ISA Guangzhou Foreign Language School currently maintains the following policies in relation to the IB Diploma Programme.
At ISA GZFLS, we believe that the concept of academic integrity is a set of values and skills that promote personal integrity and good practice in teaching, learning and assessment as embodied in the IB Learner Profile attributes, specifically the attribute of being principled. We believe that a program of learning which encourages a discipline of academic integrity and the prevention of academic dishonesty through good practice is preferable to one that merely punishes academic dishonesty.
The programme admits mainly Chinese students who will gain entry through the middle school examinations known as ZhongKao and into our Pre-DP programme in Grade 10. The exams are assessed out of 810 points and students who gain 630 or more have permission to enter as given by the local education bureau in Nansha. Our allocation allows us to award up to 100 students places on the programme. Students send their admission requests via the Guangzhou High School selection site selecting the IBDP programme. These are registered students with the local government system, and we receive that notice at the end of June for the following academic year. In addition, we provide access for international students who are assessed on their fit with the school mission and level of English language proficiency. Students who are eager to learn in an international manner and display an attitude shown to agree with the IB philosophy stand the best chance of success in our programme.
ISA GZFLS is committed to inspiring future focussed learners through agency and inquiry to follow their passions, while meeting their needs in an ever-changing world. Educating the whole child is central to this philosophy. Assessment is geared toward improving, rather than simply documenting, student performance by providing the students with opportunities to apply feedback and progress. The use of assessment to judge the effectiveness of both teaching and learning processes allows teachers and students to identify their strengths and opportunities for development, alongside providing feedback on student progress. Furthermore, it is an essential tool to monitor the effectiveness of the programme and learn how best to modify instruction to promote learning.
We are committed to working in partnership with all stakeholders to remove barriers to learning. Through the concepts of shared responsibility and respect ISA GZFLS believes in a learning environment that allows each student to experience success and build on their strengths in order to fully participate in their education and develop into life-long learners.
ISA GZFLS is committed to the development and learning of language throughout our entire school. We believe language is at the heart of understanding and this belief is central to our curriculum and instruction. Consequently, we provide as many opportunities as possible for our students to use language within the context of the curriculum, and in daily interactions with students, teachers, community members, and parents. In the modern world, command of English is an important way to access information and communicate internationally. Additionally, the school supports the development of mother tongue language and additional language teaching and support is offered to those who choose this pathway.
At ISA GZFLS, teachers and students take pride in the quality of the teaching and learning collaborative process. Additionally, we strive to deliver and continuously evolve our pastoral care of students. At times when students or parents may have a complaint, they can expect it to be treated respectfully and in accordance with this procedure.