Admissions

Introduction

Al-Hayat International School (HIS) is an International Baccalaureate (IB) world school that is licensed through the Lebanese Ministry of Education and Higher Education (MEHE).

   HIS Admissions Policy ensures proper admission procedures for each new candidate submitting an application to join HIS. It highlights selected internal and external transparent, fair, and consistent criteria and requirements.

A. Statement of Admission

HIS serves the educational needs of the local and international community in Beirut and its suburbs.

Admissions are open to all students willing to benefit from a challenging, international bilingual education which prepares them for the real life. HIS admits students whose academic, personal, social, and emotional needs meet the school’s offered programs and services.

The Admissions Committee, led by the Curriculum Director, and consisting of: Programme Coordinator, Programme Principal (PYP Principal, MYP Principal, or High School Principal), Programme Core Teachers (PYP/MYP/High School), abides by admissions policy requirements and selects potential candidates based on academic eligibility and vacancy per
class/section. Special considerations apply to students eligible for inclusive assessment access.

To register in Al-Hayat International School, please Apply Here.

B. Admissions Procedure

Process	Parents	Student	School
1	Fill in New Student Application form	–	–
2	Prior to scheduling an appointment for the student interview, the guardian should submit a signed and completed New Student ApplicationForm supported by the required documents: 1.       Health Record Form with photocopy of Lebanese Ministry’s Health Record or vaccination card 2.       Complete Psychological Health Record Form 3.       Official promotion letter certified from MEHE 4.       Complete transcript and all report cards for the last two school years 5.       Complete Recommendation Form (starting Elementary), signed by the previous school staff and administration 6.       One dozen of recent passport photos. Kindly upload one photo here 7.       One photocopy of student’s valid passport and/ or National ID card 8.       One photocopy of the family record (issued within the last 3 months) 9.       Birth Certificate for Early Years (EYI, II, III) applicants 10.    A non-refundable application processing fees of 75 $. *Additional documents will be required by the Admissions Office in case the student is transferring from a school located outside Lebanon.	–	–
3	–	–	Admissions Office: Schedules a meeting for parents and student
4	The Leadership Team conducts the Entrance Interview with the parents		Applicant meets the Admissions Committee (PYP/MYP/High School Coordinator and programme core teachers)
5	–	–	Admissions Office confirms vacancy for grade level requested or adds applicant to waiting list
6	–	–	Admissions Office shares admission decision via an Acceptance or Rejection Letter HIS reserves the right to contact any person  or institution to verify the authenticity of information provided or documents received, whether mentioned in this application or in any other HIS formal documents.

 

C. Age Guidelines

School	Class	Age	Boundary
PYP School | Early Years Classes	Early Years I	3 years old	By December 31
	Early Years II	4 years old
	Early Years III	5 years old
PYP School | Primary Years Classes	Grade 1	6 years old	By December 31
	Grade 2	7 years old
	Grade 3	8 years old
	Grade 4	9 years old
	Grade 5	10 years old
MYP School | Middle Years Classes	MYP1	11 years old	By December 31
	MYP2	12 years old
	MYP3	13 years old
	MYP4	14 years old
	MYP5/ Grade 10 (Lebanese and High School)	15 years old
Diploma Programme/ Lebanese Program/ High School Program	Diploma Year 1/ Grade 11 (Lebanese and High School)	16 years old	By December 31
	Diploma Year 2/ Grade 12 (Lebanese and High School)	17 years old

D. Admissions Requirements

              a. Admission to the PYP School

Admission to the PYP school is based on the assessment of student’s learning readiness, language literacy, reasoning and math skills, programme support eligibility, and grade-level vacancy.

    1.Entry to the Early Years Classes

    It is expected that students joining Early Years One (3 years old):

      –Are fully toilet trained

      –Are able to feed and dress themselves with moderate levels of independence

      –Are able to communicate (minimally) with others

      –Are able to perform appropriate gross motor skills (walking, going up and down stairs, running,…)

      –Exhibit age-appropriate physical fine motor skills

  It is expected that students joining Early Years Two and Early Years Three (4-5 years old):

         ·Are Able to communicate with others (children and adults)

         ·Are able to dress and undress themselves & use the toilet with advanced levels of independence

        ·Are able to perform appropriate fine motor skills such as in-hand manipulation, eye-hand coordination, and grasp strength with self-care          function and mobility.

     2.Entry to Elementary PYP Classes (Grades 1 till 5)

As stated under section B.3 in the admissions policy, students and parents conduct in-person entrance interviews. During the interview, programme core teachers asses the student’s English and/or Arabic literacy skills (verbal, reading, writing, & comprehension), Mathematical understanding and skills, age appropriate computation, problem solving, reasoning, and analysis.

     3.Scope of PYP Admissions Evaluation

Language (Arabic and English)	Math
1.       Listening & Speaking: listen, understand, and respond appropriately to teachers 2.       Reading: read and comprehend class-level texts 3.       Writing: write independently to communicate ideas and thoughts (age appropriate: ideas, conventions, organization) Throughout the interview, the teachers also observe the applicant’s Thinking Skills: critical and creative skills	1.       Patterns: extend, create and analyze patterns 2.       Numbers: place value, operations, and computation strategies Throughout the interview, the teachers also observe the applicant’s Reasoning Skills, Analytical Skills, and Logical Thinking

                     b.Admission to the MYP School

Admission to the MYP school is based on the student’s admission interview, reports of two previous grade levels academic performance, recommendation letter from the previous school, in addition to the results of the oral and written proficiency assessments[1] performed during the Student Entrance Interview.

([1] Proficiency requirements for each MYP grade level are available at the Admissions Office.)

    1.Admissions Interview

Led by the MYP coordinator or a designee, the admissions interview is a conversation with the MYP applicant regarding interests, learner attributes, willingness to transfer, and skills (communication, social, affective skills). The interview is followed by an English Language Proficiency Assessment, an Arabic Language Proficiency Assessment,and a Math Proficiency Assessment.

    2.Proficiency Assessments

· Assessments of Arabic and English Language Proficiency in addition to Mathematics are necessary to determine eligibility to join HIS Middle Years Programme (MYP)

· Students that do not meet Language Proficiency standards are required to enroll into language support courses

· Students that do not meet Math Proficiency standards are required to enroll into math support courses

     3.Commitment to HIS Middle Years Programme

· The school prioritizes admitting students who have been enrolled and have successfully completed all PYP requirements and have agreed to commit to the school values and educational beliefs.

· Lebanese guardian consent and results of admission assessments indicate that MYP candidates are willing and are able to:

• • • • study in a bilingual program model
      • meet the requirements of both: Brevet official exams and the MYP certificate.

· Guardians of non-Lebanese students have the choice to decide on whether the candidate would sit for Brevet and study for the MYP certificate or only study for the MYP certificate. In case of non-Lebanese guardian consent, results of admission indicate that the MYP candidate is willing and is able to complete the requirements of the selected program.

· All MYP candidates must sign an academic integrity contract indicating their commitment to HIS Academic Integrity Policy.

     4.Academic Background

In reference to admissions requirement stated in the New Student Application Form, report cards for two previous years must be submitted prior to admissions interview. A history of satisfactory academic achievement is necessary for the enrollment into HIS programme(s).

     5.MYP Special Rights Candidates

· If the MYP candidate has a diagnosed special educational, physical, or psychological need that hinders learning (e.g. dyslexia, autism, lack of interest in writing, slow learner, depression, etc), details of the case must be clearly communicated in the following forms:

o Application Form

o Health Record Form

oPsychological Health Record Form

oPsycho-educational Evaluation Report

· The aim of declaring the student’s status helps the school prepare a specialized program for the student to help them meet the programme’s requirements. Failure to do so will lead to cancellation of admission or termination of enrolment at any point of the year.

· For students diagnosed with special needs, the admission process is different and the Inclusion & Learning Diversity Department is included during the process. The process might require more than 2 interviews in addition to report follow up.

· MYP Lebanese Special Rights Candidates are required to apply and sit for special rights accommodated internal and external assessment (e.g. Brevet examination or MYP Inclusive Assessment).

                     c.Admission to the High School

Admission to the High School is based on the student’s attitude towards learning, reports of two previous grade levels academic performance, recommendation letter from the previous school, in addition to the results of the oral and written proficiency assessments performed during the Student Entrance Interview.

1-Admission to the Diploma Programme (DP)

Admission to the DP is based on the student’s attitude towards learning, reports of two previous grade levels academic performance, recommendation letter from the previous school, in addition to the results of the oral and written proficiency assessments performed during the Student Entrance Interview.

i- Nature of the Programme

The DP is an assessed programme for students aged 16 to 19. It is respected by leading universities across the globe. (ibo.org)

Through the DP, schools are able to develop students who:

– have excellent breadth and depth of knowledge

– flourish physically, intellectually, emotionally and ethically

– study at least two languages

– excel in traditional academic subjects

– explore the nature of knowledge through the programme’s unique theory of knowledge course

ii- Admission to DP- Year 1

Depending on their enrollment, applicants will be assessed (pencil/paper) for literacy skills (English, Arabic, Math) and other subjects in the IB DP as relevant to their course choices.

Lebanese applicants who wish to apply to DP at HIS must provide an official government copy of their Brevet results along with grade 10 and grade 8 school transcripts before acceptance may be offered.

Arabic and Social Studies Requirements:

According to Lebanon’s Ministry of Education and Higher Education (MEHE), Lebanese students enrolled into DP are required to take Arabic Language A or Language B (High Level) and grade 12 social studies requirements of the Lebanese program (History and Civics in particular). Lebanese candidates should exhibit adequate proficiency that enables them to fulfil these requirements.

HIS prioritizes admitting students who have been enrolled and have successfully completed all MYP requirements.

a- External MYP Students:

– Overall minimum average of 4/7 in MYP5

– Entrance exam for HL Course requirements:

Subject	Minimum final achievement score /7
Language & Literature: English	5
Language Acquisition: Arabic	5 (phase 4)
Individuals & Societies	4
Math Applications and Interpretations (Math AI)	5
Sciences (Biology, Chemistry, Physics)	6
Math Analysis and Approaches (Math AA)	6

– Entrance exam SL Course requirements

Subject	Minimum final achievement score /7
Language & Literature: English	4
Language Acquisition: Arabic	4 (phase 2)
Individuals & Societies	4
Math Applications and Interpretations (Math AI)	4
Sciences (Biology, Chemistry, Physics)	5
Math Analysis and Approaches (Math AA)	5

– Completion of personal project and service as action requirements

– One teacher recommendation that addresses behavior, attendance, motivation and self-discipline

– Applicants will be interviewed to assess their level of commitment and ability to take personal responsibility for their learning, as well as their level of oral English fluency. The primary purpose of the interview is to consider the applicant’s potential to succeed not only in their individual subjects but also in the core components of CAS, theory of knowledge and the extended essay.

b- External non-MYP students (Grade 10):

– Overall minimum average of 14/20 in grade 10

– Entrance exam requirements: A minimum score of 14/20 in subject groups chosen as Standard Level and a minimum score of 16/20 in subject groups chosen as Higher Level courses.

– One teacher recommendation that addresses behavior, attendance, motivation and self-discipline

– Applicants will be interviewed to determine their level of commitment and ability to take personal responsibility for their learning, as well as their level of oral English fluency. The primary purpose of the interview is to consider the applicant’s potential to succeed not only in their individual subjects but also in the core components of CAS, theory of knowledge and the extended essay.

iii- Admission to DP Year 2

An applicant wishing to transfer into DP Year 2 from another local or international IB school will be assessed on a case-by-case basis to ensure that HIS can fully support the continuation of 2 -year cycle subject groups taken in DP Year 1.

HIS does not accept enrollments into DP Year 2 unless students have previously been enrolled in DP Year 1.

iv- Course Selection

The DP Coordinator and the career guidance counselor meet with all prospective students to help guide them in the choices relative to the course selection. The student’s course selection is also based on teachers’ recommendations.

IB Diploma students choose six subjects (three high level and three standard level) to study alongside the three core elements: Theory of Knowledge (TOK), Extended Essay (EE) and Creativity, Activity and Service (CAS).

High level subjects are chosen based on the student’s areas of interest and expertise. Standard level subjects require an average degree of knowledge and understanding.

Based on decree no. 4554 – Law 60 – dated 17/10/2017 – the Lebanese students that do not hold a foreign nationality must attend History and Civics classes. Successful completion of these courses is a must and is an exclusive school-based assessment. Moreover, the choice of Arabic as Language A or B (HL) is mandatory to this category of candidates.

All courses are assessed internally (at HIS and moderated by the IB organization) and externally (IB external assessments).

All DP students must successfully complete CAS, EE and TOK in order to receive their High School Diploma to be entitled to start their college education.

v- Inclusion and Learning Diversity (ILD) for DP Candidates 

HIS guarantees equal opportunity for ILD students provided that the school has the resources or facilities to accommodate to their needs.

Applicants who present psycho-educational reports that support the child’s diagnosis or need will sit for designated ILD admissions tasks. Only with full disclosure will an applicant’s file be considered for enrollment. All special cases and documentation are handled discreetly. Each interview is handled with the strictest confidentiality by the School Principal, ILD Coordinator and DP coordinator.

vi- Links to Academic Integrity 

At HIS we understand that academic integrity does not only impact students. We recognize its fundamental role in the functioning of the whole academic community, including students, teachers, researchers, coordinators and administrators.

We also provide students and staff with guidance and training on what constitutes academic or research misconduct and the development of good practices in maintaining academic and research integrity. We aim to ensure that academic and research integrity are maintained.

vii- Links to Language 

At HIS, we take pride in and promote students’ mother-tongue and it is pivotal to students’ success. Students are entitled to earn respect for their “literary heritage” (ibo.org). The language of instruction being English, Arabic is also made available as language A and B to ensure that students continue practicing and developing their mother-tongue.

Based on decree no. 4554– Law 60 – dated 17/10/2017, students who only have the Lebanese nationality are expected to have a high language proficiency in both Arabic and English since it is obligatory for this category to choose Arabic as Language A or Language B (HL).

Students who are inclined to acquire a Bilingual Diploma are expected to display a high language proficiency in both English and Arabic languages in order to be entitled to choose them as Language A.

                     d. Inclusion & Learning Diversity

As diversity is at the root of humanity, it is expected that students will not perform uniformly. Within each level, variability is tackled through differentiation. However, in cases where differentiation does not yield effect with students, a more thorough investigation must be performed, and an action plan must be constructed. In cases where a student performs significantly below class level, a different admission process is followed. Cases that will be referred to the Inclusion & Learning Diversity Department include, but are not limited to, students who:

· Perform significantly below average

· Perform significantly above average

· Have difficulty concentrating or clear difficulty in memory-related tasks

· Lack motivation

· Show difficulty communicating (either verbally or non-verbally)

· Demonstrate aggressive and/or oppositional behavior

· Seem anxious to the extent that it affects performance

· Demonstrate developmentally inappropriate behaviors

· Seem depressed and unhappy to the extent that it affects performance

· Have difficulty in following instructions

· Have difficulty in remaining seated or still to the extent that it affects performance

· Demonstrate a lack of social connection

· Demonstrate significant difficulties in age/level appropriate reading, writing, comprehension, and/or calculation

· Show incomprehensible writing

· Show unintelligible handwriting

· Show a difficulty in organizational skills, including organizing ideas and speech

· Show any signs of emotional or psychological turbulence

     1.Applicant’s Assessment and Diagnosis

· Assessed and Diagnosed Applicant:

o a copy of the report must be submitted

o Based on the report, the Inclusion & Learning Diversity Coordinator and/or the School Counselor join the admissions interview to observe and assess the student’s level and needs.

o Based on the student’s needs and the school’s services, an acceptance or rejection letter will be issued.

o In case of acceptance, the student will have to be enrolled in the Inclusion & Learning Diversity Department

· Applicants that not been previously assessed or diagnosed

oIn the case that core teachers in the Admissions Committee suspect that the student is in need of Inclusive Support, the student will be called for another interview

oThe interview will be conducted by the Inclusion & Learning Diversity Coordinator, in addition to the learning support teachers, and the School Counselor as per need

oBased on the diagnostic assessment, the student will either be accepted, or will be asked to obtain a psycho-educational assessment.

oBased on the report of the assessment, the school will either accept the student (either in mainstream or within the Inclusion & Learning Diversity Department) or will reject the student (in case the school does not have the needed resources to cater for their needs).

oIn case studentf enrolls in Inclusion & Learning Diversity Department, tuition fees vary on a case-by-case basis.