ACADEMICS
An International/Foreign School in Korea
- International IB curriculum framework which is recognized and respected by institutions all over the world
- Heavily utilizing American course standards, as well as United Kingdom and Australian national standards
- Accredited by the Western Association of Schools and Colleges [USA], assuring a quality institution and facilitating the acceptance to English-speaking universities worldwide
- Highly-qualified educators from all around the world, bringing a vast range of experience and cultural richness to the classroom
- English-language instruction across all courses and English-language support for those who are furthering their learning of the English language (ESL)
- Licensing as a foreign school in Korea sets a limiting structure for foreign and national enrollment requirements.
- One of the oldest foreign schools in Korea, serving Daejeon, Seoul, Asia, and the World with more than 60 years of international education experience
- On-campus boarding care makes the TCIS education available to families from all over Korea, Asia, and the world. It also brings a diversity to the campus that enhances the international school culture.
A Leading IB World School
Taejon Christian International School offers a high-quality, comprehensive education to international students. The TCIS educational experience is a holistic one that follows the International Baccalaureate (IB) system of education, which is highly regarded around the world as one of the most effective programs preparing students for the rigors of university and their future careers.
IB’s programs work together to provide a seamless international education experience for students at ages 3 to 19. TCIS subscribes to the three IB programs to ensure that continuity and a progression of learning, service, and action encompass a TCIS student’s life from a very young age until he or she is ready to enter tertiary education. The delivery of the IB Learner Profile, along with rigorous, sequenced academic standards at all grade levels, drives student learning and development over a series of years and a variety of experiences.
In 2012, TCIS became the first Three-programme IB school in South Korea. It was more than 8 years in the journey of building and training to arrive at that point, but we felt it was a program worth investing in. The IB program fits our school well for the academic rigor and recognition, and it also aligns very strongly with the long history of TCIS mission and tradition in several key areas. Many schools around the world have now adopted portions of the IB program, but TCIS remains one of the leading and best international IB schools in Korea, with unparalleled experience in delivering the IB continuum across all grades.
A Focus on the Learner
The first area that drew us to the IB Program was a focus on developing learners, as opposed to simply delivering content. While it may seem like semantics to some, this is a real distinction that firmly contributes to the quality of being future-ready.
At TCIS, we believe in preparing children to be curious, discerning, systematic, creative, goal-focused, and reflective. We also invest in helping children to develop habits, systems, skills, and standards for themselves. With those things in place, the engagement with classroom content becomes personal and alive. Students with these qualities do well now and in the future.
Balanced Learners
This focus on the individual also acknowledges students as people with unique goals, talents, and passions. To cultivate a person, holistically, means that attention needs to be given to all areas of development (physical, social, emotional, etc.) This is the traditional approach at TCIS and a characteristic of IB done well.
Continuous Learners
The concept of continuous, life-long learning is important to us as educators and mentors. We want students to leave this community with the skills to be successful in university and beyond. When we first considered the IB program, we recognized the structure for continuous learning, with three developmentally sound programs that progress seamlessly through the years. This fits very well with the TCIS standards for vertical alignment of curriculum in K-12, and we have seen so much positive impact in students over the years.
Elementary School | PYP
Our youngest learners are encouraged and given opportunities to explore and inquire about the world around them. Elementary students, within the IB PYP framework, learn how to ask questions and test or find their answers. Children are guided through new experiences in a way that they begin to think more deeply and acquire processes for more effective personal learning.
Beginning with data-driven, play-based learning in Kindergarten and gradually developing into real experimentation and research, students learn how to learn.
Middle School | MYP
Students in middle and early high school, having learned strategies for inquiry about the world, begin to think about their identity and the idea of place within the world. As they learn concepts across their subject classes, they also begin to look at the communities around them and how they can make a difference in serving people and groups, according to their gifts and passions.
Academic rigor and workload gradually increase as students approach grade 10 and they prepare for their final two years in the DP program.
High School | DP
Students in the Diploma Years, having inquired about the world and discovered more about their potential place within it, further their studies with rigorous academic learning and research methods. Courses are intensive, and students acquire skills, habits, and experience to make them college-ready at an exceedingly high level.
Students in their last two years of activities engage at leadership levels in the school, taking extra initiative and responsibility for the things they are passionate about.
Academic Focus Highlights
English Language of Instruction
English is the language of instruction as well as the common language on campus among our diverse staff and student nationalities. Our English language learners (ELLs) access a system of additional support through the English Language Acquisition (ELA) Department, in accordance with proficiency levels, to develop their language skills and also access the content in our inclusive classes. More than conversational English, students meet with full classroom content to progress in their studies while learning technical/academic language.
University/College Matriculation
IB programs are recognized worldwide as excellent preparation for tertiary education. Universities and colleges around the world acknowledge that IB graduates are well prepared for the rigors and independence of learning in educational environments at the tertiary level. As well, many universities and colleges give advanced standing and/or credits to students who have completed IB diploma in the years prior to entering university. The TCIS College and Career Counseling team offers students a wealth of knowledge and assistance for evaluating, deciding, and applying to universities around the world.
S.T.E.M, Humanities, Arts Focus Programs
These are areas that our students typically want to continue on with, in university. We often receive students with special interest and/or aptitude in these areas, so we have made sure that we have programs in place that will satisfy student's interests and prepare them for continuation in college. Double science and humanities tracks in the DP, and Higher Level Arts and Studio programs are available for concentrated learning for students who have those directions in mind.
Christian Education
As a faith-based Christian school, TCIS also believes that the fundamental principles of IB programs are a solid foundation on which to approach a Christian worldview within international education. Many of the values that we promote as Christians align with conscientious, caring, and peace-loving citizens of a unified world. The TCIS mission and vision are carried out alongside their delivery of IB programs as we strive to cultivate internationally-minded learners who lead in purposeful change. As children learn about the world, we want them to know the potential they have for affecting and shaping it for the better.
