APIS Update 2012 October

Issue 7.

October 2012 In this issue Middle School Music Concert WASC Visit Spirit Week

Asia Pacific International School

APIS UPDATE

57 Wolgye-ro 45ga-gil, Nowon-gu, Seoul, Korea 139-852 Tel: +82-(0)2-907-2747 Fax:+82-(0)2-907-2742 Website: www.apis.seoul.kr

From Dr. Kim’s Desk The Plight of “Common Sense” I recently read from the newspaper that a Seoul National University student brought sexual harassment charges to the student council against her former boyfriend for continuously smoking while telling her that he would like to break off the relationship with her. The former boyfriend’s act of smoking is claimed to be a callous effort to impose his male dominance over the situation. The charges were then dismissed by the student council president, but the case made the national press as a group of students also accused that the decision itself to be another form of sexual harassment and demanded an apology from the council president. The council president, who is also a female, refused to do so and instead stepped down from the office. Perhaps there is more to the story than what is told in the newspaper (in fact, it is almost always the case), but the story is quite telling of the dangerous trend that is happening all over the world: the plight of common sense. I am very much a believer of the view that common sense faces the most likelihood of being extinct wherever or whenever the education of humanities is deprived. In order to ensure a bright future for our children, our schools must emphasize the teaching of history, literature, art and ideas – what we commonly call the humanities.

The Importance of the Humanities in Education In his article published in Educational Leadership, David Ferrero argues that the humanities in education is important for the following three reasons. First, the study of history, literature, art and ideas helps our student draw a deeper meaning out of life and helps explore a full array of ways to discover joys in life. The study of humanities allows for the understanding of formal elements, historical evolution, and standards of excellence that define different humanistic and creative domains.

Second, the humanities teach us about human achievement. Ferrero points out that the study of history introduces us to the people whose life-long pursuits of ideals, questions, or power led them to accomplish extraordinary things of consequence to others. Understanding them and their pursuits opens us up to a fuller range of way to both improve the world and find our place in it.

The third and most important reason for studying the humanities is to cultivate students to be good citizens and genuinely independent members of a free society. Ferrero in fact argues that the survival of liberal democracy cannot be ensured without this aspect of humanistic learning. That is, the fundamental values, such as democracy, civil and human rights, free markets, and individual autonomy cannot be fully embraced (and questioned) with greater self-awareness without knowing the roots and evolutions of these values and ideas. Ferrero points out, “(w)hen historians trace a genealogy of formal thought about government from ancient Greece and Rome to 15th-century Florence, and another from Germanic tribal governance and Magna Carta to British liberalism, and note their confluence in Enlightenment innovations that later give way to romanticism, then to modernism, and a host of other political “isms”, they aren’t just making up the connections. The debts to past thinkers were generally acknowledged by each innovating generation (often through explicit challenge or rejection).” According to Ferrero, this historical tradition and the knowledge of these arguments over time underlie much of what people in present-day liberal democracies consider “common sense.” Hence, the “common sense” that shape and support our civic identity can be jeopardized if we do not reinforce it with the study of the humanities. This would particularly be true for many non-Western societies, where liberal democratic forms of government have been adopted only in recent history.

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Atrophy of Humanistic Liberal Arts Education in Korea Given the importance of the humanities in fulfilling both personal and civic goals of education, it is indeed alarming to note the trend I see all over the world in viewing education only as a way for our students to earn credentials that will make them employable. The atrophy of humanistic purpose in education is nowhere more prevalent than Korea, where education is so highly prized and valued. Korea is a country in which more than 84% of high school graduates go onto university education (the comparable figure for the United States is 60%). Though the enthusiasm for education is unmatched by any other nation, the tertiary education in Korea is mainly focused on profession/vocational credentialing. In other countries where the tradition of liberal arts education is strong (for example, the U.S.), professional training/credentialing is usually deferred to the graduate school level. Korean university students delve right into the training to become a doctor, lawyer, or professional secretary right at the undergraduate level. The skill-based educational focus is also prevalent at the secondary level. Concerned about too many people going onto the university level, the government is planning to promote so-called “meister” or vocational high schools so that students can transition right into job placements without attending. As a university professor in Korea, I am faced daily with students all concerned about building the right “spec” or profile (which includes having the right kinds of internships, grades, course work, certified licenses). They are happy to miss a class (actually feel they have the right to do so) for a job interview.

History Culture

Literature

The Humanities

Music

Theology

Philosophy

Art

There is an enormous irony to see Korea’s education move in this direction. In Korea’s Confucian past, it was quite the opposite.

The scholarly pursuit of literature, arts and philosophy commanded the highest respect in a Confucian society. Commerce and business belonged to the lowest place in the social pecking order.

During the Joseon Dynasty, civil servants were actually selected for their knowledge of Confucian classics and for their skills with classic poetry and prose. Thus, the emphasis on the humanities in Korea was greater during the dynastic rule, when in fact one could argue the relevance of the education in the humanities in Korea today as a liberal democracy is much greater. Korea needs, more than ever, reflective citizens and wise leaders. Especially, at this time of presidential election in Korea, we recognize this need as opinion makers often complain that there is no competition in policies, only in personalities.

The Relevance of the Humanities for the APIS Mission When we aspire to educate our students to become global citizens, who are able to bridge the gap between the East and the West, we are making a commitment to a type of education that goes beyond our students’ college- and career-readiness to encompass personal and civic readiness in the New Pacific Century. In terms of our core educational emphasis, it is therefore not only important to emphasize the study of science, math and computers, but also to engage our students in the arts and humanities in the tradition of both the East and the West. In addition, it is APIS’ founding belief that the spiritual dimension of life is the central element in the humanistic whole person education. Without this balance in education, I fear how our future will be shaped and what sorts of “common sense” will rule our society. Our children will soon have to take responsibility for their own and society’s future, having to answer many tough questions of our times. That is, we need to worry how ready our children will be to answer questions, such as, should government control and limit stem cell research? Is it okay for one person’s life to benefit thousands? On a less serious note, does the government have the right to restrict who can attend international schools?

Reference: Ferrero, David. (2011) “The Humanities: Why Such a Hard Sell?,” Educational Leadership, Volume 68 Number 6 (pp. 22-26)

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상식이 무너진 사회 최근 저는 신문에서 한 여학생이 남자친구가 담배를 피우며 이별을 통보했다 며 서울대 학생회에 남자친구를 성폭력 가해자로 신고한 사건에 대해 읽었습 니다. 남자친구의 행동이 남성성을 과시하여 심리적으로 위축되는 등 발언권 을 침해받았다는 이유에서였습니다. 매체를 통해 사건을 접했기에 다른 알려 지지 않은 부분도 있겠지만, 저는 이 사건이 전세계적으로 퍼지고 있는 “상식 결여증” 트랜드를 보여주는 하나의 예가 아닌가 생각했습니다. 왜 이런 현상이 일어날까요? 저는 아무리 공부를 많이 해도 인문학 교육이 제대로 이루어지 지 않을 때 “common sense,” 즉 상식이 통하지 않는 사회가 될 가능성이 높 다고 생각합니다. 특히 자유 민주주의 사회를 보전하고 발전시켜나가야 할 우 리 학생들의 미래를 위해서는 인문학 교육 (역사, 문학, 예술 등)이 어느 때 보 다 중요하다고 생각합니다.

인문학의 중요성 David Ferrero는 Educational Leadership에 실린 그의 기사에서 다음 3가지 이유 때문에 인문학이 중요하다고 말합니다. 첫째, 인문학은 인생에 있어서 의미를 찾게 하고 인생에서의 행복을 다양하게 맛볼 수 있게 합니다. 둘째, 인문학은 인간이 이루어낸 업적을 가르쳐줍니다. 우리는 역사를 공부하면서 일생동안 이상과 질문을 좇아 위대한 일을 이뤄낸 사람들에 대 해 배우게 되는데 그들과 그들이 추구한 바를 이해할 때 우리에게는 더 나은 세상을 만들 수 있는 무궁한 가능성이 열립니 다. 셋째, 인문학을 가르쳐야 하는 가장 중요한 이유는 학생들을 훌륭한 사회의 구성원으로 양성하기 위해서입니다. Ferrero는 인문학 교육 없이는 자유민주주의 생존 보장이 어렵다고 주장합니다. 민주주의, 인권, 자유시장, 개인의 자율성을 정 확하게 알고 이해하기 위해서는 이러한 사상의 근본, 뿌리를 알아야 하기 때문입니다. 이러한 사상과 논쟁에 대한 축적된 지 식은 오늘날 자유민주주의 사회 속의 사람들이 흔히 “상식”이라고 생각하는 것의 근간을 이룬다고 Ferrero는 말합니다. 따 라서 인문학 없이는 시민으로서의 정체성을 형성하고 이를 지탱해주는 상식이 무너질 위기에 처할 수 밖에 없는 것입니다.

우리나라 인문학 교육의 위기 이와 같이 인문학이 중요한데, 교육이 단순히 직장을 구하기 위한 자격요건으로 전락하는 현상을 볼 때 위기감을 느낍니 다. 우리나라는 84%라는 높은 대학진학률을 자랑하지만 (미국의 경우 60%), 대학 진학 목적이 전문 자격 취득이나 취업 에 치중되어 있는 안타까운 모습을 보게 됩니다. 반면, 전통적으로 인문학 교육이 잘 이루어지고 있는 미국의 경우, 전문 성이나 취업 관련 자격을 주기 위한 교육은 대학원 과정에서 이루어지고 있는 것을 알 수 있습니다. 대학 교수로 재직 중 인 제 자신도, 스펙 쌓기에 여념 없는 학생들, 직장 면접을 가기 위해 수업을 빠지는 것을 당연하게 생각하는 학생들을 자 주 마주하게 됩니다. 사실 우리나라 교육이 이러한 방향으로 흐르는 것을 볼 때 굉장한 아이러니를 느낍니다. 과거 유교 사회에는 오히려 인문 학을 공부하는 것이 부와 명예를 가져다 주었기 때문입니다. 오늘날 자유민주사회와 더 많은 연관이 있는 인문학 교육이 오 히려 조선시대에 더 강조되었다고 볼 수 있습니다.

인문학과 APIS 미션 APIS에서 동서양의 가교역할을 하는 인재를 배출한다고 할 때 우리 는 대학진학이나 향후 성공적인 취업 준비를 넘어 개인, 그리고 사회 구성원으로서 자신의 몫을 충실히 해나가는 인재를 배출하는 교육을 약속합니다. 따라서 과학, 수학, 그리고 컴퓨터 교육뿐만 아니라 동 서양의 인문 그리고 예술 교육에 중점을 두고 있습니다. 또한, APIS 의 설립 취지를 볼 때에 전인교육에 있어서 영적인 부분이 핵심인 것 을 알 수 있습니다. 교육에 이러한 균형이 없이는 우리의 미래가 어 떨지, 그리고 어떠한 “상식”이 우리 사회를 지배할지 우려가 됩니다.

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Chaplain’s Corner

“Whatever you have done for the least of these brothers and sisters of mine, you have done for me.”

Matthew 25: 40

“A Day In the Life …”

The Chaplain team had two goals for this series. First, we wanted to learn what a day in the life of our students is like. Second, we wanted our students to know what a day is like for several disadvantaged groups around the world. To meet both these goals, we brought out 1/3 of the students during each chapel to have a break out meeting in the Christian Life Center. Each student spent one of the three chapels in this series hearing student testimonies and sharing their own prayer requests. All of these prayer requests are now compiled by the Chaplain team, and is helping direct the pastoral care of the students.

While some were out sharing about their lives, those who remained in the auditorium were treated to a variety of speakers. On Oct. 10, Pastor Taehoo Lee spoke about the life of an inner city teenager. Although he was a very studious teen in Korea who went to Seoul National University to study philosophy, his life choices led him to gain expertise about inner city teens in America. God called him to serve in North Philadelphia, a neighborhood troubled with drugs and violence. Through moving in and building trust with his neighbors, Pastor Taehoo has been able to start many initiatives to spread hope and encouragement. The sound of children laughing announces that the Kingdom of God is reclaiming the neighborhood.

On Oct. 11, Luke Paulin shared with the elementary students about the struggles of being a new student who was also a minority. Through his testimony, many new students received comfort, and the student body at large was challenged to give empathy and compassion to one another.

On Oct. 17, Pastor JC Park spoke about the life of a teenage runaway in Korea. He prepared for a life in business as he studied at Cornell for both his Bachelor’s and Master’s degrees. However, his love for the gospel and desire to see teens in Seoul develop a passionate faith has compelled him to become a pastor. He serves the youth at Onnuri English Ministry at Dogok, and has also developed an expertise on how runaways end up being targeted by the prostitution industry. His message pointed out the need to rescue teens trapped in a terrible job and also the need for all of us to pursue a pure and godly sexuality.

On Oct. 18, Pastor Zach Luginbill spoke about the life of a child in the slums of the Philippines. He did not simply talk about their poverty, but about their willingness to love and serve. When he went to the Philippines as the leader of a high school mission team from APIS, he realized that God was not just using his team to bless the Filipinos; God was also using the Filipinos to bless and teach the APIS team.

On Oct. 25 and 26, Pastor Sam An spoke about the life of a girl in Taliban controlled areas of Pakistan where girls are not allowed to go to school. By focusing on the inspirational story of fourteen-year-old Malala Yousafzai, who was shot in the head after refusing to give up on her education, he explained how we must use our education to help create a world where everyone regardless of gender or nationality has a right to learn.

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CLC’s Weekly Events

Tailgate gam

e

Mondays at 11:25-11:50am: 8th Grade “Helping Hands” Committee Interested 8th graders will learn about how different charities are tackling various needs across the world, plan three fundraisers throughout the year, and make a gift on behalf of the APIS 8th Grade class to a worthy cause to celebrate graduation. Pastor Sam An will facilitate the meetings.

Tuesdays at 7:15-7:45am: Faculty and Student Prayer Breakfast We meet to meditate on scripture, share prayer requests, and eat breakfast. It is a chance for students of all ages and faculty to encourage one another to grow spiritually.

Wednesdays at 11:50-12:15pm: High School Christian Fellowship Club We meet to provide a setting for students at school to talk to each other about their spiritual journey. Upperclassmen will lead discussion groups so that teens can discuss their faith in groups of three or four each week.

Thursdays at 11:25-11:50am: Middle School Bible Study Ms. Tammi Wenzig, Mr. Luke Paulin, and Pastor Zach Luginbill will provide a gender specific bible study so that middle school students can focus on their spiritual development.

To promote APIS sports, a tailgate party was organized by the Christian Life Center at a home volleyball game against PICS on October 10. Students and faculty showed their team spirit by cheering on the Hawks.

They also played quick games during breaks in the game and enjoyed pizza. “The Green Hawk” also made an appearance, adding more excitement to the event.

APIS Sound Recording Studio Soon to Open APIS is excited to announce our new incoming professional quality sound recording studio. In the next few months, students will have the opportunity to learn, create, compose, record and mix with the latest sound technology featuring both digital and analog capabilities. Our system will include Pro Tools software, which is what professional music studios use to record today’s biggest artists. Sound will be captured through the Avid C24 mixing board and control surface.

Training will be offered not just for musicians, but anyone interested in learning the process of how to produce professional quality recording. Students are invited to learn the basics at an introductory level and build towards making the most of the high quality features the equipment offers. For any questions, or to learn more, send an email to Pastor Zach (zluginbill@apis.seoul.kr).

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Elementary News The past number of weeks certainly have been very full. There was great excitement about Chuseok break and since our return to school, we have completed Elementary Spirit week, a presentation to parents on our new math program, a wonderful movie afternoon and a visit from the Western Association of Schools and Colleges. Very, very busy times!

As a principal this is a time of the year I love. Students are immersed in their studies and the progress they are making is evident. Our goal of creating students who love to read and love to write is happening. We are already seeing increased reading levels and writing that is more extensive. Our new math program is now into its third month and as I mentioned in the last newsletter we are seeing changes in our students. We continue to get reports from students, who struggled with math before, that they are enjoying the new math program. As I visit classes, I am seeing an increase in our students’ ability to explain math and apply it in many situations.

These are some of the 21st century skills that will be essential for our students to have.

Looking ahead in November, I see parent teacher interviews coming up on Friday the 9th and Saturday the 10th. I strongly encourage you all to make your appointments early; sign ups open online Monday, October 29th (more information will be forthcoming). This is a great opportunity for you and your child to meet face to face with the classroom teacher, celebrate their progress, and plan for continued growth.

Finally, on November 1, the winter uniform will be the only uniform to be worn by students on non-PE days. The uniform is an important part of the APIS spirit and your support of the uniform policy is important.

Elementary boys uniform:

Elementary girls uniform:

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APIS blazer/jacket Long-sleeved stripped shirt Khaki pants Brown necktie with stripes

APIS blazer/jacket Long-sleeved stripped shirt Dark green plaid skirt Brown necktie with stripes or brown ribbon with stripes

To add warmth, students may add the cardigan/sweater but it is not to be worn in place of the blazer.

Outer coats must be either the APIS long formal dark green winter coat or the APIS goose down coat. Nonschool outer coats are not to be worn. As always, I thank you for your continued support.

Field Trip to the National Assembly As a good way to start a new social studies unit on government, the fourth grade students went on a field trip to the National Assembly on October 15. At the National Assembly students had the opportunity to visit the main assembly room—the place where legislators meet to consider new legislation. After a briefing on how Korea’s National Assembly works, students looked around the National Assembly Memorial Hall and the Visitors Center, which had exhibition halls showing the history and function of the assembly and other major events in Korean history.

Stephen Massiah Elementary School Principal

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Publishing Parties,

Publishing Parties, & more PUBLISHING

PARTIES!

APIS second and third graders held their first publishing parties on October 10 and September 28. After breaking off into reading groups with their parents, they switched groups to share their stories with others. Parents, teachers, and fellow students who attended the event encouraged them to keep up the good work.

Fifth Grade Publishing Party Integrates Technology Fifth grade students also celebrated the publication of their memoirs on October 19. The publishing party did not merely mark the completion of one of the first chapters in their journey towards greater literacy—it also showed how students are building their technological literacy.

Students published their memoirs on the iBooks Author software, a program that makes it easy to store their books digitally and display them online. With technology being one of APIS’ four core emphases, the fifth grade publishing party provides a good example of how technology is integrated in classroom activities.

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Getting to Know Everyday Math: Goals and Approaches to Learning

On October 18, 2012, the afternoon presentation about Everyday Math was provided to introduce parents with the goals and philosophy of the program. Here is a summary of the presentation: Statistics from an AP-AOL poll showed that 40% of adults hated math in school. Similarly, a 2012 study done by Raytheon Company showed that 44% of students would rather do “anything” other than math homework. Statistics like these prompted the University of Chicago to investigate how we can make students love and appreciate math. What they discovered was that math needs to be taught differently than the way it was taught before.

Technology is a driving force of change. While we used to use textbooks and pencils, the survey mentioned above found that 85% of the students today prefer hands-on, interactive activities or computer-based lessons. Another change includes a shift in the classroom. Where the teacher used to be the source of knowledge, students can now find the knowledge themselves using technology. Technology has also changed the business and professional industry requiring a different set of job skills needed for success. They now include 21st century skills such as problem-solving, collaborating, communicating and creating.

As a result of these changes, educators are finding it important for students to demonstrate understanding at different levels. Traditionally, teaching through the use of textbooks addressed only the two lower orders of thinking where students simply needed to recall facts and show their understanding by solving math problems. Today, knowledge alone is not enough and students need to develop the higher order skills (applying, analyzing, evaluating and creating) that align with the 21st century skills.

Everyday Math is a program developed by the University of Chicago School Mathematics Project, which confirmed the observed changes discussed above and aligned its program in response to these changes.

The Everyday Math program is: • A problem-solving approach based on everyday situations – Children learn math skills while solving problems that interest them. They explain their solutions and strategies to each other, which develops their communication and collaboration skills. More importantly, by providing a problem-solving approach, children realize that there are many ways to reach the same answer.

• An instructional approach that revisits concepts regularly – Multiple exposure to topics ensure solid comprehension. Stands are woven together and not taught in isolation.

• Frequent practice of basic skills, often through games – Frequent practice is necessary to recall facts with accuracy and speed. Children of all ability levels find math games a fun way to practice. Focus is on understanding concepts behind basic facts as well as mastering the facts themselves.

• Lesson based on activities and discussion – Children record, organize and demonstrate their learning in a math journal. Focus is on the learning process – most written material is aimed at the teacher. Children use a variety of math tools.

• Mathematical content that goes beyond basic arithmetic – Strands are not taught in isolation and they are presented in different context and activities so that the students can connect their experience with the concepts.

To learn more about the resources available for parents, please refer to the link: http://everydaymath. uchicago.edu/parents/

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Counselor’s Column What is the difference between normal conflict and bullying?

If it is bullying, what can parents do?

Adolescence is an exciting and challenging time. Friendships and peer influence become more important to a child. With this change, it is normal for your child to have a conflict with his or her friends. Usually the conflicts do not last longer than a couple of days or maybe a week. It is important to be patient with and supportive of your child and help them use problem solving skills to solve the conflict.

Sometimes, a conflict may be more challenging or disruptive for your child; your child may be involved in a bullying situation. Look for signs to see if your child needs more help.

Normal conflict

Bullying

• • • • • •

• • • • • •

Equal power between friends Happens occasionally Unintentional negative treatment Equal emotional reaction Remorse-both people will take responsibility Effort to solve the problem

Imbalance of power Repeated negative actions Intentional or purposeful negative treatment Unequal emotional reaction No remorse--blames someone else No effort to solve the problem

There are some things parents can do to support your child if you think he or she is involved in a bullying situation.

HELPFUL • Listen to your child • Problem solve with your child. Think of solutions together.

• Check in with your child every day—Ask questions that will help your child feel in control and good about school such as “What was something good that happened today?” ,“Who did you hang out with today?”, “Who did you eat lunch with?”, “Who was nice today?”

• Work with a school teacher, the dean of students, or counselor to help support your child if the conflict does not improve

NOT HELPFUL • Tell the person who is bullying to apologize to your child • Call the family of the student who is bullying • Call other families to let them know about the conflict or bullying

If you have any questions or concerns about bullying at APIS, please contact either our K-8 school counselor, Shelly Maldonado (smaldonado@apis.seoul.kr) or the Dean of Students, Matt Johnson (mjohnson@ apis.seoul.kr) For more information about bullying, refer to the following links: http://edition.cnn.com/2010/US/studentnews/09/30/antibullying.resource/index.html http://www.growingupgreat.com/html/handouts/bullying.htm http://www.education.com/reference/article/ten-actions-to-eliminate-bullying/

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Secondary News Secondary Events • November 6 Parent Coffee Meeting: Grade 12 • November 8 Parent Coffee Meeting: Grade 11 • November 9 - 10 Parent Teacher Conferences * Reservations will open on October 29 at 5:00 p.m. and close on November 2 at 5:00 p.m.

• November 13 Parent Coffee Meeting: Grades 9, 10 • November 15 Parent Coffee Meeting: Grades 6, 7, 8

We have reached the half-way point of the first semester. Students are progressing in their studies and it is exciting to see how enthusiastic and engaged they are as I visit classrooms. In Biology, I had the opportunity to join students as they examined the differences and similarities of cheek cells and onion cells under a microscope.

I listened as students in band, choir, and orchestra joined together in beautiful harmony. In English classes, I witnessed students deep in discussion over uses of symbolism to reveal theme and watched as students shared their own writing with peers, collaborating and giving each other feedback on how to improve their writing. I had the pleasure of watching eyes light up in math classes as students figured out solutions that had previously eluded them. Art classes bustled with creative energy as students brought forth form and color from blank canvas or paper. In the computer lab, students presented digital art projects and short films they are producing. History classes were alive with robust debate and analysis of events both past and present, students energetically working together to make meaning of world events. APIS is alive with the intellectual energy and creative spark of young minds interacting with their teachers and with each other.

As we move toward the second quarter, it is important to continue to encourage our students toward this intellectual curiosity and creative output. Anatole France stated, “The whole art of teaching is only the art of awakening the natural curiosity of young minds for the purpose of satisfying it afterwards.” It is this awakening of curiosity that the faculty at APIS strives for each day as they interact with students and colleagues. As we head into the second quarter of the year, it is my challenge to teachers and students alike to feed their natural curiosity and engage in the exhilaration of digging beneath the academic surface. I encourage us to be more than just passive students who receive and regurgitate information, but instead let our curiosity and intellectual or creative passions carry us forward as we develop a love for meaningful lifelong learning and growth.

Scott Paulin Secondary School Principal

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Letter from the Dean of Students Winter is just around the corner and as a result, I would like to share a few reminders concerning the winter uniform.

• • • • •

The winter uniform must be worn by all students starting November 1st Students may not mix and match items from the winter and summer uniforms Only APIS jackets and outerwear are to be worn to and from school The green APIS blazer is a mandatory part of the winter uniform Detentions will be given for out-of-uniform violations

If you are unsure about the appropriate uniform, please consult the school uniform policy poster or ask your teachers or administrators.

APIS has begun a series of weekly video announcements, which will be shown to students every Tuesday during first period. Mr. Woodrow is working with students and faculty in order to help our school community be more aware of events and activities. If students would like to add an announcement about a school club or activity, please contact Mr. Woodrow in the mac lab for more information.

Although my most visible role is often that of disciplinarian, I also act as the liaison to the SRC, student clubs, class advisors, and class officers regarding events, fundraisers, dances, and so on. During the school year, I will spend a significant amount of time helping students to make appropriate choices and to become increasingly responsible for their own futures. Although discipline is an important aspect of my work, I am also the individual who can assist students in sorting out problems and making healthy choices. By working closely with the students and their families, I hope to assist in continuing to make the year a positive and beneficial experience for all. I strongly encourage parents to stop by my office or communicate with me via e-mail if there are ways that I can support your student in making their time and experience at APIS fun, safe, and valuable. Contact me at mjohnson@apis.seoul.kr if you have questions, concerns, or suggestions. I’m here to help you!

Matthew Johnson Dean of Students

Bazaar Held to Showcase APIS Student Clubs On October 10, students set up booths at the CLC to showcase their clubs and get the student body interested in joining different clubs and activities.

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TED Talks

by Yulie Lee, Activities Coordinator

TED Talks is one of the newly introduced APIS After School Activities led by Mr. Charlie Nichols.

TED.com is a well-known site where there are numerous videos of lectures about “ideas worth spreading”. Some clips are just witty and entertaining, while others pinch at the core controversies of this world. The spectrum of the clips range from entertainment, design, all the way to global issues. These videos often go viral on the internet evoking ideas and thoughts all over the world.

The activity is divided into two sections, middle school and high school. At one TED Talk session, which I participated, students all gathered and watched a clip, pre-selected by Mr. Nichols. It was about ‘online education’ and how free quality online education is an alternative to expensive and exclusive classroom lectures. The clip introduced methods that facilitate online education such as offline small groups, interactive online lectures, peer grading, etc. After watching this clip, students talked about the feasibility of online education and what aspects of it they liked or disliked. Students were able to engage in intellectual conversations with their peers about something personally interesting outside of their text books. It seems like there is no limit to this club. Students will be viewing various lectures, selecting certain topics that are personally intriguing, sharing opinions, and above all growing intellectually. The activity is still open for sign-up so please encourage your child to join!

This Year Marks the 5th Anniversary of APIS Schools have humble beginnings and APIS is no exception. Five years ago, APIS opened its doors on the first two floors of a building owned by the Yumkwang Foundation with just over 100 students from K5 to Grade 8.

APIS at 2007

APIS at 2012

During the past five years, the school has expanded both in the size of faculty, students, and facilities as well, becoming the third largest International School in Seoul. Each year we have added a grade and expanded our facilities. Last year, we had our first graduating class. A gym, fitness center, auditorium, primary playground, artificial turf soccer field, Christian Life Center, and basketball court are some of the facility additions that can be spotted easily.

Feedback from outside consultants and accreditation bodies has consistently been that, as a school, we have accomplished a tremendous amount in a very short period of time. We thank God for all the blessings upon APIS and will continue to live up to our mission and vision.

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Middle School Music Concert The APIS Performing Arts Program got off to a great start on Tuesday, October 23, with a concert featuring the Middle School Orchestra, Middle School Band, and Middle School Chorus. This was their first performance of the year and featured pieces the students have been practicing and learning since the beginning of the school year. The concert was a great time to celebrate all they have accomplished and for parents, faculty, and students to enjoy their many talents. A variety of musical pieces were performed, including “The Odyssey (Journey of Odysseus)” by the Middle School Orchestra, “Celebration Overture” by the Middle School Intermediate Band, and “Le Madre de Los Gatos” by the Middle School Advanced Band. A particular crowd favorite was the Middle School Chorus’ performance of a very moving piece called “All Things Bright and Beautiful”. The next concert will be the Christmas Concert held December 19. This concert will feature the Middle School and High School Bands, Orchestras, Choruses, and the Jazz Band.

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WASC Delegation Visits APIS for Reaccreditation It was our pleasure to welcome the Visiting Committee of the Western Association of Schools and Colleges (WASC), to APIS from October 21 to 25. WASC is a very important organization for us as they accredit public and private schools, colleges, and universities in the United States and throughout Asia. They were here to review our Self-Study that we completed in September and to ensure that as a school we are healthy and vibrant.

Accreditation bodies in the U.S. are divided according to region. WASC covers Asia and its accreditation is given to schools that meet a high level of organizational and support criteria. They look at the school’s history and support system to ensure it offers a top quality program that can be sustained.

APIS first applied for affiliation with WASC in 2009 and was granted an initial accreditation for three years.

Usually when schools first apply to WASC, they must first go through a one-year candidacy period. APIS, because of the solid foundational work in place when the school was established, did not have a candidacy year and was granted a three-year initial accreditation. Institutions granted initial accreditation, are expected to undergo a full self-study evaluation in the last year of the initial accreditation period.

Since 2012 is the last year of the initial accreditation for APIS, the delegation from WASC came to the school to evaluate our growth over the past three years. During their stay, the visiting committee attended school events, went into classrooms as observers, and interviewed staff, students, and parents. At the end of their 5-day visit, they wrote a report on what they had observed, which will be forwarded to the WASC Board in California for review. A final decision will be made on our accreditation term when the WASC board meets in the spring of 2013.

지난 10월21일 부터 25일까지 미국 서부 교육연합회(WASC: Western Association of Schools and Colleges)에서 우리 학교를 방문하였습니다.

WASC(미국 서부 교육연합회)는 미국의 공립, 사립, 대학 등의 평가를 담당하는 기구 중 하나이며 아시아 지역을 담당하는 기구로 취득 절차와 유지가 까다롭기로 유명합니다. WASC 인가를 취득하더라도 계속 인가를 유지하기 위해서는 정기적으 로 WASC의 지도 감독을 받아야하며, 이러한 과정의 일환으로 금번 WASC의 방문이 이루어졌습니다. 통상적으로 WASC의 인가를 받기 위해서는 최초 신청이후 입후보자격 취득, 학교 실태조사, 권고안 이행여부 감사 등 수 년이 걸리는 과정을 거쳐야합니다. APIS는 학교의 안정적인 기반이 긍정적으로 평가되어 인가를 최초로 신청한 2009년에 입후보자격 과정 없이 바로 3년간 정식 인가를 받은 바 있습니다. 이러한 인가를 받을 경우에는 마지막 3년에 자체 평가와 방문평가를 받게 됩니다.

WASC 방문단은 5일간의 일정으로 학교를 방문, 지난 3년간의 성과를 측정하기 위해 등 수업 및 학교행사 참관, 학생, 교사, 학부모, 교직원 인터뷰 등 다방면에서 평가를 실시하였습니다. 그들이 금번 방문기간 동안 관찰한 내용은 미국 캘리포니아 에 있는 WASC 이사회에 보고되며 향후 몇 년간 인가를 유지할지에 대해 내년 봄에 결정될 예정입니다.

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Spirit Week

In late September and early October, each division celebrated Spirit Week, a week-long event held each year. Throughout Spirit Week, students dressed up based on various themes each day. This year’s themes included Disney Day, Backwards Day, Pajama Day, Career Day, and Class Color Day. Students watched movies together in the auditorium, played games, and participated in numerous activities to promote school spirit and unity. During High School Spirit Week, a pep rally was held for the first time. Although some events were moved indoors due to the weather, the rain did not stop students from showing school spirit and having fun.

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Editorial Team: Euysung Kim Director / Hyewon Kang Art and Design Editor / Keumjo Shim Communications Officer / Yulie Lee Activities Coordinator