2012 APIS brochure

APIS BRIDGING THE GAP BETWEEN EAST AND WEST

Accredited by Western Association of Schools and Colleges

CONTENTS 4

Director's Message

6

What Sets Us Apart

8

The Hibiscus Model of APIS Education

10

APIS Mission

12

Core Curricular Emphases

14

East Asia Emphasis

18

Performing and Visual Arts Emphasis

22

STEM Emphasis

26

Spiritual Emphasis

30

Skills and Dispositions

32

Key Character Values

34

APIS Extended Learning Program

36

New Pacific Century Academy

42

Our Campus

Asia Pacific International School

3

WELCOME TO APIS Asia Pacific International School (APIS) is a private, nonprofit school, fully accredited by the Western Association of Schools and Colleges (WASC), with the following mission: APIS strives to educate its students, in a loving and caring Christian environment, to become globally enlightened citizens, who are able to bridge the gap between the East and the West, and are ready to welcome the exciting challenges of the New Pacific Century.

While almost all schools teach about matters beyond their boundaries, most schools do not operate in any meaningful way outside of them to provide an authentic, contextually global educational experience. APIS is different.

Moving away from the traditional educational paradigm, APIS has created a global network of campuses under one school — our East Asia campus in Seoul, Korea, and our campus of the West in North Shore (Hauula), Hawaii — offering a unique educational opportunity to draw from the advantages of both the East and the West. Imagine the possibilities! A student from our Hawaii campus could spend a semester studying at the Seoul campus, taking advantage of its East Asian language program and interning at a leading IT lab in Korea. A student from our Seoul campus could come to Hawaii to do a research project on ecofarming, natural resource management, and marine biology and conservation.

Shared curricular emphases across the Seoul and Hawaii campuses ensure that APIS is one integrated learning community. At the same time, each campus will have its own curricular specializations and emphases. For example, our 97acre APIS Hawaii campus, nestled against an emerald mountain backdrop and overlooking the Pacific Ocean, is a residential boarding school serving middle and high school students (grades 5-12). This campus will feature the New Pacific Century Academy, an innovative, student-directed, educational program, which will serve as our center of project/problem based, experiential, and service learning. Topics that students could explore include air and water quality, entrepreneurship and social responsibility, endangered species, and building a sustainable future.

APIS is committed to a small class size (average of 15 students per class), and a low teacher-to-student ratio (1:10). Currently, 100 percent of our graduates go on to four-year colleges and universities, matriculating in top institutions such as Stanford, Cornell, Columbia, Dartmouth, Wash U, NYU, Williams, RISD, Duke, and Brown.

Finally, APIS is a Christ-centered school. APIS’ religious affiliation is nondenominational Christian and welcomes students from all religious and cultural backgrounds. APIS places great value on the spiritual health of our community as well as the academic vitality to nurture caring global citizens, who will be leaders of the New Pacific Century.

Euysung Kim, Ph. D. Founding Director

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WHAT SETS US APART Two campuses, strategically located to offer students exposure to and benefits of both the East and the West.

APIS HAS

A distinguished and passionate teaching staff recruited from the finest universities in North America and the world.

An intimate, family-like learning environment with a 1:10 teacher-to-student ratio.

A rigorous, international curriculum.

A commitment to nurture students’ unique talents through opportunities in the arts.

A learning center that provides in-school and after-school support for students who need extra academic assistance.

A loving and caring Christian environment, where students from all religious and cultural backgrounds can be nurtured together to work toward intellectual, spiritual, and personal maturity.

A resource-rich learning environment, including high-speed wireless access and the most up-to-date tech tools in every classroom, and a 97-acre Hawaii campus that provides numerous outdoor learning opportunities.

APIS Literacy Program

APIS Academics The backbone of achieving the APIS vision is a coherent, comprehensive, and spiral curriculum based on standards and benchmarks.

In the elementary school, children develop both educational and social skills in a warm, nurturing environment. The joy of learning is as important as the mastery of skills or the completion of tasks. Through the use of Reading Workshops and Writing Workshops, our Language Arts program focuses on developing our students’ comprehension, fluency, and stamina. This as well as our four core emphases in East Asian studies, Performing and Visual Arts, STEM, and Spirituality provide a breadth and an exceptional foundation for our students to be successful as they move into our middle school and high school programs.

The middle school curriculum addresses the intellectual, physical, and social growth that defines the early adolescent years. Through core classes and explorative electives, instruction is aimed at promoting academic rigor and excellence while accommodating students with diverse talents and levels of maturity.

In our high school academic program, our goal is to prepare our graduates to become confident, independent scholars who are enthusiastic learners with a passion for knowledge. We place a particular emphasis on humanities in our curriculum, focusing on developing analytical minds and effective verbal and written communication skills. We expect and require consistent hard work by all students as a fundamental trait leading to growth and success. We also offer a variety of Advanced Placement courses.

A key strength of the APIS educational program is our commitment to build strong literacy skills in students. The school’s elementary and middle school curriculum features a balanced literacy program that includes the Writing and Reading Workshops (based on the work of Lucy Calkins of Columbia University). Our focus on literacy is continued in high school through a rigorous humanities program with an emphasis on academic and creative writing.

Project/Problem Based Learning Opportunities APIS’ emphasis on project/problem based learning provides opportunities for real-world applications of knowledge and skills, and the development of skills, such as critical thinking/ problem solving, communication in a variety of media, and collaboration. Students gain knowledge and skills by working for an extended period of time to investigate and respond to a complex question, problem, or challenge.

Global Citizens Program The Global Citizens Program (GCP) at APIS is a valuable component of our school’s mission to foster an ethic of service to others. By participating in this week-long service-learning program, students develop an understanding of the interconnectedness between individuals, societies, and countries and are challenged to consider the cultural, environmental, economic, and political dimensions of global issues. Annual GCP excursions are made to locations like Borneo, Cambodia, China, Indonesia, Japan, Malaysia, the Philippines, Thailand, and Vietnam.

College Matriculation Our graduates have been accepted to top colleges and universities, including Brown, Columbia, Cornell, Dartmouth, Duke, NYU, Rutgers, Stanford, UC Berkeley, USC, University of Michigan, Washington University in St. Louis, Rhode Island School of Design, and Yonsei University (Underwood International College).

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THE HIBISCUS MODEL of APIS EDUCATION Core Curricular Emphases

APIS MISSION Key Character Values

Skills & Dispositions

The hibiscus flower symbolizes the APIS way of international education. Biologists describe the hibiscus as a complete flower. In order for a flower to be considered complete it must have four components: sepals, petals, stamens, and pistils. With each of these parts serving a uniquely important function, a complete flower has all of the necessary components to sustain and reproduce itself. Similarly, the four components that we believe make our educational philosophy complete are: APIS Mission, Core Curricular Emphases, Skills and Dispositions, and Key Character Values.

Apart from completeness, the hibiscus also symbolically captures the “two campuses under one school� model of APIS education.

Hibiscus (mugunghwa) is the national flower of Korea, where our campus of the East is located. Hibiscus is also the official state flower of Hawaii, where our campus of the West is located. The symbolic link between Korea and Hawaii captured by the hibiscus appears too strong to be a mere coincidence when one finds out the name of the town where the APIS Hawaii campus is located: Hauula. Hauula in Hawaiian language means “red hibiscus”!

We hence adopted the red hibiscus as the logo for our Hawaii campus. The gold hibiscus is the logo for the East. The color gold symbolizes the new emerging “golden age” of the East in the New Pacific Century. We look at this symbolic link as an important reminder of God’s presence and purposeful plan in APIS’ development.

Finally, the hibiscus flower as a school symbol helps capture the entrepreneurial

HAWAII

SEOUL "Two Campuses Under One School" Michelle Suh (Grade 11)

and innovative spirit of the APIS education. The hibiscus wilts in a day and yet it is known as a flower meaning “seize the opportunity!”

This is because a new flower continues to bloom for a long period of time. (The Korean name for hibiscus, mugunghwa, means a flower that never wilts.)

While the hibiscus may look like its flowers never wilts, new flowers are continually replacing the old.

Hibiscus sustains its beauty by constant rejuvenation. APIS commits itsel f to continued innovati on and to an “outside-the-box” way of thinking to provide cuttingedge education that will prepare our students for the New Pacific Century. The introduction of the APIS Hawaii campus, for example, is our pioneering attempt to bring the classroom out to the world. Like the hibiscus flower, APIS will continue to reinvent itself to achieve its mission.

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APIS MISSION Johan Shin (Grade 2)

APIS strives to educate its students, in a loving and caring Christian environment, to become globally enlightened citizens, who are able to bridge the gap between the East and the West, and are ready to welcome the exciting challenges of the New Pacific Century.

APIS mission sets the direction for our educational philosophy by asking, “What will the New Pacific Century demand from our leaders?� The New Pacific Century refers to the growing importance of the linkage between the East and the West. Moreover, we recognize the growing importance of the East in terms of economics, politics, and culture. In a loving and caring Christian environment, we strive to educate our students to be the bridge builders between the East and the West.

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CORE CURRICULAR EMPHASES 1. EAST ASIA EMPHASIS 2. PERFORMING AND VISUAL ARTS EMPHASIS 3. STEM EMPHASIS 4. SPIRITUAL EMPHASIS

Our focus on four curricular emphases (East Asia Emphasis, Performing and Visual Arts Emphasis, STEM Emphasis, and Spiritual Emphasis) is deliberate in design to address the unique challenges facing the New Pacific Century. We believe certain core knowledge or expertise simply cannot be fully outsourced to machines or to others. We must promote literacy and fluency across all four emphases in order to create global leaders.

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A I S A T S I S S A A E .

H 1 P M E A

PIS offers a rigorous, international curriculum with an added emphasis on the East Asian culture and civilization to help our students gain the competitive edge necessary to take on the challenges of the New Pacific Century. Hence, at APIS, our foreign language emphasis is currently on three major East Asian languages: Chinese, Japanese, and Korean.

Amber Lee (Grade 4)

FOREIGN LANGUAGE PROGRAM At APIS, students in all grade levels take part in the foreign language program, which includes language arts, history, and culture. APIS has a fully articulated foreign language program that starts from the kindergarten level and extends all the way to grade 12. According to research, learning another language, especially if it is begun at an early age, further develops higher-order critical thinking skills, therefore positively

impacting academic performance in other subject areas as well. Moreover, in preparing our students to become the bridge builders between the East and the West, we want to expose our students to oral and written Chinese, Korean, and Japanese from the very beginning so that they can gain deeper insights into the people, values, and cultures of East Asia.

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APIS Foreign Language Department APIS Update Summer 2015

T

he foreign language department at APIS was particularly busy during the second half of the school year.

While students continued to build academically on concepts introduced during the first semester, the last months of school have also been a time for field trips, special events like the annual Culture Fair, STAMP testing, and the schoolwide second annual APIS Asian Language Speech Contest.

This last event, the speech contest was held on April 30, and it allowed students of Korean, Japanese, and Chinese to apply skills gained during the school year. Close to two dozen APIS students qualified for the opportunity to demonstrate their foreign language skills for an auditorium filled with fellow students, faculty, and family members. The contest was a celebration of the multilanguage emphasis at APIS and an opportunity to honor students from kindergarten through high school who were selected to participate.

“I am unable to express how proud I am of our students as I see them improving year after year.

Especially this year, the event was memorable to me in the sense that the Korean, Chinese and Japanese departments came to host this together as one. … This event was able to strengthen my belief that the ability to speak a foreign language is key to understanding and accepting other cultures.” (Emily Kim, Korean department chair) Korean, Chinese, and Japanese language, cuisine, and culture were also on display at the annual APIS Culture Fair, held in March. Booths for the three countries were set up along with close to 20 other booths representing different regions of the Unites States to Kenya to Poland and Egypt and more.

The Chinese language department kicked off the second half of the year with a large event of its own, a Chinese New Year Fair on Feb. 16. Students enjoyed trying Chinese crafts, games, and dumplings (a traditional food for Chinese New Year) at the fair. The wife of the Chinese ambassador to Korea, Ms. Shan Li, and the education counsellor from the Chinese embassy, Mr. Hongge Ai, were special guests at the fair. Ms. Li and Mr. Ai said the fair was a great chance for the students to learn about China. The guests also said the students are “wonderful and … so passionate about Chinese language study.” (Grace Gao, Chinese department chair) Students of Japanese took a field trip in January. They viewed the Studio Ghibli (Japanese animation film) exhibit, visited the Embassy of Japan for a New Year event and tried Japanese “shabu shabu” at a restaurant. The next month, the Japanese students focused on cuisine from that country, watching the documentary “Jiro Dreams of Sushi” and trying to make their own sushi.

Students of Japanese learned this year about “Ohanami,” which is the Japanese traditional custom of viewing the cherry blossom trees in bloom. In April, the students traveled to a nearby area to practice “Ohanami” themselves as they enjoyed the cherry blossoms.

In April and May, two Korean history classes — Korean Modern History and Literature (G11) and Korean Studies and Comparative Perspective of East Asia (G12) — went on field trips to visit the Seoul Museum of History in Gwanghwamun. In addition to touring the museum, students chose a key event in modern Korean history and recreated it in a short film.

Students Show Off Their Korean Language Skills APIS Update April / May 2013

T

he APIS Korean Department hosted a Korean Speech Contest for all Kindergarten through Grade 8 KAL (Korean as an additional language) students on April 25.

The contest started with an opening Korean song, “Three Bears,” performed by the 1st Graders. Then, each student delivered a speech in Korean introducing themselves.

Students spoke about their families, why they moved to Korea, what they liked to do for fun, and their favorite foods. Intermediate level students also spoke about the school and their dreams.

Each student prepared their own slides and wrote their English and Korean articles by themselves.

These speeches gave the students an opportunity to practice many aspects of the Korean language and become more comfortable speaking Korean in public. APIS families and faculty came to watch the speeches and encourage the students in their efforts to learn Korean. The audience was impressed by how well the students did and how much they have learned in the past year.

Mrs. Emily Kim, APIS Korean Department Chair, remarked on how their “touching stories moved many of us” and how the “students showed great confidence in their ability to overcome challenges in learning unfamiliar languages.” This contest was just the beginning for the APIS language department as APIS continues to build East Asian competencies in our students and help them to acquire proficiency in at least two East Asian languages.

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D N A G N I M R S O T F R R A E P L 2. VISUA PHASIS EM T

he APIS education philosophy is anchored in our commitment to help our students nurture their unique talents and foster their own personal growth.

APIS is committed to establishing an extensive arts program. We offer instruction in a wide range of visual and performing arts.

APIS PERFORMING ARTS PROGRAM Asia Pacific International School believes in a strong and thorough music education for all students. Music benefits many aspects of cognitive and emotional processing and is critical to the intellectual development of our students. Music is an important academic tool; numerous studies have shown that students exposed to an intensive music program do much better in math and reading assessments than those who do not have musical training. In addition, music is a universal language used to communicate across cultural and national barriers. In this age of globalization, it is important for our students to gain the skills to succeed in our “flat world.�

Most importantly, music is fun. The purpose and emphasis of the music program at APIS is not to make every student a professional musician. Rather, we believe that every student should learn to take pleasure in being involved in music from an early age. Not being part of it would be to miss one of God’s truly great gifts to humanity.

Richard Cho (Grade 12)

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Promoting Peace Through Art APIS Update Dec / Jan 2016

T

he fourth graders at APIS also participated last month in a follow-up activity to the school’s recognition of Peace Day, Sept. 21. Using illustrations like people holding hands around the globe, smiling faces, hearts, and peace signs, the students worked alone and in groups creating large, colorful murals that feature messages of peace. Guidance counselor Jodi Nielsen noted that working together on the murals, which requires cooperation, negotiation, and sharing resources, was a way for the students to practice peace together, as well as a way to create compelling messages for the rest of the school. The murals, along with the student artists’ thoughts on peace, are on display in the guidance counseling department.

Amber Lee (Grade 4) created this mural called “Sunny Rainbow Peace!” “I want people to look at my mural because I want you guys to think happy!” she said.

Samantha Kim (Grade 4) and Adelia Kwak (Grade 4) worked together on this mural called “Express Your Inner Peace.” “I want people to look at it and think of ways to make peace like using kind words, sharing, and the other things they think of when they see our mural,” Samantha said.

Erica Shim (Grade 4), Margaret Cheon (Grade 4), and Grace Kern (Grade 4) collaborated on this mural.

“I think peace is important because if there wasn’t we wouldn’t have friends,” Erica said. This mural is called ‘Happy Land.’ I want people to look at it and feel happy. This picture shows peace and happiness.”

Meeting of the Musical Minds APIS Update August 2015

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n Saturday, Aug. 29, all secondary music students and their band, orchestra, and chorus teachers convened at the school for the first APIS High School Music Retreat. The all-day event featured ensemble rehearsals and team-building exercises and was designed to foster a sense of teamwork within and between the different musical disciplines.

"During this inaugural High School Music Retreat we hope to build our musical teams early in the year by participating in activities that foster an environment of support, musicianship, respect, and friendship through music. We aim to blur the lines that separate us; to become one cohesive team. A successful music ensemble needs not only to play or sing correct notes and rhythms, but to work together and strive for common goals. By participating in the High School Music Retreat, the music students and teachers will create goals for the upcoming year and begin working together."

-Sophie Holbrook, band teacher and music department chair "Viewing music as an emotional and expressive endeavor, it is so important that we feel connected to and safe with one another. Our 9-12th grade students have the opportunity to breathe, move, and emote together as one organism. This intense experience focusing on music will help jumpstart our year — encouraging our student musicians to go full-speed toward truly united and vivid performances throughout the year."

-Emmalee Johnson, orchestra teacher “Plato said, ‘Music gives a soul to the universe, wings to the mind, flight to the imagination, and life to everything.’ Using this quote as our motto for the High School Music Retreat, close to 90 students gathered on Aug. 29. We formed a community. Our community played and sang together; we shared food and conversation; we laughed and danced together. As the APIS music educators, we do not expect all of our students to major in music. We want our community of students to express music as a means for experiencing life. Saturday was the beginning of our 2015-2016 musical journey and the written notes on the page are beginning to take flight!”

-Melinda Baum, chorus teacher

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, LOGY O N H E, TEC ND MATH C N E I SC ING, A R E E N ENGI

M S I E S T S A .

H 3 EMP T

echnology is a main driver of economic as well as social changes in this era of globalization. We take advantage of current technology in every possible aspect of the learning experience to provide an innovative and up-to-date education in science, technology, engineering, and math. The ultimate aim of our curricular emphasis is to develop our students’ potential to become future leaders in a world where keeping up with the latest changes in science and technology is of the utmost importance.

TECHNOLOGY INTEGRATION AT APIS At APIS, we combine current best practices in education and modern technology to create engaging and relevant learning experiences for all students. APIS strives to be at the forefront of information technology in education. We support this commitment with our state-of-the-art technology infrastructure: wireless access throughout the school, the most up-to-date tech tools in all classrooms, and one-toone computer access in our secondary school. Hand-inhand with technology access is the expectation for our students to be responsible and ethical digital citizens.

Esther Kang (Grade 12)

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A Peek into Recording Arts & STEM APIS Update Fall 2013

A

sk anyone who has been around APIS long enough and they will tell you of the school’s passion to stay on the cutting edge, especially when it comes to utilizing technology that aids and assists the development of its students. From digital animation classes to a new 3D printer and projector, these are only a couple examples of the technological investments that have been made in the past few years. A new plateau has been reached this Fall as the Recording Arts studio is up and running and the STEM (science, technology, engineering & mathematics) elective has been introduced.

The Recording Arts class offers an exciting opportunity for students to learn about sound recording and music production, using high-end, professional equipment. Mr. Robert Sim leads the students through a very thorough process of understanding digital recording fundamentals. They begin by learning the foundational basics of recording theory and studio practice. Once they are comfortable in the studio, they will begin working on their own creative projects; recording audio, creating beats, looping samples, and MIDI (Musical Instrument Digital Interface) programming.

Ms. Meg Hayne is heading up the STEM elective, that strives to push students to the next level of learning. The STEM elective is a challenge-based learning class in which students gain knowledge through designing solutions to real world problems. Ms. Hayne selects a challenge that is rooted in at least one of the four topic areas and then works as the facilitator for student groups. Students pull from a base knowledge of math, science, critical thinking, and artistic expression to explore these challenges. Ms. Hayne provides only the parameters and rules of the challenge, and then allows students to explore possible solutions. From the initial challenge to the presentation, students are innovating, creating, critically thinking, and preparing for a world where these skills are no longer optional.

The Recording Arts Studio and STEM elective are only two of the many ways our APIS students are being introduced to and embracing technology in the classroom. It is our goal to deepen and enhance the learning process for students by embracing technology rather than shunning it. By doing so, APIS will continue to bridge the gap between East and West and produce some of the finest educated talent possible.

Junior Joins Effort to Cure Cancer APIS Update Dec / Jan 2016

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ia Kim (Grade 11, Hawaii campus) says she loves all of her school subjects. But, when asked to limit those interests to a list of favorites, her eclectic tally includes biology, statistics, modern world history (of science), art, and music. While wide-ranging, there’s nothing casual about Lia’s engagement with those subject areas. For instance, her interest in music has led her to work with a producer in Korea to write lyrics and sing a song that is set to be released to music distributors like Melon and iTunes. And when it comes to her fascination with science, she also goes beyond classroom study and maintains a Facebook/Wordpress blog about news in the world of microbiology.

It was while Lia was reading research papers and Lia Kim (Grade 11) works in the lab at news articles to find new material for that blog that Windward Community College. she learned about the Emperor Science Awards — a new program associated with Genentech, Stand Up To Cancer, and PBS Learning Media. The program provides opportunities for high school students in 10th and 11th grades to work alongside a university-level mentoring scientist and potentially become part of the next generation of cancer researchers.

It turns out that cancer research is another thing that intrigues Lia. So, she applied, along with close to 1,200 students across the United States, and it was publicly announced in January that Lia was one of the 100 students selected as awardees. In addition to the chance to work with a scientist, Lia will also be given a Google Chrome Notebook and a stipend for expenses as she participates in the program.

Students applied by writing an essay. “I wrote about my passion of learning more about microbes (especially bacteria) and the potential connection of microbiology and cancer,” Lia said. “Specifically, I expressed my curiosity in the research of possible symbiotic relationships of lactobacillus acidophilus and the human intestinal epithelial cells. I expressed my passion to know more about gastric cancer … I shared how my ingrained captivation with microbes has grown bigger into a dream of becoming a research microbiologist that studies the connections between the human gut microbiota and gastric cancer.”

As an Emperor Science Award winner, Lia is scheduled to participate in both virtual and face-toface research this summer with Dr. Lisa M. Coussens at Oregon Health and Science University, associate director for basic research at Knight Cancer Institute. To better prepare for this opportunity and develop her lab skills, Lia is now taking community college courses in phytobiotechnology, microbiology, and a microbiology lab.

Participating as an Emperor Science Award winner aligns with Lia’s future career plans, she said. “Currently, I hope to become a research microbiologist that studies the connections between the environment, the microbiome, and humans.”

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L A U T I S R I I P S S .

4 EMPHA W

ith its foundation deeply grounded in the Christian faith, APIS espouses the following beliefs:

1. A PIS is an educational institution focused on academic excellence, intended to serve students of all faiths.

APIS is committed to providing a truly loving and caring educational environment where all children, regardless of their race, religion, gender, or nationality, can be nurtured together to achieve their fullest intellectual and personal development.

Clair Choi (Grade 12)

2. APIS will provide each student the opportunity to consider and accept the Christian faith in an atmosphere without pressure or the fear of disadvantage.

APIS aims to maintain an atmosphere where all members respect the personal convictions of others. Each student is ensured of the right to make his or her own decision about faith.

At the same time, by choosing to matriculate in a committed Christian school, non-Christian students are expected to respect APIS’ Christian norms and practices.

THEIA Mission Trip, The Philippines 2013

CHRISTIANITY AT APIS We believe that an environment where both Christians and non-Christians are working and learning together is highly advantageous for all.

Such an environment can, we believe, lead to a kind of spiritual growth that is more robust and enduring than would otherwise be possible in more traditional settings. For the non-Christian student, it amounts to being afforded a unique opportunity to understand the Christian faith, a movement which has been incalculably important in the shaping of world history and culture. We believe that this alone is of tremendous educational value.

Lastly, for all students, this model helps equip them to successfully live and work in a very diverse and increasingly close global community.

Christian education at APIS is departmentalized, as opposed to being infused into every part of our curriculum. The chaplain and the Christian Life Department at APIS administers spiritual guidance

and the Christian education of our students.

Any course offerings not led by the Christian Life Department are, by design, identical to those offered in a standard, non-religious context. In other words, the availability and opportunity to access Christian education specialists and programs set APIS apart from other secular schools.

While a plurality of worldviews is acknowledged at the school, APIS does not espouse other religious traditions. Neither have we designed the Christian Life Department to incorporate them into our spiritual life and practice. We do encourage all students and staff to pursue spiritual life and knowledge, but, to this end, the school does not endorse or offer as part of our program practices rooted in religious traditions other than Christianity.

This we see as essential to maintaining clarity in the theological position of the school.

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“

Before I went to the Philippines,

my life in Seoul, Korea was so small and it felt like my life was blocked and scheduled every single day.

I didn’t recognize how I was living until I visited the Philippines.

I experienced so much in the Philippines with the children, especially those with disabilities. After visiting the Youth Center and the Aeta tribe, I realized my perspective on the world, and I now have a new dream. I don’t want to waste my life.

After joining THEIA …

I feel so thankful for everything that I have.

”

Minji Park (Grade 11)

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SKILLS & DISPOSITIONS EXPECTED SCHOOLWIDE LEARNING RESULTS We use the term ESLRs (Expected Schoolwide Learning Results) to describe skills and dispositions we believe are necessary for the New Pacific Century.

Defined into four main categories (Communication, Problem Solving, Collaboration, and Global Citizenship as Christians), our ESLRs reach beyond the simple 3-Rs of conventional education: Reading, wRiting, and aRithmetic.

UPON GRADUATION, STUDENTS AT APIS WILL:

COMMUNICATE • Listen attentively, read critically, write effectively, and speak competently.

EFFECTIVELY • Communicate in at least two East Asian languages.

• Express themselves using a variety of medium and tools, including writing, •

the arts, public speaking, and technology.

Effectively communicate with others of diverse needs, beliefs, values, and cultures.

SOLVE PROBLEMS • Identify problems, discover solutions, and analyze results.

EFFECTIVELY • Explore and share creative ideas and solutions using both Eastern and Western perspectives.

Reason critically and abstractly.

• • Recognize, adjust, and adapt to the opportunities of the New Pacific Century.

Use technology as a problem-solving tool.

• • Use teamwork and collaborate with others to solve problems.

LEARN INDEPENDENTLY • Aspire to high standards in their work and assume responsibility for their education.

AND COOPERATIVELY

• Understand learning as a lifelong process, requiring intellectual curiosity, •

varied and purposeful strategies, and perseverance.

Successfully work with others in learning teams.

DEMONSTRATE • Act with integrity and accept responsibility for their actions and choices.

RESPONSIBILITY AND • Develop an understanding of fundamental beliefs, values, and practices of the Christian faith and grow spiritually.

CHRISTIAN VALUES AS Engage in self-reflection about their roles and purpose in the context of CITIZENS OF THE WORLD • family, community, nation, and the world.

• Uphold an ethic of service by giving back to the local and global community.

Use technology appropriately, ethically, and responsibly.

• • Demonstrate understanding, compassion, and leadership for humanity in the New Pacific Century.

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KEY CHARACTER VALUES ASPIRE “I press on toward the goal to win the prize for which God has called me heavenward in Christ Jesus.”

PHILIPPIANS 3:14, NIV

All of us at APIS are pioneers with the highest expectations for ourselves as well as for each other. Our aspirations are ultimately driven to win the prize for which God has called us heavenward in Christ Jesus.

INTEGRITY “Your word is a lamp to my feet and a light for my path. I have taken an oath and confirmed it, that I will follow your righteous laws. I have suffered much; preserve my life, O LORD, according to your word. Accept, O LORD, the willing praise of my mouth, and teach me your laws. Though I constantly take my life in my hands, I will not forget your law. The wicked have set a snare for me, but I have not strayed from your precepts.

Your statutes are my heritage forever; they are the joy of my heart. My heart is set on keeping your decrees to the very end.”

PSALM 119: 105-112, NIV

We strive for honesty and truthfulness guided by our relationship with the unchanging God. The measure of one’s integrity is, in fact, shown when he or she does something wrong: repents and steps back into God’s grace.

Nurturing character values at APIS, we believe, is the most important supporting component because it is the foundation or backbone for the other two supporting components already described. That is, the content area expertise and ESLRs can only take students so far unless they know how to Aspire to the highest standards/goals and Persevere in the face of obstacles. With Integrity, they will know how to make choices that stand up to their faith and higher moral standards. Spiritually grounded, they will know the meaning and joy of leading a life of calling.

PERSEVERE “So do not throw away your confidence; it will be richly rewarded. You need to persevere so that when you have done the will of God, you will receive what He has promised.”

HEBREWS 10:35-36, NIV

We press on in patience. To persevere is not simply to endure hardships and obstacles. It is to put us on the path to success! We firmly believe that if we put our patience to work and press on, God’s promise will be revealed and fulfilled in our lives.

SPIRITUALLY GROUNDED “[By] speaking the truth in love, we will in all things grow up into Him who is the Head, that is, Christ. From Him the whole body, joined and held together by every supporting ligament, grows and builds itself up in love, as each part does its work.”

EPHESIANS 4: 15-16, NIV

APIS strives to be a community where members nurture each other in the unity of our faith, by serving one another and by learning to take correction from the Holy Spirit and from His people. Spiritual growth does not occur in isolation but does so when we are joined together as part of the body of Christ.

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APIS EXTENDED LEARNING PROGRAM The APIS Extended Learning Program provides a myriad of on- and off-campus activities.

The goals of the APIS Extended Learning Program are:

• To provide authentic, hands-on opportunities to foster and apply 21st-century character traits, skills, and dispositions.

• To challenge students to explore their own interests and expand horizons in order to kindle a passion for lifelong learning.

• To support mental, physical, spiritual, and emotional development and well-being.

• To nurture the value of service and teamwork, building skills of effective collaboration.

• To apply student-driven inquiry into important real-world issues and problems.

• To promote happiness and fun as an important part of healthy living.

• To appreciate, to connect with, and to learn from the nature and the environment.

All of our activities are tailored to meet student needs and interests.

Athletics • Hawaii: Basketball / Soccer / Volleyball / Tennis / Golf / Swimming / Paddling / Cross Country • Seoul: Elementary Soccer / Elementary Saturday Sports Camp / Middle School Boys Soccer / Middle School Girls Soccer / Table Tennis Club / Varsity Boys Basketball / Varsity Girls Basketball / Varsity Boys Volleyball / Varsity Girls Volleyball / Varsity Boys Soccer / Varsity Girls Soccer

Recreational and Special Interest • Hawaii: Disc Golf / Hiking / Surfing / Fitness / Snorkeling / Equestrian Program / Adventure Outdoor Club / Hawaiian Culture and History / Global Issues • Seoul: Board Game Club / Chess Club / Elementary Culture / Exploration Club / Elementary Foreign Language / Elementary Lego / Forensics Debate / Forensics Speech / Tangible Economics / APIS Business Club / Cooking Club / Mock Trial Club / Table Tennis Club / Academic Competition Federation / APIS Database Club / Heptatonic (APIS Dance Club) / Pla – Model Club / The Hawkeye

Visual and Performing Arts • Hawaii: Individual Lessons (vocal & instrumental) / Jazz Ensemble / Photography / Multi-media/ Movie making / Drama Club / Fun Art / Pottery / Praise Worship • Seoul: A Cappella / Chamber Orchestra Music / Individual Music Lessons (violin, trombone and baritone, French horn, percussion, trumpet, saxophone, clarinet) / Jazz Band / Korean Song Class and Storytelling / Lower Elementary Art / Upper Elementary Art / APIS Film Club / Music Ensemble

Science, Nature, and Environment • Hawaii: Robotics / Sea Turtle Conservation / Fish Farming /Aquaponics / Science Olympiad / Marine Biology Research Sustainable Environment Club / Gardening Club • Seoul: Elementary Lego Robotics / APIS Math Club / Mathematical Olympics / Leaders for Environmental Awareness and Protection / Emergency Life Support / Robotics / Nature Inquiry Club

Leadership and Service Initiatives • Hawaii: Community Conservation and Restoration / Volunteer Service Clubs / Various Student Initiated Leadership / Service Learning Projects / Student Government / Business / Investment Clubs • Seoul: Learning Center / THEIA Missions / Habitat for Humanity / The Book Deliveries / UNICEF / Compassion Korea / A Better World / Hand in Hand (Wolgye Elementary) / World Vision / PAIN / Model United Nations Club / National Honors Society / ES SRC / MS SRC / HS SRC / North Korean Human Rights / THEIA Wolgye / Hawks Nest / Amnesty International / Deaf-ine / Computer Repair and Donation Club / Cordon Bleu / Social Entrepreneurship Project for Tomorrow / No Higher Calling APIS

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NEW PACIFIC CENTURY ACADEMY APIS HAWAII CAMPUS

The New Pacific Century Academy (NPC Academy) takes advantage of Hawaii’s rich natural and geographical resources to offer a dynamic and innovative, student-directed learning experience using project/ problem based learning, experiential learning, and fieldwork in local communities – all designed to prepare our students for the challenges of the New Pacific Century.

WHY PROJECT/PROBLEM BASED LEARNING?

As a purpose driven school preparing our children to be the leaders of the New Pacific Century, our educational philosophy (the Hibiscus Model) outlines a number of learning goals for our students. These include the ability:

• To analyze and solve complex problems • To think critically and apply analytical-reasoning skills • To effectively communicate orally and in writing • To apply knowledge and skills to real-world settings • To innovate and be creative • To collaborate with others in diverse group settings

Many surveys and research studies (e.g., Conley, 2005) also point out that these skills are precisely what our students need to be successful in college, careers, and life in the 21st century. APIS has been very purposeful in designing our curriculum and instruction to target these goals; we are convinced that project/problem based learning, when done right, can address these goals more effectively than anything else can.

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‘A Chance to Go Deeper’ APIS Update Winter 2015-2016

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n mid-November, 22 middle school students from the APIS Seoul campus traveled to Hawaii for a unique learning adventure. The students were participants in a two-week inaugural Project/Problem Based Learning program held at the newly opened APIS Hawaii campus on Oahu.

The students arrived with sandals, swimsuits, and beach towels, ready to enjoy everything that the tropical During the PBL Hawaii camp, students learn how to put on their safety gear before island has to offer. And there tackling the ropes/climbing course. were plenty of opportunities while they were there to visit the island’s white beaches and ride in the waves on boogie boards or snorkel in the shallows, in search of colorful marine life.

But, this was not a vacation. This was an opportunity to learn in a different place, in a different culture, in a different way from conventional classroom teaching. Project/Problem Based Learning (PBL) is a learning-by-doing approach. Ideally, it is student-led, with students’ questions and ideas directing a project. A project deals with real-world problems, and students are tasked to come up with a solution or final product. PBL provides an opportunity for students to apply and integrate skills from a variety of disciplines — math, science, social studies, language arts, music, art, and more. “This is a real-life learning project to help kids develop a deeper understanding of the standards that [are] already in the curriculum,” said Pat Hallinan, instructional coordinator for both APIS campuses.

During their time in Hawaii, the sixth-grade participants looked at questions about culture. They studied how where you live affects how you live and what it means to be Hawaiian. “We can understand other cultures in a deep, meaningful way by thinking like sociologists,” one of the teachers told the students.

For their project, the seventh-grade students considered how innovations in communication and transportation move a culture (specifically, Hawaiian culture) from isolation toward globalization.

Once the project’s focus issues were established, teachers at the Hawaii campus provided multiple ways for the students to immerse themselves in their subject and in Hawaiian life and culture. Excursions were provided to places like museums, historic sites, and natural and agricultural areas. Experts in different subjects were brought in to meet with the students. In addition, there was classroom time for the students to reflect on and discuss the places they’d visited and the new information they’d gathered.

“For the first-ever Project/Problem Based Learning at APIS Hawaii, students had the opportunity to experience an incredible diversity of Hawaiian learning activities,” said Scott Paulin, deputy head of academics. “We packed so much into these two weeks. The overall comments I heard from students were that they had more fun than they expected and learned more as well. What a great goal for education, fun and learning all wrapped up into one big project that will provide students memories that will last a lifetime.”

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The students showed some of what they learned on the final full day of of the program when they presented their projects.

The seventh graders created a website to express what they learned and the connections they made. “It was an intensive academic experience,” said Chris Stapleton, team leader for the seventh graders, during the students’ final presentation.

The sixth graders unveiled a large mural featuring symbols of Hawaiian culture that the students had designed and painted.

They also hosted a kind of publishing party, where they each presented an individual project like a photo essay, a brochure, creative narrative, a website, or something similar that reflected what they’d learned.

However, the project presentations reflected only a portion of what was gained by participating in the program. While in Hawaii, the students also learned to do their own laundry, deal with mosquito bites, try different kinds of food, sleep in a bunk bed, survive away from home and parents, play group games like nine square and four on the couch, and get their hands dirty in a variety of ways.

They saw new places, different people. They broadened their perspective on what the rest of the world is like.

“I think it was hugely beneficial for them to not only learn about another culture, but also to exist in another culture,” said Mr. Grissom at the end of the program. “I think it shows them a much broader scope of diversity around the world. … It was a chance to go deeper.”

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OUR CAMPUS

Bridging the gap between the East and the West

東 SEOUL CAMPUS The APIS Seoul Campus is located near the heart of Seoul, Korea (57 Wolgye-ro 45gagil, Nowon-gu, Seoul, 01874, Korea – which is about a 30-minute drive from the Seoul city center). APIS classrooms and administrative offices are housed in a main academic building (with 60+ classrooms and offices).

In addition, the APIS campus includes an auditorium, children’s playground, athletic field, and gymnasium. In our state-of-the-art classrooms and labs, we take advantage of our superb ITinfrastructure in every possible aspect of the learning experience to provide the most innovative and up-to-date education. All of our classrooms have wireless broadband connections and are equipped with Smart Boards™.

西 HAWAII CAMPUS APIS Hawaii is located in Hauula, on the North Shore of Hawaii, approximately one hour from Honolulu. Nestled against the emerald green mountain backdrop and overlooking the crystal waters of the mighty Pacific Ocean, our Hawaii campus provides students the unique opportunity to pursue their academics and connect with the beauty of their natural surroundings at the same time.

APIS classrooms and administrative offices form a purposeful learning community that blurs the lines between inside and out. The 97-acre campus includes flexible, 21st century classrooms, music and performing arts facilities, purpose-built “Maker spaces” and state-of-theart science labs where students have the opportunity to undertake hands-on learning, and enjoy athletic fields, and a competition swimming pool.

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COLLEGE & UNIVERSITY Academy of Art University Albright College Allegheny College Arizona State University Art Center College of Design Arts University Bournemouth Azusa Pacific University Babson College Bard College Barnard College Berklee College of Music Binghamton University Biola University Boston College Boston University Brandeis University Brown University Buffalo State College of SUNY California College of the Arts, Oakland California College of the Arts, San Franciso California Institute of the Arts California Polytechnic State University, San Luis Obispo California State University, Northridge Calvin College Carnegie Mellon University Case Western Reserve University Chapman University Colby College Colgate University College of the Holy Cross College of William and Mary Colorado Christian University Colorado State University Columbia University Corban University Cornell University Dartmouth College Drexel University Duke University Embry-Riddle Aeronautical University - FL Emerson College Emory University Eugene Lang College The New School for Liberal Arts Ewha Womans University Fashion Institute of Technology Fordham University Georgia Institute of Technology Georgia State University Hamilton College Hofstra University Hongik University Hope College

Hult International Business School Illinois College Indiana University at Bloomington Johns Hopkins University Kalinga Institute of Medical Sciences King’s College London Kingston University Knox College Laguna College of Art & Design Lehigh University Lewis & Clark College London College of Fashion London School of Economics Loyola University Chicago Maryland Institute College of Art Massachusetts College of Pharmacy & Health Sciences Mercer University Michigan State University Middlebury College Muhlenberg College New York University Northeastern University Northwestern University Occidental College Ohio University Otis College of Art and Design Oxford College of Emory University Pacific Northwest College of Art Parsons The New School for Design Pennsylvania State University, Abington Pennsylvania State University, Beaver Pennsylvania State University, Erie Pennsylvania State University, Harrisburg Pennsylvania State University, University Park Pepperdine University Pomona College Pratt Institute PrattMWP Purdue University Queen's University Reed College Rhode Island School of Design Rice University Rider University Rochester Institute of Technology Rutgers University, New Brunswick St. Lawrence University Saint Louis University Santa Clara University Sarah Lawrence College Savannah College of Art and Design School of the Art Institute of Chicago

ACCEPTANCE HISTORY School of the Museum of Fine Arts School of Visual Arts Sheridan College Smith College Stanford University State University of New York at Albany Stony Brook University SUNY College at Oneonta SUNY College of Environmental Science and Forestry Swarthmore College Syracuse University Temple University Texas A&M University The Chinese University of Hong Kong The George Washington University The Hong Kong University of Science & Technology The New School for Jazz & Contemporary Music The Ohio State University The University of Arizona The University of Georgia The University of Iowa The University of North Carolina, Chapel Hill The University of Texas, Austin Trinity College Tufts University Tulane University Unity College University College London University of the Arts London University at Buffalo The State University of New York University of British Columbia University of California, Berkeley University of California, Davis University of California, Irvine University of California, Los Angeles University of California, Merced University of California, Riverside University of California, San Diego University of California, Santa Barbara University of California, Santa Cruz University of Cincinnati University of Cincinnati College-Conservatory of Music University of Colorado at Boulder University of Connecticut University of Hong Kong University of Illinois at Chicago University of Illinois at Springfield University of Illinois at Urbana-Champaign University of Kentucky University of Massachusetts, Amherst University of Massachusetts, Boston University of Massachusetts, Lowell

University of Miami University of Michigan, Ann Arbor University of Michigan, Dearborn University of Michigan, Flint University of Minnesota, Morris University of Minnesota, Twin Cities University of Notre Dame University of Oregon University of Ottawa University of the Pacific University of Pennsylvania University of Pittsburgh University of Pittsburgh at Johnstown University of Rhode Island University of Rochester University of the Sciences in Philadelphia University of Southern California University of Toronto University of Utah University of Vermont University of Virginia University of Warwick University of Washington University of Waterloo University of Wisconsin, Eau Claire University of Wisconsin, Madison University of Wisconsin, Milwaukee University of Wisconsin, Parkside University of Wisconsin, Platteville University of Wisconsin, Richland University of Wisconsin, Stout University of Wisconsin, Waukesha Ursinus College Vanderbilt University Vassar College Villanova University Virginia Commonwealth University Wake Forest University Washington & Jefferson College Washington University in St. Louis Wellesley College Wesleyan University West Virginia University Western University Wheaton College IL Wheaton College MA Williams College Wilson College Yonsei University Yonsei University - UIC York University Asia Pacific International School

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DESIGN

PERFORMING STUDIO &VISUAL BAND ART ARTSCHORUS ORCHESTRA DRAMA

EAST

ASIAN

COMPETENCIES

TECHNOLOGY ENGINEERING MATH

APIS SEOUL CAMPUS

JAPANESE

SCIENCE

&

CHINESE

COMPUTER

STEM SCIENCE

KOREAN

SPIRITUALLY GROUNDED CHRISTIAN FAITH

01874 서울특별시 노원구 월계로45가길 57

57 Wolgye-ro 45ga-gil, Nowon-gu, Seoul, 01874, Korea Tel : +82-(0)2-907-2747 Fax : +82-(0)2-907-2742

APIS HAWAII CAMPUS

54-230 Kamehameha Hwy Hauula, Hawaii 96717, USA Tel : +1-808-670-1900 Fax : +1-808-670-1911

www.apis.org