Korean Community Presentation

Gita Gemuts, Nicole Duhig

Date: November 13, 2014

MYP to DP

The IB prepares students for success in higher

education and life in a global society through:

MYP

• Learner Profile

• Approaches to Teaching

• Approaches to Learning

• Conceptual framework

• Global Contexts__________________________________________

• Action as Service

• Personal Project

__________________________________________

• Eight subject groups

DP

• Learner Profile

• Approaches to Teaching

• Approaches to Learning

• International mindedness

__________________________________________

• Creativity, Action, Service

• Extended essay

• Theory of Knowledge__________________________________________

• Six Subject Groups

Subject Groups

MYP

Language and Literature● Dzongkha● English● Korean● Thai

Individuals and Societies

Language Acquisition● English● French● Mandarin● Thai

Sciences

Mathematics● Standard● Extended (9

and 10)

Arts:

● Drama● Music● Visual Arts

Health and Physical Education

Design● Digital Design● Product Design

Studies in Language

and Literature (A)

● English L&L;

Literature

● Korean L&L

● Thai L&L; Literature

● Self Taught

Literature

Individuals & Societies

● Business and

Management

(online)

● Economics

● Geography

● History

● ITGS (online)

● Psychology

Language Acquisition

(B)

● English B

● French B

● Spanish Ab Initio

● Mandarin Ab Initio

● Spanish B (online)

Sciences

● Biology

● Chemistry

● Environmental

Systems and

Societies

● Physics

Mathematics

● Mathematical

Studies

● Standard Level

● Higher Level

The Arts

● Drama

● Film (online)

● Music

● Visual Arts

DP

Prem Language Choices

PYP MYP DP

English English L&LEnglish L.A. (AEP, phases 3/4, phases 5/6)

English A LiteratureEnglish A Lang. and Lit.English B

Thai Thai L&LThai L.A. (beginner, intermediate)

Thai A LiteratureThai A Lang. and Lit.

French L.A. (beginner, intermediate) French B

Mandarin L.A.(beginner) Mandarin - Ab Initio

Korean L&L Korean L&L

Dzongkha L&L Dzongkha A (self-taught)

Spanish - Ab Initio

Self-taught A

IBCC - students must take a second language

Assessment

Objectives - stated learning targets

• describing the skills, knowledge and

understanding that will be assessed

in the course/ project.

• set at years 1, 3, and 5 (grades 6, 8

and 10)

• four objective group per subject,

each broken into strands

Criteria - measuring the objectives

• assessment process based on

determining levels of achievement

against previously agreed criteria.

• criteria align directly with objectives

• all criteria measure assessed from 0

to maximum of 8

• Internal Assessments

• External examinations after two years

• Main subjects graded 1 (lowest) to 7

(highest)

• For full DP maximum score is (6 x 7)

42 + 3 possible bonus points for TOK

and EE = 45 points

• Students must also meet a total of 12

points in the Higher Level subject

areas

• If 24 points gained (including

specific requirements) - student

awarded diploma

• If 24 points not gained, or specific

requirements not met or if full

diploma not attempted, diploma not

awarded – student receives a

Diploma Course Certificate

MYP DP

Diploma Programme Requirements

Full Diploma:

• 3 HL courses

• 3 SL courses

• Extended Essay (EE)

• Theory of Knowledge

(TOK)

• Creativity, Action and

Service (CAS)

Diploma Courses

• 5-6 courses

• Any combination of

HL or SL

• Approaches to

Learning (ATL)

• CAS

• EE and TOK are

optional● Courses offered are at both Higher Level (HL)and Standard Level (SL)

● HL Courses have 90 extra hours of instruction than the SL courses

What is the Extended Essay?

• A research paper in the student’s chosen

subject area

• Maximum of 4000 words

• Original Research

• Assigned supervisors help students to:

– Choose a topic

– Identify a question

– Monitor the work of the student

– Support the student to meet required deadlines

What is Theory of Knowledge (TOK)?

• A course to challenge and develop the thinking of students:

– Ways of Knowing: language, sense perception, emotion,

reason, imagination, faith, intuition and memory

– Areas of Knowledge: mathematics, the natural sciences,

the human sciences, the arts, history, ethics, religious

knowledge systems, indigenous knowledge systems

• TOK questions are used across the curriculum and

integrated throughout IB learning

• TOK is assessed with an Essay and Presentation.

– Essay is externally assessed,

– Presentation moderated by the IB.

Additional Points

What is Creativity, Action

and Service (CAS)?

• Students participate in activities after school, or

during their study periods

• Why CAS?

– To teach students balance in their lives

– Life is not just academics

– We want IB students to exemplify the learner

profile beyond the classroom

– Experiential learning

• A graduation requirement for all Prem students

Creativity: teaching English or preparing lessons to work with

others, fundraising, planning school activities, music lessons,

art lessons, language lessons

Action: physical activities; team sports and individual athletic

interests from walking and hiking, to yoga and fitness, working

at the farm

Service: helping and supporting a target group; teaching or

coaching younger students, volunteering at an orphanage,

working in a local NGO together with the individuals who are

benefiting from the service. (Fundraising is not service.)

Supporting Grade 11 and 12 Students

• Grade Level Leader and Homeroom Teachers

• Careers and College Counsellor

• Counsellor

• Diploma Coordinator/IBCC Coordinator

– DP Calendar

– Counsel students on subject changes

– Movement between the 3 programme options at

Prem

– Monitor Progress regarding grades and EE

– Parent meetings

– Develop a personal support program

Korean Community Questions

Question 1:

• Our scores have consistently remained at the

average:

– Number of students have increased

– We are an all inclusive school

– We work to support all of our students

• Every year we do an analysis of the DP results.

Based on the analysis we create an action plan for

what we need to build on and change.

• Long term:

– Hire qualified and knowledgeable IB teachers

– Continue to develop the curriculum and improve

the connections between MYP and DP

– Improve writing, research and analytical skills of

all students

– Continue to develop in school support systems

for all of our students: Student Support, EAL

support, individual support as needed

– Improve and develop instructional support: IB

training, IAs, differentiation training, inquiry

based and concept based learning

• Short term:

– Support each specific year group as needed

• Exam preparation

• Individual support sessions

– Organizational processes

We currently know the IB diploma

average result is around low 30’s

based on the year of 2012 and

2013. However, we are very

disappointed that Prem IB result is

on the average scale. As a

premium international school with

years of IB experience, we

expected better results. What is

Prem view on this and does Prem

take seriously of this matter?

If so, what kind of strategic plans,

including long-term and short-term,

will Prem do to improve?

Question 2: The students receive two sets of grades that help them

and us to determine their prospective scores:

• October: Projected Grades

– Help students to understand their standing

– Help students to apply universities

– Scores are given before students complete

their Internal Assessments

• April: Predicted Grades

– Entered for IB purposes to help moderate

marking processes

– If we see a discrepancy between the

projected and predicted we meet with

parents and students

– Predicted grades are teacher predictions

and examiners may have a different

perspective

– Sometimes teachers over predict, other

times they under predict, sometimes they

are exactly right

• Final grades are based on percentages from:

– Internal Assessments

– Between 2- 3 exam papers

I was told that the main

reason of Prem’s low result

of last year is due to the

difference between

expected score and actual

score.

Is there a significant

difference between the pre

IB exam and the actual IB

exam?

Or did the teacher gave

them higher than their own

capability?

Question 3:

1. It should be the case if the student's level of

English and understanding of the content is good

enough to move forward. We have some

students who require extra support from tutors,

but this is a small percentage of our students.

1. To support our students we have:

1. Teachers differentiate

2. Student Support teachers in classes for

students with identified support needs

3. Extra Reading and Writing support classes

for students who have tested low in these

areas

4. DP support sessions run by teachers after

school

5. All students can request extra support and

help from their subject teachers at any time

6. To prepare students for the EE we use a

portion of our Core time once a week

7. If the above are not enough, we offer

availability to tutors outside of school time

for boarders; and recommend tutors for day

students

1. Is attending just IB

classes in Prem

sufficient enough for

student to score well in

IB?

2. Also, are there any

resources and support

for student who are

struggling currently? If

not, can you

recommend a way how

to improve after

school?

Question 4: More than 840 US universities and colleges do

not require any form of standardised testing.

Information regarding which ones are in this

category are at this web address;

http://www.fairtest.org/university/optional

Many US universities and colleges do ask

international students to submit SAT scores if

they intend to apply for scholarships or bursaries

Prem can provide information regarding SAT

coaching if required but does not undertake this

as a school

Majority of Korean parents

in Prem have an ambition

of sending their children to

the USA for higher

education and we all know

that SAT is a required

entrance exam. The IB

diploma is respected all

around the world but the IB

diploma is very challenging

and time consuming and as

a parent we are worried

student taking IB classes

and studying for SAT exam

can be a struggle. We want

to know the number of US

universities and lists that

require IB diploma only.

Question 5: In general, short-term substitute teachers are

Prem Senior School teachers who have a

free period at the same time as cover is

needed. The absent teacher is asked to set

work for the students to complete and

supervision is provided by the substitute

teacher.

If longer term coverage is needed we aim to

source a suitably qualified teacher from the

local teaching community. We have a

number of regular cover teachers who have

expertise in a range of subjects.

We are surprised that in the

MYP programme, there

was a teacher who taught

multiple subjects and when

there was a substitute

teacher the lesson was run

by different subject teacher

who seems not have

majored the subject.

Can you explain this to us?

Question 6:

Careers and college counselling 1:1 interviews

Careers and college lessons as needed e.g.

Grade 12 every week

Careers room has a library with up to date

prospectuses, books and information available

for students

Visits by universities and colleges throughout

the academic year

Prem hosts an annual careers and college fair

and invites local schools to attend

This year 70 universities and educational

agencies attended.

Seminars take place throughout the day. This

year 47 sessions were delivered.

Careers office produces transcripts, projected

grade letters, coordinates references needed for

students applications, sends student information

to universities by courier when required

Students must arrange and attend 1:1

interviews. Keep to deadlines set for

applications (both internal and external)

What kind of services and

resources do Prem offer to

student when they are

preparing for higher

education?

Specifically what kind of

support can Prem offer?

What is the student’s

responsibility for preparing

post secondary?

Question 7:

• Help them choose the right programme of

study for their interests and abilities: Full

Diploma, Diploma Courses, IBCC

• Support the development of their reading

writing:

– Native language

– English

• Help them to organize themselves:

– With the any necessary tools they

need: resources and technology

– With support in setting up an

organizational system

• Don't give them too much more to do than

what is required for IB - they will be busy:

– 6 courses

– TOK

– Extended Essay

– CAS

• Listen to them when they are stressed

• Force them to take breaks and relax

• Make sure they are sleeping

• Teach them balance in their lives

What kind of support

should parents give

to their children for

academic success?

Question 8:

• Presently we are putting together a new

version of our course booklet.

• The IB has released new Subject Briefs that

give an overview of all subjects here:

http://www.ibo.org/recognition/resourcesand

documentlibrary/

• There are also subject guides that can be

shared

• In the Pre-IBDP week students can trial the

courses they have chosen: teachers share

all the syllabus information during this time

• Prior to leaving for the summer the students

can also request

– a syllabus from their teacher

– check out or purchase their textbooks

for the next school year prior to leaving

and use these to prepare for the course

– some classes use websites, and

students can begin working ahead

through material

Majority of Korean students

at Prem go back to Korea

for summer school.

Therefore they would like to

know upcoming school

outline before they start

school, to be well prepared

for the following year.

Question 9:

DP Subject Selection Process

• Discussions about career choices begin in Grade 9 and

Grade 10

November:

• Careers Fair

• Meetings in Homeroom with Careers and College

Counselor(CCC) and Diploma Programme Coordinator

(DPC) in Homerooms regarding subject selection

• Letter home to parents/Pre-Survey for Subject Selection

January-February:

• Subject presentations in homerooms by subject teachers

• 2nd letter to parents about the Subject Selection Process

• IBCC Trial Day

• Subject Selection Evening with parents

March:

• Parents and students informed if any courses are not running

• Subject choices made

• Teachers review student decisions and comment on whether

the course choice is appropriate

April-May:

• DPC and CCC counsel students and parents regarding

choices

• Students finalize choices

June:

• Pre-IBDP Week and final Changes

We believe there should be

a smooth transition from

the MYP programme to the

diploma programme. For

example, some of the

Korean students in the

MYP programme have no

knowledge at all about the

IB diploma programme. Is

there any chance for this

curriculum guide?

Thank you!