2015-16 MYP Handbook

MYP Handbook2015-2016

Busan International Foreign School

Guiding Statements

Vision

Our students will develop and pursuetheir passions, be successful and contributeto a positive global future.

Mission

We are a diverse, supportive and dynamicinternational school that inspires and challengesstudents to explore, discover and thrive in theglobal community to which we belong.

We Believe

• Students are to be at the center of all that we do.

• Education is the shared responsibility of our entire community.

• In being an independent non-denominational international family school.

• In being unified and respectful in our diversity.

• In providing the very best inquiry-based, relevant, and experiential education for each student.

• Students are to give back through community service.

Busan InternatIonal ForeIgn schoolunited in our Diversity, thriving in our Individuality

Middle Years Programme Handbook2015-2016

2 Busan International Foreign school

Introduction ................................................................................................................................................................................... 4

MYP Philosophy ........................................................................................................................................................................... 5

International Baccalaureate ((IB)) Mission .............................................................................................................. 5

MYP Fundamental concepts ...................................................................................................................................... 5

the IB learner Profile ...................................................................................................................................................... 6

the MYP curriculum Framework Model .......................................................................................................................... 7

MYP continuum and course outlines .............................................................................................................................. 8

teaching and learning in the MYP: .................................................................................................................................... 21

conceptual understanding ......................................................................................................................................... 22

example of MYP Key and related concepts ........................................................................................................ 23

MYP global contexts ..................................................................................................................................................... 26

statements of Inquiry .................................................................................................................................................... 27

approaches to learning ............................................................................................................................................... 29

assessment in the MYP ............................................................................................................................................................ 30

Differentiation and learning support .................................................................................................................... 30

assessment and criteria ............................................................................................................................................... 30

awarding grades ............................................................................................................................................................. 31

service as action ......................................................................................................................................................................... 35

the Personal Project ................................................................................................................................................................. 39

Year 5 ((grade 10)) external assessment ........................................................................................................................... 40

the BIFs MYP student certificate ....................................................................................................................................... 41

languages in the MYP ............................................................................................................................................................. 42

language options in the Middle school .............................................................................................................. 42

Mother tongue & externally taught languages ............................................................................................... 43

Table of Contents

Middle Years Programme handbook 3

additional Information ............................................................................................................................................................. 44

Field trip Participation ................................................................................................................................................... 44

homework guidelines .................................................................................................................................................. 44

academic honesty ......................................................................................................................................................... 44

BIFs homework Diary ................................................................................................................................................... 45

Managebac ....................................................................................................................................................................... 45

school Policies .................................................................................................................................................................. 46

the IBo ................................................................................................................................................................................ 46

other schools ................................................................................................................................................................... 46

Books .................................................................................................................................................................................... 46

Whom to contact ...................................................................................................................................................................... 47


the purpose of this handbook is to provide general information about the International Baccalaureate (IB)

MYP and the way in which it is developing at the Busan International Foreign school. Designed for students

aged 11 to 16, the MYP provides a framework of learning that encourages students to become creative,

critical and reflective thinkers. During these crucial transitional years in the educational and personal

development of students, we aim to create independent learners able to meet the academic challenges

that lie ahead. It fosters the development of skills for communication, intercultural understanding and

global engagement - essential qualities for young people who are becoming global leaders. also important

is that students develop an understanding of their role in society, how to relate to one another and to

develop attitudes to help cope with the personal and social changes of teenage life. It reflects the experience

and understandings of teachers and educationalists working in international education and is under

continual review through contributions by practitioners “in the field”.

the program has been developed with developmentally appropriate attention to :

• conceptual understanding

• teaching and learning in context

• approaches to learning (atl)

• service as action

• language and identity

• learning diversity and inclusion.

Introduction


the MYP philosophy is not a set of abstract ideas, instead the key elements of the IBo, the Mission

statement, the IB learner Profile and the three MYP Fundamental concepts permeate the whole curriculum.

It promotes open communication based on understanding and respect encouraging students to become

active compassionate lifelong learners. teachers are seen as the educational leaders who can empower

students to develop confidence and personal responsibility needed to deepen understanding. It encourages

students to make connections between their studies in traditional subjects and the real world. the MYP

encourages “learning how to learn”, helping students interact effectively with the learning environments

they encounter and encouraging them to value learning as an integral part of their everyday lives. (MYP:

From principles into practice).

International Baccalaureate (IB) Mission

the International Baccalaureate organization 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 IBo 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.

MYP Fundamental Concepts

the MYP Fundamental concepts are specified by the IB and they have a very significant impact on how

teachers plan the curriculum and how the students experience it.

• the MYP provides a holistic education.

this means that the education of the adolescent should expose them to as many different subjects, skills

and experiences as possible. they should have the opportunity to show their various strengths,

demonstrate increasing independence both academically and socially and gain a sense of personal

achievement. In other words, we understand at BIFs that we are educating the whole person, as opposed

to just helping them to achieve certain academic goals.

• the MYP emphasizes Intercultural awareness and communication.

In our community it is essential that the curriculum reflects and is responsive to the different perspectives

of all our students. It should also guide them in forming their own, truly international, outlook. this implies

an emphasis on communication skills, both in the languages and other subjects.

MYP Philosophy


• the MYP is student-centered.

In the 21st century it is vital that students develop an awareness of their own learning process and skills

to continue learning throughout life. our curriculum is designed to encourage increasing levels of student

participation in the management of their own education.

The IB Learner Profile

Inquirers : We nurture our curiosity, developing skills for inquiry and research. We

know how to learn independently and with others. We learn with enthusiasm and

sustain our love of learning throughout life.

Knowledgeable : We develop and use conceptual understanding, exploring

knowledge across a range of disciplines. We engage with issues and ideas that

have local and global significance.

thinkers : We use critical and creative thinking skills to analyze and take responsible action on complex

problems. We exercise initiative in making reasoned, ethical decisions.

communicators : We express ourselves con fidently and creatively in more than one language and in many

ways. We collaborate effectively, listening carefully to the perspectives of other individuals and groups.

Principled : We act with integrity and honesty, with a strong sense of fairness and justice, and with respect

for the dignity and rights of people everywhere. We take responsibility for our actions and their

consequences.

open-minded : We critically appreciate our own cultures and personal histories, as well as the values and

traditions of others. We seek and evaluate a range of points of view, and we are willing to grow from the

experience.

caring : We show empathy, compassion and respect. We have a commitment to service, and we act to

make a positive difference in the lives of others and in the world around us.

risk takers : We approach uncertainty with forethought and determination; we work independently and

cooperatively to explore new ideas and innovative strategies. We are resourceful and resilient in the face

of challenges and change.

Balanced : We understand the importance of balancing different aspects of our lives—intellectual, physical,

and emotional—to achieve well-being for ourselves and others. We recognize our interdependence with

other people and with the world in which we live.

reflective : We thoughtfully consider the world and our own ideas and experience. We work to understand

our strengths and weaknesses in order to support our learning and personal development.


at the center of the MYP model is the student surrounded by the IB learner Profile (see section 1 above). It

describes the attributes of a successful, life-long learner. It is common to all IB programs. We teach our students

to recognize and appreciate the different attributes of the learner Profile in all subjects that they study.

the first ring around the learner Profile describes the features of the program that help students develop

disciplinary and interdisciplinary understanding.

the second ring describes some important outcomes of the program.

the third ring describes the MYP’s broad and balanced curriculum.

Middle school students are at a stage in their development where they are becoming more aware of the

world around them and trying to identify their role within it. the MYP is specifically designed to meet their

needs as it enables teachers to design programs of study that will guide and inspire their students’ growth

and development. It builds upon the knowledge, skills and attitudes developed in the PYP and prepares

students to meet the academic challenges of the DP and beyond.

The MYP Curriculum Framework Model


MYP Continuum and Course Outlines

Group 1

english language & lit english language & lit english language & lit english language & lit

spanish or Korean spanish or Korean spanish or Korean spanish or Korean

IB MYP : Grades 6-7 IB MYP : Grade 8 IB MYP-9 IB MYP : Grade 10

Group 2

Individuals & societies Individuals & societies Individuals & societies Individuals & societies

Group 3

sciences sciences sciences sciences

Group 4

Mathematics Mathematics Mathematics Mathematics

Group 5

the arts : Music & art Visual arts & Music Visual arts or MusicVisual arts or Music

(continued from gr 9)

Product or Digital

(continued from gr 9)

Physical & health ed

Group 6

Design :

Product & DigitalProduct & Digital Product or Digital

Group 7

Physical & health ed Physical & health ed Physical & health ed

Group 8

service as action

1 interdisciplinary unit per year

Cross curricula elements 6-10

Personal Project

IB Element


group 1 : language and literature (english, Korean)

language a is either a student’s mother tongue language or one in which he/she has near-native

proficiency. It is an academically rigorous study of both language and literature which aims to equip students

with linguistic, analytical and communicative skills.

Main objectives

the study of MYP language a is to encourage and enable students to

• use language as a vehicle for thought, creativity, reflection, learning, self-expression and social interaction

• Develop critical, creative and personal approaches to studying and analyzing literary and non-literary

works

• Develop a lifelong interest in reading widely and apply language skills in a variety of real-life contexts

skills

objective a : analyzing

In order to reach the aims of studying language and literature, students should be able to

• analyze the content, context, language, structure, technique and style of text(s) and the relationships

among texts

• analyze the effects of the creator’s choices on an audience

• Justify opinions and ideas, using examples, explanations and terminology

• evaluate similarities and differences by connecting features across and within genres and texts

objective B : organizing


• employ organizational structures that serve the context and intention

• organize opinions and ideas in a sustained, coherent and logical manner

• use referencing and formatting tools to create a presentation style suitable to the context and intention

objective c : Producing text


• Produce texts that demonstrate insight, imagination and sensitivity while exploring and reflecting critically

on new perspectives and ideas arising from personal engagement with the creative process

• Make stylistic choices in terms of linguistic, literary and visual devices, demonstrating awareness of impact

on an audience

• select relevant details and examples to develop ideas

objective D : using language


• use appropriate and varied vocabulary, sentence structures and forms of expression


• Write and speak in a register and

style that serve the context and

intention

• use correct grammar, syntax and

punctuation

• spell (alphabetic languages), write

(character languages) and

pronounce with accuracy

• use appropriate non-verbal

communication techniques.

group 2 : language acquisition spanish Korean

the aims of the study of modern foreign languages are to acquire, firstly, the basis of a means of

communication and an understanding of the linguistic, cultural, and social elements of the communities

where these languages are spoken. It is hoped that this activity will be life-long and enjoyable.

Main objectives

our objectives, which are achieved at different levels in accordance with the criteria of the students’

placement, are to be able to communicate information, ideas and opinions and to demonstrate

comprehension of these, both orally and in writing. In addition, students should be able to identify main

ideas and supporting details and draw conclusions in these same ways, using appropriate structures and

vocabulary. In the oral context, this should be done with comprehensible pronunciation and intonation.

they should be able to request and provide information in formal and informal exchanges related to the

global contexts and to cultural and international issues.

skills & Knowledge

students will then acquire the skills of speaking, listening, reading comprehension, and formal and informal

writing for both accuracy and fluency, in ever-increasing levels of difficulty from complete beginner to near-

native. skills range from student self-expression to formal letters and literary analytical essays. text handling

is an important component in every level. specific texts are listed in the departmental curriculum for MYP

for each grade and language.

assessment

teaching and learning in language acquisitions is organized into six phases. the phases represent a

developmental continuum of additional language learning (language B). students may commence their

language acquisition course in any phase on the continuum and may exit from any phase on the

continuum. teachers however, must take note of the following stipulations:

• students with no prior knowledge of the language they wish to study in the MYP should start in phase1.

• students exiting phase 4 should have had the equivalent of at least four years of language learning.


• Phase 6 can be considered the step-over phase to MYP language and literature and will not be the exit

level for most language acquisition students.

language acquisition objectives are organized into four communicative processes :

a) comprehending spoken and visual text

as appropriate to the phase, the student is expected to be able to

• listen for specific purposes and respond to show understanding

• Interpret visual text that is presented with spoken text

• engage with the text by supporting opinion/personal response with evidence and examples from texts.

B) comprehending written and visual text


• read for specific purposes and respond to show understanding

• Interpret visual text that is presented with written text

• engage with the text by supporting opinion/personal response with evidence and examples from texts.

c) communicating in response to spoken, written and visual text


• Interact and communicate in various situations

• express thoughts, feelings, ideas, opinions and information in spoken and written form

• speak and write for specific purposes

D) using language in spoken

and written form

as appropriate to the phase,

the student is expected to be

able to

• organize thoughts, feelings,

ideas, opinions and

information in spoken and

written form

• Develop accuracy when

speaking and writing in the

target language


group 3 : Individuals and societies (Is)

Integrated humanities, history, geography, environmental systems and societies

the aim of MYP individuals and societies is to encourage students to gain and develop knowledge,

conceptual understanding, research skills, analytical and interpretive skills, and communication skills,

contributing to the development of the student as a whole. Is aim to encourage students to respect and

understand the world around them, and to provide a skills base to facilitate further study. this is achieved

through the study of individuals, societies and environments in a wide context: historical, contemporary,

geographical, political, social, economic, religious, technological and cultural.

Main objectives

a) Knowing and understandings

students develop factual and conceptual knowledge about individuals and societies. In order to reach the

aims of individuals and societies, students should be able to

• use terminology in context

• Demonstrate knowledge and understanding of subject-specific content and concepts through

descriptions, explanations and examples

B) Investigating

In order to reach the aims of individuals and societies, students should be able to

• Formulate a clear and focused research question and justify its relevance

• Formulate and follow an action plan to investigate a research question

• use research methods to collect and record relevant information

• evaluate the process and results of the investigation

c) communicating

In order to reach the aims of individuals and societies, students should be able to

• communicate information and ideas using an appropriate style for the audience and purpose

• structure information and ideas in a way that is appropriate to the specified format

• Document sources of information using a recognized convention

D) thinking critically

In order to reach the aims of individuals and societies,

students should be able to

• Discuss concepts, issues, models, visual representation

and theories

• synthesize information to make valid arguments

• analyze and evaluate a range of sources/data in terms

of origin and purpose, examining values and limitations

• Interpret different perspectives and their implications


group 4 : experimental sciences

Integrated science, Biology, chemistry, Physics, environmental systems and societies science and the

scientific method offer a way of learning that contributes to the development of analytical and critical

thinking skills. MYP science aims to develop students as scientifically literate inquirers who are able to think

critically and creatively to solve problems and make decisions affecting themselves, others and their social

and natural environments.

Main objectives

the course objectives are closely aligned to the four science assessment criteria:

a) Knowing and understanding

In order to reach the aims of sciences, students should be able to

• explain scientific knowledge

• apply scientific knowledge and understanding to solve problems set in familiar and unfamiliar situations

• analyze and evaluate information to make scientifically supported judgments

B) Inquiring and designing


• explain a problem or question to be tested by a scientific investigation

• Formulate a testable hypothesis and explain it using scientific reasoning

• explain how to manipulate the variables, and explain how data will be collected

• Design scientific investigations

c) Processing and evaluating


• Present collected and transformed data

• Interpret data and explain results using scientific reasoning

• evaluate the validity of a hypothesis based on the outcome of the scientific investigation

• evaluate the validity of the method

• explain improvements or extensions to the method

D) reflecting on the impacts of science


• explain the ways in which science is applied and used to address a specific problem or issue

• Discuss and evaluate the various implications of the use of science and its application in solving a specific

problem or issue

• apply communication modes effectively

• Document the work of others and sources of information used


Knowledge

specific course content is selected to provide smooth

progression through the MYP and thorough preparation for

the IB Diploma Programme science courses.

group 5 : Mathematics

MYP mathematics aims to equip all students with the knowledge, understanding and intellectual capabilities

to address further courses in mathematics, as well as to prepare those students who will use mathematics

in their workplace and life in general.

Main objectives

In MYP mathematics, the four main objectives support the IB learner Profile, promoting the development

of students who are knowledgeable, inquirers, communicators and reflective learners.


In order to reach the aims of mathematics, students should be able to

• select appropriate mathematics when solving problems

• apply the selected mathematics successfully when solving problems

• solve problems correctly in both familiar and unfamiliar situations in a variety of contexts

B) Investigating patterns


• select and apply mathematical problem-solving techniques to discover complex patterns

• Describe patterns as general rules consistent with findings

• Prove, or verify and justify, general rules

c) communicating


• use appropriate mathematical language (notation, symbols and terminology) in both oral and writtenexplanations

• use appropriate forms of mathematical representation to present information

• Move between different forms of mathematical representation

• communicate complete, coherent and concise mathematical lines of reasoning

• organize information using a logical structure

D) applying mathematics in real-life contexts



• Identify relevant elements of authentic real-life situations

• select appropriate mathematical strategies when solving authentic real-life situations

• apply the selected mathematical strategies successfully to reach a solution

• Justify the degree of accuracy of a solution

• Justify whether a solution makes sense in the context of the authentic real-life situation

skills

students will develop the following skills over their period of study in mathematics:

• Knowledge-acquisition skills: an understanding of mathematical concepts and ideas

• Problem-solving skills: Mathematical strategies to solve problems in familiar and unfamiliar situations, in

both mathematical and real-life contexts

• communication skills: oral and written skills using mathematical language, symbols and notation, and a

range of forms of representation (for example, drawings, diagrams, graphs, tables)

• thinking skills: coherent logical and abstract thinking, inductive and deductive reasoning, justification

and proof, estimation and accuracy

• Information-literacy skills: the ability to use the library and other media to access information, selecting

and judging information critically, knowing how to acknowledge references and how to avoid plagiarism

• Information and communication technology skills: confident use of computer applications and calculators

when analyzing problems, expressing a clear line of mathematical reasoning by use of technology

• collaborative skills: the ability to work as a team member, listening and interacting with others, respecting

and considering different points of view

• reflection skills: evaluation of one’s own work and performance, identifying personal strengths and

weaknesses to improve learning

Knowledge

MYP mathematics provides a framework of concepts and skills organized into the following five branches

of mathematics :

• number

• algebra

• geometry and trigonometry

• statistics and probability

• Discrete mathematics

levels of Mathematics

the concepts and skills of the framework for mathematics are organized so that students can work at two

levels of ability: standard mathematics and extended mathematics.

• standard mathematics aims to give all students a sound knowledge of basic mathematical concepts while

allowing them to develop the skills needed to meet the objectives of MYP mathematics

• extended mathematics consists of the standard mathematics framework supplemented by additional


concepts and skills. this level provides the foundation for students who wish to pursue further studies in

mathematics, for example, mathematics higher level (hl) as part of the IB Diploma Programme.

group 6 : the arts (Visual art, Music)

the arts are a universal form of human expression and a unique way of knowing that engage us in affective,

imaginative and productive activity. learning through the arts helps us to explore, shape and communicate

our sense of identity and understanding of the world, while providing opportunities to develop self-

confidence, resilience and adaptability. the IB MYP arts value the process of creating artwork as much as

the finished product.

Main objectives

the arts objectives interrelate with each other and form the basis of the student’s experience in the arts.

Personal engagement surrounds the student at the center and connects directly with each of the other

objectives. the course objectives are closely aligned to the four arts assessment criteria:


In order to reach the aims of arts, students should be able to

• Demonstrate knowledge and understanding of the art form studied, including concepts, processes andthe use of subject-specific terminology

• Demonstrate an understanding of the role of the art form in original or displaced contexts

• use acquired knowledge to purposefully inform artistic decisions in the process of creating artwork

B) Developing skills


• Demonstrate the acquisition and development of the skills and techniques of the art form studied

• Demonstrate the application of skills and techniques to create, perform and/or present art

c) thinking creatively


• Develop a feasible, clear, imaginativeand coherent artistic intention

• Demonstrate a range and depth ofcreative-thinking behaviors

• Demonstrate the exploration ofideas to shape artistic intentionthrough to a point of realization

D) responding

In order to reach the aims of arts,

students should be able to


• construct meaning and transfer learning to new settings

• create an artistic response which intends to reflect or impact on the world around them

• critique the artwork of self and others

skills

through a study of the two core arts disciplines of Music and Visual art, students should be able to:

• Demonstrate knowledge and understanding of the art form studied in relation to societal, cultural,

historical and personal contexts

• Demonstrate knowledge and understanding of the elements of the art form studied, including specialized

language, concepts and processes

• communicate a critical understanding of the art form studied in the context of their own artwork

• Develop an idea, theme or personal interpretation to a point of realization, expressing and communicating

their artistic intentions

• apply skills, techniques and processes to create, perform and/or present art

• reflect critically on their own artistic development and processes at different stages of their work

• evaluate their work

• use feedback to inform their own artistic development and processes

• show commitment in using their own artistic processes

• Demonstrate curiosity, self-motivation, initiative and a willingness to take informed risks

• support, encourage and work with their peers in a positive way

• Be receptive to art practices and artworks from various cultures, including their own

Knowledge

specific course content is selected

to provide smooth progression

through the MYP and also

thorough preparation for the IB

Diploma Visual arts and Music

courses.


group 7 : Design (Digital Design, Product Design)

MYP Design is compulsory for all students in grades 6-10 and covers two areas, digital design and productdesign. In grade 9 students choose either digital design or product design, completing two major projectsin the chosen area of specialization.

Main objectives

the course objectives are aligned to the four design assessment criteria:

a) Inquiring and analyzing

In order to reach the aims of design, students should be able to

• explain and justify the need for a solution to a problem for a specified client/target audience

• Identify and prioritize the primary and secondary research needed to develop a solution to the problem

• analyze a range of existing products that inspire a solution to the problem

• Develop a detailed design brief which summarizes the analysis of relevant research

B) Developing ideas


• Develop a design specification which clearly states the success criteria for the design of a solution

• Develop a range of feasible design ideas which can be correctly interpreted by others

• Present the final chosen design and justify its selection

• Develop accurate and detailed planning drawings/diagrams and outline the requirements for the creationof the chosen solution

c) creating the solution


• construct a logical plan, which describes the efficient use of time and resources, sufficient for peers to beable to follow to create the solution

• Demonstrate excellent technical skills when making the solution

• Follow the plan to create the solution, which functions as intended

• Fully justify changes made to the chosen design and plan when making the solution

• Present the solution as a whole, either in electronic form, or through photographs of the solution fromdifferent angles, showing details

D) evaluating


• Design detailed and relevant testing methods, which generate data, to measure the success of the solution

• critically evaluate the success of the solution against the design specification

• explain how the solution could be improved

• explain the impact of the solution on the client/target audience


skills

In grades 6-8, students learn skills which they then apply to given projects. In grades 9 and 10, they are

given projects for which they choose suitable techniques and some of the materials.

Knowledge

students learn about the materials

and processes we use to shape our

world and how we communicate and

share ideas, opinions and information.

Knowledge of materials is built up as

the student progresses through the

school, starting with origins and

classification progressing to how

man-made materials are produced,

with special reference to the effects

we have on our environment and how

we can have a positive effect through

our choices.

group 8 : Physical and health education (Phe)

BIFs’ MYP program offers students a balanced Physical and health education curriculum. student learning

experiences in the Pe program are diverse and comprehensive, allowing students to attain knowledge and

experience within a maximum of environments and situations. the Pe curriculum aims to guide students

with their development of self- and group-confidence as well as emotional and physical competency, which

are atl skills that will serve students with fitness management and life-long learning across the curriculum.

the assessment of criterion a is often project or portfolio-based, using students’ written skills.

Main objectives

the course objectives are assessed through four criteria:


In order to reach the aims of physical and health education, students should be able to

• explain physical health education factual, procedural and conceptual knowledge

• apply physical and health education knowledge to analyze issues and solve problems set in familiar and

unfamiliar situations

• apply physical and health terminology effectively to communicate understanding

B) Planning for performance


• Design, explain and justify plans to improve physical performance and health


• analyze and evaluate the effectiveness of a plan based on the outcome

c) applying and performing


• Demonstrate and apply a range of skills and techniques effectively

• Demonstrate and apply a range of strategies and movement concepts

• analyze and apply information to perform effectively

D) reflecting and improving performance


• explain and demonstrate strategies that enhance interpersonal skills

• Develop goals and apply strategies to enhance performance

• analyze and evaluate performance

skills and Knowledge

one year of experience of a variety

of sports encourages students to

develop different skills : analyzing

new concepts, observing,

communicating, evaluating,

experimenting, Inquiring, recording,

synthesizing, using space, time and

energy, team Working, Performing,

Planning and creating, also respect,

civility, and taking Initiatives.


the MYP

• addresses holistically students’ intellectual, social, emotional and physical well-being through the

approaches to learning

• provides students opportunities to develop the knowledge, attitudes and skills they need in order to

manage complexity and take responsible action for the future

• ensures breadth and depth of understanding through study in eight subject groups

• requires the study of at least two languages (language of instruction and additional language of choice)

to support students in understanding their own cultures and those of others

• empowers students to participate in service within the community

• helps to prepare students for further education, the workplace.

teaching and learning in the MYP is framed by inquiry (asking), action (doing) and reflection (thinking) to

stimulate learning and action. It reflects the ways people work together to construct meaning and make

sense of the world and empowers students for a lifetime of learning, both independently and in

collaboration with others.

Inquiry : Within a carefully designed curriculum, prior knowledge and experience establish the basis for

new learning which is developed further by the student’s own curiosity.

action : this involves learning by doing, (engaging in ethical and principled practices), enhancing learning

about one’s self and others.

reflection : students are encouraged to consider the nature of human thought. they are asked to analyze

their own thinking to awaken creativity and imagination by recognizing alternative pathways and outcomes.

Teaching and Learning in the MYP

Inquiry Action

Reflection


It allows them to recognize bias and inaccuracy in their own and others’ work and develop competencies

for research, critical and creative thinking, managing information and self-assessment.

Multilingualism and intercultural understanding and global engagement are key components of the

program. the IB recognizes that learning to communicate in more than one language is fundamental to

the development of intercultural understanding. all IB programs mandate that students learn another

language.

global engagement develops from subject teachers creating units of inquiry global contexts inquiry leading

to principled action. Because the MYP provides for sustained inquiry in to a wide range of local, national

and global issues and ideas, service as action evolves naturally. students engage the world through

explorations of concerns such as the environment.

Conceptual Understanding

BIFs has adopted the MYP because we recognize it enables and encourages students to learn beyond that

which their teachers tell them. this is because our courses are broad and balanced, conceptual and

connected. they are also shared practice among IB World schools offering the MYP.

conceptual understanding enables students to demonstrate levels of thinking that reach beyond facts or

topics. It helps students to develop and apply personal understandings, and work collaboratively with

others to construct meaning. Because the learning is more personalized, it is more relevant to the learner

and therefore more likely to be remembered. students develop skills to make connections between learning

and real life applications; they understand that learning is transferable.

our students engage with a defined set of key and related concepts which over time allow them to grow

in the sophistication of their understandings.


the MYP design uses two kinds of concepts in each unit of each subject studied:

• Key concepts provide interdisciplinary breadth. they are broad, organizing, powerful ideas and provide

transferable connections across time and culture. each subject has specified key concepts which provide

the framework for their units of work.

• related concepts, grounded in specific subjects, explore key concepts in greater detail, providing depth

to the program. each subject has recommended related concepts, but they are not limited to them.

concepts are the vehicle for students' inquiry into issues and ideas of personal, local and global significance.

they provide the means by which the essence of a subject can be explored and are used to formulate the

understanding that students should retain in the future.

the exploration and re-exploration of concepts lead students towards:

• deeper understanding of the subject group

• appreciation of ideas that transcend disciplinary boundaries

• engagement with complex ideas, including the ability to transfer and apply ideas and skills to new

situations (erickson 2008)

Example of MYP Key and Related Concepts

there are 16 Key concepts. each subject is recommended 3 to 4. some are shared to enable interdisciplinary

planning and help students recognize that the world is not silo-ed into subject areas; that knowledge and

understanding are transferable and applicable across contexts. one key concept will guide each unit while

the related concepts help students develop more complex ad sophisticated conceptual understanding.

together they create the unit statement that drives the learning.

KEY CONCEPTS

aesthetics connections relationshipsglobal

Interactionscommunities connections relationships

change Perspective change change Development culture Form

Identity creativity systems systems systems creativity logic

communication time Placeand space communication communication

Arts : Music,Visual Art

Language &Literature

ScienceIndividuals& Societies

Design :Product,Digital

LanguageAcquisition

Math


RELATED CONCEPTS

adaptation collaboration ergonomics evaluation

Form Function Innovation Invention

Markets and trends Perspective resources sustainability

Design

Balance consequences energy environment

evidence Form Function Interaction

Models Movement Patterns transformation

Sciences

Phase 3-4

audience context Purpose conventions

Messages Word choice Meaning Function

structure Idiom empathy Point of view

Phase 5-6

audience context Purpose stylistic choices

Voice Inference Bias theme

argument Idiom empathy Point of view

Phase 1-2

audience context Purpose conventions

Message Word choice Meaning Function

structure Patterns Form accent

Language and Literature


Integrated humanities

causalityculture choice equity

(cause andconsequence)

globalization Identity Innovation and

Perspectiverevolution

Power Processes resources sustainability

Individuals and Societies

change equivalence generalization Justification

Measurement Model Pattern Quantity

representation simplification space system

Math

adaptation Balance choice energy

environment Function Interaction Movement

Perspective refinement space systems

Physical and Health Education

Performing arts

audience expression Interpretation Presentation

Boundaries narrative role composition

Innovation Play genre structure

Visual arts

audience expression Interpretation representation

Boundaries genre narrative style

composition Innovation Presentation Visual culture

Arts


MYP Global Contexts

By providing students with global contexts the learning can model authentic world settings, events and

circumstances. students learn best when their learning experiences have context and are connected to

their lives and to the world they have experienced. When learning becomes meaningful and relevant

students are more likely to be engaged.

these global context answer the following questions :

Why are we engaged in this inquiry?

Why are these concepts important?

Why is it important for me to understand?

Why do people care about this topic?

Identities andrelationships

Orientation intime and space

Personaland culturalexpression

Globalizationand

sustainability

Fairness anddevelopment

Scientific andtechnical

innovation


Statements of Inquiry

statements of inquiry set conceptual understanding in a global context in order to fame classroom inquiry

and direct purposeful learning.

each unit in each subject uses a statement of inquiry to define the focus of study.

Some possible statements of inquiry for possible units of work in the MYP

sciencesorganisms interact withthe natural environment bytransferring matter and energy

• systems

• Interaction environment,energy

• scientific and technicalinnovation

Biology : ecology

Design

communities can have manydifferent perspectives thatinfluence the way Ideasdevelop and new discoveriesare made.

• communities

• collaboration

• Personal and culturalexpression

Developing ofsoftware for learningor a digital learning

environment

arts

the process of artistic

creation can lead toselfdiscovery

• Identity

• Innovation

• Identities and relationships

self-portraitscharacterizationImprovisation

Free expression.

Subject Statement of inquiryKey concept

Related conceptsGlobal context

Possibleproject/study


Individuals and

societies

nations form alliances to

protect their military,

cultural and economicinterests

• systems

• conflict, cooperation

• Identities and relationships

Peace and conflict(Pax roma,

British empire, 20thcentury wars)

Math

logic is a powerful tool forjustifying what we discoverthrough measurement andobservation.

• logic

• space

• Quantity

• Fairness and development

geometry andtrigonometryparallellines and transversals

language and

literature

historical contexts shapeliterary genre

• connections

• context, genres

• orientation in space andtime

historical fiction ;short story unit ;

comparative study(for example

shakespeare's romeoand Juliet to

Baz luhrmann's filmversion.)

language

acquisition

the language spoken in

the street reflects the

dynamic social

environments in which

people make themselves

understood.

• culture

• Idiom, patterns, meaning

• orientation in spaceand time

language skills focusunit

Physical and

health

education

Performers respond and

adapt to changing

environments, challenges,

situations.

• change

• environment, adaptation

• globalization andsustainability

golf

ultimate Frisbee

Subject Statement of inquiryKey concept

Related conceptsGlobal context

Possibleproject/study


Approaches to Learning

these skills have relevance across the curriculum and beyond school. they help students “learn how to

learn” and focus on the development of self-knowledge. atls encompass both general and discipline-

specific skills and contribute to students' achievement in all subject groups.

Communication I. communication

Social II. collaboration

III. organization

IV. affective

V. reflection

Research VI. Information literacy

VII. Media literacy

VIII. critical thinking

Thinking IX. creative thinking

X. transfer

Self-Management

ATL skill categories MYP ATL skill cluster


Differentiation and Learning Support

to ensure that all our students are able to access the curriculum BIFs teachers modify their teaching

strategies by embracing the principles of good practice for differentiated learning: valuing prior knowledge,

affirming identity, building self-esteem, and scaffolding and extending learning. two special educational

needs (sen) teachers work with students and teachers to ensure the needs of students are met and the

curriculum is accessible to all.

our english as an additional language (eal) department fulfils a similar role in supporting students who

lack english language proficiency. sen students and eal students are supported by specialists using a

push-in and/or pull-out model. the level and type of support will depend on the student's need. In the

case of eal students, low-level language proficiency may receive an intensive program of english support

with pull-out tutorial-style lessons where academics are supported and language is learnt contextually.

other students, who are close to exiting the program, may only have a specialist working with them for

one or two classes a week. Differentiation within the classroom should ensure that each child is able to

access and demonstrate the learnings.

Assessment and Criteria

Differentiation applies equally to learning and assessment. It is a guiding principle of the MYP. across

subjects we aim to provide a variety of different ways for students to demonstrate what they have learned.

assessment criteria is linked to fixed objectives so students and parents know at any given time what the

teachers are looking to assess. this allows students to see for themselves where they are in the assessment

process, at any given time.

assessment in MYP at BIFs is:

• Varied in approach.

students will be assessed in a variety of ways: written assignments, oral presentations, field work, practical

work, role-play, debates, exhibitions, performance, tests and examinations, research papers, peer and self-

assessment.

• Formative as well as summative.

Formative assessment means that students will be given feedback on their work to help them improve it.

they will also be involved in this assessment, perhaps through assessing their peers or even themselves.

Assessment in the MYP


summative assessment is a terminal activity usually assessed by the teacher and will often be graded tasks

for the report cards.

• criterion-related, not deficit-based.

assessment in the MYP is not based on whether or not students can repeat certain facts or carry out a

particular task. Instead, it is based on the student's level of understanding with regard to criteria directly

linked to subject objectives. this better measures the development of a student’s conceptual understanding,

something which testing for simple facts can easily overlook. criterion related assessment in the MYP is an

on-going and reflective process, allowing students to evaluate their progress towards a certain objective

and set targets for improvement. It also enables the school to evaluate their level of success in meeting

specific learning objectives.

Awarding Grades

each subject has four assessment criterion around the themes of a. analyzing, B. organizing, c. Producing

and D. using language. each criterion comprises two to three strands against which teachers must assess

at least twice, in each year of the MYP. the total score for each criterion is eight. evidence is collected from

a range of assessment tasks (not just the summative assessment grade) to enable teachers make a

professional and informed judgment on student achievement and award a grade to each criterion. this is

referred to as Best Fit approach to assessment.

For each summative assessment task, students are provided rubrics with descriptors that define what

constitutes scores from 1-8. From these rubrics students have a clear understanding, before they begin,

what they must demonstrate to achieve a top score. a student’s final grade for the semester will be the

sum of those four scores which are then matched to a final grade that scales from 1-7.

the assessment reporting periods are at the end of each semester when grades are generated and reports

written. Parents are encouraged to contact the school at any time to discuss their child’s progress but there

will be calendared Parent/teacher/students sessions scheduled and advertised.

example :

Ina Kim is in grade 6 (Year 1 MYP). at the end of each semester in Physical and health education, she will

receive an assessment based on these four criteria.


Criterion A

Knowing and understanding (analyzing)

i. outline physical and health education-related factual, procedural and

conceptual knowledge

ii. identify physical and health education knowledge to describe issues and

solve problems set in familiar and unfamiliar situations

iii. apply physical and health terminology to communicate understanding.

Criterion B

Planning for performance (organizing)

i. construct and outline a plan for improving health or physical activity

ii. describe the effectiveness of a plan based on the outcome.

Criterion C

applying and performing (Producing)

i. recall and apply a range of skills and techniques

ii. recall and apply a range of strategies and movement concepts

iii. recall and apply information to perform effectively.

Criterion D

reflecting and improving performance (using language)

i. identify and demonstrate strategies to enhance interpersonal skills

iii. identify goals and apply strategies to enhance performance

iii. describe and summarize performance

Physical and Health Education (PHE)


0the student does not reach a standard described by any of the descriptors

below.

1-2

3-4

the student :

i. recalls physical and health education factual, procedural and conceptual

knowledge.

ii. identifies physical and health education knowledge to outline issues and

suggest solutions to problems set in familiar situations

iii. applies physical and health terminology to communicate understanding

5-6

the student :

i. states physical and health education factual, procedural and conceptual

knowledge.

ii. identifies physical and health education knowledge to outline issues andsolve problems set in familiar situations

iii. applies physical and health terminology to communicate understanding

7-8

the student :

i. outlines physical and health education factual, procedural and conceptual

knowledge.

ii. identifies physical and health education knowledge to describe issues and

solve problems set in familiar situations

iii. applies physical and health terminology consistently to communicate

understanding

Criterion AAchievement Level Level Descriptor

each criterion has assessment descriptors similarly constructed to those in this example of criterion a :

For criterion a Ina receives 6/8.

For criterion B she receives 7/8.

For criterion c she receives 5/8.

For criterion D she receives 6/8.

her total score for Phe 24/32.

this score of 24 is applied to the table below and equates to a final grade out of 7. the descriptor defines

the score.

the student :

i. recalls some physical and health education factual, procedural and

conceptual knowledge.

ii. identifies physical and health education knowledge to outline issues

iii. recalls physical and health terminology


Grade BoundaryGuidelines Descriptor

Produces work of very limited quality. conveys many significant

misunderstandings or lacks understanding of most concept and contexts, Very

rarely demonstrates critical or creative thinking. Very inflexible, rarely using

knowledge or skills.

1 1-5

Produces work of limited quality. expresses misunderstandings or significant

gaps in understanding for many concepts and contexts. Infrequently

demonstrates critical or creative thinking. generally inflexible le in the use of

knowledge and skills infrequently applying knowledge and skills.

2 6-9

Produces work of an acceptable quality. communicates basic understanding of

many concepts and contexts, with occasionally significant misunderstandings

or gaps, Begins to demonstrate some basic critical and creative thinking. Is

often inflexible in the use of knowledge and skills requiring support even In

familiar classroom situations.

3 10-14

Produces good-quality work. communicates basic understanding of most

concepts and contexts with few misunderstandings and minor gaps. often

demonstrates basic critical and creative thinking. uses knowledge and skills

with some flexibility in familiar classroom situations, but requires support in

unfamiliar situations.

4 15-18

Produces generally high-quality work. communicates secure understanding of

concepts and contexts. Demonstrates critical and creative thinking sometimes

with sophistication. uses knowledge and skills in familiar classroom and real-

world situations and, with support, some unfamiliar real-world situations.

5 19-23

Produces high-quality, occasionally innovative work. communicates extensive

understanding of concepts and contexts. Demonstrates critical and creative

thinking frequently with sophistication. uses knowledge and skills In familiar

and unfamiliar classroom ad real-world situations often with Independence.

6 24-27

Produces high-quality, frequently innovative work. communicates

comprehensive, nuanced understanding of concepts and contexts. consistently

demonstrates sophisticated critical and creative thinking. Frequently transfers

knowledge and skills with Independence and expertise In a variety of complex

classroom and real-world situations.

7 28-32

For this assessment period Ina’s final grade in Phe is 6 (24-27).


the IB mission statement stresses that its concern extends beyond intellectual achievement, and that

students should develop a personal value system that guides their own lives as thoughtful and active

members of local and global communities (MYP: From principles into practice). service as action supports

intercultural awareness by providing students with the opportunity to develop empathy and respect for

others. caring is a learner profile attribute. through service, a subset of action that MYP, learners act to

make a positive difference to the lives of others and to the environment. through responsible action tightly

connected with sustained inquiry and critical reflection young people can develop other attributes described

by the learner profile that are essential for success in future academic pursuits and for adult life. these

experiences lead to deeper understanding of themselves and the communities to which they belong. this

reflects our own Mission statement.

the IB allows schools to take ownership over much of the service as action Program including the expected

outcomes. Much of the research done to drive our sa program was based on the work of cathryn Berger

Kaye and her service learning cycle. Ms. Berger Kaye has been instrumental in the creation of the new

Diploma cas guide, and as the sa Program’s main goal is to get students prepare students for the DP,

much effort has been made to integrate the service learning cycle (below) into our own interpretation of

the service as action ethos.

service as action activities have been broken

into 3 levels. teachers will introduce students to

the various levels and allied expected outcomes

at different times of the MYP Programme.

Below are level descriptions, and examples of

activities. the characteristics of the learning

objectives of each level will be taught during

extended homeroom/Pshe time. the program

will be introduced during orientation to the

MYP at the beginning of the year.

Service as Action


Level descriptions and examples of actions

level 1- reflective level

reflection needs to be part of all stages of the service learning cycle. In the early years of the MYP

(grade 6 to 8), many service opportunities will be generated from the units studied. often times, the service

to be performed will be mandated by the curriculum and although part of the assessment process is not

specifically assessed. students will however, be expected to reflect upon, and self-manage their service

learning experience.

examples of the reflective level can already be seen around the Middle school. In Dt class, students

were required to research the school environment, and come up with signs that could help make it a

better/safer place. While expectations and assessments will be a part of their Dt coursework, the process

of reflecting on the activity will be done on Managebac, and will be considered part of their service and

action program.

level 2- action and community level

In this level, often practiced between grades 7 and 9, students are expected take a further step in the

service learning cycle. For students to choose actions at the community level they must develop an

understanding of what constitutes a “community” and which community they wish to engage their action.

that decision will help define the action.

one activity at this level can take place at school but to help them understand that community reaches

beyond the school campus, a secondary action will be take place outside campus. (see expectation chart

below).

examples of this can again be found around school already at BIFs. students in grade 6 through to

12 can choose to be a part of the student council. the high school club program allows students to join

a club, and choose whether to be part of an activity directed by others, or part of the action planning

process (which would be a level 3 activity). In grade 8 social studies, their human rights unit investigates

communities, and students are challenged to ‘make a difference’ to their chosen community.

level 3- Initiating and Planning level

this 3rd level prepares students for their IB Diploma community action and service component. the

BIFs club system facilitates working at this level because students can initiate activities they are interested

in, either by themselves or in small groups. students are unlikely to engage in the initiative level until grades

9 and 10 but if they wish to do so they can negotiate an action with the sa coordinator. again, some level

of investigation may need to be carried out in order to decide the “community” they want to provide a

service to. this level prepares students for the IB Diploma community action service (cas) Programme.

as noted above, active club participation can lead to activities in this third level. one example would

be members of the environmental club planning a community/beach clean-up. another example would

be joining the student council.


Service program expectations

the expected number and type of activities to be completed at each grade level is as follows:

MYPYear

BIFS GradeLevel Service Expectations

2 level 1- reflective activities

or

1 level 2- community activity

1 6


or

1 level 2- community activities

2 7


or

2 level 2- (including one community outside of school) activities

or

1 level 3- Initiative activity

3 8


or

3 level 2 (including one community outside of school) activities

or

1 level 3- Initiative activity

4 9

3 level 2 (including two communities outside school) activities

or

1 level 3- initiative activity

5 10


Assessment

Managebac will be used for all documentation and reflection in the service and action Program. Because

there is no set number of hours required to fulfil sa requirements, it is expected that at the end of grade

10, each student’s Managebac portfolio will be unique. goal setting, planning and post-action reflections

are necessary for any activity a student engages in. the portfolio will serve as a timeline, showing the

growth in students’ approaches to learning skills (self-management, communication, social, research

and thinking) and guide them in their exit interview. During this interview, the sa and MYP coordinators

and head of Mhs will ask each student to demonstrate and discuss how they have met the assessment

criteria of reflection, awareness of community, Initiation and Planning.


the first BIFs Year 5 Personal Project exhibition will be held early in 2016. Begun towards the end of Year 4,

it is the culmination of the MYP, just as the exhibition is to PYP and the extended essay is to DP. students

have up to 10 months to research, explore and produce a project driven by a personal passion. During this

time they will rely upon the skills and understandings accumulated during their time in the MYP, in particular

those vitally important approaches to learning. students are guided by mentors throughout the entire

process. It is up to the student to make appointments to meet and discuss challenges and successes, to

maintain momentum and direction. students keep a process journal to reflect and demonstrate their work

in progress. they use the design cycle as a tool to demonstrate the planning and designing processes

involved in the production of the final project. What the students produce is up to them: from the design

of a training program for elementary school aged soccer players, to the writing and recording of a collection

of original songs, the creation of a computer game to writing an expose pertaining to a world issue. the

mentor is there to guide, monitor and ensure that goals are realistic and achievable. Ms. Ya Yun su is the

Personal Project coordinator. her role is to guide the students and mentors through the process of choosing

a topic and overseeing the process. this year students and teachers have travelled to Dwight International

school and taejon International christian school, to view their Personal Project exhibitions. We too will

invite them to our inaugural PP evening. Moderation with teachers from these schools will ensure common

standards and quality outcomes.

The Personal Project


the IB piloted its new MYP

electronic assessment (e-

assessment) for Year 5 in

2015. It has been designed

to assess conceptual

understanding and students’

ability to integrate learning

from different disciplines.

We, like a great number of

MYP schools around the

world, are waiting for the

final format and procedures

to be released by the IB

before we put this assessment option into place. In its present form, the exam will require, students to sit

at least six disciplinary and one interdisciplinary e-assessments. assessments will be based on key and

related concepts.

In the disciplinary assessment students will apply a key concept in discussing a choice of topics from each

discipline providing support with disciplinary-related concepts. a range of question types will elicit

conceptual understanding including extended responses; short answer; three- to four-sentence answers,

drag and drop; manipulating graphs and data; proposals/presentations, diagrammatic responses; website

creation, or blogging. this section will end with a journal facility, where students will keep notes on what

has been learnt and developed in each disciplinary assessment. the notes are added to at each assessment,

and are then used in the interdisciplinary assessment where knowledge and experience gained during the

disciplinary assessments can be applied.

the interdisciplinary task is based on two or three disciplines. students select one interdisciplinary task from

a choice of three. each task includes stimulus material from which a range of questions is generated. the

student chooses which disciplinary perspectives to use in addressing the tasks and may be assisted by the

notes made in the journal facility. the four assessment criteria will include aspects of the MYP fundamental

concepts: holistic learning, communication and international-mindedness. students will be assessed on

their ability to transfer knowledge and use it in unfamiliar situations.

Parents will be informed once a final decision is made by BIFs administration as to when the e-assessments

will be adopted.

Year 5 (Grade 10) External Assessment


this will be awarded to students who meet the following criteria

• study the program for a recommended two years at least and complete assessment requirements in Year

5 (grade 10).

• study six (or more) subject groups and complete internal assessment.

• complete and submit a personal project (externally moderated).

• complete the school’s minimum requirements for community service.

these students may also choose to sit some or all disciplinary and interdisciplinary e-assessments.

Information recorded on the MYP course results will include the personal project grade, completion of

service and e-assessment results if sat.

The BIFS MYP Student Certificate


the IB recognizes that the ability to communicate in a variety of modes in more than one language is

essential to the concept of an international education. It promotes multilingualism and intercultural

understanding and an opportunity to develop insight into how others see the world.

a student who graduates from high school with a bilingual diploma is in an enviable position when it

comes to university enrolment. a student who graduates from high school with a bilingual diploma is in

an enviable position when it comes to university selection. Many universities, in particular in the usa, look

for students with unique talents and stand out skills and qualities beyond their academic scores. Bilingualism

is one such standout skill and the demonstrated ability to be truly academically bilingual (no matter the

language) a quality and dedication much sought after.

the MYP requires that all students study two languages:

Either language and literature + language acquisition

or 2 x language and literature

• language and literature is typically the language of instruction at the school (in our case, english) however

students with Mother tongue Korean or others with Phase 5 Korean language acquisition can study to

Korean language and literature.

• language acquisition is learnt as a foreign language. at BIFs we offer spanish or Korean

students at BIFs who take Korean language and literature and english language and literature will develop

their bilingual capabilities throughout the Middle school and have the option of graduating with a highly

regarded Bilingual Diploma.

Language Options in the Middle School

In the Middle school at BIFs the only subjects between which students have to make a choice are Korean

language and literature or Korean language acquisition or spanish language acquisition. the language

choice made by students in grade 6 will be the one they will continue with throughout the MYP. students

who achieve Phase 4 proficiency may be offered the option to change languages. students whose mother

tongue is Korean cannot take Korean language acquisition.

For further information please refer to the BIFs language options in the MYP document.

Languages in the MYP


Mother Tongue & Externally Taught Languages

at BIFs we recognize the importance of

students maintaining and developing their

mother tongue language. there is significant

educational research that shows that a strong

mother tongue language will help students to

acquire other languages. helping our students

to continue to develop their ability with their

mother tongue will in fact enable them to

better access the education on offer at BIFs. If

your child's mother tongue is not catered to

at BIFs then we strongly recommend you find

external, private tuition in this language.

online courses can often be found where

students are able to keep in touch with their

home country educational system and

mother tongue. globalskolen is an online

norwegian company which does just this.

http://www.globalskolen.no/web/nettskoleressurs.axd?id=420875ab-f1f6-4c5d-b5b2-1ef5d828c217

to support mother tongue language development we are investing in library books and resources in the

different mother tongue languages of our students. We ask parents and students to speak to the librarian

if they have any recommendations of mother tongue books or magazines that they would recommend

the school to buy.


Field Trip Participation

Field trips are a way for students to integrate the BIFs school community with that of our surroundings.

they are organized to provide the real-world contexts for learning that are at the center of MYP pedagogy.

For these reasons, student participation in school field trips is a required.

Homework Guidelines

homework assignments are given to prepare students for the next day's lesson or to offer students the

opportunity to practice newly acquired skills. homework assignments are developed in keeping with the

IB MYP framework described in MYP: from Principles to Practice. homework serves an important purpose

in developing students’ approaches to learning (atl) skills and responsibility within the MYP and beyond.

Ideally, Middle school students would be assigned about 1.5 hours of homework per evening. a homework

calendar will be produced early in semester one to avoid overloading students with homework. the MYP

is sensitive to students’ individual learning experiences, so there will be some variation in the levels of

homework set. If no homework is set, students should read for pleasure.

Academic Honesty

In the Middle school students are helped to develop their understanding of academic integrity and issues

such as plagiarism. Information pertaining to the school’s academic honesty policy and expectations on

Additional Information


these issues are clearly detailed in the BIFs homework Diary and on the BIFs website. at the beginning of

the year students will sign an academic honesty contract (counter signed by parents) to indicate they will

uphold academic integrity. theft of intellectual property is a crime and parents are asked to reinforce this

notion when reviewing or assisting with student work.

BIFS Homework Diary

the BIFs homework Diary contains a wealth of information to help students with studies and life at BIFs. Parents

are strongly recommended to become familiar with its contents; it is a valuable means of communication as well

as being a useful way to monitor homework. homeroom teachers check the diary every week to see that students

are writing down their homework and that it is being done. Ideally parents should do a weekly check of their

child’s homework diary, discuss progress with them and indicate with an initial that it has been viewed.

using the homework diary in this way is very supportive for the students and where academic problems

do emerge, parent-teacher communication through the diary can often draw attention to issues before

they become more serious problems.

Managebac

Managebac is the BIFs learning management system (lMs) through which parents have access to basic

unit plan information of each of their child's subjects. they can see the key and related concepts of each

unit, and gain insight into details of the curriculum including the global perspective and any action or


service that evolves from that particular unit. although each child will be allocated a homework diary,

parents will also be able to view details of homework tasks and scheduled assessment activities. summative

assessment grades are added to Managebac allowing parents to see their child's ongoing performance in

addition to the end of semester/year report. Managebac affords easy access for parents to contact teachers

directly if they have any concerns.

on your child's first day at school, you will receive an email giving you log in details to Managebac. there

are a series of electronic workshops and a user guide on the school website parent portal for parents to

learn how to access and use Managebac.

School Policies

students and parents should familiarize themselves with the various policies governing expectations and

behaviors: (i.e. academic honesty, attendance, assessment). they are available on the school website.

The IBO

For further details about all IB Programmes (PYP, MYP, IB Diploma), the International Baccalaureate website

www.ibo.org is a good source of general information. alternatively, for a more personal guide to the MYP,

please arrange a meeting with the MYP coordinator.

Other Schools

If you wish to research further, there is a great deal of information available about how other schools

implement the MYP, which can be accessed by searching online. Many schools make details of their

program available through their websites.

Books

there are also many books available which discuss and illustrate the ideas and research that underpin the

MYP. one of the key texts, which many parents would find interesting, is understanding by Design, or

“ubD” for short, by Wiggins and Mctighe.

(Wiggins, g. & tighe, J. (2005). understanding by Design. expanded 2nd ed. usa: association for

supervision and curriculum Development.) http://en.wikipedia.org/wiki/understanding_by_Design.


teacher email details not listed below can be found on the BIFs website and Managebac.

For academic issues that are subject-specific please contact the relevant subject teacher.

For pastoral issues please contact your child's Mentor teacher.

For follow-up to pastoral issues or academic issues that affect more than one subject area please contact

your child's head of Year.

Issues that require further attention and to do with the functioning of the school should be referred to the

Division Principals - high school Mr. Jamie robb ( [email protected]), Middle school

Mr. nate swenson ([email protected]). Division Principals also deal with issues that are most serious

and will consult with the head of school regarding appropriate action.

Whom to Contact

Whole School Curriculum Coordinator & IB Diploma Coordinator

Ms. Daun Yorke

[email protected]

Middle Years Programme CoordinatorMs. Jennifer Montague

[email protected]

CounsellorsMr. Joe Brown (gr 9-12) [email protected]

Ms. Kit Whitney (gr 6-8) [email protected]

LibrarianMr. Ivan loste

[email protected]

Head of Language and Literature

Ms. Ya Yun Su has overall responsibility forEnglish and Korean Language and

Literature MYP &DP.

Ms. Ya Yun su

[email protected]

Personal Project CoordinatorMs. Ya Yun su

[email protected]

Head of EAL - English as an AdditionalLanguage

Mr. Kevin smith

[email protected]

Head of Language Acquisition

Ms. Vasquez has overall responsibility forSpanish and Korean B in the MYP & DP.

Ms. ana Maria Vasquez

[email protected]

Coordinators and Heads of Department

Head of MusicMs. Zahra Khalifeh

[email protected]

Head of ScienceMs. Jill Vaughan

[email protected]

Head of MathematicsMs. cindy clifford

[email protected]

Head of Social StudiesMr. adam Jensen

[email protected]

Head of Digital DesignMs. ceejay Jader

[email protected]

Head of Product DesignMr. Kent saunders

[email protected]

Head of Physical and Health EducationMs. Martina Plicka

[email protected]

Head of ArtMs. Michelle lee

[email protected]

Student Life CoordinatorMr. craig Wilson

[email protected]

Coordinators and Heads of Department

sources :

“online curriculum centre.” online curriculum centre. IBo, May 2015. Web. 2 June 2014.

Kaye, cathryn Berger. the complete guide to service learning: Proven, Practical Ways to engage

students in civic responsibility, academic curriculum, & social action. Minneapolis, Mn: Free spirit Pub.,

2004. Print.


50 Gijang-daero, Gijang-eup, Gijang-gun, Busan, 46081, Korea

Ph : +82 51 742 3332 Fax : +82 51 742 3375

E-mail : [email protected] Website : www.bifskorea.org

Documents

2015-16 MYP Handbook