Prem Korean Community Presentation presented by Gita Gemuts and Nicole Duhig

1. Korean Community Presentation
Gita Gemuts, Nicole Duhig
Date: November 13, 2014

2. MYP to DP

3. 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

4. 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
DP
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

5. Prem Language Choices
PYP MYP DP
English English L&L
English L.A. (AEP, phases 3/4, phases 5/6)
English A Literature
English A Lang. and Lit.
English B
Thai Thai L&L
Thai L.A. (beginner, intermediate)
Thai A Literature
Thai 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

6. Assessment
MYP DP
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

7. 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

8. 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

9. 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.

10. Additional Points

11. 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

12. 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.)

13. 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

14. Korean Community
Questions

15. 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?

16. 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?

17. 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?

18. 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.

19. 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?

20. 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?

21. 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?

22. 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.

23. 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?

24. Thank you!