The components of the standards-based curriculum design, implementation, and assessment at Gyeonggi Suwon International School are the collaborative responsibility of all the members of the learning community. Our curriculum is continually evaluated and revised from the learner's perspective to ensure that our students are challenged at appropriate academic and developmental levels to prepare them for success in university and in the twenty-first century as described in our Expected School-Wide Learning Results (ESLR).
The dynamic and rigorous curriculum at GSIS is designed to kindle a passion for inquiry, to recognize diverse intellectual talents, to seek areas of service, and to cultivate a Christian worldview. We believe that our students experience individual achievement most effectively in a safe, nurturing, and inclusive learning environment. Our Pre-Kindergarten to Grade 12 educational plan is a continuum of carefully designed, standards-based courses in which students are introduced to and guided through to master the skills and attitudes of specific learning goals. Our comprehensive curricular and co-curricular learning experiences are responsive to the intellectual, physical, social, and spiritual development of each student. The efforts of our total GSIS learning community focus on the development of productive, contributing global citizens equipped to lead lives of integrity and to exert influence for Christ.
They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives
They explore concepts, ideas and issues that have local and global significance. In so doing, they acquire in-depth knowledge and develop understanding across a broad and balanced range of disciplines
They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decision.
They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
They act with integrity and honesty, with a strong sense of fairness, justice and respect for the dignity of the individual, groups and communities. They take responsibility for their own actions and the consequences that accompany them.
They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
They understand the importance of intellectual, physical and emotional balance to achieve personal well-being for themselves and others.
They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.