2015-16 myp handbook
DESCRIPTION
The 2015-16 Busan International Foreign School Middle Years Programme Handbook.TRANSCRIPT
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
4 Busan International Foreign school
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
Middle Years Programme handbook 5
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
6 Busan International Foreign school
• 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.
Middle Years Programme handbook 7
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
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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
Middle Years Programme handbook 9
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
In order to reach the aims of studying language and literature, students should be able to
• 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
In order to reach the aims of studying language and literature, students should be able to
• 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
In order to reach the aims of studying language and literature, students should be able to
• use appropriate and varied vocabulary, sentence structures and forms of expression
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• 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.
Middle Years Programme handbook 11
• 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
as appropriate to the phase, the student is expected to be able to
• 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
as appropriate to the phase, the student is expected to be able to
• 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
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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
Middle Years Programme handbook 13
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
In order to reach the aims of sciences, students should be able to
• 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
In order to reach the aims of sciences, students should be able to
• 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
In order to reach the aims of sciences, students should be able to
• 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
14 Busan International Foreign school
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.
a) Knowing and understanding
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
In order to reach the aims of mathematics, students should be able to
• 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
In order to reach the aims of mathematics, students should be able to
• 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
In order to reach the aims of mathematics, students should be able to
Middle Years Programme handbook 15
• 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
16 Busan International Foreign school
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:
a) Knowing and understanding
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
In order to reach the aims of arts, students should be able to
• 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
In order to reach the aims of arts, students should be able to
• 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
Middle Years Programme handbook 17
• 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.
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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
In order to reach the aims of design, students should be able to
• 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
In order to reach the aims of design, students should be able to
• 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
In order to reach the aims of design, students should be able to
• 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
Middle Years Programme handbook 19
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:
a) Knowing and understanding
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
In order to reach the aims of physical and health education, students should be able to
• Design, explain and justify plans to improve physical performance and health
20 Busan International Foreign school
• analyze and evaluate the effectiveness of a plan based on the outcome
c) applying and performing
In order to reach the aims of physical and health education, students should be able to
• 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
In order to reach the aims of physical and health education, students should be able to
• 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.
Middle Years Programme handbook 21
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
22 Busan International Foreign school
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.
Middle Years Programme handbook 23
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
24 Busan International Foreign school
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
Middle Years Programme handbook 25
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
26 Busan International Foreign school
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
Middle Years Programme handbook 27
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
28 Busan International Foreign school
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
Middle Years Programme handbook 29
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
30 Busan International Foreign school
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
Middle Years Programme handbook 31
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.
32 Busan International Foreign school
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)
Middle Years Programme handbook 33
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
34 Busan International Foreign school
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).
Middle Years Programme handbook 35
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
36 Busan International Foreign school
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.
Middle Years Programme handbook 37
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
3 level 1- reflective activities
or
1 level 2- community activities
2 7
3 level 1- reflective activities
or
2 level 2- (including one community outside of school) activities
or
1 level 3- Initiative activity
3 8
4 level 1- reflective activities
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
38 Busan International Foreign school
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.
Middle Years Programme handbook 39
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
40 Busan International Foreign school
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
Middle Years Programme handbook 41
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
42 Busan International Foreign school
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
Middle Years Programme handbook 43
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.
44 Busan International Foreign school
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
Middle Years Programme handbook 45
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
46 Busan International Foreign school
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.
Middle Years Programme handbook 47
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
Middle Years Programme CoordinatorMs. Jennifer Montague
CounsellorsMr. Joe Brown (gr 9-12) [email protected]
Ms. Kit Whitney (gr 6-8) [email protected]
LibrarianMr. Ivan loste
Head of Language and Literature
Ms. Ya Yun Su has overall responsibility forEnglish and Korean Language and
Literature MYP &DP.
Ms. Ya Yun su
Personal Project CoordinatorMs. Ya Yun su
Head of EAL - English as an AdditionalLanguage
Mr. Kevin smith
Head of Language Acquisition
Ms. Vasquez has overall responsibility forSpanish and Korean B in the MYP & DP.
Ms. ana Maria Vasquez
Coordinators and Heads of Department
Head of MusicMs. Zahra Khalifeh
Head of ScienceMs. Jill Vaughan
Head of MathematicsMs. cindy clifford
Head of Social StudiesMr. adam Jensen
Head of Digital DesignMs. ceejay Jader
Head of Product DesignMr. Kent saunders
Head of Physical and Health EducationMs. Martina Plicka
Head of ArtMs. Michelle lee
Student Life CoordinatorMr. craig Wilson
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.
48 Busan International Foreign school
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