Transcripts
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
The transcript, sometimes referred to as an “academic record,” is a very important factor in the admissions review process as it provides a numerical context to assess the past performance and predict the future potential of the student.
The transcript also reveals to admissions officers the curriculum and educational system from which the student is transferring from. In this regard, boarding schools are especially interested in the past two year of the student’s achievement for the purposes of evaluating how well the student might adjust to the boarding school’s curriculum and, if admitted, how to plan the student’s future course of study.
In preparing the student’s transcript/s, the parent should note that boarding schools accept English language transcripts only. Some Korean schools issue English language transcripts, in which case the parent should insist the transcript be an official copy and sealed in an envelope. The parent may then courier the sealed transcript directly to the boarding school admissions.
Should an English language transcript be unavailable, then it is necessary to have the transcript translated wherein the translation is attested by a school official.
In translating the transcript, it is imperative that it be a true, word-by-word translation of the original Korean text. For example, if the student’s grades are in a 100-point scale, then the English language translation should also be in a 100-point scale. Or, if the student’s grades are in a Su/Wu/Mi/Yang/Ga scale, then the translation should likewise indicate such scale.
While it is noted many schools that utilize Su/Wu/Mi/Yang/Ga scale tend to offer a conversion to the American A/B/C/D/F scale, parents should note that English translation need be a true, word-by-word translation unless otherwise indicated by a school official.
In the end, differences in scale are not too important so long as the prospective boarding school in question has had prior experience evaluating Korean academic records.
Pre-K and Elementary Education
Pre-School
Pre-Elementary, also called Pre-School Education, is typically for children ages five and younger. The main aim of this child education is to cultivate the habits, attitudes, and basic education to prepare children for elementary school.
Educators have generally argued that their children's success in school is greatly influenced by their educational experience in preschool years, and it is quite true that these educational experiences have been very helpful in the education of students after school. Pre-school can be divided into two main categories: nursery school and kindergarten.
Nursery schools are run by many private or private institutions and some school institutions. Most nurseries focus on education for children aged 3-4 years, and a teacher usually has several children with a variety of education, including emotions, thinking, dance, painting, entertainment, singing and eloquence. Some nursery schools adopt an educational scheme devised by Maria Montessori, an Italian educator whose primary goal is to educate cognition, confidence and independence. For reference, a variety of public, private, and organizational funds provide funding for daycare centers for their children when both low-income parents and foster parents work together. It is called.
Kindergarten, like nursery schools, is run by many individuals, private institutions and some school institutions, especially for children around the age of five. Kindergarten has a more advanced educational content than a nursery school program and allows students to learn many of the experiences they need to learn in elementary school.
Elementary Education
Elementary schools in the United States, also called Grade Schools or Grammar Schools, are usually attended by children between the ages of six and twelve to fourteen, and most elementary schools also run kindergartens. In general, the elementary school's educational system is almost sixth grade, but some schools operate eighth grade.
The usual way of teaching is that a student of about the same age is divided into one grade so that a teacher can teach entirely in several classes. Primary schools in the United States usually have more than one elementary school in a community, which is organically linked to other institutions in the region.
And many of these elementary schools usually operate a Middle Schools system for senior elementary school students of ages 10 to 12, whose grades are usually divided into grades 6-8. The main purpose of this middle school is to focus on the in-depth study of the already educated course and the preparation for higher education. In some localities this is called Junior High School, which is usually viewed as part of the secondary course.
