Overview: Physical education (PE) in the MYP is concerned with more than just participating in sports and games. Its primary aims are to encourage the development of “growth minded and physically literate performers.” Throughout the five years of the MYP, students should develop knowledge, critical thinking and reflection skills, and a sense of responsibility, as well as interpersonal and self-motivational skills. This in turn should encourage choices that will contribute to long term healthy living.

Physical education will bring the unique perspective of learning through the physical, which can greatly contribute to students’ approaches to learning (ATL) skills, and is transferable across other subject groups. The learning and development associated with physical education should contribute to students developing the qualities of the IB learner profile and engaging with the fundamental concepts of the MYP—holistic learning, intercultural awareness and communication. (MYP Physical Education Guide, November 2011).

Overview: Language A is defined as the student’s first language. The IB encourages bilingualism and as such Dwight School Seoul offers students the opportunity to study both English language A and Korean language A courses.

“Language is fundamental to learning, thinking, and communicating, therefore it permeates the whole MYP Language A curriculum. The course is academically rigorous, and it equips students with linguistic, analytical, and communicative skills that can be used across all other subject groups. Through the study of language and literature, listening, speaking, reading, writing, viewing, and presenting are developed as both independent and interdependent skills. The variety of quality literature also enables students to broaden their knowledge of the world and different cultures as well as to further develop the attributes of the IB learner profile.” (MYP Language A Guide, February 2010).

As adolescence is a time when students undergo unique physical, intellectual and emotional changes, a teacher Advisor and advisory group can help guide and support students through their experiences. Each student is assigned a teacher Advisor and is a member of an advisory class. This class meets at the start of the school year for several periods, then for ten minutes every morning and one period each week in the regular timetable. Through frequent contact and communication, the advisory program helps students quickly receive the support they need.

Overview: 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.

In the MYP, the arts challenge students to consider authentic issues and develop their skills beyond superficiality and imitation. Students are provided with opportunities to function as artists, as well as learners of the arts. To be an artist one has to be curious, and by developing curiosity about themselves, others and the world, students become effective learners, inquirers and creative problem solvers. In the MYP, students are guided to create, perform and present art in ways that engage and convey their own feelings, experiences and ideas. The IB learner profile should infuse teaching and learning in the arts. (MYP Arts Guide, September 2009).

Overview: “Technology and technological developments have given rise to profound changes in society, transforming how we access and process information, how we communicate with others and how we work and solve problems. MYP technology aspires to develop creative problem solvers who are caring and responsible individuals, able to respond critically and resourcefully to the demands of an increasingly technological society and to appreciate the importance of technology for life, society and the environment.” (MYP Technology Guide, August 2008).

Structure of the Course: Students study Computer Technology four 50 minutes per week for the entire year. Technology uses the design cycle as a model of thinking and the strategy to help students investigate problems. The use of the design cycle promotes an inquiry-based approach, therefore assisting students with the creative and critical thinking processes. The design cycle requires students to:

Overview: “MYP humanities encourages learners to respect and understand the world around them and equips them with a skills base appropriate for a learner in the 21st century. Humanities involves inquiring into historical, contemporary, geographical, political, social, economic, religious, technological and cultural contexts that influence and have an impact on individuals, societies and environments. This encourages learners, both students and teachers, to consider varied local and global contexts.” (MYP Humanities Guide, February 2012).

Structure of the Course: All MYP students study humanities for four 50 minute lessons each week. Humanities at Dwight School Seoul is organized according to different concepts, knowledge, content and skills. The key concepts that form the basis of any humanities course are:

Overview: Learning an additional language furthers intercultural awareness and gives us the opportunity to reflect upon and explore other cultures. Learning languages is essential to the idea of international education, which promotes and fosters intercultural understanding. Learning a language in the Middle Years Programme enables students to communicate successfully in the global context of the 21st Century. (MYP Language B Guide, March 2012).

Structure of the Course: Dwight School Seoul currently offers students the opportunity to study Mandarin, Korean, Spanish and German as a language acquisition course, progressing through different phases as they move through the MYP. Grade 6 and 7 students study two additional languages, each for two 50 minute lessons each week. In Grade 8 students choose one language from the two studied and continue with this language until Grade 10. To ensure sustained language learning and continuity, the Language Acquisition department does not encourage students to transfer from one language course to another partway through the MYP. In the final year of the MYP the phase level being studied becomes the level for which students are registered for MYP certification.

Overview: “Mathematics plays an essential role both within the school and in society. It promotes a powerful universal language, analytical reasoning, and problem-solving skills that contribute to the development of logical, abstract and critical thinking. Moreover, understanding and being able to use mathematics with confidence is not only an advantage in school but also a skill for problem-solving and decision-making in everyday life.” (MYP Mathematics Guide, January 2011).

Structure of the Course: Grade 6-8 students study mathematics for four 50 minute lessons each week. Grade 9 and 10 students study mathematics for five 50 minute lessons each week for one semester and four 50 minute lessons each week in the second semester. In grades 9 and 10 the concepts and skills of MYP mathematics are arranged such that students can work at two levels of ability: standard mathematics and extended mathematics. Extended mathematics consists of the standard mathematics but is supplemented with additional concepts and skills. This level provides a solid foundation for students who wish to pursue further studies in mathematics, for example mathematics higher level (HL) as part of the Diploma Programme.

Overview: Science and its methods of investigation offer a way of learning that contributes to the development of analytical and critical ways of thinking. Inquiry is at the heart of the Dwight School Seoul science program and aims to support students’ understanding of the subject by providing them with opportunities to independently investigate relevant issues through both research and laboratory experimentation.

Traditionally, science is broken down into the study of living systems, changes in matter, and the effects of energy. Respectively: Biology, Chemistry and Physics. As is becoming apparent in contemporary research, these divisions are increasingly artificial. So, while our Units of Work often lean towards one of these subject areas, we try to include the related issues and implications of a particular piece of science rather than treating it as an isolated piece of knowledge.