CEBU INTERNATIONAL SCHOOL
SCHOOL PROFILE 2014-2015
CEEB CODE: 705230
IB SCHOOL CODE: 1165
Superintendent
Mr. Tony Harduar
superintendent@cis.edu.ph
Middle/High School Principal
Mr. Neil Walton
mhs@cis.edu.ph
INTRODUCTION
CEBU INTERNATIONAL SCHOOL (CIS) is
a private secular institution offering a Nursery
to Grade 12 college preparatory international
education. CIS is a non-stock, non-profit, self
sustaining corporation governed by a Board of
Trustees elected from the parent body.
ACCREDITATION
Cebu International School is the only school in
the Philippines that is accredited with all three
organizations of CIS (Council of International
Schools), WASC (Western Association of
Schools and Colleges) and PAASCU
(Philippines Accrediting Association of Schools,
Colleges and Universities). This means that we
hold a unique position within the spectrum of
accredited education offerings in the Philippines
as well as our education program being
recognized by universities worldwide.
Students at CIS can study the full IB Diploma,
the IB Certificate or the CIS High School
Diploma. All are recognized for entry to
universities worldwide.
Dean of Student Services
Ms. Jennifer Basa
jbasa@cis.edu.ph
CIS has been authorized to offer the IB
Diploma Programme since 1999, and we are
also a Primary Years Programme (PYP)
authorized school since January 2014.
The Diploma Programme is a challenging twoyear programme of international education. It is
a comprehensive and challenging pre-university
course of study, leading to examinations, that
demands the best from motivated students and
teachers. It is widely recognized for its high
academic standards.
MEMBERSHIP
CIS is a member of many different international
organizations. Cebu International School has
been a member of EARCOS since 1993. This
organization also provides teacher in-service
support and other general educational services.
The East Asia Regional Council of Overseas
Schools is an organization of 113 member
schools in East Asia. Other memberships
include: The Principal’s Training Centre (PTC),
the Academy for International School Heads
(AISH), and the Association of Curriculum,
Supervision and Development (ASCD).
CIS - IB WORLD SCHOOL
P.O. Box 735, Pit – os, Cebu City, Philippines 6000
Superintendent: 401-1907
Elementary School: 401-1905; Middle/High School: 4011906
Connecting All Departments: 401-1901 to 03; Fax No. 401-1904
webpage: www.cis.edu.ph
ACADEMICS
HISTORY
Cebu International School was founded in
1924 as the Cebu American School which
grew from a multi-level tutorial 5-room
schoolhouse to a complete Kindergarten
through Grade 12 school by 1986.
International in curriculum and practices, CIS
is a day school which uses English as the
language of instruction and follows a calendar
year from August to June.
In February of 2003 the school was pleased to
be awarded Republic Act 9190 from the
Philippine government giving CIS full
recognition as an Educational Institution,
international in character. CIS is the only
school in the Visayas region with this
recognition.
MISSION STATEMENT
The mission of CIS is to recognize and
nurture potential, and empower all members
of its community to have a positive impact on
our changing world.
Together we are Responsible, Respectful,
Prepared.
The IB Diploma programm drives the
curriculum at Cebu International School from
Nursery to Grade 12. The knowledge, skills
and understandings that a student needs to
have to be able to study the IB Diploma is
developed for all students from Nursery to
Grade 10. CIS is a PYP Candidate school and
is scheduled for a verification visit in
November of this year.
At Grades 11/12, students can study the IB
Diploma and at the same time qualify for the
CIS High School Diploma, which is awarded
on the successful completion of the school's
graduation requirements. The Western
Association of Schools and Colleges (WASC)
recognize the CIS Diploma as the equivalent
to that of an American High School Diploma.
Our students are encouraged to study the IB
Diploma, however we prefer to counsel them
carefully to maximize their individual
strengths and learning styles and recommend
an option that best meets their needs.
Students can also study IB Certificates (up to
six) at the same time as they meet the
requirements for the CIS High School
Diploma. The final option is that the students
can opt not to study the IB Diploma and
pursue a CIS High School Diploma.
.
CIS ASSESSMENT PHILOSOPHY
Every child has potential. CIS strives to develop well-rounded global citizens. Thus assessment focuses on the whole
student, not just academics. Everyone – teachers, students, parents and administrators – are collaborators in the
assessment process.
Assessment is meaningful, provides opportunity for reflection and is designed for learning. The goal is for
assessment to be an honest and productive experience that promotes life-long learners who believe that a positive
attitude is key to success, and who are motivated to take responsibility for their education.
S.Y. 2014-2015 CIS GRADING SCALE
Graduating Class of 2014-2015: 33 students
CIS does not calculate GPA nor does it rank students.
Middle High School grade descriptors use a 1-7 grading system (following the official IB Diploma system). In the Middle High
School all work is assessed used criteria. It is criteria-related assessment. The activities are planned to access the defined
Standards and Benchmarks. The percentage scale is used based on the mark boundaries set by the IBO annually. It is a
challenging curriculum where it is not easy to earn a passing mark.
Grade
1
Very poor
(F)
2
Poor
(D-E)
3
Mediocre
(C-)
4
Satisfactory
(C+ C)
61-70%
(passing mark)
5
Good
(B B-)
71-80%
6
Very good
(A- B+)
81-90%
7
Excellent
(A+ A )
91-100%
Descriptor - overview
The student:
•
performance and learning outcome (product) demonstrate a very poor understanding of the knowledge
and content.
•
is not applying and transferring knowledge and skills in familiar situations.
•
is not using reflection skills
•
is a dependent learner and requires complete support and encouragement.
The student
•
performance and learning outcome (product) demonstrate a poor and weak understanding of the
knowledge and content.
•
has difficulty applying and transferring knowledge and skills in familiar situations.
•
attempts to use reflection with difficulty.
•
is a dependent learner, and requires constant support and encouragement.
The student
•
performance and learning outcome (product) demonstrate a limited and mediocre understanding of the
knowledge and content.
•
attempts to apply and transfer knowledge and skills in familiar situations.
•
attempts to use reflection.
•
provides a little evidence of independent learning, but requires support and encouragement.
The student
•
performance and learning outcome (product) demonstrate a functional and satisfactory understanding of
the knowledge and content.
•
is able to apply and transfer relevant knowledge and skills in familiar situations.
•
uses relevant reflections which influence his/her work.
•
provides some evidence of independent learning, but requires some encouragement.
The student
•
performance and learning outcome (product) demonstrate a solid and good understanding of the
knowledge and content.
•
is able to apply and transfer relevant knowledge and skills in a variety of situations.
•
uses original and relevant reflections which influence his/her work.
•
provides evidence of responsible independent learning.
The student
•
performance and learning outcome (product) demonstrate a thorough and very good understanding of
the knowledge and content.
•
is able to apply and transfer relevant knowledge and skills in a wide variety of situations.
•
frequently uses original and thoughtful reflections which influence his/her work.
•
provides consistent evidence of responsible independent learning.
The student
•
performance and learning outcome (product) demonstrate a deep and excellent understanding of the
knowledge and content.
•
is able to apply and transfer relevant knowledge and skills in a wide variety of familiar and unfamiliar
situations.
•
consistently uses relevant, original and deep reflections which enrich his/her work.
•
provides consistent evidence of pro-active and responsible independent learning.
Enrolment: We currently have 367 students representing 20 nations with our highest enrolment groups being:
USA, Japan, Korea and Philippines.
Staff: The school is staffed by highly trained teachers with a balanced, diverse faculty. Our present teachers are from
Australia, Canada, China, Germany, Taiwan, , Holland, Philippines, Spain, the United Kingdom and United States
of America.
School Organization: The school is currently comprised of an Elementary School (Pre-School 3 to Grade 5), and a
Middle High School (Grades 6-12), with the IB Diploma program in Grades 11 and 12. English to Speakers of
Other Languages (ESOL) is offered as part of the curriculum for non–English speaking students from Grades 1 to
9. All ESOL students are required to meet mainstream English requirements by the end of Grade 9.
Graduation Requirement: For a student to earn a HS Diploma, they should be enrolled in 6 subjects plus Theory
of Knowledge, Extended Essay and earn 150 hours of Creativity, Action and Service. To earn the IB diploma, they
should have 3 higher level and 3 standard level subjects across the subject groups.
CIS Graduates have been accepted to:
Australia
Central Queensland University
Curtin University of Technology
Edith Cowan University
Queensland University of Technology
International College of Hotel & Management
International College of Management, Sydney
La Trobe University
Le Cordon Bleu
Macquarie University
Monash University
Royal Melbourne Institute of Technology(RMIT)
University of Melbourne
University of Queensland
University of Sydney
University of New South Wales
University of Newcastle
University of Notre Dame
University of South Australia
University of Western Australia
University of Woolongong
Canada
Bishop University
British Columbia of Institute & Technology
Concordia University
Kwantlen Polytechnic University
McGill University
Simon Fraser University
University of British Columbia
University of Montreal
University of Toronto
China
Fudan University
Beijing Film Academy
France
Ecole’ International Tunon de Paris
Germany
MET Berlin Film School
Provadis School of International Management
Spain
University of Barcelona
Sweden
Jonkoping International Business School
Switzerland
Belvoirpark Hotelfachschule
Ecole Hoteliere de Lausanne
Glion Institute of Higher Education
Lucerne University of Applied Sciences & Art
University of Zurich
Taiwan
Feng Chia University
Tamkang University
United Kingdom
Bangor University
Heythrop College
Kensington College of Business
London College of Communication
Middlesex University
Oxford Brookes University
University College-Birmingham
University of Birmingham
University of Durham
University of Exeter
University of London – Royal Holloway
University of Manchester
University of Nottingham
University of Sheffield
University of Southampton
University of York
Richmond, American International University of London
United States of America
Academy of Art University
Berklee College of Music
Binghamton University
Boston College
Boston University
Brandeis University
California Polytechnic State University
RWTH Aachen University
SAE Institute
Hong Kong
City University of Hong KOng
Chinese University of Hong Kong
Hong Kong Polytechnic University
Hong Kong University of Science & Technology
Savannah College of Art & Design - HK
University of Hong Kong
Italy
Bocconi University
Politecnico di Torino
Japan
Akita International University
Asia Pacific University
Sophia University
Tokyo International University
Waseda University
Yokohama City University
Korea
Chung Ang University
Duksung Women's University
EWHA University
Handong Global University
Hankuk University of Foreign Studies
Korea University
Sangmyung University
Yonsei University
The Netherlands
Maastricht University
NHTV Breda University of Applied Sciences
Philippines
Ateneo de Manila University
Cebu Doctors’ University
College of St. Benilde
De La Salle University
Enderun College
Southwestern University
University of Asia & the Pacific
University of Cebu
University of the Philippines
University of San Carlos
University of San Jose Recoletos
University of Santo Tomas
Singapore
La Salle College of the Arts
Management Dev’t Institute of Singapore
Chapman University
Columbia College - Chicago
Cypress College
Fashion Institute of Design & Merchandising
Fashion Institute of Technology - SUNY
George Mason University
Gonzaga University
Holy Cross College
Indiana University - Bloomington
Loyola Marymount University
Maryland Institute College of Art
Methodist University
Minnesota State University - Moorhead
Northeastern University
Parsons The New School of Design
Pratt Institute
Purdue University
Reed College
San Francisco State University
San Jose State University
Savannah College of Art & Design
School of the Art Institute of Chicago
Sta. Clara University
State University of New York, Buffalo
Strayer University
Stony Brook University
Texas A & M University
University of California - Berkeley
University of California – Davis
University of California - Irvine
University of California – Los Angeles
University of North Carolina – Chapel Hill
University of Notre Dame
University of Portland
University of San Francisco
University of South Dakota
University of Washington
Virginia Tech
Wentworth Institute of Technology