The Spark

THE SPARK

2023 Vol. 01, Issue 2

Weekly Library Visit

by ECD Students

TABLE OF CONTENTS The Spark 2023 Vol. 01, Issue 2

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Head’s Perspective & Reflection

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Spark of Genius Center

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Favorite Holiday Memories

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Butterfiles

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Sports Participation and Success Mindset

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Week Without Walls

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Collaborative Culture Drives Innovation

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London ChoirFest

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Alumni Profile

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The Diploma Programme at Dwight Seoul

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Pastoral Counselor’s Note

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Around Dwight Campus

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Dwight Night: Barbie Land

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MASTHEAD The Spark 2023 Vol. 01, Issue 2

Head of School Tom Ferguson

Editor-in-Chief, Director of PR & Communications Anne K Choe

Additional photographs provided by

Denny Kang, Li Chi and Jump Kadhatong

Design & Printing

Joyful Communications

Publisher

Dwight Seoul

The Spark is published semi-annually by Dwight Seoul PR & Communications. Reproduction in whole or in part without permission is explicitly prohibited.

The Spark is distributed free of charge to students, faculty, alumni, and parents of currently enrolled students in a digital format.

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THE SPARK | HEAD’S PERSPECTIVE & REFLECTION

HEAD’S PERSPECTIVE & REFLECTION

I am immensely pleased to introduce this second issue of Dwight Seoul’s The Spark. Moving to Seoul this summer, I was a little apprehensive about this school I am privileged to be leading. Knowing the strength of feeling and admiration for both the founding Head, Mr. Kevin Skeoch, and for my predecessor, Mr. Jason Hayter, I was determined to build upon all that they achieved between them and to ensure that Dwight remains a place whose reputation is built upon a strong academic focus as well as a firm commitment to wellbeing. I have listened and observed carefully and with intent, as a result I learned a lot in these first three months of the year, including what is important to us as a community. Before I arrived, I of course read about the Spark of Genius and the three guiding pillars, I now truly understand what they mean and why they are so central to our Dwight identity.

As Jason spoke about in our first edition, community is vital to what we wish to build at Dwight. We make our own international community here in Seoul, belonging to smaller communities in school, and whether through a class or house, sports team or choir, everyone is connected in so many ways.

Collaboration and support exist in every corner of the campus, and I experience the way we help and motivate each other every day. We are all away from home or family, so we provide these links for ourselves.

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Our strong community extends beyond our school walls, as we connect with Dwight schools around the world, visiting London for musical performances or hosting Dubai students in educational exchange. This global vision is important as we live in an increasingly interconnected, international world, and our children need the tools to be able to thrive in this environment.

Welcoming our neighbours from the Japanese School for Makerspace projects, and hosting events such as the Seoul World University Fair and the Dwight MUN, welcomes students from all over Korea, further enriching the experience for our community.

I have been warmly welcomed into the Dwight community, and I hope if you are new to school, you have had a similar experience to me. Our strength lies in our people, the way our teachers care about each child they work with, and how our non-academic staff support every aspect of school life to provide the best learning environment possible, the way our families support each other and help with the transition to a new country, or city and school, the PA which provides a fantastic way to link staff and parents together and to provide wonderful shared opportunities to celebrate, and especially our children, who become instant friends, who help in class and out, and who are consistently positive and enthusiastic. It has been a fantastic start to the year, and I am sure we will continue to be the school where we all know and care for each other.

Warm Regards,

Tom Ferguson Head of School

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THE SPARK | SPARK OF GENIUS CENTER

SPARK OF GENIUS CENTER Margaret Bragg, Librarian

“One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feelings. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child” - Carl Jung -

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Over the past two decades, I have worked as a Librarian at International Schools in South Africa, Shanghai, The British Virgin Islands, Vietnam, and Myanmar and am now working in the most amazing library spaces in Seoul.

I believe in the importance of relevant information resources and curating current digital resources to encourage all to become lifelong readers and learners. Providing access to well-managed resources provides students the opportunity to gain a deeper understanding of academic knowledge. I believe that the library is crucial and essential for the learning community, and I work hard to ensure that this value is achieved.

Our greatest challenge as librarians is to embrace the tension between technological advances and the enduring need for reflection that is necessary in order to have life changing experiences that comes from reading.

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THE SPARK | SPARK OF GENIUS CENTER

Changes in the Role of School Libraries The philosophy of libraries has changed -they are becoming co-creative spaces where students, parents and faculty all have a voice in the growth and development of the space.

The library is designed and managed as a big part of

Parent Volunteers

DP Library Ambassadors

Middle School

Elementary School

the eco-school manifest for Dwight.

How are we implementing this new space and philosophy?

Elementary School Students are learning to be independent and have self-agency. They return and check out their book on the self-checkout computers. They take responsibility in taking care of the books, spaces, and furniture.

The Elementary Library Ambassadors Yena, Charlotte, Yunah, and Evie have taken on the responsibility of mending the well-loved books so they can continue to be enjoyed.

Charlotte I’m Charlotte in 4B and I’m grateful to be one of the library ambassadors. I have lots of jobs at the library but the job I do most is putting the books where they belong. I do this job because it makes me very happy to see everyone smiling inside our library. I'm honored to be a library ambassador and hope that I can help everyone.

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Yena I’m Yena in 5A. As a library ambassador I help the library. There are many jobs, but I help mend books the most. I do this job because I enjoy helping the library and I enjoy being in the library. I am very grateful to be a library ambassador.

Middle School Middle School Library Ambassadors, Christophe Bergeron, Miu Schepis, and Melissa Mayrink continue to support the library.

Christophe Currently, I am in 6B and before, I was concerned about the safety of the new library. Now, I visit the library every day seeing everybody around happy about the new library. I am honored to have this role as a library ambassador.

Miu Schepis (8A) I come to the library every day during recess to make sure that students don't have issues with renting the books and renewing the books in the library. I also label some books in the library for the primary school, middle school, and the diploma students. I organize the games area in the library such as board games and card games, responsible for ordering the books and will assist with Book Week 2023 “One World Many Stories”.

Melissa Mayrink (8A) During recess, I come and help around the library with either putting labels and stickers on stuff or helping other students find books, return them, or take them out.

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THE SPARK | SPARK OF GENIUS CENTER

DP Library Ambassadors G12- Bo Min Kang, Ren Ikeda, and Christian Mortensen We are the DP library ambassadors. Throughout the end of 2022 and to the current year, we helped manage and purchase books ranging from PYP to DP and organized the books list on the library computer system. We aim for our efforts to be recognized through others taking our place, as library ambassadors once we leave them vacant.

Displays Teachers support and co-teach and develop displays. An example is Ms. Bell working on creating a positive environment.

Building the Collection Our goal this year has been to decolonize the collection and advocate for diverse voices and inclusivity and developing the world language collection. New genres in the collection are being developed for social awareness such as “Everyone Counts” and “Allies”.

Christophe From the responses of the survey that I sent last year, we ordered books of their desire to fulfill their happiness, and I think this worked as planned. My exhibition project would never have been better.

Student Collection Students have written books that are then bound and added to Dwight Library Database. Students are developing our library collection with lovely books.

Book Reviews Students and teachers are doing book reviews that are on the screen in the library , and they are playing an important role in encouraging others to check out these favorite books iInspiring readers to try new books.

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Parent Volunteers Our parent volunteer Ingrid Gelders has taken on the responsibility of processing all the donations to our library.

Her support and dedication and skills have been a source of inspiration to all.

Thank you to the parents, teachers, administration, and students for their support and all their contributions to the building and development of the library. The community are all benefitting from all the contributions and fundraising by the Parent Association and the school.

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THE SPARK | FAVORITE HOLIDAY MEMORIES

FAVORITE HOLIDAY MEMORIES Anne K. Choe Director or PR & Communications

The holiday season is upon us.

This season ushers in a plethora of joyous occasions, including Christmas, Hanukkah, Kwanzaa, New Year’s Eve, and various other festivities. No matter where you live in the world, there’s always a reason to celebrate. From religious holidays to cultural observances, each country boasts its unique traditions.

Undoubtedly, no holiday season is complete without the exchange of presents, a universal source of delight for both givers and receivers. In Italy, the tradition involves sharing Panettone, a delectable, sweet bread made with raisins, candied fruit, and hints of lemon or orange zest.

During Diwali, the Hindu festival of lights, Indians commonly gift boxes brimming with mithai (sweet Indian treats) to family and friends. Meanwhile, in Korea, the timeless allure of cash, presented in a pristine white envelope, remains a universal gift during the lunar new year, symbolizing prosperity, and good fortune.

Holidays, at their core, are cherished moments spent with family and friends. These gathering not only provide an avenue to strengthen our relationships but also serve as occasions to uphold cherished traditions, offering comfort and a profound sense of belonging. It’s a special time of year that evokes a warm sense of nostalgia, creating lasting memories that echo the timeless joy of togetherness.

In my family, Christmas stands out as the most cherished and anticipated holiday. As November brings Thanksgiving, our focus seamlessly shifts towards the imminent Christmas festivities. The joy of the Christmas season permeates our home, trimming the Christmas tree, draping garlands along the stair banister, putting up lights outside, and stacking up wrapped gifts under the tree.

From my childhood to raising my own two children, a trove of wonderful and amusing Christmas memories has been woven into the fabric of our family tradition.

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THE SPARK | FAVORITE HOLIDAY MEMORIES

Among these cherished moments, a recent standout is from the year 2021. My family returned stateside from Seoul and London to celebrate a family wedding and Christmas. Although my husband and I had previously traveled back to the States in May 2021, spending time with our children and my mom, Christmas 2021 marked a poignant reunion. It was the first time our entire family had come together since Christmas 2019, an unintended consequence of the global pandemic.

The exchange of gifts during this festive season took on an added significance, akin to a “revenge gifting” to compensate for the missed Christmas of the preceding year, a reflection of the broader “revenge travel” trend. Yet, beyond the “revenge gifting,” what lingers most vividly in my memory is the overwhelming sense of love and joy that enveloped us. The reunion of our family was a reminder of the enduring bonds that sustain us through challenges and that family means everything to us.

“Fat Thursday”

Katie White, G1 Teacher The first time I stumbled upon Tłusty Czwartek while living in Poland, I thought the whole country had collectively decided to turn that particular wintery Thursday at the end of February into a doughnut-fueled carnival. As I briskly walked to work in sub-zero temperatures, I began to notice local bakeries with peculiarly long lines forming outside, some even snaking their way around city blocks. Perplexed, I continued along, curious to ask my colleagues about what I had just seen.

My friends had a good laugh explaining the tradition of Tłusty Czwartek, or Fat Thursday, which marks the last Thursday before Lent and is a day dedicated to consuming copious amounts of delicious, calorieladen pastries – specifically, doughnuts! I decided right then and there to adopt it as my own favourite holiday. Although I no longer live in Poland, I make it a point every year to indulge in a doughnut on Fat Thursday.

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“No Chimney, just adapt”

Serena Geddes Aguilar, LS Principal.

I grew up in the UK with a very traditional British childhood. Every Christmas I remember leaving mince pies and brandy by the fireplace along with the stockings, and every year Father Christmas would come down the chimney and we would have a magical cold Christmas day around the fireplace.

When I had my own children, I was living in São Paulo, Brazil. The seasons are inverted in the southern hemisphere so Christmas is at the height of summer with scorching temperatures. The first issue was the fireplace, we didn’t have one - when my three boys were little, we adapted and would paint a fireplace so we could hang the stocking up. This lasted until my three children began questioning how Father Christmas came down the chimney when it wasn’t even a chimney.

Also the (over priced) Christmas tree began dying of overheating within a week of putting it up and we watched it shrivel up every year. Basically, everything I remembered from my childhood regarding Christmas became a challenge. The mince pies, Christmas crackers, roast goose, Christmas pudding, brandy butter - I couldn’t find any of it in Brazil. So we began to invent our own Christmas. To begin with we went to the beach, as you do in summer in Brazil, Christmas stockings were put on the ends of the bed, because Father Christmas came through the window when he couldn’t find a chimney. Christmas lunch was a barbecue with our favorites, picanha meat and wild boar sausages. Dessert was ice cream from the freezer, as that is all you really want.

We found our own traditions and our own Christmas. When we traveled to Europe to visit family at Christmas time, my Children saw how their cousins had Christmas, more like the one seen in the movies and books but they told me that it’s too cold and they preferred to have picanha and ice cream at the beach. We had created our memories and their childhood memories. They didn’t have to be the same as my memories and that was ok.

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THE SPARK | FAVORITE HOLIDAY MEMORIES

“Hanukkah and Christmas”

Sarah Gouge, PYP Coordinator

December 24th, 1995 was a really special holiday in my family! I grew up in a family with two faiths, my mom’s side of the family celebrated Christmas, and my dad’s side of the family celebrated Hanukkah. Hanukkah follows the lunar calendar so it moves around year to year, and in 1995 Haukkah took place from sundown December 17th to sundown December 24th, which is also Christmas Eve. I remember lighting the candles on the menorah, singing S’vivon with my sister, playing dreidel and crossing my fingers hoping to get gimmel so I could eat the delicious chocolate coins! We talked to my paternal grandparents on the phone, wished them a Happy Hanukkah, opened presents, and made delicious latkes with applesauce, sour cream and chives! After talking to my paternal grandparents we called my maternal grandparents. We followed our tradition of opening one Christmas-Eve present, baked candy-cane cookies, and chatted about the beautiful lights. We read The Night Before Christmas, and hopped into bed.

For the first time in my life, my whole family was celebrating at the same time, even though they were celebrating different things! Though both celebrations are different in a lot of ways, the focus on family, joy, and finding light in the dark of winter united them in my mind. It remains one of my favorite days, a day when my whole family celebrated together.

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“Thanksgiving Turkey”

Donna Kang, Executive Assistant to the HoS When we were in the US, Thanksgiving was a big holiday for us. Additionally, our anniversary is near Thanksgiving, so we always have a combined celebration. Combining the two celebrations in November is a special way to make the day even more memorable if children initiate it.

Getting a turkey in Korea can be quite a challenge and luckily, my son, Jeremiah, who loves to cook, took the initiative to prepare the big dish.

He diligently checked the cooking video and finally he made a beautiful turkey dish.

He said it is a gift for the family, especially for his sister, Sarah as she prepared to leave for college. These moments of family togetherness and the effort put into making the celebration special are what make Thanksgiving truly meaningful. Our second tradition is we talk about what you are thankful for this year. This year I am thankful for my family.

“Chhath Puja”

Bipul and Puja Keshri, Parent of Anadyant G8 Chhath Puja is a Hindu festival celebrated in India and some parts of Nepal.

The festival is dedicated to the Sun god. I have fond memories of being with my extended family to celebrate the festival that symbolises purity of mind and heart. It requires strict discipline of food and habits across four days.

The first day involves taking a holy bath and then eating a meal of “satvik” food, which is a vegetarian diet that excludes onions, garlic, and other pungent ingredients. On the second day, devotees observe a strict fast, abstaining from all food and water. In the evening, they perform a puja to Chhathi Maiya, offering her fruits and sweets. On the third/main day of the festival, we offer “arghya” to the Sun god, an offering made with water and new harvest. We sing devotional songs and perform rituals. On the fourth day, devotees offer “Prasad”, which is food that has been offered to the gods, to their family and friends. Together we feast on a variety of traditional dishes.

Chhath Puja is a time of great devotion and spirituality for Hindus. It is a time to express gratitude to the Sun god for his blessings.

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THE SPARK | BUTTERFLIES

BUTTERFLIES Francesca (Dowoon) Lim, Grade 11

As a student artist, I see myself as a person who is more free and intuitive than others.

My interest in drawing first started when I lived abroad in Canada as an eleven-year-old. I lived apart from my family in a homestay program. Drawing somehow gave me comfort from the loneliness I felt; it was my coping mechanism to relieve stress and a way to understand my feelings and myself.

While making art, I try not to think as much as possible because sometimes the world can appear to be full of blatant lies and pretenses, and consequently, I want to rely on my unconscious mind to draw my true intentions. Of course, there is the process of intricate planning, but I would say that my art itself is a realm that only I can control and create, and therefore, it gives me more freedom in what I put onto paper or iPad. When I was first commissioned to create paintings for Mr. Allan Ward’s office, my immediate thought was to show the vibrant community that represents Dwight Seoul. Considering that the Admissions Office is the first-place new students, and their families see when visiting Dwight, I wanted to show how we “Ignite the Spark of Genius in Every Child.”

I created a painting of a child contemplating butterflies flying around him in pronounced and bold colors. Butterflies represent transformation and growth, and in my painting, each one signifies different paths and future students can choose as young individuals. I hope that anyone who steps into the Admissions Office can see the painting and receive my message of encouragement.

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THE SPARK | SPORTS PARTICIPATION AND SUCCESS MINDSET

SPORTS PARTICIPATION AND SUCCESS MINDSET Sara Ball, Grade 10

Growing up, I was a child that obtained many different interests across different topics and activities. The one interest that has continued to grow since my childhood is my love and passion for playing sports.

My father, a man I look up to and my biggest role model in life, similarly grew up playing sports, more so basketball. As a kid, I have always had this never-ending desire to connect with my dad through sports and make him proud of me. I grew up playing basketball during my elementary school years at my local recreational youth sports center and achieved major accomplishments.

Transferring to Dwight School Seoul in 6th grade, my passion for sports decreased due to the increasing overwhelming anxiety I had transitioning to a new school. At the end of 8th grade, however, I decided to try out for Varsity Football at Dwight because I saw how proud my father was of my younger brother and his passion for football. With luck, I made the team!

During my first varsity season, I learned that playing sports was a massive stress reliever and induced so much serotonin in my body. I started to rekindle the fiery passion I had for sports as a child and began to feel as if I was on top of the world whenever I played. I participated in Varsity Volleyball, Varsity Basketball, and Varsity Football in the 9th grade. I was co-captain for the Varsity Basketball team and the captain for the Varsity Football team.

Throughout these seasons, I was able to experience the feelings of ultimate joy, excitement, and happiness, and I was able to create permanent friendships and memories.

Participating in different sports has allowed me to learn the value of teamwork and dedication for developing various skills. However, despite having this passion for sports, one of the challenges I have to overcome since I began varsity athletics was finding the balance to achieve academic success while also achieving my athletic goals.

My time management skills have improved as I try to balance fulfilling my obligations in the classrooms and studying for the assessments and also developing my athletic ability largely due to the unconditional support from my teachers and coaches. My teachers are always there for me to give me the extra support I need due to my practice and training schedule. I prioritize my school work during my free time instead of relaxing in order to stay on top of my academics. The Dwight community has never failed to provide me the support and benefits a student-athlete needs in order to strive and succeed.

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THE SPARK | WEEK WITHOUT WALLS

WEEK WITHOUT WALLS

Nurturing Minds, Broadening Horizons Wilbert Kwakkel Student Life Coordinator At Dwight Seoul, education transcends traditional classrooms, and the Week Without Walls program stands as a testament to this commitment. This year's program showcased a rich tapestry of experiences, fostering cultural understanding, personal growth, and a sense of global citizenship.

Bali A Blend of Adventure and Service This is our newest edition for Week Without Walls. For our Grade 10 and 11 students, Bali beckoned with a myriad of experiences. Whether learning to ride the waves through surfing or gaining an Open Water Scuba Dive certificate, students delved into new skills, promoting courage, resilience, and adaptability.

Engaging in reef restoration, planting coral, and nurturing mangrove trees connected them to environmental stewardship. Cultural exploration, delicious Indonesian cuisine, sunrise yoga sessions, and community service further enriched their understanding of the world and its interconnectedness.

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BALI

INDONESIA

Siem Reap Collaboration with an NGO

SIEM REAP

CAMBODIA

Grade 8 and 9 students embarked on an adventure-filled excursion to Siem Reap, Cambodia.

Engaging in activities such as ziplining, cycling through picturesque landscapes, and participating in the Phare Circus Workshop, students not only honed their physical skills but also discovered the power of creativity and teamwork. The visit to Angkor Wat, the War Memorial and APOPO (Educational Centre about how rats are used to detect landmines) provided a historical and cultural backdrop, while community service efforts, including building water filters for the NGO Water for Cambodia, instilled a sense of empathy and social responsibility.

SEOUL KOREA

Seoul Think globally, act locally While international experiences are undeniably enriching, Dwight Seoul recognizes the importance of connecting with our local community. As part of the Week Without Walls program, students had the opportunity to delve into the heart of Seoul, exploring its economic landscape, engaging with local businesses, contributing to environmental sustainability, and discovering the city’s vibrant culture.

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THE SPARK | WEEK WITHOUT WALLS

OSAKA KYOTO

Osaka and Kyoto A Cultural Expedition

JAPAN

For our Grade 7 students, the j o u r n ey l e d t o t h e c u l t u ra l wonders of Osaka and Kyoto in Japan. Beyond exploring historic landmarks, for many students the highlight was an exhilarating visit to Universal Studios. This trip ignited a spark of curiosity, exposing students to new perspectives and stimulating their appreciation for the world’s diverse cultures.

All students, regardless of destination, had the opportunity to immerse themselves in the rich tapestry of the local culture. From the historic sites of Japan to the vibrant energy of Cambodia and the diverse landscapes of Bali, cultural appreciation was at the heart of each experience.

Whether it was building water filters in Cambodia or engaging in community service projects in Bali, students learned the power of collaboration. These experiences nurtured teamwork, effective

BALI

communication, and the importance of collective efforts in addressing global challenges.

In Bali, students actively participated in activities promoting environmental conservation.

From reef restoration to planting mangrove trees, the program instilled a sense of AP responsibility towards the planet, fostering future advocates for sustainable living.

IEM RE

S

Learning to surf, gaining scuba dive certification, or navigating cultural nuances required adaptability and resilience. These experiences encouraged students to embrace challenges, learn from failures, and persist in the face of adversity.

Week Without Walls epitomizes Dwight Seoul’s commitment to nurturing global citizens. Experiencing different cultures, engaging in community service, and SEOUL understanding environmental challenges contribute to a holistic education that extends beyond academic learning.

In closing, Dwight Seoul’s Week Without Walls is more than a mere excursion; it is a transformative journey that equips students with skills, values, and perspectives essential for navigating an interconnected and diverse world.

As these students return, they bring back not just memories but a broader understanding of their role as global citizens.

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OSAKA

Wilbert Kwakkel Student Life Coordinator

BALI INDONESIA

Bali Adventures: Students Ride Waves, Plant Reefs, and Dive into Culture

In November 2023, Grade 10 and 11 students from our school embarked on a week-long adventure to Bali as part of the Week Without Walls program. This immersive experience proved to be a perfect blend of adventure, cultural exploration, and impactful learning activities, leaving an indelible mark on our students’ personal growth. Not only did this trip offer enriching experiences, but it also provided opportunities for students to contribute to their IBDP CAS portfolios and IB MYP Service as Action experiences.

Surfing, Scuba, and Environmental Awareness

The journey commenced with an exhilarating day of surfing and Open Water Scuba Diving lessons in Seminyak and Padangbai. Beyond conquering waves and mastering diving skills, students actively participated in a beach cleanup, fostering a heightened sense of environmental responsibility. This day laid the foundation for acquiring new skills while instilling a deep appreciation for the preservation of our planet.

Perseverance and Conservation Insights

As the surfers faced larger waves, demonstrating perseverance, and calculated risk-taking, the group visited a turtle conservation center. Here, the realities of climate change and ocean pollution on marine life became evident. Simultaneously, scuba divers completed their first open water dives, witnessing the beauty of the ocean and the effects of reef restoration efforts.

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THE SPARK | WEEK WITHOUT WALLS

BALI INDONESIA

Community Service and Eco Exploration

On the last day of the skill development sessions students demonstrated their growth in surfing, conquering the waves, and many students receiving their Open Water Diver certification. To complete their time in Seminyak or Padangbai the students culminated their skills in activities like reef planting and mangrove tree planting. Arriving at Les Village in the north of Bali, students engaged in various activities, including community service, yoga, plastic recycling, and sports. These experiences not only heightened ecological awareness but also instilled a sense of responsibility towards community service.

Building, Learning, and Snorkeling A full day at Sea Communities involved diverse projects such as building at local schools, reef restoration, and health tests for local fishermen. The day concluded with a documentary, offering valuable insights into the lives of sea communities, how coral reefs are being protected, and enriched students' understanding of the broader impact of their efforts.

Gratitude, Collaboration, and Cultural Exchange Students expressed gratitude, participated in traditional Balinese music and dance, and continued their community service projects. Learning about Les Village’s initiatives in upcycling plastic waste and practicing organic farming further deepened their understanding of sustainability. Engaging in diverse experiences, including building fences, working on coral nursery tables and seeing them installed in the ocean whilst snorkeling, and participating in cultural activities, students actively fostered personal growth.

Salt Farming and Farewell The final days involved hands-on experience in sea salt farming, providing practical insights into sustainable living. After visiting a local vocational culinary and hospitality school, and saying farewell to Les Village, students traveled to Sanur. In a beautiful hotel students had the opportunity to reflect on their incredible journey, relax, and enjoy some shopping and pool time.

The Week Without Walls in Bali was an incredible journey for all students that will shape their perspective and instill values that last a lifetime.

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On November 15th, 7 students from Dwight Medical Council performed medical screening tests on the local villagers in Les Village, Bali, Indonesia. Prior to the trip, we planned and learned how to conduct a series of different screening tests.

These included measuring and monitoring blood pressure and oxygen levels, measuring sight, and calculating the body mass index (BMI). We were able to apply our learning to 25 villagers of Les Village and returned back to Seoul with a wide range of health data.

BALI INDONESIA

Dwight Medical Council in Les Village, Bali Jennifer Song, Grade 11

The Dwight Medical Council performed the health ng screening under the supervision of local medical fer So i n n e J professionals and were able to observe firsthand the experience of providing healthcare in a community with limited access to medical resources. This handson experience not only enhanced our practical skills but also deepened our understanding of the unique health challenges faced by the villagers. The collaboration with local medical experts allowed us to exchange valuable insights, fostering cultural understanding and creating a bridge between theoretical knowledge and real-world application.

The team witnessed the resilience of the villagers and the importance of adapting medical practices to suit the specific needs of diverse communities. This immersive experience served as a reminder of the global disparities in healthcare and motivated us to consider how we could contribute to addressing these challenges in our future medical careers.

The impact of the trip extended beyond the medical tests performed; it instilled in us a sense of responsibility and a commitment to making a positive difference in the world of healthcare. As we reflect on our time in Les Village, we carry with us not only the health data collected but also a newfound appreciation for the power of hands-on, cross-cultural learning in shaping compassionate and competent medical professionals.

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THE SPARK | COLLABORATIVE CULTURE DRIVES INNOVATION

COLLABORATIVE CULTURE DRIVES INNOVATION Alexis Ahn, MYP Design Teacher

How does Dwight's culture of innovation inspire you as an educator?

Dwight community’s adventurous and collaborative environment makes it easy for teachers and students to exchange ideas, encouraging everyone to embrace their inner innovators. At Dwight, Innovation is not just accepted; it is celebrated, shaping an environment where every spark of genius contributes to the collective creativity defining our school.

Knowing that you've had experience at other schools, how does Dwight stand out in the marketplace? How is it more innovative than other schools?

Dwight stands out in the Seoul education landscape for its innovative approach to a dynamic learning environment. Guided by an IB framework, it promotes a global community and an open culture, creating a diverse and collaborative learning space. Our Makerspace, equipped with sophisticated tools, further encourages innovation in students and teachers.

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Can you give some recent examples of innovative student work? How was the work innovative in the way it was undertaken? How was the end product innovative?

Grade 6 Design students are currently working on their first unit, “Clock Tales: Once Upon a Time…” This unit is a collaborative effort between Design students and our school librarian, Ms Margie. In light of the recent renovation of our library, Ms Margie voiced a concern - there were no clocks in the library. Simultaneously, she wanted the space to be filled with our student’s creativity. Our students were asked to choose a special storybook and design a clock inspired by it. This innovative approach not only addressed the functional need for clocks in the library but also serves as an inspiring initiative for the Dwight community. Displaying these clocks invites other students to be curious about the stories they are based on, making the library a place where everyone wants to read and explore. Their clocks will significantly contribute to the overall aesthetics of our library, making the space not just functional but visually engaging.

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THE SPARK | COLLABORATIVE CULTURE DRIVES INNOVATION

Can you elaborate on the MYP Design Cycle? How is the Design Cycle executed at Dwight Seoul? How does the MYP Design Cycle foster innovation?

How is being an MYP Design Teacher different from being a Kindergarten Teacher or Art & Music Teacher? As different as those roles are, how does innovation get weaved into even those roles?

Being that you're relatively new to the role of MYP Design Teacher, what surprised you most about Dwight, your role and how it fits into the curriculum, and why?

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At Dwight Seoul, the Design Cycle is tailored to ensure that the core concept is consistently learned across the entire school. We have carefully adjusted and redesigned the Design Cycle for each age group, from ECD to Grade 12. The integration of all grades with the Makerspace at least once a year provides a hands-on opportunity for students to directly apply the Design Cycle principles, cultivating a practical understanding of the innovative design process. These experiences empower students to think critically, solve problems creatively, and embrace a mindset of continuous improvement, ultimately transforming them into innovators.

While the roles of an MYP Design Teacher differ significantly from that of a Kindergarten Teacher or an Art & Music Teacher, each is infused with the spirit of innovation. In my Design lessons, innovation takes centre stage, inspiring students to explore and learn in their own unique ways. Although the tone may vary when teaching different age groups, the common thread remains. In Kindergarten, students become budding innovators in the unit ‘How We Express Ourselves’. Through this unit, they not only learn about various innovators around the world but also become little innovators themselves, contributing ideas to help improve the Dwight community. Through various roles I have had in Dwight, I have learned that Dwight plants the seeds of innovation early on, laying the groundwork for creative thinking and problemsolving. This aligns seamlessly with our commitment to foster innovation across the entire school.

Every morning, as I step into the Design Lab and Makerspace, I am grateful for our well-equipped and sophisticated spaces. It is remarkable that students are exposed to this environment from a young age, shaping them into risk-takers. The possibilities for my MYP Design students to explore are supported by the flexible nature of our school.

Without rigid constraints, I take on the role of an innovator, consistently refining students’ learning experiences. This allows me to discover more exciting ways for students to actively participate in the learning journey.

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THE SPARK | LONDON CHOIRFEST

LONDON CHOIRFEST Nathalie Waldmann, MYP/DP German and WS Choir Teacher

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From October 4th to October 12th, a group of 19 talented students from the Upper School Chorus, accompanied by their teachers, Ms. Bell and Ms. Waldmann, embarked on a musical journey to London.

Their destination: the 6th annual London ChoirFest. This exciting event offered participating students from Dwight campuses in Seoul, Dubai, Shanghai, London and Dwight Online the opportunity to engage in joint rehearsals at the Dwight London Jubilee Campus Hall, extend their repertoire, learn new vocal techniques and stage skills and make friends from around the world who share a passion for singing. Considering the turbulent and challenging times we are currently facing on a global scale, John Lennon’s song ‘Imagine’ lent itself very fittingly to provide an inspirational as well as forward-thinking theme for this year’s event. Choral specialists, such as Jenny La Touche of the London Community Gospel Choir, conducted the joint global pieces “Imagine” (John Lennon), “Fantasy” (Earth Wind and Fire), “Harvest For The World” (The Isley Brothers) and “Glorious” (Stephanie Mabey).

One of the highlights of the week in London was the “Dwight Social”, an event where all participants had the opportunity to mingle, dance, have fun and enjoy each other’s company over pizza and snacks. Other unforgettable moments we had included watching our first West End show, touring the Globe Theater, a historic venue closely associated with the works of William Shakespeare, walking around the center part of London with its iconic buildings and sites, enjoying a fantastic performance of Gilbert and Sullivan’s comic opera “Iolanthe” at the beautiful London Coliseum, experiencing

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THE SPARK | LONDON CHOIRFEST

London ChoirFest

mural art through the interactive street art exhibition “Colors Festival”, and going on a “Swinging 60’s Bus Tour” to explore the rich musical history of West London. The week culminated in an unforgettable festival concert at the London Artsdepot, an award winning arts center in North Finchley, where students not only performed the global pieces but also presented individual campus performances.

As Mr. Chris Beddows, Head of School at Dwight London, said so poignantly in his closing remarks after the concert: being part of the Dwight network is a privilege for both students and staff, as we all get to experience the global vision and community our family of schools are promoting through collaborative projects such as the ChoirFest. Students and teachers came together from different corners of the world to express a statement for peace, inclusion and understanding, not only found in the lyrics of our performance pieces but also throughout our collaborative rehearsal days at the school. We believe that this kind of experience will be long lasting and remembered by our students far beyond their academic grades and tests - it is truly an experience of a lifetime.

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It truly was an amazing trip. We woke with a bright smile and happy start to each day. At Dwight London, the rehearsals were an entirely new experience. Despite having attended countless choir rehearsals over the years, the gathering of so many campuses in one room was amazing to witness.

After the first full day of rehearsal, there was a social event taking place. I, as I’m certain a number of students could sympathize, was decidedly nervous for the evening. Even

Time of Our Lives

so, by the end of the night, we were all exhausted and yet reluctant to make our leave. I was also not the only one who made friends that night, as I saw several of the Dwight Seoul

Gianna Magliaro, Grade 8

students having the time of their lives, dancing and yelling along to song lyrics with those from all the other campuses.

Knowing that we will meet again in future musical trips around the world is heartening, and something to look forward to. I believe we all got to know one another in a way that only comes from traveling halfway around the globe to be together, overcoming obstacles in constant contact.

The performance made me feel so connected to all the students, knowing that we were so in sync after only 3 days of practice we could sing before an audience of hundreds of people. Everyone exchanged phone numbers, congratulated each other, and laughed at inside jokes developed over the week as they promised to stay in touch.

The sightseeing was a whole new experience entirely. We ate wonderful foods, and saw three completely different shows: a musical (Frozen), an opera (Iolanthe), and a Shakespeare comedy (As You Like It). We learned fascinating history of the Globe Theater, the streets of London, and the “swinging 60s”. Overall, it was an unforgettable experience that will be running on repeat through the minds of all involved. It was a gift to be a part of this.

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THE SPARK | ALUMNI PROFILE

ALUMNI PROFILE Kyoungnak Minn - Class of 2022 Boston College – Class of 2026

Why did you choose Boston College?

Which factors were most important in your decision process?

I

stayed at Dwight for a decade, so I was more familiar with the small class, more discussion oriented class experience

that the IB and Dwight brought. Therefore, I was always looking for medium to small schools while preparing my college list. This was the most important factor for me because I knew that my learning-maximisation came from those discussions, so I wanted to take advantage of them. I also knew that I wanted a full campus experience; whether that may be walking around campus, sitting on the quad under the trees with friends, or simply walking to class with a nice scene without focusing too much on traffic or other distractions. BC is also known for its professors and professors of the practice, meaning many will teach the class themselves instead of a TA, which means I will be able to get more out of my learning experience.

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You were very active in the music scene and creating DSS News each week while at Dwight. Are you continuing with those activities/interests at BC? If so, in what capacity?

Y

es I am! I am currently a bass singer at the Newton Community Chorus, which is a local, neighbourhood

choir in Newton Massachusetts, which is right next to the school. It is a way for me to engage with the local community, and everyone is very nice and welcoming. We recently held a fundraising event last month in October - it was all fun and games just talking with the community while eating baked goods and singing along while our director plays the piano! On campus, I am a founding member and Film Coordinator for the newly found Boston College Kpop Dance Crew. This is BC’s first ever Kpop dance club and I will be in charge of filming the performances and posting them on SNS! It is very exciting, everyone on the board is excited, and we are all hoping for all the good things to come! In addition to all of this, my friend and I have recently started our own radio show/podcast called Spin the Record!

It is available to listen to on Spotify where we discuss our passion for music! We talk about different themes every week and share music that fits it while discussing why it is our favourite.

I am so proud and passionate about this project so please take a listen!

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THE SPARK | ALUMNI PROFILE

I understand that you have taken the initiative to travel to different parts of the US with your classmates from BC. Which cities and states have you been to and where was the most memorable one thus far? Why?

O

h this is a difficult question. My second-year schedule with no Monday nor Friday classes, in

addition to all of the breaks, means that I have had the opportunity to travel across the country. So far I have been to New York City, Chicago Illinois, Tempe/Phoenix Arizona, Detroit Michigan, Ames, Iowa, south of Wisconsin, and soon enough Maryland, D.C., and Pittsburgh Pennsylvania. While at some of these places, I did many activities like singing in NYC or exploring Sears Tower and Shedd Aquarium in Chicago, my most fond experiences all came from the time I spent with my friends at these places. Whether they are BC students or students outside of my university, the time I spent with my friends - whether it is exploring the cornfields of Iowa or apple picking in Wisconsin - is the one I cherish the most. Regardless of big or small, these travels all were to see and have fun with friends, which is what ultimately matters right

What was something difficult that you overcame during your time at Dwight? And how did you rise to the challenge?

T

he most challenging part of Dwight was the IB DP curriculum. The time management and academic skills

required to excel in the IB was truly a tough challenge. I am glad that I overcame it in the end, which has greatly assisted me with college work. My Now, my time management is better than ever while still producing high-quality work.

Sometimes, I receive words from my professor that I went overboard! The IB simply has expectations that are so high that you only realise how high they are once you come to college. This programme was hard, but helped a lot.

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What was your favorite thing to do at Dwight?

E

ngage with the community! Whether that would be with my friends, classmates, other students

in other grades, or teachers, the community is what made Dwight, Dwight. Whether that engagement was through music via the choir, or leadership with the student council, the Dwight community is what shaped who I am today. Any way that I am able to contribute and be a part of the community was my favourite thing to do at Dwight.

In what ways have you changed throughout your college experience in comparison to Dwight?

C

ollege turned me into a more open-minded person. I know the IB really emphasises on this, but you never

feel it in a place like Seoul where it's pretty homogeneous.

You really feel it once you come to the US where you meet people from all different backgrounds. This led me to becoming friends with so many people all over the country and understanding their cultures and traditions which I was not familiar with. I feel like Boston College has really shown me what it means to be open-minded, and I feel like I have been properly exercising it throughout my time here.

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THE SPARK | THE DIPLOMA PROGRAMME AT DWIGHT SEOUL

THE DIPLOMA PROGRAMME AT DWIGHT SEOUL Terence Mitchell, DP Coordinator

“One of the advantages of an IB curriculum is its structure and quality.

It is a coordinated program, well-established, well-known, and well-respected.

We know the quality of IB courses, and we think the IB curriculum is terrific.”

Christoph Guttentag, Director of Undergraduate Admissions, Duke University

In this article, we explore the IB Diploma Programme at Dwight School Seoul and how it prepares students for life-long success.

At Dwight School Seoul, we are very proud to offer the IB Diploma Programme, which students take in their final two years of high school. The Diploma Programme aims to develop inquiring, knowledgeable, and caring young adults who help create a better and more peaceful world through intercultural understanding and respect. The programme provides students with a rigorous and challenging curriculum and is also considered to be one of the most prestigious international high school programmes in the world. In 2023, we achieved a diploma pass rate of 90%, as compared to the average world pass rate of just 79%. Additionally, the average diploma score at Dwight School Seoul was 34 out of 45 points, which compares quite well to the world diploma average score of 30. One of our students even achieved a perfect 45 points in her exams, an extremely rare feat worldwide.

The Diploma Programme at Dwight School, Seoul has a wide range of subjects and many more options. The six groups (and the subject offered) are:

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◈ Group 1 - English and/or Korean Language and Literature ◈ Group 2 - English B, Spanish B, German B and Chinese B ◈ Group 3 - Business Management, Economics, History, and Psychology. ◈ Group 4 - Biology, Chemistry, Design Technology and Physics ◈ Group 5 - Mathematics (AA or AI) ◈ Group 6 - Theatre, Visual Arts, Film Students usually select one subject from the six subject groups to supplement the three compulsory core components of the programme. Three of the six must be at Higher Level (HL) and three at Standard Level (SL). For students who wish to specialize in the sciences or humanities, it is possible to pick a second subject from either group instead of an arts subject. To be successfully awarded points in their DP subjects, students complete a range of internal and external assessments, including a series of formal timed examinations in the last month of Grade 12. At Dwight, we encourage our students to choose subjects that they enjoy and are passionate about, but we also provide face-to-face guidance with our university career counseling team so that students can be confident that the subjects they choose are appropriate for their future university and career pathways.

The DP Core, the heart of the Diploma programme, consists of three required components: The Extended Essay, Theory of Knowledge and CAS. These courses encourage students to think critically, to reflect on the nature of knowledge, and to develop research and writing skills that are essential for success in higher education. The Extended Essay (EE) is a 4,000-word research paper, designed to test students’ ability to conduct independent research and to demonstrate their passion, enthusiasm, intellectual initiative, and/or creative approach to their chosen topic. Students work with their supervisors to come up with a research question that is sufficiently specific and sharply focused to address an area of interest to the student in a particular field of study. Our Theory of Knowledge (TOK) course centers on the exploration of knowledge questions, which are a key tool for both teachers and students. The objective here is to develop students’ critical thinking skills, and to explore and reflect on the nature of knowledge and the process of knowing. Students are assessed twice, first via a public exhibition of their three chosen TOK artifacts in Grade 11, and then in Grade 12 they complete the TOK essay. Our students find that CAS is one of the more fun aspects of the core, as it provides opportunities to learn through real-

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THE SPARK | THE DIPLOMA PROGRAMME AT DWIGHT SEOUL

life experiences, and students learn the importance of becoming global citizens and being more active, caring, and responsible in the wider community. Each of our students creates a CAS portfolio for assessment purposes, but this portfolio of real-life experiences is also important for university admissions, as it demonstrates that students have a range of experiences and skills that go beyond the academic curriculum.

Our Diploma Programme prepares students for success in university admissions in several ways. The challenge of completing a range of internal and external assessments means that our students have engaged in the kind of rigorous work that is likely to help them be an outstanding student in whatever university major they pursue. The fact that there is so much choice involved means students develop agency and independence, while at the same time ensuring that our students become more adept at time management. To succeed, our students are trained to think critically, reflect on their learning, and apply their knowledge and skills to real world situations. These life-long learning skills, along with the focus on problem-solving, being creative and improving their communication skills, which are essential for personal and professional growth, will serve these students well as they make their way through university and beyond.

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THE SPARK | PASTORAL COUNSELOR’S NOTE

PASTORAL COUNSELOR’S NOTE Kirk Jackson, Pastoral Counselor

Students, staff, and parents can look somewhat puzzled when I answer a common question: “What do you think is the main purpose of your job as a Whole School Pastoral Counsellor?” This puzzlement is understandable when my answer is “to be part of a school culture whereby the role might become redundant!”

Allow me to explain. Ever since 2014 having worked in International Schools in India, Qatar, Vietnam, and here in Korea, the research on Well-being is always conclusive - if students of any age, staff and parents in any school community feel safe, and unconditionally supported by their role models, peers and authority figures in their lives, then they can thrive - personally as well as academically (or in the case of adult, professionally).

Therefore, my onus is on helping build a ‘prevention is better than reacting’ ethos to maintaining Well-Being, so that we all have coping strategies to be resilient and adaptable to the inevitable stress and pressure in modern day living. Thus, if we all have our own coping strategies the Pastoral Counsellor role becomes redundant (at least in theory).

What do I try to do to be part of a safe, thriving and resilient community? ➢ Co-Teach a Social-Emotional Learning (SEL) curriculum informed by student age-appropriate competencies created by the International School Counsellor Association (ISCA) ➢ Counsel students (and parents) in 1-to-1 and small group sessions on any topic which might be concerning for the student at that time. ➢ Facilitate restorative mediation meetings between students as a form of conflict resolution. ➢ Create and deliver workshops for parents on various topics which support them (look out for details in Semester 2 of my workshop on Balance and Well-Being for parents of PYP students). ➢ Safeguard students and other members of the school community, in accordance with the school’s Safeguarding policy and guidance from the Seoul Ministry of Education.

As a parent, if you have a concern about your child/ren’s Wellbeing, you are very welcome to contact me at kjackson@dwight.or.kr. You can rest assured of strictest confidence.

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THE SPARK | AROUND DWIGHT CAMPUS

AROUND DWIGHT CAMPUS

The Japanese School in Seoul Visit

The National Danish Performance Team Visit

ECD Songpyeon Making

Girls Varsity Volleyball Team - Red Division Champion Dwight Hosts Seoul World University Fair

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Dwight Seoul’s vibrant community is always active with learning experiences, not only in the classrooms but also in other spaces around the school. Whether it is a special visit from The National Danish Performance Team or celebrating local culture, the Dwight Community’s deep appreciation of its diverse and rich culture inspires us all to find the spark of genius.

Welcome Back Coffee Morning

Architecture Students Visit the Library

First Day of School

Open House Seoul Visit to the Library Chuseok Assembly

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THE SPARK | DWIGHT NIGHT: Barbie Land

DWIGHT NIGHT: Barbie Land The focal point of our annual fundraiser, hosted by the Dwight Seoul Parent Association, was the color PINK. The Dwight Community united to back the PA and enjoyed a fabulous evening filled with KENtastic moments!

The proceeds from the event will go towards the renovation of our first-floor lobby area.

To view additional photos from Barbie Land, please visit here.

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CNN Call to Earth Day 2023 Dwight Seoul Eco Council

Watch the recorded live shot here.

Girls Varsity Volleyball Team

Dwight Seoul 21, World Cup, Buk-ro 62-gil, Mapo-gu, Seoul, Korea 03919 82-2-6920-8600 www.dwight.or.kr