the academy. A public high school was built across the road from the academy in 1961 and the county’s subsidy to the academy ceased at that time. Sixty-one years later, in 1993, the Board of Trustees reorganized the academy and gave distinct names to three operations under the Harrison-Chilhowee corporate umbrella. Since that time, HCBA’s elementary and secondary day and boarding school division has been doing business as The King’s Academy. The Bible Training Center is an adult education program for bi-vocational ministers. The Chilhowee Retreat Center offers academy facilities and services to churches and schools for retreats, music camps, and sports camps, primarily during summer months. View full school

Yeshiva University’s High School for Boys was officially renamed The Marsha Stern Talmudical Academy – Yeshiva University High School for Boys in 1980 when Stanley E. Stern ’56YUHSB, Vice-Chairman of the Yeshiva University Board of Trustees, gave the school a major gift. In appreciation, Rabbi Dr. Norman Lamm, who was president of YU at the time, renamed the school in honor of Mr. Stern’s wife, Marsha an”h, who passed away in March of 1979. Now in its second century, Yeshiva University is the oldest and most comprehensive educational institution under Jewish auspices in America. It is an independent university that ranks among the nation’s leading academic research institutions and, reflecting the time-honored tradition of Torah Umadda, provides the highest quality Jewish and secular education of any Jewish university in the world. Since its inception, the University has been dedicated to melding the ancient traditions of Jewish law and life with the heritage of Western civilization, and each year we celebrate as future leaders make YU their home. Athletics play an integral part in the MTA experience. Whether a student plays competitively on one of the myriads of teams, recreationally during intramurals, and/or works out during the daily Physical Education program, students appreciate the program and facilities that we have to offer. All of our competitive teams have won championships our legendary hockey team still holds the Yeshiva League record for consecutive championships with 6 in a row. Our basketball games – both team and intramural – are played on Yeshiva University’s NCAA court in the Max Stern Athletic Center and LionsLive often stream our games online. Most importantly, our sports teams embody the values of our yeshiva. Many of our coaches are alumni of MTA and current YU students, who serve as role models for our talmidim both on and off the court. Yeshiva University High School for Boys is accredited by the Board of Regents of the State University of New York and by the Middle States Association of Secondary Schools. As such, its courses and requirements conform to the standards of the Board of Regents, and examinations in Regents subjects are given in June of each year in several required subjects. Students who pass all the requirements of the Board of Regents received a New York State Regents diploma. Those students who meet the more rigorous requirements of YUHSB receive a Yeshiva University High School diploma, which is approved by the Middle States Association of Secondary Schools and by the school administration with the sanction of the Yeshiva University High Schools’ Board of Trustees. View full school

Marymount is an Independent and Catholic school. This means we can offer what other schools can’t—a mission-driven, ethical education rooted in the highest academic standards. We welcome all faiths at Marymount and place an essential focus on helping young women develop a strong moral compass. As a Catholic school, we build on the centuries-long, rich tradition of academic excellence, adding a distinctive layer of spiritual development through retreats, regular student Liturgies, and Masses, a broad four-year study of Theology, and a strong commitment to serving underrepresented populations. As an Independent school, we uphold the highest standards of college preparatory curriculum, bringing outstanding faculty, a well-resourced academic program, individualized attention, and cutting-edge technology to our students. Students come to us from an array of parochial, independent, charter, and public schools. Like our home state of Southern California, Marymount is bursting with cultural diversity! Our girls truly reflect the wonderfully diverse population of our region—in geography, ethnicity, and religious background. At Marymount, we are rewriting the narrative of what an independent, Catholic, all-girls school can be. We know that it is possible to have a high-level, challenging, and engaging college-preparatory program in a supportive and balanced community. Our educational ethos is one of expansion, not constriction, which is fundamental to our near-century-old pillars of spirituality, values, and social justice. Through our signature curricular program (with courses as diverse as Japanese Literature, Computer Science, and Discrete Mathematics and Coding), we offer a depth and breadth of academic subjects and extracurricular activities that surpass what one expects at a high school. Our dynamic faculty immerse our students in 21st-century learning, while, at the same time, helping them learn to balance a modern life that is so focused on superlatives. In our fast-paced society, we acknowledge the ever-evolving needs of the whole girl, and meet them with our distinctive school culture of care and concern - what I refer to as our "invisible curriculum." Your daughter will feel this energy when she first steps on campus, animated by our Founding Order’s, the Religious of the Sacred Heart of Mary, core motto that, “all may have life and have it to the full.” As a Sailor, your daughter will learn to create and be a part of our joyful sisterhood while learning to problem-solve and develop confidence in her sense of self. We want your daughter to be more than a student at Marymount. We want her to be a student of Marymount, and, eventually, of the world as a contributing, competent, and caring woman who has the heart to do anything and the education to know-how. Marymount High School is an independent, Catholic, all-girls school with the core purpose of educating and empowering young women to live lives of consequence as ethical leaders with a global perspective and an unshakable commitment to the common good. These are the words and values we live by. They inform every decision we make and touch every student we teach. We honor our mission and history in spirit and action, every day. We believe learning should be about discovery and adventure. That’s why we offer a personalized, values-based education with a wide range of options—giving each girl the freedom to create her path to success. Everyone here places a high value on intellectual curiosity and academic achievement. With our in-depth focus on math, science, and humanities, we’re more like a small liberal arts college than a traditional high school. Our outstanding teachers and advisors are highly qualified and specialize in teaching girls. They’re motivated to innovate and collaborate to give girls the real-life lessons and experiences they’ll never forget. At Marymount, teachers know each girl well, inspiring her to think deeply, explore intensely, and express herself with confidence. With a Marymount education, you’ll be ready to excel in the nation’s best colleges—and wherever your greatest aspirations lead you. View full school

Some of our classes are composite classes, a combination of 2 or more classes. This allows us to have more flexibility in regards to maintaining balanced class sizes, student placement, and better utilization of school resources. This may not be the usual practice in some of the home countries of our parents. All students are still taught appropriate to their learning needs and will not be disadvantaged in any way. All year levels have a dedicated classroom teacher for English, Maths, Science, Social Education, and the Humanities (Social Sciences). Specialist teachers lead classes in Art, Library, and Korean. We offer English Support classes for students who are not native speakers of English and need extra help. Official School communication comes via the school website or newsletter only. Occasionally you may receive printed school notices or direct emails and calls from school staff. The Webpage is continually being updated and is our primary means of school-to-parent communication. In addition, we also have an emergency text alert system to be used, when needed. Notices posted by well-meaning parents or students on forums such as Facebook, Twitter, etc. cannot be considered official school notifications. Always check the actual school web page. Parents are welcome to come and speak with teachers at school. We would like to know in advance that you are coming and the reason for your visit. It is best to make these arrangements and include the reason for the visit in advance by email (teacher emails are available on the HFS website) or by calling the office. This allows the teacher to review or prepare any material necessary before the meeting. Teachers prefer not to be contacted about school matters socially or at home, even if you have their phone number, or consider them to be a personal friend. We like to separate our school and personal lives a little. All HFS foreign teachers from Year 1 to Year 9, and subject specialists, are required to hold a minimum of a Bachelor’s Degree and a recognized teaching qualification. Preference is given to teachers with at least 2 years of teaching experience and teachers who have experience in an international school setting. Teachers are subject to an ongoing cycle of review against an agreed set of standards covering classroom practice and professional knowledge. A selection of 5 weeks after-school activity clubs are offered by teachers each term. These cover a range of sports, arts, and personal interests for groups of 12-16 students in advertised class groups. Additional groups may be offered by parents or private organizations – some of these have costs. Parents who wish to run a club will need the consent of the principal and agree to complete the required paperwork. We have standardized Homework expectations across the school. All classes Y1-Y9 will have regular homework set by the teacher 3-4 nights per week. This will be outlined at the start of the year in an approved class notice. Learning spelling, basic facts, and reading are the most important aspects of homework. If teachers have set other tasks they will be marked. Students in Y1-9 have weekly library time. Students are issued with a special library card that is kept in the library. They may borrow a maximum of 2 books at any time for a maximum of 2 weeks. The library is also open two afternoons a week after school with parent volunteers. Students at HFS in Years 5-9 use laptops as part of their daily work in English, Maths, Science, and Humanities. We use the Bring Your Device philosophy allowing parents to supply a computer of their choosing as long as it meets our broad minimum requirements. We supervise student internet use as much as practicable. Students are expected to only use school computers for legitimate educational purposes. Parents will be informed of students who deliberately use the school internet to access inappropriate sites and the child’s school internet use may be restricted at school thereafter. We discourage the use of USB devices from home because of security issues. All home computer materials for school should be available via the school website or email. At Hyundai Foreign School, our goal is to deliver a British-based curriculum that is both recognized and transferred easily internationally. To achieve this we utilize several different curricula and evaluations, which vary based on year level and subject.HFS primary and middle years programs utilize the Cambridge International Examinations (CIE) Primary and Secondary 1 curricula for English, Maths, and English as a Second Language support classes. All other areas of the curriculum (including Science) are based on the International Primary Curriculum and International Middle Years Curriculum. At HFS we regularly review and revise our programs based on student performance, parent feedback, and educational trends, families at HFS can expect to be asked to attend regular consultation meetings and to fill out surveys to help us make these improvements. Students are also evaluated regularly using both internal and external agencies. Currently, HFS uses externally marked results from the Cambridge Primary Checkpoint, the Cambridge Secondary 1 Checkpoint, and the International School’s Assessment to ensure student progress and performance is accurately evaluated and readiness for IGCSE or High School levels are being achieved. Results are shared publicly with parents and the wider school community. This curriculum is recognized and transfers easily throughout International Schools, Europe, UK, and the USA. View full school

We welcome you to become a part of this dynamic GIFS Tiger family and please feel free to contact us with any questions you may have. Early Childhood (pre-K and Kindergarten) is a student’s introduction to the world of full-day academic training. Our program is founded on American education standards and designed to help students develop the skills and habits which will lead them to success throughout their academic careers. The homeroom is the place to learn the fundamentals of reading, writing, mathematics, science, and social studies. Lessons are designed to meet the needs of a diverse group of learners, and students have the opportunity to access and share knowledge in a variety of ways to ensure that they fully understand the material. Students also learn the social skills and expectations which are necessary to live, play and work in harmony with those around them. With specialist Music, Art, and PE teachers, weekly visits to the library and computer lab and regular field trips to explore the community around them GIFS Early Childhood students are valued and productive members of the school community. At the high school level at GIFS, Grades 9-12, all students are placed in a rigorous college preparatory program. In Grades 9 and 10, GIFS uses resources that are endorsed by Cambridge International Examinations as directly supporting their syllabuses and curriculum frameworks. These underpin the curriculum in secondary school. Each course takes two full years to complete and is adapted to the academic strengths, interests, and needs of our students. The grading system ranges from A* at the top to G at the bottom, with grades A* to C being recognized as good passes. A minimum of 5 good passes is required for enrollment in the IB Diploma Programme for Grades 11 and 12. Here, students sample many disciplines, which may prove to be a passion or interest in the future. In our program, we believe that by offering a variety of courses based on faculty talents and student interest, we can best prepare students for future academic challenges. Students also follow a course of study for personal, social, and health education called Life Orientation. Students are granted one graduation credit per year for one year of a course. Students must complete an array of required courses for a total of 25 credits through high school to graduate with a GIFS high school diploma. Families and students should refer to the School Handbook for specific graduation requirements. Applications for admission to Gyeongnam International Foreign School are accepted at any time during the academic year that typically runs from late August to mid-June. Admission is open to students of all nationalities in Kindergarten through 12th Grade. Application for admission at all levels requires the completion of the registration form. Applications are made through the GIFS business office. An online application is preferred for the initial application. The GIFS House System was adopted to nurture the student body as a whole. It is designed to promote school spirit and give a sense of belonging to all staff and students. Throughout the year, a range of house events and activities are organized to encourage healthy competition and peer support. The House System is an inclusive program that requires a cohesive and team-orientated approach from all students. It provides opportunities for leadership, teamwork, individual talent, creative development, physical skill, and intellectual challenge. All competitions reflect this ethos and students are required to work alongside other students from all age groups.GIFS Houses are named after Korean mythical characters: Bonghwang, Gumiho, Haetae, and Dokkaebi. Each student that attends GIFS is assigned to a house in our system. Siblings are kept together in the same house. House events and competitions add fun and camaraderie to our school community. Gyeongnam International Foreign School realizes one of the most important decisions in a student’s life is choosing the right college or university.GIFS graduates go on to post-secondary studies, the majority of which attend high-ranking universities in the United States, Europe, or Asia. Gyeongnam International Foreign School provides the guidance, tools, and opportunity for students and families to prepare to successfully enter some of the most competitive universities in the world. GIFS believes that learning with peers is vital for student development not only academically but also socially and emotionally. With that in mind GIFS’ ELL program ideally occurs in the student’s classroom with the collaboration of the ELL instructor and classroom teacher. However, pullout ELL is used when a lack of English skills is preventing a student from succeeding and interacting within the regular classroom environment. At GIFS, the ELL program has two streams. The first stream focuses on regular ELL support and offers classes that teach speaking, listening, reading, and writing. The second stream is for remedial English tutoring in writing and grammar. Students are assessed quarterly to determine their level of the program. View full school

Our campus is situated in a purpose-designed building just south of the Han River in the centrally located Seocho District. After opening in 2010 with 223 students we have steadily expanded our role to accommodate over 600 students from the Nursery to Year 13 age groups (ages 3 to 18 years). At Dulwich College Seoul, we aim to make education a memorable experience for your children. The College offers a friendly and intimate learning environment where we aim for all students to be nurtured, challenged, and inspired. It is important to me that all our families become part of a close-knit community, both within our College and as part of the ever-expanding Dulwich family worldwide. Education is a partnership between the school and home, so these links are vital in supporting your children through their formative Primary and Senior School years. Anything we do at the College will always focus on maximizing the learning opportunities, welfare, and happiness of our students. Dulwich College Seoul is an inspiring place in which to study, being home to learners from many different countries and continents. We actively harness this diversity and teach our students to value and respect the wealth of cultures, religions, and traditions that make our school such an enriching place for your children. Our students deserve success and it is our responsibility to help them realize it. True happiness and future achievement depend upon being comfortable with oneself and upon standing out from the crowd, not simply blending in with it. Success comes in many forms but is not achieved without the effort and stamina that comes naturally to some but not to others. This clear vision - to create the best schools in the world so our students make a positive difference - guides the decisions we make as a family of schools. Our schools, founded in 2003 by parents who wanted the best for their children, have always and will continue to put our students first. We use the strength of our network to continue to pioneer and innovate in all aspects of the organization – from curricula and educational spaces to events and technology. Our students are already among the world’s best, and our young alumni, who are all still under 30, are already beginning to make a difference as they enter the worlds of medicine, law, business, technology, the arts, and public service. We can’t wait to see what they’ll do. Dulwich College Seoul was the fourth to join the Dulwich College International (DCI) family of schools, opening its doors in 2010. The College is made up of over 650 students from age 3 to age 18, with over forty different nationalities represented in our diverse student body. Our links to Dulwich College, founded in 1619, are strong, and we collaborate closely with the other schools in the network to encourage an international outlook and create an extended community where academic ability is fostered, creativity is valued, and diversity is celebrated. We are proud to share a common heritage with all the schools in the DCI network, and equally value the traditions, unique to our school, that we have created since we opened. Dulwich College Seoul educates children from age 3 to 18, and English is the language of instruction. Children up to age 5 follow the Early Years Foundation Stage, and from Year 1 to Year 9 they follow the National Curriculum of England and Wales, which is enhanced to meet the needs of our international student body. In Year 10 they begin the IGCSE (International General Certificate of Secondary Education), a rigorous two-year course that requires students to take a broad range of subjects covering maths and sciences, English and foreign languages, and the humanities. It culminates in exams at the end of Year 11 and prepares students well for the two-year International Baccalaureate Diploma Programme (IBDP) starting in Year 12. Being part of a network allows our schools to work together, leveraging their talent and resources to put on events, forge internal and external relationships, and share experiences. This exposes our students and staff to a rich and varied choice of experiences that individual schools could not offer on their own. By our group’s relationships with leading educational and artistic institutions, Dulwich College International students perform soliloquies under the tutelage of actors from the Royal Shakespeare Company, sing with the Vienna Boys’ Choir, and work with the innovative musicians from the Berklee College of Music in Boston. They take an active part in group sporting, artistic, intellectual, and leadership events, such as the Diversity series, the Dulwich Festival of Music, the Science and Art Photo Competition, the Shakespeare Festival, the Mike Gatting Cricket Festival, the Shackleton Lectures, and the Student Leadership Conference. They learn about the importance of giving back through community service, and as many of these projects are brought under the umbrella of the Dulwich International Schools Foundation, their opportunities will expand further. They enjoy the benefits of the extensive, structured program of professional learning that we provide to all our staff members. They will reap the benefits of our STEAM curriculum in our SE21 Studios, as well as our pioneering Mandarin program, which addresses the unique challenges of teaching this complex and wonderful language. With group support, we have made a huge investment of time in both these programs, which are so crucial to preparing our children for the future. Our network attracts leading and innovative academic leaders. The Dulwich College International Schools Team support the academic teams at each of our schools, giving them the advantage of their specialist knowledge, ensuring consistency in the content and quality of our teaching, and spreading innovations they may observe at one school throughout the group. And finally, our network strengthens community bonds. Students from different Dulwich College International schools may get to know each other one year through a group event, and find themselves classmates the next when one of them has moved from, say, Dulwich College in Singapore to Dulwich College Shanghai. Students facing the challenges of an international move will make a much smoother transition when their new school is so familiar. With many of our teachers transferring within the family of schools as well, we can keep the benefits of their knowledge and experience within the group. View full school

We look forward to working together for the social and academic success of our students. In collaboration, we will guide them to adapt, communicate and learn. The core of Busan Foreign School’s mission is to prepare students to enter the best colleges as responsible and active citizens. Our strong partnership with you allows us to achieve this in a caring and supportive environment. We succeed when students are creative problem solvers, lifelong learners, and effective communicators. So do the adults who work with them. Education is a continual process of defining who we are as individuals and how we relate to one another. Our school is always open for you to come in and share your hopes and concerns for our students. Teachers impact student learning and success. Great teaching can inspire and sustain a student for many years, even a lifetime. Our caring and dedicated faculty create a true sense of community. They teach a rigorous American school curriculum based on the Common Core State Standards. This provides the foundation that prepares our students for American higher education. We strive for excellence and in every way our students succeed. We offer a broad range of artistic, intellectual, and athletic activities. We find and develop every student’s unique talents. The strength of BFS lies in the diverse abilities of our faculty and students. Together we are going to make 2017-2018 an exceptional year of growth and learning. Student enrollment at BFS continues to grow, yet we still strive to maintain a small school feel where each student is an individual who is given the highest level of education possible. We continue to send our students to more and more prestigious universities worldwide, which is a result of our stringent admissions process. We pride ourselves on making sure each family and student is a good fit who can add to our community and flourish at Busan Foreign School. We believe that all students, regardless of their financial or social standing, deserve an equal right to quality education. Our mission is to inspire each learner and provide educational services that nurture their social, intellectual, emotional, and physical growth. BFS students are prepared to enter top universities worldwide and become responsible, contributing citizens in a rapidly changing world. Our ongoing commitment to intercultural understanding and a strong partnership of students, parents, and teachers allows us to achieve this in a caring and supportive environment. Busan Foreign School is overseen by a board responsible for the governance of the school. The board has appointed a School Director whose main purpose is to ensure the financial sustainability of the school. The School Director regularly meets with his advisory team, which is composed of senior members of the faculty and operations. The board delegates the day-to-day running of the school to the Academic Director (School Principal) and Director of Operations. Together they work to ensure the school’s Mission and Vision are fulfilled. With only two students originally, it has since expanded to encompass nursery to twelfth grade, currently educating 249 students from 21 different nations. In addition to the increase in enrollment, the curriculum has developed into a highly rigorous American standards-based program that offers students a wide variety of courses and activities. Located in the popular Haeundae New Town area, Busan Foreign School is situated among modern high rises, an array of Asian and western-style restaurants, scenic hiking trails, and the popular and picturesque Haeundae Beach. This neighborhood has seen continuous growth of foreign business and development since its inception and shows no sign of slowing down. Since Busan is the major port of South Korea, shipping and international trade are the major industries in the city. Busan Foreign School stands out as the premier English-speaking school in Busan. BFS has been graduating high school seniors for over fifteen years and sending them abroad to some of the world's most prestigious universities and colleges. The graduating class of 2016 gained acceptance to over 48 colleges and universities — many of which were ranked among the top 200 universities in the world. BFS is fully accredited from prekindergarten to grade 12 by the Western Association of Schools and Colleges (WASC). Other school affiliations include the East Asia Council of Overseas Schools (EARCOS), the Ministry of Education, Republic of Korea (certification), Korean Council of Overseas Schools (KORCOS), American Chamber of Commerce in Korea (AMCHAM), European Union Chamber of Commerce in Korea (EUCCK), National Honor Society (NHS), National Junior Honor Society, the National Association of Student Councils, and the Southern Korean Athletic Conference (SKAC). Busan Foreign School offers all classes for students at any school-aged level. We have a full-day nursery program for three-year-olds as well as a full-day pre-school program for four-year-olds. We offer fully inclusive elementary classes in grades K-5. In addition for middle and high school students, the school provides a variety of electives and core courses such as AP literature, AP Calculus, orchestra, physical education, health, band, art, Korean, Spanish, English Language Learner (ELL) centers, current events, speech and presentation, writing and grammar, language arts, yearbook, research methods, and multimedia. View full school

Global Christian Foreign School is a foreign school located in the heart of Seoul, Korea in Hannam-dong. The school is accredited by the Korean Ministry of Education and holds membership in the College Board, Association of Christian Schools International, and Council of International School Administration in Korea. Since 1996, we have been devoted to raising global Christian leaders in grades K-12, serving expatriate families, and preparing students to excel at the university level. Many of our students have gone on to competitive schools such as Yale University, NYU, University of Notre Dame, Carnegie Mellon University, University of California at Berkeley, Parsons School of Design, and more. We currently have a 100% acceptance rate among graduates into higher education institutions. We invite you to join our rich and unique academic community, filled with passionate and caring educators that carry a high level of expertise in their respective content area. With a faculty-to-student ratio of around 1 to 5, our teachers take great pride in providing a personalized learning experience for each student. We thrive on providing an atmosphere in which each student is seen as a unique individual, capable of learning beyond what his or her capabilities and past experiences have revealed. GCFS admits students of any race, color, or ethnic origin, but the applicant must meet legal eligibility requirements.GCFS is a registered foreign school with the Korean government, as such, students attending a foreign school in Korea must satisfy one of the following three categories of eligibility set forth by the Korean Ministry of Education. All parents, upon admissions of the student(s), are required to read, sign and support the school's philosophy and doctrinal statement demonstrating their support of Christian Education. Although GCFS respects the religious preferences of our students' parents and does not discriminate based on religious affiliation, all instruction is given in the context of our statement of faith (located on the 'About' page). Students from other religious backgrounds may not be excused from religious instruction or activities of the school. Currently, GCFS is following the standards set by the Common Core State Standards. The Common Core State Standards not only address the needs of educational standards in the United States but have been extracted from important international models as well. These standards have been adopted by forty-four states, and the ongoing endeavor for the perfection of these standards draws upon the work of state departments of education, scholars, assessment developers, professional organizations, educators from K-12, parents, students, and the public. GCFS also stands as a member of the Association of Christian School International (ACSI). The standards and benchmarks that come with this accreditation will also be implemented in the classroom. Here at GCFS, we are committed to creating a safe learning environment for all students. We are committed to holding our students to high behavior expectations that are consistent from K-12. Our three expectations are that our students will be respectful, responsible, and ready to learn. May many blessings be poured out to all the visitors, parents, GCFS family members, and all the nations that are directly involved with Global Christian Foreign School. In 1996, GCFS was founded by Pastor Joseph Song who majored in Chemical Engineering, Education, Christian Counseling and received his M.Div. In 1999, after his passing, his wife Soon-Rahn Song continued the vision for GCFS and is currently the headmistress of GCFS. Our continuous vision for GCFS is for every individual student to be raised and released as a global Christian leader. And in the last 20 years, approximately 40 different nations came to receive Christian education from the Christ-centered standards and values we uphold. This vision has been possible through the many faithful kingdom workers that have partnered with us in bringing excellence in teaching, serving, and raising each student. The maximum capacity of our school is 100 and that is our main strength as we foster a culture of family between teachers, staff, and students. Many students and alumni will testify how it is not solely academic progress that is evident, but a character transformation that is experienced by those who enter through the school doors. Understanding the heartbeat of why GCFS exists, these very same students are going out into the world and displaying their leadership as the light and salt of this world. In a very self-centered and entitled generation, a sense of family and putting others first is not easily found or valued. However, as a student body of K-12 grade, consistently learn and grow in a place of love. To care and nurture one another as we become one family. For your child, we continue to take our calling and purpose with Christ’s love to raise and release them into the crooked and depraved generation and to bring light and hope as global Christian leaders. We as a school are always ready and prepared for your child to join us and become a family member. Our prayer is that they can be the beautiful and precious light to bring Christ’s hope and glory to many nations. View full school

Gyeonggi Suwon International School (GSIS) is proud to be the first fully accredited three program International Baccalaureate (IB) World School in the greater Seoul area, and the second such school on the Korean peninsula. Students progress through the Primary Years (PYP), Middle Years (MYP), and the Diploma (DP) programs as they move towards matriculation in a thriving academic environment. The school services both the educational and co-curricular needs of more than 500 Kindergarten-Grade 12 students and their families. Located in Suwon, a short commute south of Seoul, GSIS provides a dynamic learning environment, passionately committed to “educating the whole child.” Gyeonggi Suwon International School provides international students a high-quality internationally based education within a Christian environment utilizing positive educational experiences and biblical foundations for spiritual growth. Because each student is recognized as a person made in the image of God, Christian education should foster self-respect and self-worth as well as respect and esteem for others. For this reason, the goal of Gyeonggi Suwon International School (GSIS) is to provide a quality educational environment in which each student's unique gifts of intellect, personality, stature, and spirit are given the best opportunities for development toward maturity. GSIS bases its philosophy on basic Christian beliefs. A quality international education addresses both academic and co-curricular facets of a learner’s life. To facilitate this process GSIS offers a wide range of co-curricular programs including athletics, fine arts and performing arts, special interest clubs, and various service opportunities. All this is in addition to a robust academic program.GSIS was created through its ongoing partnerships with the city of Suwon and the province of Gyeonggi. Partnership and collaboration are strong themes at GSIS, for both the school and our students. We encourage the development of relationships and collaboration between teachers, students, and their families, all aimed at the successful learning of the child. We look forward to hearing from you and sharing more information about the learning community at GSIS. Gyeonggi Suwon International School (GSIS) opened its doors to students for the first time on September 18, 2006. The school was founded as a partnership between Gyeonggi Provincial Government, Suwon City, and Dr. Thomas J. Penland, Headmaster of Taejon Christian International School, acting on behalf of and with the expressed approval of the TCIS Board of Trustees. The purpose of the school is to provide a high-quality international education for foreign children in Korea that will serve to further attract foreign investment to Korea. GSIS projects a capacity enrollment of over six hundred (600) students in grades Pre-K-12. The school is authorized with the International Baccalaureate Organization in the Primary Years Program (PYP) and Middle Years Program (MYP) and the Diploma Program (DP). GSIS is one of the first schools in South Korea authorized to offer the full IB program in PYP, MYP, and DP. The school is also accredited with the Western Association of Schools and Colleges, EARCOS (East Asia Regional Council of Overseas Schools), KORCOS (Korea Regional Conference of Overseas Schools), KAIAC (Korea–American Interscholastic Activities Conference), Association of Christian Schools International (ACSI), and has membership with the College Board (PSAT, SAT, AP programs). Our mission will always be to provide a high-quality international academic program to international students guided by a Christian philosophy of education that embraces and seeks a diverse student population. An open Christian environment will be established on the campus, and children of all faiths will be welcomed as well as children from homes that do not practice religion. The school will dedicate itself to educating the whole person: academically, spiritually, socially, emotionally, and physically. The staff will challenge all students to strive for their highest potential as God has gifted them and to always be motivated to share that giftedness with the rest of humanity. The school will actively seek ways for students and teachers to give back to the Suwon community that is hosting them as foreign guests. GSIS academic standards will be high to ensure that each student has as many open doors as possible to pursue upon completion of his/her studies. In addition, GSIS will create a nurturing and caring Christian environment where students, teachers, and parents work as a close-knit community. Our student-to-teacher ratio will be low thus allowing for more student-teacher interaction and assistance. The learning community will collaborate to offer the highest quality international education possible and will seek to make it cost-competitive. The desire is to work with all international families to make the education of their children affordable. GSIS Parent Teacher Association is a parent-organized and operated, non-profit organization consisting of GSIS parents, teachers, and staff. Its goal is to strengthen the partnership between the school and the community through effective communication via newsletters, the PTA website, and multicultural committees to reach its community. PTA meets every second Tuesday of the month to discuss projects and activities to support the school. They sponsor annual events such as the Christmas Bazaar and the International Festival. They hold information sessions for parents concerning school-related issues as well as parenting seminars. Parents volunteer in the classrooms as well as the library and hold weekly prayer meetings on campus. In 2009 the PTA opened and manages the Knight Shop where students can purchase stationary material, school spirit items, and a light snack. PTA supports the mission of the school in developing the “whole child” and is a vital part of the GSIS community. View full school

Korean Minjok Leadership Academy(KMLA) was established in 1996 by Myung Jae Choi, chairman of the foundation to educate future leaders of various fields who "study and practice the field of their choosing, based on their talents and aptitudes, and devote themselves to making Korea and the world a better place" One of the most prominent characteristics of KMLA is shown in the classroom. KMLA's educational contents and methods are quite different from those of other Korean high schools that are primarily focused on education for the college entrance examination, centering on memorization. Considering the students' academic ability, academic level, and interests, we make use of a wide variety of materials including domestic and overseas learning materials, textbooks used in prestigious high schools and colleges in the United States and Great Britain, and academic essays and scholarly papers. We aim to cultivate students' creativity through lively discussion and research. This explains why KMLA students have been reaping outstanding results in such fields of international academic competitions as physics, mathematics, environmental science, and linguistics. Mindful that a strong and healthy body is the most important thing in our life, we provide students with a lot of opportunities to do sports activities. Students are required to engage either in kendo, taekwondo, traditional archery, or jogging as an early morning exercise, and they can choose among many sports such as horseback riding, golf, skiing, basketball, volleyball, and rowing for their PE class or club activity. It is no wonder that KMLA students have been doing very well in the National Sports Festival and other various sports competitions. We also emphasize fostering students' emotional development through the education of music, art, calligraphy, and literature. Students are required to play the traditional Korean musical instrument--Gayakum for girl students and Daegum for boy students--to a certain level. They are also encouraged to learn to play western musical instruments. Everyone who watched KMLA Music Festival held annually in November admires our students' musical talents and the quality of the concerts. We encourage our students to participate in a variety of volunteer activities to help them to cultivate body and mind and thus assist those in need to devote themselves for the sake of the Korean people and world. To be global leaders, students ought to know first who they are and what they inherited, our source of pride and dignity. KMLA students then learn about and practice the national spirit, history, culture--values of Korea--and develop personal qualities and abilities to enhance the virtues. While we take seriously the education for the whole person who keeps a balance vis-a-vis knowledge, virtue, and bodily health, we also lay stress on English, asking our students to use English freely in and out of the classroom, because, in this globalized age, English is an important tool in the world stage of competition and cooperation. We work to elevate leaders endowed with a national spirit combined with a global perspective. We educate students through gifted education, physical training, and creative development to become true leaders. All students develop their social relations and leadership to develop the skills to become a leader of society and the country. Therefore, by education in ethics, physical training, and educational support students can achieve balanced development of mind and body. The selective education process is an education system in which there is no distinction between grade or field when taking courses, and the students choose their subjects according to their talents and aptitudes. The school allows students to select courses on their own as they can maximize the differentiation and what they want as students of a private high school, and consider career goals as much as possible through a variety of training courses. Lectures or laboratory courses, private studies, independent research courses, specific project studies, field trips/field studies, and other various classes are offered. Creative problem-solving skills, critical thinking skills, and decision-making skills can be obtained through the education provided at KMLA. In addition, to offer enriched education and more opportunity to students, Advanced Placement courses and college-level classes are also provided. To train creative leaders, volunteer activities, extracurricular activities, and career activities, that are suitable to the characteristics of school are provided to the students. Social service activities are essential for KMLA students who are sometimes susceptible to elitism. KMLA aims to ensure that students develop balanced minds and attitudes through social service.KMLA provides various opportunities and information about social service activities and includes social service activity records in student transcripts for counseling. By including a social service certificate component in the Minjok 6 virtues certificate, the school requires students to participate in at least 80 hours of social service activities. Although we say volunteer work is working for others, students can take away so much more. Students ponder the meaning of life while working for the less fortunate. With volunteer work, KMLA students can experience various lives and learn to live while helping each other. 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KFS is a private foreign school, located in Gwangju, South Korea. As the Founding Director and Chief Administrator, it is an honor and privilege to welcome you to KFS! Thank you for stopping by our website. We have been inspiring academic excellence and building character since 1999 through a rigorous American-style curriculum. We focus on the whole child. Using the Common Core standards to guide instruction, KFS maintains an excellent student-to-teacher ratio so that each student gets the care and guidance they need to be successful. At KFS, we are the Cougars and we have Cougar Pride! We encourage our students to be their best selves each day, both inside and outside of the classroom. As Cougars, we are lifelong learners who value all people and the contributions they make to our world. Kwangju Foreign School enjoys a tight-night community that feels like family yet we can offer a variety of courses to our students. Our talented and qualified faculty members, in partnership with parents, continually work to keep our programs current with the ever-changing world in which we live. Our doors are always open. Please reach out to any of our dedicated faculty members, your PTO Representatives, or any member of our Leadership Team. It is our privilege to serve and assist you in any way we can. Kwangju Foreign School stands on the pillars of character and knowledge. We build well-rounded thinkers and problem solvers with a life-long love of learning. Supporting academic and personal needs, KFS strives for students to be effective communicators who can work individually and collaboratively. While strengthening Korean cultural ties and an understanding of their own identity, KFS strives to create active community members who will succeed in an increasingly globalized society. Students are responsible, globally conscious citizens. Students have respect for themselves and others and exhibit honesty and integrity in their interactions with others. Students exhibit a positive work ethic through effort and diligence. Students accept responsibility for themselves in their interactions with diverse communities and the Earth. Students adapt to and appreciate diverse cultures while maintaining their own cultural identity. Students make responsible decisions in their interactions with the environment. Students are critical thinkers and problem solvers. Students ask questions that challenge the validity of acquired knowledge and accepted beliefs or practices. Students analyze situations and challenges and use prior knowledge to solve problems. Students are self-aware learners and can use their strengths and acknowledge their weaknesses for maximum personal achievement. Students actively develop skills and habits that will promote academic and vocational success. Students engage with learning to develop a love for knowledge that will encourage the pursuit of life-long learning. Students can collaborate and communicate effectively. Students can work in diverse teams to reach a common goal by employing skills such as time management, flexibility, problem-solving, and compromise. Students collaborate to assign / delegate roles and responsibilities within a group. Students effectively communicate ideas to a variety of audiences through writing, speaking, technology, and the arts. Students demonstrate listening skills in both small and large group settings. Students can use technology to gather information and solve problems. Students access and explore current, up-to-date information using digital technology tools. Students cultivate the necessary technology skills to be competitive in the global market and realize their ambitions. Students exhibit authentic and innovative problem-solving skills through multimedia tools. Students construct hands-on projects to demonstrate their mastery of diverse, multi-disciplinary learning objectives. Students demonstrate digital citizenship by showing an understanding of and consistently adhering to, guidelines on internet safety, privacy and security, online relationships, communication, and cyberbullying. They will also demonstrate an understanding of their digital footprint, reputation, self-image, and identity. Finally, students will demonstrate knowledge of information literacy, creative credit, and copyright. Students manipulate and employ a variety of technologies to foster a better understanding of curriculum objectives across diverse subject areas. View full school