Shanghai Community International School (SCIS Pudong Campus )
To provide all our students with opportunities to pursue academic and personal excellence in a nurturing, international-community environment
SCIS is an independent, co-educational international School founded in 1996. It is the 4th International School in Shanghai and the first truly international one. In 2005, the two Puxi campuses were combined in to what is now the Hongqiao Main Campus.
The previously known Scholastic Aptitude
Test or the Scholastic Assessment Test is now simply known as the SAT. The SAT
is a test administered at high schools, in order to assess a student’s
readiness for university or college. The SAT is developed and administered by
the Educational Testing Service, on behalf of the College Board.
The SAT is generally taken by senior and
junior high school students and is a paper-based test. The SAT was developed to
measure the literacy and writing skills of students, as they would need both
these skills for academic success in universities and colleges. The SAT also
assesses a student’s capability in analyzing and solving problems.
For a good period of time, the SAT was one
of the requirements for admission into universities and colleges. These days
the importance of the SAT is diminishing. Nevertheless, a larger number of
students are still taking the SAT every year.
Frequently Asked Questions:
Why take the SAT?
The SAT can be quite important to
students, depending on which country the particular student lives in, and the
requirements of its local universities and colleges. There are still many
universities and colleges who require and recommend students to take the SAT
examination, especially for those students who intend to take up specific
subjects or programs at universities and colleges. Hence, the SAT can actually
increase a student’s chances of being accepted into a particular university or
college. Moreover, students will have the opportunity of showcasing their strengths
by sending in their Subject-Test scoring to colleges and universities.
What is the structure and duration of the
The SAT is a paper-based test and is
divided into three (3) major sections. The sections include Critical Reading,
Mathematics, and Writing. The SAT comes with a section of multiple choice
questions (MCQ), ten (10) free response Mathematics questions, as well as an
essay section. Students are allocated 3 hours to complete the test, with an
additional 50 minutes for the SAT with an essay.
How is the SAT scored?
The SAT consists of three (3) sections;
Critical Reading, Mathematics, and Writing. Each section of the SAT is scored
based on a scale of 200 to 800. Hence, the total score for all three sections
would range from 600 to 2400.
When do students get their SAT scores
Generally, students will get their results
three (3) weeks after the test had been administered.
What does a SAT score percentile mean?
Once you have taken the SAT, your scores
will be compared with the scores received by other students who had previously
taken the test. Which means, your SAT score will be compared to the previously
graduated senior students. Your score percentile, or also know as the
‘percentile rank’, is the percentage of the senior test takers who scored less
that you did in a particular SAT section. The SAT percentile ranges from 0% to
99%, and students will receive a separate percentile for each section.
Is the SAT different every time it is
Relatively, yes. Nevertheless, there will
be times where individual questions are reused and slotted in together with the
new ones. Moreover, on a certain SAT test date, the SAT test will be conducted
using a variety of arrangements of the sections.
What are the best study resources for the
One of the most sort after resources for
the SAT is the ‘Blue Book’; the actual title of the book is “The Official
SAT Study Guide”. The ‘Blue Book’ is really a good book to prepare
yourself for the SAT, as it is jam-packed with questions that have appeared on
actual SAT tests.
Another resource that students would find
very useful is the yearly practice test. Each year, an “Official SAT
Practice Test” will be released by the College Board. This test is
actually a previously administered SAT test. Each practice set is a combination
of three SAT exams. These tests can be downloaded in PDF format directly from
the College Board. Students can use these tests to assess themselves on their
level of understanding, identify their weak areas, and improve them, before
sitting for the actual SAT examination.
Besides these two resources, there are
numerous other resources for the SAT, and students can make full use of them.
Students will also be able to find a lot of information about the SAT on the
Does the SAT include advanced Mathematics?
No. The SAT Mathematics does not contain
question involving advanced level Mathematics which most students do not learn
until they are juniors or seniors. Instead, the SAT Mathematics includes
questions involving Maths concepts that students have learned over the years,
ranging from integers, fractions, and percentage to algebra, geometry, and
functions. Trigonometry, radians, matrices, calculus or pre-calculus or the
quadratic formula, are NOT included in the SAT.
Can students get their tests back?
No. Generally, the test booklets will not
be given back to students. Instead, initially, students will only get three
scores, for Maths, Reading, and Writing, as well as their percentile scores.
After approximately a week, students will receive a more detailed report, which
includes the number of correct, incorrect and omitted answers, along with
several other details.
Can students use mechanical pencils on the
Unfortunately, no. It is undeniable that
many students would prefer using mechanical pencils on the SAT. Nonetheless,
students are not advised and not allowed to use the mechanical pencil on the
SAT, due to the fact that the mechanical pencil might punch a hole through the
test sheet and may cause problems during the scanning process. The mechanical
pencil is also banned during the SAT as it can help students to cheat. Students
are only allowed to use the standard #2 or “HB” wooden pencil.
Students are advised to bring at least 2 pencils during the SAT, as pencils
will not be provided.
Are students allowed to use
calculators on the SAT?
Yes. Students are allowed to bring in
their calculators, as long as the calculators are not cell phone calculators or
calculators with a full ‘QWERTY’ keyboard. Students can use their standard
calculators to complete question faster and easily. Calculators too, are not
provided during the SAT and students should bring their own.
Advanced Placement, generally known as AP
is an education program offered in many high schools. The Advanced Placement
program is created by the College Board and provides high school students with
rigorous college-level curricula and examinations. The courses provided in the
Advanced Placement program are inclusive of a variety of subjects, such as
English, Mathematics, Science, History, Humanities, Psychology, Languages and
The Advances Placement curriculum for the
numerous subjects is created by a panel of experts and college-level educators
who are professionals in each particular field of study.
The focus of the AP program is not on
memorizing facts and figures. Instead, it focuses on engaging discussions,
while students approach and solve problems together. Besides, the Advanced
Placement program also trains students to write well.
Students who obtain high scores in the
Advanced Placement program examinations have higher chances of receiving
placements and course credits in universities and colleges.
The Advanced Placement program has
helped a great number of students achieve their college dreams every year.
Frequently Asked Questions:
What are the benefits of taking AP
The Advanced Placement courses will help a
student learn the skills and study habits he or she will need to be successful
in college. Students taking up the AP courses will also enhance their
writing skills, problem-solving skills and time management skills. Besides,
students will also learn about the techniques on how to stay focused on their
work, to achieve their goals. Research has shown that the AP courses have
helped students to graduate from college in four years and qualify for
Moreover, the Advanced Placement courses
have the potential of helping students to get accepted into colleges. Colleges
prefer taking in students with the AP courses as it shows that a student has
taken the initiative to prepare for college-level tasks.
Who can take AP courses?
Generally, the Advance Placement courses
are offered to students in the 11th and 12th grades.
High schools providing AP courses will
require students to have a minimum grade point average before allowing students
to take up AP courses. Some schools can even require students to have taken
certain classes before taking the AP courses.
Students intending to take up the Advanced
Placement courses can refer to their respective schools for their eligibility.
Students can also talk to their teachers or high school counselor to come up
with the most suitable courses for them.
The Advanced Placement program may not
suit every student. Prior to enrolling a student into the AP program, consider
l The student’s past experience in the particular
If a student has
always excelled in Mathematics, then AP Calculus would be a great idea. On
the other hand, if a student is struggling in Science, then AP
Chemistry would be too much of an ordeal.
l The student’s present skills.
Some of the AP course subjects, like History, Humanities, English, Philosophy
and several other similar ones will requireagreat deal
of reading and writing. A student should be prepared for lengthy,
difficult reading assignments, multiple essays, as well as
in-depth research papers. If a student is prepared for all these, then
they would be a suitable candidate for the Advanced
The AP courses
would require a good deal of obligations. Hence, a student who is active in
sports all year round, or holds the leadership positions in several
extracurricular activities would find it difficult to cope with the
obligations of Advanced Placement classes.
l The student’s GPA (Grade Point Average)
One of the most
important criteria of the Advanced Placement program is the GPA of students.
Students should not be offered the AP course if it has the tendency of
bringing down their overall GPA. Colleges will want to see students taking
up challenging courses, and at the same time, they would want to see
If a student currently has low GPA and the AP program would make him or
her struggle to maintain a decent GPA, then it is wiser for the
particular student to stay with an honors course.
How does one take the AP course?
Placement course will be available in many high schools, and students can take
the AP course at their respective schools if it is available. Students can
check with their school counselor if the school offers the Advanced Placement
Can one take the AP examination without taking the course?
student can take the Advanced Placement examination. Students need not take the
AP course prior to sitting for the examination. However, the AP course will be
able to help prepare students for the examination.
How does one earn college credit?
With the Advanced
Placement courses, a student does not only earn high school credit, he or she
also earns college credit. Students will be able to earn college credit by
taking the AP examination at the end of the course, AND earn a score of at
least three (3), on a scale of one (1) to five (5). A score of three (3)
indicates that the student is capable of achieving success in college work.
Colleges may award students with credit or ‘advance standing’. If a student is
offered ‘advance standing’, he or she need not take a lower level course that
an entering student should take. There are some colleges that award both credit
and advance standing. By this, students will be able to move to an upper-level
sooner, which will eventually save the time and money of students.
Students will be required to send in their Advanced Placement scores to each
college, and the colleges will figure out what each student is eligible to
receive. Most of the colleges in the United States and a great number of other
countries, accept Advanced Placement scores. However, policies may vary from
one college to another.
Where can one find more information about AP?
Placement program is run by the College Board. Students and parents will be able
to find more information from the College Board website. Students can even
check with their schools, and the school counselors will be able to provide
sufficient information about the Advanced Placement program.
International Baccalaureate (IB) Diploma is developed as an international recognized qualification for entry into higher education and is a two-year educational program aimed at 16-19-year-olds (Grades 11-12).
Founded in 1968, the International Baccalaureate (IB) is anon-profit educational foundation, offering four highly respected programs of international education that develop the intellectual, personal, emotional and social skills needed to live, learn and work in a rapidly globalizing world.
The IB has a hard-earned reputation for high standards of teaching, pedagogical leadership and student achievement.
In order to teach IB programs, schools must be authorized.
Every school authorized to offer IB programs is known as an IB World School.
Frequently asked Questions:
What is the IB’s mission statement?
The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.
To this end, the organization works with schools, governments, and international organizations to develop challenging programs of international education and rigorous assessment.
These programs encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.
How is the IB diploma recognized by universities?
Many colleges and universities have developed their own recognition policies.
The individual policies vary greatly, but they all have one thing in common; through their policies, these institutions make it apparent that they understand and appreciate the Diploma Programmed student and the rigor of the Diploma program itself.
What does the IB Diploma include?
The IB Diploma Programs (DP) is a rigorous, academically challenging and balanced program of education designed to prepare students aged 16 to 19 ( Grade 11 and 12) for success at university and life beyond.
Unlike A-levels which focuses on three or four main subjects, the IB Diploma includes 6 groups of subjects.
To ensure both breadth and depth of knowledge and understanding, students must choose at least one subject each from five groups:
1.Language and Literature
3.Individuals and societies
Students may choose either an arts subject from group 6 or another subject from groups 1 to 5. At least 3 and not more than 4 subjects are taken at higher level (240 teaching hours), while the remaining are taken at standard level (150 teaching hours).
Students can study and take examinations in English, French or Spanish.
In addition, three core elements – the extended essay (EE), the theory of knowledge (TOK) and creativity, activity, service (CAS)-are compulsory and central to the philosophy of the program.
The diploma is awarded to students who achieve a min score of 24 (out of a possible total of 45) and fulfill other minimum requirements.
Students may choose to not enroll in the full Diploma Program, but rather take only particular DP subject courses (eg. Mathematics HL or Economics SL) or any of the core components (TOK, EE and CAS) of their choosing.
A student may take as many or as few DP courses as they wish and their school allows.
The award for each of these courses is not a diploma, but a series of scores from one to seven. These individual subject results are referred to as Diploma Program course results (formerly called a certificate of results).
Additionally, students who enrolled in and attempted the full Diploma Program, but did not meet all the requirements, also receive Diploma Program course results (DPCR).
Consequently, the DPCR can include all the Diploma Program components but due to one or more failing conditions the diploma was not awarded. The student has, however, been examined and assessed according to the same DP standards and principles.
The difference between the award of the diploma or the DPCR can depend on 1 point (eg. 23 instead of 24), or a student failing to fulfill one of the minimum conditions for being awarded the diploma (eg. a failing grade on the Extended Essay or non-completion of the CAS component)
Thus, a student with a total score far exceeding 24 points may not necessarily be awarded the diploma.
Many universities recognize students achievements in individual DP courses and in the core components.
In some countries, DP achievement is seen in the context of curriculum enrichment rather than as the main means of admission.
In others, universities give credit or tariff points for individual DP courses and also the extended essay and theory of knowledge courses.
Students should check with individual universities of the admission requirements.
In most countries in Europe, the official ministry recognition statement applies to the full IB Diploma.
The DP course is not regarded as a complete secondary leaving certificate and therefore do not meet the minimum requirements for university admission.
There are, however, many universities in the UK that will accept DP courses provided they are relevant to the program the students applies to.
Norway also accepts DP course results provided the full diploma has been attempted.
In Africa and the Middle East, there are also countries and universities that accept DP courses – foreg. Jordan and South Africa.
In the US and some other countries, as there is no national ministry or centralized bureaucracy that determines a standardized admission policy, each university determines for itself who it will admit.
Many universities will admit students who have not earned the full diploma. Additionally, community colleges and similar institutions can provide pathways into undergraduate studies for students who fail to earn the full diploma.
Why would my child want to choose the IB Diploma?
The IB Diploma provides an opportunity to study several subject areas in depth as well as focusing on personal development alongside academic study.
This can be attractive to pupils who find it hard to choose only three or four A-level subjects and who don’t want to specialize too early.
The disadvantage of the IB is that it is a demanding workload and some pupils will have to work very hard to maintain and achieve good grades across each subject area if they have strengths and weaknesses.
It may be best suited to highly-able “all rounders”.
When do IB students begin taking IB course?
IB applies to students age 16-19, which is Grade 11 and 12.
The MYP is an excellent preparation for the Diploma Program.
Many of the concepts, program elements, and the underlying philosophy found in the MYP are consistent with those found in the Diploma Program. Nevertheless, the MYP is not a prerequisite.
Schools might not offer both the MYP and Diploma Program and a student’s prior involvement with the MYP is not a guarantee of entry into the Diploma Program.
What is the IB Middle Years Programme (MYP)?
The MYP is an educational framework from Grade 5-8 that requires students to study in eight subject groups-
Language A ( the student’s best language, first language or mothertongue)
Language B (an additional language)
Humanities, Sciences, Mathematics, Arts, Physical education, Technology – in each of the five years the program lasts.
The MYP can be offered in any language and can be combined with a national curriculum.
The model embodies three fundamental concepts:
Communication (valuing language acquisition in at least two languages)
Holistic learning (finding the connections across and within the subjects and grade levels)
Intercultural awareness (a growing understanding of a student’s own culture coupled with an understanding and appreciation of other cultures)
Can students with special needs participate in the PYP?
Yes. IB authorized schools are expected to involve all of their students in the PYP, regardless of their learning needs.
The IB refers to this as a “whole-school approach”. The IB expects that schools will make any necessary accommodation for students with special needs, but it will also depend on the school’s own admissions policy.
Welcome to the Dragon’s Lair! Our full size gymnasium is known to get loud with school pride during D1 basketball and volleyball games. With Seating to accommodate up to 500 fans, our gymnasiums are proudly known to opponents as a tough place to play.
Football Pitch/All purpose fields
Covered with state-of-the-art artificial grass ,our fields are “fast” and are always perfect playing condition. As the leaves turn orange in the fall, come out to appreciate a rugby game. Then as the sun comes out in the spring,bring a lawn chair to cheer on the football teams.
Dragon House Swimming Pool
Our half Olympic-sized swimming pools are six lanes wide and are equally equipped for competitive racing and swimming lessons. Swim records proudly hang around the pool. “Dry land” equipment is available help with training. And, in here, the second hand clock is always running. For are younger and/or beginner swimmers; pool tables, floaties, and swim stroke charts are available to help our dragons feel at home in the water. Lastly ,through our lifeguard and CPR program, we have safety equipment and lifesaving training dummies to practice on.
Auditoriums / Theatre
The two level am amphitheatre style auditoriums found at SCIS are among the finest of any school in the city. The one at SCIS-HQ was originally built in 2007 and seats 800 while the auditorium at SCIS-PD was built in 2009 and seats 1000. Both auditoriums feature a full array of lighting options, trapdoors, projection equipment, and an easy access backstage for set building and development. Moreover, plans are in the works to adding a third auditorium for HIS in the coming years.
The Black Box Theatre
SCIS-PD recently finished an enormous 10,000 square foot black Box theatre. With black floors, walls, and ceiling tiles and a full array of programmable lights mounted around the room, this is a place where “experimental shows” can readily be brought to life.
Large wooden spring-loaded dance halls are available at all schools starting at Grade 6. These dedicated dance halls were specifically built to be versatile enough to cover all expressions of dance. Floor to ceiling mirrors, wooden ballet rails, mounted aerial circus cloths, all can be found here.
Dedicated art studios exist for all Lower School’s, Middle School’s, and High School’s. Materials are on hand and readily available for students to express themselves through whatever medium their artistic vision requires. Painting canvases, charcoal stations, pottery kilns, digital photography workstations, ceramic papers, sketching pencils. SCIS-HIS seeks to always provide students with opportunities.
All upper schools are equipped with strength and conditioning centers, also known as “weight rooms”. While each school’s center is slightly different (SCIS-PD has a CrossFit style gym, SCIS-HQ has a more traditional weight room, and HIS has more of an aerobic center) all of them have experienced fitness coaches ready to help students achieve their goals.
Sam Kane SCIS Class of 2010, attended SCIS Pudong Campus.
“When I first set foot in Washington, DC to begin my freshman year at Georgetown University, I arrived with the writing, analysis, and critical-thinking skills needed to succeed at the university level. SCIS played a key role in helping me to develop these abilities. Spending several years within SCIS’s small-school environment allowed me to receive personalized instruction from my teachers that proved critical in preparing me for life after high school. Getting to spend six years immersed in SCIS’s international student body in one of the most vibrant cities in Asia was just icing on the cake.”
Anais Gallet SCIS Class of 2013, attended SCIS Pudong Campus for four year
SCIS has given me everything a child could ever have asked for from a school education: the right work ethics, a global and open-minded perspective, the opportunity to get involved outside the classroom, and developing many other important skills for life. I really enjoyed the sense of community I felt at SCIS, the way everyone knew each other, and the kind and supportive atmosphere created by the staff and students alike. It was a very interesting time for me, shaping me into the person I am today and giving me a “You can do it” attitude -something I will forever be grateful for. If I had to go back and choose a school, I would choose SCIS all over again without any hesitation!
Nicole Kim SCIS Class of 2013, attended SCIS Pudong Campus for four years
“My high school life helped me to develop myself for success in university and in life. I received many types of art awards during high school. SCIS helped me to discover what I am good at, and helped me develop my strong suit, which is art. With lots of support from the school and my teachers, I was able to achieve my goals. I learned of the importance of hard work to attain good results. Based on this experience, I was able to obtain the “Dean’s list award” in my freshman year which is awarded to students who achieved high academic results. This distinction provided many benefits, including several scholarship offers. It also led to some of my work being selected for exhibition at a prominent SoHo gallery in New York City, which was a great moment of its own!”
(PARENT) Harri Eronen from Finland
“I have been really impressed to see how they have developed into socially strong and open minded individuals over the course of past two years in SCIS. This aspect of personal strength and skills cannot be over emphasized especially with naturally introvert Finns. This was the main reason why I chose to enroll them into SCIS when moving over to Shanghai. I have to admit that I have not regretted one day, that we ended up choosing SCIS for their school here in Shanghai.”
(PARENT) Daphne Rapaccioli from France
“Time has come for our family to go back to France and we really want to say a huge thank-you for Theo to 2 great teachers and to a very supportive school board. Theo doesn’t have a conventional personality and he had experienced a very difficult time at school the year before we arrived at Shanghai. At SCIS, he found people really caring for him and understanding him. Thanks to the patience, the team work, the consistency you all always displayed (Ashley) and the great pedagogy of Michael and Kelly, he regained confidence, learned, started to love school and I never saw him as happy as he is now.”
(PARENT) Annika, Henrik, Selma, Sebastian, and Signe Larsson form Sweden
“It is hard to summarize what the fundamental impact SCIS has done to Selma, Sebastian and Signe. This school has broadened their minds academically but more important it has opened their mind to other cultures and other ways of doing things. It has developed their personalities to respect that others are different and enjoy to work with them. The school has made them learn something about themselves, made them self-aware, respectful and open minded. Thank you so much for these 6 years!”