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SCIS Pudong Upper School Profile

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SCIS Pudong Upper School Profile UPPER SCHOOL CONTACTS Upper School Principal / IB MYP Coordinator Dr. Frank Volpe [email protected] IB DP Coordinator Naomi Shanks Shanghai Community International School [email protected] 198 Hengqiao Road • Zhoupu Town, Pudong • Shanghai, China 201318 Phone: (86-21) 5812-9888 • FAX: (86-21) 5812-9000 Upper School Counselor www.scis-his.org Maja Kelly [email protected] SCIS PUDONG SCHOOL COMMUNITY ASSESSMENT REPORTING Around 100 students from over 40 nations are enrolled in Student achievement is measured against subject-specific grades 9 through 12. All of our students pursue IB Middle cretiria and reported on a 1-7 scale. Years and Diploma Program coursework in a rigorous but supportive academic environment. All SCIS Pudong students Achievement on a 1-7 scale system participate in multiple extra-curricular activities including a Mark Descriptor Demonstrated performance lively fine arts program and a competitive inter-scholastic 7 Excellent The student demonstrates excellent content knowledge and athletics program. Our teams have impressive championship understanding, conceptual and contextual awareness and critical, records in many of the international school sports leagues reflective thinking. Highly effective research, investigation and and travel throughout Shanghai, China and internationally technical skills are evident, as is the ability to analyze, evaluate to compete. Other popular activities include Model United and synthesize qualitative and quantitative evidence, knowledge Nations, music, drama, language clubs, and a large variety of and concepts to reach valid conclusions or solve problems. other activities. Many of the clubs and activities are student 6 Very Good The student demonstrates very good content knowledge and initiated and student led. understanding, conceptual and contextual awareness and critical, reflective thinking. Competent research, investigation and technical skills are evident, as is the ability to analyze, evaluate ACCREDITATION and synthesize evidence, knowledge and concepts. Our school is accredited by the Western Association of Schools 5 Good The student demonstrates sound content knowledge and and Colleges (WASC) and is an authorized Continuum IB understanding, good conceptual and contextual awareness and World School. evidence of critical, reflective thinking. Research, investigation and technical skills are evident and sometimes well developed. The Western Association of Schools and Colleges (WASC) Analytical ability is evident, although responses may at times be and the National Council of Curriculum and Textbooks (NCCT) more descriptive than evaluative. accredit our school. SCIS is a Continuum IB World School. 4 Adequate The student demonstrates, with some gaps, secure content knowledge and understanding, some conceptual and contextual awareness and some evidence of critical thinking. Research, THE SCIS COMMUNITY investigation and technical skills are evident, but not thoroughly Founded in 1996, SCIS offers a rigorous international program developed. Analysis is generally valid, but more descriptive than to more than 2300 expatriate students whose families are evaluative. The student solves basic or routine problems, but with resident in Shanghai. SCIS is licensed in China as a not-for-profit limited ability to deal with new or difficult situations. school governed by a self-perpetuating board of directors. 3 Limited The student demonstrates basic knowledge and The school is part of a group of schools overseen by the understanding of the content, with limited evidence of International School Foundation. conceptual and contextual awareness. Research and/or investigation is evident, but remains undeveloped. There is some ability to comprehend and solve problems. There are three SCIS campuses in the city of Shanghai. Approximately 1,600 families are a part of the SCIS 2 Very The student demonstrates little knowledge or understanding community. The SCIS mission is to develop inquiring, Limited of the content, with weak comprehension of concepts and context and little evidence of application. Evidence of research knowledgeable and caring learners who contribute and/or investigation is only superficial. There is little ability to positively to their communities. With students from comprehend and solve problems. over fifty nations, speaking 45 languages, SCIS is a diverse 1 Minimal The student demonstrates very rudimentary knowledge or international community. understanding of the content, with very weak comprehension of concepts and context. Ability to comprehend and solve problems TEACHERS or to express ideas is not evident. Our high school has over 20 faculty members, 60% of which hold post-graduate degrees. SCIS faculty diversity mirrors CLASS RANK AND STUDENT GPAs that of our international student body. The large majority are SCIS does not rank students or report GPAs. foreign nationals who hail from many different countries: Canada, China, Ireland, Korea, Serbia, Spain, and United States. ALL SCIS STUDENTS PURSUE IB DIPLOMA COURSEWORK CEEB code: 694244 IB School Code 006037 GRADUATION REQUIREMENTS INTERNATIONAL BACCALAUREATE SCIS requires students to complete 25 credits Group 1: Language and Literature for graduation: English A Literature (HL/SL) Credits Credits Mandarin A Literature (HL/SL) Korean A Literature (HL/SL) Language and Language 4 3 School-Supported Self-Taught (SL) Literature Acquisition Individuals & 3 Sciences 3 Group 2: Language Acquisition Societies English B (HL/SL) Mathematics 3 Arts & Design 2 Mandarin B (HL/SL) French B (HL/SL) Physical and Health Spanish B (HL/SL) 2 Electives 5 Education Language Ab Initio: Mandarin; Spanish; French Successful completion of Extended Essay, Theory of Group 3: Individuals and Societies Knowledge and Creativity, Activity, Service (CAS) programs Psychology (HL/SL) Economics (HL/SL) All students are required to take the IB Diploma History (HL/SL) Program curriculum. Group 4: Experimental Sciences One half-credit is awarded per subject for each successfully Biology (HL/SL) completed semester. The minimum mark to achieve credit is Chemistry (HL/SL) a 3 on a 1-7 scale. Physics (HL/SL) Sports Exercise and Health Science (SL) STUDENT TO TEACHER RATIO 8:1 Group 5: Mathematics and Computer Science Mathematics (HL) CALENDAR Mathematics (SL) The 180 school-day year begins in mid-August and Mathematical Studies (SL) ends in mid-June. The academic calendar is broken into quarters and semesters. IB retreats and service Group 6: Fine Arts related trips are part of the school year. Film (HS/SL) Visual Arts (HL/SL) IB RESULTS – 2015, 2016, 2017,2018, Music (HL/SL) 2019 & 2020 2015 2016 2017 2018 2019 2020 Average Point Total 32 32 33 31 33 33 Highest Point Total 40 42 40 42 40 42 Average IB Grade 4.96 5.1 5.29 4.99 5.28 5.29 Colleges and Universities Accepting Graduates 2006-2018: THE AMERICAS Academy of Art University Florida Institute of Technology Montana State University Stonehill College University of North Carolina, Acorn University Florida Southern College Memorial University of SUNY Binghampton Chapel Hill American Flyers Flight School Florida State University Newfoundland (Canada) SUNY Buffalo University of North Carolina, American University Fordham University Motion Picture Institute Michigan SUNY – Stony Brook Wilmington Allegheny College Franklin and Marshall College New York University Syracuse University University of Notre Dame Arizona State University Fundacao Armando Alvares Niagara College in Ontario (Canada) Texas A & M University University of Oregon Auburn Business School Penteado (Brazil) Northeastern University Trinity University University of Ottawa (Canada) Biola University Furman University North Carolina State University Tulane University University of Portland Bishop’s University (Canada) George Mason University North Park University University of Alberta (Canada) University of Puget Sound Boston College George Washington University Oakland University University of Arkansas University of Rochester Boston University Georgetown University OCAD University (Canada) University of British Columbia University of Seattle Brandeis University Georgia Institute of Technology Ohio State University (Canada) University of South Dakota Brandon University (Canada) Gettysburg College Ontario College of Art and Design University of Calgary (Canada) University of Southern California Bryant University Goucher College Oregon State University University of California, Berkeley University of St. Thomas, St. Paul California College of the Arts Grand Valley State University Pace University University of California, Davis University of Tampa California Institute of the Arts Greystone College (Canada) Parsons The New School for Design University of California, Irvine University of Tennessee California State University – Fullerton Hendrix College Pennsylvania State University University of California, Los Angeles University of Texas -Dallas California State University – High Point University Pepperdine University University of California, San Diego University of the Arts Los Angeles California University Hiram College Pitzer College University of California, Santa Barbara University of Toledo of Pennsylvania Hofstra Pomona College University of California, Santa Cruz University of Toronto (Canada) Campbell University Hope College Purdue University University of California, Riverside University of Vermont Chapman University Indiana University-Purdue Queen’s University (Canada) University of Colorado University of Victoria (Canada)
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