16. Learn, Care, Challenge, Lead

Middle School Program of Studies 2015/16 Learn, Care, Challenge, Lead Table of Contents 3 ZIS Mission and Philosophy 4 ZIS Standards of Exce...
14 downloads 0 Views 851KB Size
Middle School Program of Studies 2015/16

Learn, Care, Challenge, Lead

Table of Contents

3

ZIS Mission and Philosophy

4

ZIS Standards of Excellence

5

School Calendar 2015/16

6

ZIS Learning Principles

7

Curriculum Overview

8

Learning Experiences

9 Directory 10

Course Overview

11

Sample Middle School Schedule – Grade 6

12

Course Outlines – Grade 6

14

Electives – Grade 6

16

Course Outlines – Grade 7

18

Electives – Grade 7

20

Course Outlines – Grade 8

22

Electives – Grade 8

24

Languages (All Grades)

26

Learning Support and Counseling

2

Middle School Program of Studies 2015/16

ZIS Mission and Philosophy

We are a learning community of students, faculty, staff, and parents. At ZIS, educational excellence commits us to Learn, Care, Challenge, Lead.

— — — —

Learn We learn by creating meaning, developing habits of mind, and acting on values. We teach to multiple learning styles. We learn to understand and to become imaginative thinkers. We believe that effective teaching leads to meaningful learning, and that effective teachers continue to be learners.

Care — We provide a caring environment for the social, emotional, physical, and intellectual development of our students. — We care for the world around us and our planet. — We value diversity and plurality of voices. — We are committed to the United Nations Declaration of Human Rights.

— — — —

Challenge We challenge ourselves to be open to risk, change, and innovation. We challenge ourselves to ensure the success of each student. We challenge our students and teachers to share the responsibility for learning. We challenge our students to exceed their own academic expectations.

— — — —

Lead We enable students, faculty, and staff to become confident and responsible leaders. We lead with a clear sense of direction and purpose. We lead through best practice and educational innovation. We aspire to lead by example.

3

Middle School Program of Studies 2015/16

ZIS Standards of Excellence

Learning ZIS is a dynamic, engaging, student-centered learning environment where teachers and students exchange ideas, construct meaning, share knowledge, collaborate and communicate. In the spirit of lifelong learning, ZIS learners strive to be inquirers, knowledgeable, thinkers, communicators, principled, open minded, caring, risk takers, balanced and reflective. Teaching ZIS teachers view themselves as responsible for the nurturing of lifelong learners and the whole student. Their interactions with students and colleagues and their desire to engage themselves in further learning and ongoing professional development is critical to student success. Teachers at ZIS embrace new technologies that serve as a catalyst for learning, collaborating, inquiry, assessment, reflection and content delivery. Student Support Students admitted to ZIS are able to be successful regardless of language, learning, or personal difficulties. ZIS provides responsive and research-validated support structures which meet the personal, social, emotional, health, and cognitive needs of students.

4

Middle School Program of Studies 2015/16

Student Life ZIS students are able to participate in activities which support physical fitness and sportsmanship, hone leadership skills, develop empathy and compassion, enhance awareness of current issues, and develop creative skills and talents. ZIS students accept and act in accordance with the school philosophy and values. Community Members of the ZIS community consider themselves an integral part of a leading international school which supports, engages, and reaches out to them. Administrative Services Administrative Services at ZIS strive to create and maintain an environment which optimally supports the school’s educational mission, safeguards its financial stability, and represents ‘best practice’ business standards.

School Calendar 2015/16

August 14 New Student Orientation: Middle School

January 11 2nd Semester begins

August 17 New Student Orientation: Early Childhood Center, Lower School and Upper School

February 15 – 19 Winter Break II

August 18 First Day of School all campuses October 12 – 16 Fall Break October 19 & 20 No School, Professional Development Days (1 & 2) December 18 Last Day of Classes 1st Semester December 21 – January 8 Winter Break I

Please check the online calendar at www.zis.ch

5

Middle School Program of Studies 2015/16

February 22 & 23 No School: Professional Development Days (3 & 4) March 21 – April 1 Spring Break May 5 & 6 Ascension: No School May 16 Whit Monday: No School June 16 Last Day of School: All campuses

ZIS Learning Principles

ZIS students LEARN by — engaging in discovery, making connections, and appreciating the value of learning; — developing the knowledge, skills and values to participate responsibly, actively, and fully as members of the world; — acquiring the skills necessary to conduct purposeful, constructive research and active inquiry; — presenting ideas and information confidently through linguistic, symbolic, and artistic modes of communication, and by working with each other effectively and collaboratively; — understanding their own cultural, geographic, and historical contexts; — expressing themselves creatively and understanding the cultural and intellectual heritage of others; — identifying patterns, structures and connections in order to understand, interpret, justify, and make predictions. ZIS students CARE by — understanding who they are and how they relate to the communities around them; — acting with integrity and honesty, making reasoned ethical decisions, defending their beliefs, and recognizing the right of others to feel valued and be safe; — interacting with cultures, values, and traditions of groups, and communities other than their own. ZIS students accept CHALLENGE by — applying thinking skills critically, considering consequences, thinking laterally and across disciplines, testing options, and evaluating a range of perspectives; — confronting unfamiliar situations and ambiguity with courage, forethought, and a willingness to explore new roles, ideas, and strategies; — exploring simple and complex concepts, developing innovative ideas, and studying solutions to problems that have local and global significance. ZIS students LEAD by — making a personal commitment to service, acting to make a positive difference to the lives of others, and responding to the common needs which exist in our connected world; — understanding the forces which shape our world, the nature of change, and their own role in this dynamic; — reflecting on their own learning and embracing personal growth and physical well-being as intrinsic elements of a productive and satisfying life.

6

Middle School Program of Studies 2015/16

Curriculum Overview

The school is committed to supporting Middle School students with a learning environment which is compatible with their need to understand themselves, to define their values, and to prepare them for the demands of adult life. Young adolescents experience unsettling but necessary conflicts in the development of their self-concept. These conflicts are caused by changes in their physical, social, emotional, and intellectual growth. On the one hand they seek to make personal choices and strive for independence from conventions and norms; on the other hand they desire group/peer identification and, at the same time, look for continued family/adult reassurance and direction. During this difficult period of transition in their lives, they are sustained by their emerging sense of idealism, their vivid imagination, natural curiosity, and irresistible spontaneity.

Curriculum Preamble The ZIS Middle School curriculum is designed to prepare students effectively for their learning experiences in the Upper School in an age-appropriate way. It is built around four essential pillars: 1. Students should be assessed in a variety of different ways. We recognize that students have different learning styles and therefore need to demonstrate their understanding in different ways. Students will therefore be given the opportunity to present orally, write empathetically and creatively, construct diagrams and models, role-play and reflect on their own learning to supplement the more traditional pen-and-paper tests and essays. 2. Students should learn IT skills in the context of the normal classroom environment rather than as a standalone subject. As such, IT is presented to students as a valuable tool to assist in presenting, researching, checking, and producing work. 3. The Middle School curriculum is planned to enhance student learning by encouraging them to make connections across the disciplines. The study of mythology in an English class benefits greatly from the provision of context in a Social Studies class, just as an understanding of density in Science is enhanced if the students have the opportunity to learn area and volume at the same time in Math class. 4. There are also strong links between the Middle School and Upper School curriculum which is planned in order to give students the subject-specific skills needed to succeed in their more advanced studies later in their school lives.

7

Middle School Program of Studies 2015/16

The Curriculum in the Middle School: 1. Involves students in setting goals, planning, and assessing their own learning. 2. Includes continuous, varied, and appropriate assessment of academic progress. 3. Encourages students to learn and express themselves in a variety of ways. 4. Applies a range of communication skills and technologies in purposeful contexts. 5. Engages students in creative and collaborative-solving. 6. Enables students to differentiate between the significant and the trivial. 7. Prepares students effectively for Upper School.

Learning Experiences

Learning Experiences in the Middle School 1. Integrate core areas of knowledge and skills throughout the student’s school experience. 2. Provide ample opportunity for creative self-expression and imaginative exploration. 3. Involve students in rich and significant knowledge about the world and its cultures. 4. Acquaint students with the significant issues and problems confronting civilization. 5. Introduce ideas that evoke curiosity and, at times, awe and wonder. 6. Challenge students to examine their own and others’ perceptions critically. 7. Allow students to enjoy and successfully participate in a wide range of physical activities. 8. Involve students in meaningful service and positive leadership opportunities. 9. Develop caring, morally responsible, culturally sensitive and ethical citizens. 10. Provide opportunities for students to see and visit places to support and enhance the curriculum. The Middle School Learning Environment has the following foundations as its basis: — Students and staff are safe, cared for, understood, and respected. — Each student can experience success. — Faculty is supported in creating appropriate curriculum and instructional approaches. — Staff are positive role models. — The family is encouraged to be involved in the student’s education. — The learning community extends beyond the school.

8

Middle School Program of Studies 2015/16

Directory

Principal David Wood [email protected] Assistant Principal Suzanne Keys [email protected] Guidance Counselor Kris Paulson [email protected] Grade 6 Level Leader to be confirmed Grade 7 Level Leader Annette Keller [email protected] Grade 8 Level Leader Zoe Johnson [email protected] Creative Arts Curriculum Area Leader

Bill Gilfry [email protected]

English Curriculum Area Leader

Kim Walker [email protected]

Foreign Language Curriculum Area Leader

Martina Sidler [email protected]

Information Technology Coordinator

Rick Briggs [email protected]

Mathematics Curriculum Area Leader

Mary Sue Southon [email protected]

Physical Education Curriculum Kimara Meier Area Leader [email protected] Science Curriculum Area Leader

Mary Browning [email protected]

Social Studies Curriculum Area Leader

Jeff Basler [email protected]

Learning Support Area Leader

Cate Haken [email protected]

Athletics and Activities Jay Haken [email protected]

9

Middle School Program of Studies 2015/16

Course Overview

students to develop responsibility, understanding and respect of self and others. All Middle School Students will have eight courses each semester. Students will have each class three times a week (one 60 minute block and two 65 minute blocks). Students will also be assigned to an advisory for the year. Advisory meets each day.

Required Courses (Year long)

Advisory The ZIS Middle School Advisory Program is centered on the practice of caring for the personal and social well-being of students. It aims to: — create a sense of community where students prepare for their academics, challenge themselves responsibly and lead in good decision making. — provide each student with a caring and understanding advocate. — offer an environment which encourages and enables

1) Science 2) Social Studies 3) Physical and Health Education Required courses with varying levels (year long): Placements made by ZIS. 4) Math – Grade 6, Grade 7/ 8 (Regular and Honors), Math Studies 6-8 5) English Humanities or EAL (English as an Additional Language) 6) German – Beginner, Intermediate (various levels), Advanced, Fluent Speakers Elective Courses: See electives list for grade level choices

Sample Schedule Of Eight Blocks – Grade 6 Course Name

Block Offered

Semester Offered

Beginner German 6

A

Year Long

Strings 6

B

Year Long

Physical Education 6

C

Year Long

Math 6

D

Year Long

English 6

E

Year Long

Social Studies 6

F

Year Long

Drama 6

G

Semester 1

Art 6

G

Semester 2

Science 6

H

Year Long

Students will receive their schedules on the first day of classes. The first day will start with all students meeting with their advisory teacher. Students will be contacted if an elective choice does not fit into their schedule or if they need a special course. Please see attached schedule for how the above chart would look in a weekly schedule. Note: All Grades follow the same format for student schedules.

10

Middle School Program of Studies 2015/16

Sample Middle School Schedule – Grade 6

Middle School, Kilchberg Campus Schedule 2015/16 Monday

Tuesday

Advisory 8:45-8:55

Advisory 8:45-8:55

9:00-10:05 (65 min)

9:00-10:05 (65 min)

A

10:10-11:15 (65 min)

B

Wednesday

F

9:00-10:05 (65 min)

9:00-10:05 (65 min)

10:10-11:15 (65 min)

C

E

10:10-11:15 (65 min)

Faculty Meeting Time 09:55-10:55 (60 min)

G

Friday

Advisory 8:45-8:55

8:00-9:45

10:10-11:15 (65 min)

Thursday

Advisory 8:45-8:55

H

E F

11:15-11:25 Break 11:30-12:35 (65 min)

11:15-11:25 Break 11:30-12:35 (65 min)

11:00-12:00 (60 min)

11:15-11:25 Break 11:30-12:35 (65 min)

11:15-11:25 Break 11:30-12:35 (65 min)

12:35-1:20 (45 min)

12:35-1:20 (45 min)

12:00 – 12:45 (45min)

12:35-1:20 (45 min)

12:35-1:20 (45 min)

1:20-1:35 SSR

1:20-1:35 SSR

1:20-1:35 SSR

1:20-1:35 SSR

1:35-2:35 (60 min)

1:35-2:35 (60 min)

1:35-2:35 (60 min)

1:35-2:35 (60 min)

2:40-3:45 (65 min)

2:40-3:45 (65 min)

D

LUNCH

G

H

LUNCH

LUNCH

A

LUNCH

C

LUNCH

12:45-1:45 (60 min)

E

2:40-3:45 (65 min)

C

11

D

A

1:50-2:50 (60 min)

F

2:40-3:45 (65 min)

B

2:55 -3:45 (50 min)

Advisory/Assembly

Middle School Program of Studies 2015/16

B

D

H G

Course Outlines – Grade 6

7) Elective 1 (1 year long course or 2 semester courses) 8) Elective 2 (1 year long course or 2 semester courses) English 6 In this course, students will be developing four fundamental skills: reading, writing, listening and speaking. They will read approximately six novels, as well as a variety of poetry, reader’s theatre, and short stories. The overarching theme of the year will be ‘transitions’. Grade 6 novels may include the following: — Bloomability by Sharon Creech — Holes by Louis Sachar — The Chronicles of Ancient Darkness Series by Michelle Paver (Wolf Brother) — Impact 50 Short Stories (anthology) — Characters in Conflict (anthology) — Home of the Brave by Katherine Applegate — Goddess of Yesterday by Caroline B. Cooney or other Ancient Mediterranean themed novels (literature circles) — Percy Jackson and the Olympian’s Series by Rick Riordan — Walk Two Moons by Sharon Creech Summer Reading: — Silverwing by Kenneth Oppel Social Studies 6 Grade 6 social studies begins with an introduction to the study of history and geography. The first unit concentrates on developing geographical skills, including map and globe work, legend and scale, latitude and longitude. Having learnt how to locate places in the world, students then consider how to locate themselves and historical events in time. This includes an investigation of how historians study the past and how they learn about events from long ago, with a particular focus upon archaeology and anthropology. A study of pre-history concentrates on an investigation of early humans and life in the Stone Age. The course then moves on to study some of the great ancient civilizations, focusing on five distinguishing traits: specialized workers, record-keeping, advanced institutions, technology, and cities. This journey begins with an exploration of Mesopotamia, the land where civilization began, as well as Egypt, Greece and Rome. Students consider the achievements of these civilizations and their legacy to the modern world. Throughout the year, students are encouraged to make connections between the past and their lives today. This course is integrated with the Grade 6 English program. It is designed to develop reading, writing, verbal and analytical skills. Students will work individually and collaboratively on projects and assignments, in order to help them develop their research and presentation skills in collaboration with the library and media laboratory.

12

Middle School Program of Studies 2015/16

Science 6 Grade 6 science is an introductory science course dealing with the basics of the scientific method, qualitative vs. quantitative observations, designing proper experiments and appropriately using laboratory equipment. Units of study include: — Introduction to science: safety in the lab, qualitative vs. quantitative observations, inferences, and designing an experiment — Chemistry: properties of all matter, three phases of matter, and specific properties of matter — Earth Science: plate tectonics, earthquakes and volcanoes — Physics: different types of energy, energy transfer, thermal energy — Biology: differences between plant and animal cells, cell organelles, learning how to use a microscope All students will use a computer program called OneNote, which is installed on their tablets. This program contains all the information and learning activities that are used for the course Mathematics 6 The Grade 6 mathematics course emphasizes making an effective and enjoyable transition between elementary school and middle school math. Students will study topics in each of the following branches of mathematics: The Number System, Ratios and Proportional Reasoning, Expressions and Equations, Geometry and Statistics and Probability. number, algebra, geometry and statistics. Students work at a variety of levels on skills that they will need for Grade 7. Individual and group work provides all students the chance to extend their mathematical thinking. Students will also explore the purpose of mathematics in the real world and the role it plays in other studies. Through technology projects, inquiries and group activities students will have the opportunity to learn how to investigate questions that are real and relevant to them. They will develop a deeper understanding of their own growth as mathematicians and the part they play in a community actively involved in learning how mathematics enriches all our lives. Textbooks and Main Resources: — Haese and Harris Mathematics for the International Student 6 MYP 1 — www.ixl.com — AIMS Education Foundation Physical Education 6 The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement

in the learning process. During this time students will participate in a number of team and individual activities through: participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a lifelong commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle school physical education and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills. The physical education course in the Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful. 2. To develop skill and health related components of fitness. 3. To encourage students to transfer and apply skills within a variety of physical activities. 4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities. 5. To empower students to make safe and healthful

13

Middle School Program of Studies 2015/16

choices. 6. To develop a sense of fair play and a tolerance for difference. Health 6 This course covers various aspects of mental, physical, and social health with special reference to adolescents. The course focuses on topics such as fitness, nutrition and eating disorders. Resource List: — Team Games: Ball handling and fundamental skill development to whole game concepts. — Individual Sports: Gymnastics, Cross Country, Short Tennis, Swimming, and Track and Field. — Fitness: Circuit training, stretching, and warm-up exercises. Languages 6 All Grade 6 students are required to take German. (Students who are registered in Beginner EAL or Learning Support may be exempt). Please refer to the languages section for further information about the German program. French and Spanish are also offered in Grade 6. Please refer to the electives section for further information about these courses. Students enrolled in English as an Additional Language

Electives – Grade 6

Grade 6 students can choose from the following elective courses and will take two electives each semester. Students will choose their electives for both semesters on the sign-up form. They must take at least one semester of music during the year (band, strings or choir). Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship and music-reading. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing their playing range, refining their technique and encouraging them to become more expressive performers. Because of their diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; and the creation of a CD of the pieces played throughout the year. Enrollment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band. String Ensemble – Year Long Course In String Ensemble, students focus on rhythm, technique, intonation, articulation, key signatures and dynamics as they relate to the performance pieces. The students also work on the art of ensemble playing in small to larger groups with a focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival. Choir 6 – Semester Course Choir 6 is a one-semester course challenging students to learn to perform as a choir while learning the fundamentals of singing, reading, and writing music. Concepts taught will include: vocal technique, group singing technique, sightsinging, musicianship, notation and beginning composition. In the vocal/choral component, students learn pieces from a variety of genres, including the pop, folk, and classical traditions, in which they will sing in up to three parts (Soprano/Alto/Baritone). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/ balance and singing harmonies. The music theory and musicianship components introduce singing music at sight with solfege syllables and hand signs; composing, notating and singing melodies; and melodic dictation. The semester’s final project is our performance at the Winter or Spring Arts Festival. Enrollment in a ZIS music performance course (Band/Choir/Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir.

14

Middle School Program of Studies 2015/16

Drama 6 – Semester Course This semester course will be an exciting and fast paced introduction to drama focusing on acting. Students will explore the actor’s four instruments: body, voice, mind, and heart through four units. The first unit, “Actor Boot Camp”, will allow students to explore the areas of a stage and the various ways to move when onstage. The second unit will focus on the actor’s voice by learning the four-stage speaking principles of projection, articulation, colorization, and slow-the-pace. These techniques will then be applied when reciting a poem. The third unit will explore the technique of character creation in which the students will bring the people in a painting to life. This class will conclude with a final performance at the Winter or Spring Arts Festival. Art 6 – Semester Course The Studio Art elective is an exploratory course designed to introduce students to a wide variety of media and techniques for building confidence and igniting interest in the arts. Students will be given the opportunity to strengthen their relationship with art media and materials through hands-on experiences both in 2D and 3D art forms. They will also review and learn important visual art concepts and theories, while studying and learning to appreciate the work of historically significant artists. Drawing, painting, design and paper mâché sculpture are the main components of the program. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals. Technology 6: Design and Technology – Semester Course The Technology 6 course is designed to give students a greater exposure to and understanding of everyday technology. It is set up to help students develop their creative and expressive abilities through these technologies, be they artistic, design or communication focused.

Language electives Students may take both French and/or Spanish for one semester. Requirements: — No pre-requisite. — Please note: Students in Beginner EAL may not enroll in French or Spanish. — Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher. French 6 – Semester Course This one semester course is designed to give 6th grade students a flavor of the French language. Through a communicative approach and enjoyable age-appropriate activities, the students will be introduced to the target language in two units “Getting acquainted” and “Everyday life in Paris”. Practicing the four linguistic skills – listening, speaking, reading and writing – students will share what they know about the French culture. They will study several common lexical topics (greetings, numbers, date, time, weather, family, presentation of self and others, ordering at a café and asking to pay…) as well as basic grammatical structures (gender of nouns and adjectives, possessive adjectives, present tense of verbs Be and Have…). French will be used as much as possible as the language of communication in class. Spanish 6 – Semester Course This course serves as an important foundation for Spanish in grade 7. At the same time it is an exploratory, fun introduction to the language. Students work on all of the areas of communication: speaking, listening, reading and writing. The class is conducted in Spanish as much as possible. On the very first day students learn useful phrases for the class, and are expected to use them when they can. We begin with greetings, colors, the alphabet, numbers, date, and time. The second half of the semester students learn to communicate about themselves and others, and their likes and dislikes. They are introduced to grammatical concepts such as conjugating verbs and modifying adjectives, and are then able to construct simple sentences. Students find it exciting to be able to communicate their ideas in Spanish after a very short time. A wide variety of methods is used, and students participate in different activities and exercises to begin using and comprehending Spanish in both the written and spoken forms.

15

Middle School Program of Studies 2015/16

Course Outlines – Grade 7

English 7 The purpose of English 7 is to provide the time, instruction and opportunity for students to develop into strategic, critical, and responsive communicators. The content of the classes is designed to offer a variety of reading, writing, speaking, listening, and viewing experiences. 1. Literature will include short stories, novels, non-fiction texts and critical reading strategies. In addition, students will read independently chosen selections. 2. Writing will include writing as process (WrAP), expository essays, dialogues, research writing, personal narratives and creative writing. 3. Vocabulary study will focus on increasing vocabulary with an emphasis on correctness, precision, and the making of appropriate word choice when writing and speaking. 4. Grammar instruction will be in context, include a review of the parts of speech, and carry an emphasis on correct usage. 5. Speaking and listening opportunities will be many and varied, including in-class reader’s theatre, book talks, Socratic Seminars and individual speeches and presentations. Units are aligned with social studies 7 units. Grade 7 novels may include: — Angel on the Square by Gloria Whelan (series) — Crispin: Cross of Lead by Avi (series) — The Giver by Lois Lowry (series) — Secrets in the House of Delgado by Gloria D. Miklowitz — My Sister Lives on the Mantelpiece by Annabel Pitcher Summer Reading: — My Sister Lives on the Mantelpiece by Annabel Pitcher Textbooks: — Write Source 2000, various literature anthologies Social Studies 7 Social studies 7 begins with an introduction to Swiss political and physical geography. The historical study then starts with a look at Switzerland during the time of the Enlightenment (1750–1800), covering the origin of the modern Swiss state and the Swiss system of direct democracy. It then moves back in time to the Middle Ages (1000–1300), Medieval Zurich lifestyles and the Swiss legend of William Tell, with specific emphasis on how he relates to the role of the individual in society. Continuing backwards, the period of study moves to the time of Mohammed and Charlemagne. Students consider the evolving relationship between the three religions of Judaism, Islam and Christianity as they developed in Europe, with a special emphasis on Spain, and the alternating periods of tolerance and intolerance.

16

Middle School Program of Studies 2015/16

Science 7 Science 7 emphasizes using the scientific method and learning lab techniques. Students learn to think critically about experiments: analyzing observations, identifying sources of error and drawing conclusions which indicate reflection. Students also develop an understanding of the role science plays in our everyday lives. The curriculum focuses on the four main disciplines of Science: Biology, Physics, Chemistry and Environmental Science. — Biology: microorganisms — Physics: magnetism — Chemistry: particles of matter and the periodic table — Environmental Science: ecosystems All students will use a computer program called onenote, which is installed on their tablets. This one-note program contains all the information and learning activities that are used for the course. Math 7 This course ensures students will experience a wide range of activities involving Ratios and Proportional Reasoning, The Number Sysytem, Expressions and Equations, Geometry and Statistics & Probability. Classroom games, projects, discussions and research activities allow students to pursue and express learning through a variety of learning styles. The course is designed to build on concepts discussed in Grade 6 in order to deepen student understanding an appreciation of the beauty of mathematics. Along with consistently striving to improve learners’ arithmetic skills, emphasis is placed on developing their facility in answering word problems, creating and communicating original word problems, modeling real life situations, and applying mathematical skills to better understand other curricular subjects. When communicating their understanding either in writing or orally, students are encouraged to develop and employ a rich mathematical vocabulary. Throughout the year students are assessed using a variety of strategies and techniques. They frequently reflect on their own learning and learning goals. Cooperation and teamwork with other learners and being willing to take risks with learning are important elements of being successful in this course. Textbooks and Main Resources: — Haese and Harris Mathematics for the International Student 7 MYP 2 — www.ixl.com, Khan Academy

Math 7 Honors This course develops already established strong student arithmetic skills and explores a variety of algebra topics that young mathematicians will employ in future math courses. Students study units of Ratios and Proportional Reasoning, The Number System, Expressions and Equations, Geometry, Statistics and Probability. Lessons expose learners to a greater degree of abstract and conceptual explorations than they have previously experienced – providing them with many opportunities to appreciate the beauty and power of mathematics. Throughout the year students work to develop their facility in answering complex word problems – employing newly learned formulas and equation skills to solve these problems. They use mathematics to analyze real life situations and to make connections with other curricular areas. They understand that sometimes more than one answer to a question can be acceptable. Textbook exercises are supplemented with online practice, allowing for individualization in skills progress. Classroom games, projects, discussions and research activities allow students to pursue and express learning in a variety of learning styles. Textbooks and Main Resources: — Haese and Harris Mathematics for the International Student 7 MYP 2 — www.ixl.com, Mathletics, Khan Academy Grade 7 Physical and Health Education The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement in the learning process. During this time students will participate in a number of team and individual activities through participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a life-long commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle School physical education and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

17

Middle School Program of Studies 2015/16

The physical education course in the Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful. 2. To develop skill and health related components of fitness. 3. To encourage students to transfer and apply skills within a variety of physical activities. 4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities. 5. To empower students to make safe and healthful choices. 6. To develop a sense of fair play and a tolerance for difference. Resource List: — Team Sports: Soccer, Basketball and Softball. — Individual Sports: Badminton, Cross Country, Social Dance, Swimming, Track and Field and Dance. — Fitness: Circuit training, Stretching, and Warm-up exercises. Languages 7 All Grade 7 students are required to take German. Students who are registered in Beginner EAL or Learning Support may be exempt. Please refer to the Languages section for further information about the German program. French and Spanish are also offered in Grade 7. Please see the Language Electives section for information regarding prerequisites for this course. Students enrolled in English as an Additional Language are discouraged from studying more than two languages.

Electives – Grade 7

Grade 7 students can choose from the following elective courses and will take two electives each semester. Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship, and music-reading. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing their playing range, refining their technique, and encouraging them to become more expressive performers. Because of their diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; and the creation of a CD of the pieces played throughout the year. Enrollment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band. String Ensemble – Year Long Course In String Ensemble for Grades 7 and 8, students will review and continue to develop the previous skills of rhythm, technique, intonation, articulation, key signatures and dynamics as they relate to the performance pieces. The students will develop the bow technique of détaché, spiccato, and more difficult slurring for bowing. The students begin to recognize and apply terms for tempo such as allegro, moderato, lento and additional music terminology and symbols as they present themselves in orchestra literature. Musicality becomes a major topic for the students to learn how to express and communicate musical ideas. The students also continue to work on the art of ensemble playing in small to larger groups with focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival. Choir 7 – Semester Course Choir 7 is a one-semester course in which students will continue to develop their choral skills, while also reviewing and building on the fundamentals of singing, reading and writing music. Concepts taught will include: vocal technique, group singing technique, sight-singing, musicianship, notation, and basic composition. In the vocal/choral component, students learn pieces from a variety of genres, including the Pop, Folk, and Classical traditions, in which they will sing in up to three parts (Soprano/Alto/Baritone). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/balance, and singing harmonies. The music theory and musicianship components focus on the skills of singing music at sight with solfege syllables and hand signs; composing, notating and singing melodies; and melodic dictation. The semester’s final project is our performance at the Winter or Spring Arts Festival.

18

Middle School Program of Studies 2015/16

Enrollment in a ZIS music performance course (Band/Choir/ Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir. Art 7 – Semester Course This art elective is designed to improve students’ skills and confidence in producing artwork and to provide strategies needed to understand and evaluate works of art. Students will develop visual awareness and an understanding of the elements of art and principles of design. Students will have the opportunity to work with a variety of media and processes including drawing, design, found object sculpture, and painting, as well as different styles of art, like abstract (Kandinsky), observational drawing and social protest art. Art appreciation is built into the assignments. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals. Drama 7 – Semester Course This semester course will focus on the review and continued development of acting skills. Students will explore the actor’s four instruments: body, voice, mind, and heart through four units. The first unit, “Actor Boot Camp”, will allow students to discover the areas of a stage and the various ways to communicate onstage when acting. The second unit will focus on the actor’s voice by learning the five-stage speaking principles of projection, articulation, colorization, slow-the-pace, and focus. These techniques will then be applied while using puppets. The third unit will explore the technique of character development in which the students will portray the characters from a two person scene. This class will conclude with a play performance at the Winter or Spring Arts Festival. The play unit reinforces the skills of ensemble work and taking direction along with a review of acting, voice, and character creation work. Digital Art – Semester Course Digital Art explores the use of graphic design tools to create, enhance and edit images. The course covers elements of vector graphics, digital photography, and the use of image editing, and presentation software. Students use online services to present and reflect upon their work and build a portfolio of evidence for final assessment. Robotics for Science, Technology, Engineering and Mathematics (STEM) Students will design and build programmable robots using technical components. They will understand and interpret two-dimensional drawings to create threedimensional models. Students will learn to build, test, troubleshoot and revise designs to improve robot performance. They will gain practical, hands-on experience using mathematical concepts such as estimating and measuring distance, time, speed, and become effective communicators using scientific and technical language.

Language Electives Students may only study one language elective. Requirements: — Returning students: successful completion of Grade 6 semester course. — New students: previous exposure to the language and demonstration of proficiency required (based upon their results on a placement exam). — Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher. French 7 – Year Long Course This year-long course is conducted almost entirely in French, building on lessons learned in Grade 6, to progress beyond the beginning stages. Through a communicative approach and enjoyable age-appropriate activities, 7th grade students will study four units “Daily activities”, “Double Je”, “People and possessions”, and “Visiting a French city”. Practicing the four linguistic skills – listening, speaking, reading and writing – they will learn more about the French culture. They will extend their vocabulary by studying common lexical topics (pastimes, French school system, the Paris districts, television, common objects in their bedroom and at school, physical description, city shops and facilities, asking for directions, rooms at home…). They will also be challenged to refine their oral and written language by studying more complex grammatical concepts (present tense of -er verbs, negative and question forms, possessive adjectives, articles, adjective endings, near future and recent past tenses…) in various concrete projects and authentic situations. Students will also study the easy reader Double Je by Virginie Guerin and the French film Le Diner de Cons by Francis Veber, in lively class discussions. Finally, they will practice a number of exercises from the Diplôme d’Etudes en Langue Française – DELF A1 – in preparation for next school year, when they will have the opportunity to sit that examination.

19

Middle School Program of Studies 2015/16

Spanish 7 – Year Long Course This course builds on the introductory Spanish 6 course, and is conducted almost completely in Spanish. Through a communicative approach, using the skills of listening, speaking, reading, and writing, students broaden their range of vocabulary and their grammatical knowledge. Over the course of this year, students become much more proficient; at the beginning they are able to express and understand some very basic ideas and by the end they can communicate well about a wide variety of topics. Students also have the opportunity to explore some of the different cultures of the Spanish-speaking regions in the world. Spanish is used as much as possible as the language of communication in class among the teacher and students, and among students themselves. In the second semester we spend time preparing for the grade 7 trip to Spain, by learning vocabulary and doing role-plays which the students are then expected to use in Spain. During our trip, students have many reallife opportunities to apply what they have learned in the classroom, which is very exciting and satisfying. Towards the end of the year, students read their first novel in Spanish, which tends to be a positive and fun step.

Course Outlines – Grade 8

English Humanities 8 The purpose of this class is to provide the time, instruction, opportunity, and support for students to develop into strategic, critical and responsive communicators of the English language. Throughout this class students will be engaged in a variety of reading, writing, listening, and speaking activities in order to build on their individual skill levels. Student blogs will allow for whole school sharing and commenting. Strong connections are made between course readings and themes with topics of study in social studies. Finally, during class on a biweekly rotation, every student has an opportunity to visit the library as a way to encourage independent reading and to build up a life-long reading habit. Whole Class Novel Choices: — Animal Farm by George Orwell — Chanda’s Secrets by Allan Stratton Renaissance Historical Fiction including The Medici Seal by Theresa Breslin, Duchessina by Carolyn Myer, and others . Summer Reading: — An assortment of books related to the theme “Challenge” including Touching Spirit Bear by Ben Mikaelson, The Hobbit by J.R.R. Tolkein, I am Malala by Malal Yousafzai and Christina Lamb, and Tao of Pooh by Benjamin Hoff Textbooks: — Write Source 2000, various literature anthologies, a range of thematically tied novels, short stories, dramatic excerpts and poems. Social Studies 8 Students work individually and collaboratively on a variety of learning activities through which they develop information literacy and thinking skills and communicate their learning in a variety of ways using appropriate technologies. Units revolve around essential questions that focus learning on the ‘big ideas’ of social studies and oftentimes feature strong links with topics studied in English Humanities class. Students are assessed on their knowledge of content and understanding of concepts, critical thinking, ability to communicate effectively in a variety of forms and the manner in which they present their work. Course content includes a historical component (the renaissance, reformation, exploration) as well as a contemporary component (government, UN and human rights and global issues).

20

Middle School Program of Studies 2015/16

Science 8 The Grade 8 science course will cover the four disciplines, physics, biology, chemistry, and earth science. Students will study properties of sound and light, chemical reactions, bonding, acids and bases, rates of reaction, climate change, and the human body. Whenever possible the students will be carrying out experiments to discover or reinforce the concepts of the topic. Students will become familiar with writing laboratory reports, proper use of laboratory equipment, and digital probes. This is a skills based program, and the science department will be using the same skill set from Grade 6 through to Grade 8. Math 8 This course extends students’ arithmetic skills as well as exposes students to a wide variety of units: The Number System, Algebra, Geometry and Statistics &Probability; it prepares students for Math 9 taken in high school. Students study the following major topics: problem solving by algebraic methods evaluating and simplifying rational expressions, identifying and applying math properties, using geometrical theorems to solve for unknowns, solving multistep numerical and variable equations, applying exponent rules, identifying misleading statistics and graphs and solving and graphing linear equations. Textbooks and Main Resources: — Haese and Harris Mathematics for the International Student 8 MYP 3, Made You Look: How Advertising Works and Why You Should Know — www.ixl.com and Maths Workout software Math 8 Honors This course extends students’ arithmetic skills and covers The Number System, Expressions and Equations, Functions, Geometry and Statistics & Probability as it prepares students for Math 9 Honors taken in high school. The topics covered in this course include: numbers and variables, properties of real numbers, solving equations with related word problems, functions-relations and graphs, using geometrical theorems to solve for unknowns, systems of open sentences, polynomial operations and factoring, polynomials, rational expressions and equations, irrational numbers and radicals. Textbooks and Main Resources: — Haese and Harris Mathematics for the International Student 8 MYP 3, Made You Look: How Advertising Works and Why You Should Know — www.ixl.com and Maths Workout software

Grade 8 Physical and Health Education The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement in the learning process. During this time students will participate in a number of team and individual activities through participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a life-long commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle School physical education and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills. The physical education course in Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful. 2. To develop skill and health related components of fitness. 3. To encourage students to transfer and apply skills within a variety of physical activities. 4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities. 5. To empower students to make safe and healthful choices. 6. To develop a sense of fair play and a tolerance for difference. Resource List: — Team Sports: Flag Football/ Touch Rugby or Ultimate Frisbee, Volleyball, Basketball and Softball. — Individual Sports: Badminton, Cross Country, Swimming and Life Saving, Track and Field and Ballroom Dance. — Fitness: Circuit training, Stretching, and Warm-up exercises.

21

Middle School Program of Studies 2015/16

Health Education 8 This course covers various aspects of Mental, Physical, and Social Health with special reference to adolescents. This course focuses on topics such as Substance Use, First Aid and Life Saving. Languages 8 All Grade 8 students are required to take German (Students who are registered in Beginner EAL or Learning Support may be exempt). Please refer to the Languages section for further information about the German program. French and Spanish are also offered in Grade 8. Please see the Language Elective section for information regarding prerequisites for this course. Students enrolled in English as an Additional Languages are discouraged from studying more than two languages.

Electives – Grade 8

Grade 8 students can choose from the following elective courses and will take two electives each semester. Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship, and music-reading. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing their playing range, refining their technique, and encouraging them to become more expressive performers. Because of their diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; and the creation of a CD of the pieces played throughout the year. Enrollment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band. String Ensemble – Year Long Course In String Ensemble for Grade 7 and 8, students will review and continue to develop the previous skills of rhythm, technique, intonation, articulation, key signatures, and dynamics as they relate the performance pieces. The students will develop the bow technique of détaché, spiccato, and more difficult slurring for bowing. The students begin to recognize and apply terms for tempo such as allegro, moderato, lento, and additional music terminology and symbols as they present themselves in orchestra literature. Musicality becomes a major topic for the students to learn how to express and communicate musical ideas. The students also continue to work on the art of ensemble playing in small to larger groups with focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival. Choir 8 – Semester Course Choir 8 is a one-semester course in which students will continue to develop their choral skills, while also reviewing and building on the fundamentals of singing, reading and writing music. Concepts taught will include: vocal technique, group singing technique, sight-singing, musicianship, notation, and basic composition. In the vocal/choral component, students learn pieces from a variety of genres, including the Pop, Folk, and Classical traditions, in which they will sing in up to four parts (Soprano/Alto/Baritone/ Bass). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/balance, and singing harmonies. The music theory and musicianship components focus on the skills of singing music at sight with solfege syllables and hand signs; composing, notating and singing melodies; and melodic dictation. The semester’s final project is our performance at the Winter or Spring Arts Festival.

22

Middle School Program of Studies 2015/16

Enrollment in a ZIS music performance course (Band/Choir/ Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir. Art 8 – Semester Course The Art elective is designed to improve students’ skills, confidence and creative independence in producing artwork and to provide strategies needed to understand and evaluate works of art. Students will develop and gain more confidence in their visual awareness and in their understanding of the elements of art and principles of design. Students will have the opportunity to work with a variety of media and processes including drawing, design, collage and printmaking. Art appreciation is built into the assignments. Sketchbooks will be used throughout the course for planning, recording and reflection. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals. Drama 8 – Semester Course This semester course will focus on the review and continued development of acting using the four actor instruments: body, voice, mind, and heart. The semester will begin with the “Actor Boot Camp” unit which builds upon the basics of acting. The second unit will focus on the actor’s voice by learning the six-stage speaking principles of projection, articulation, colorization, slow-the-pace, focus, and persuasion. These techniques will then be applied when preparing and delivering a speech in front of the class. The third unit will explore the technique of character development in which the students will depict the characters from Shakespeare’s classic plays. Drama 8 will conclude with a musical theatre unit in which the students will combine the skills of character development along with rhythm, dance, and voice in one final performance at the Winter or Spring Arts Festival. Improv Theatre – Semester Course Improvisation techniques can teach actors everything they need they need to know! Participants will learn the meaning of the mantra: Listen! Care! Drive the story! Play! as they engage in exercises designed to develop listening skills, characterization, narrative, spontaneity, creating environments and teamwork. In exploring the core improvisation rule that comedy comes out of the seriousness of the situation and emotional truth, participants will gain an understanding of basic improvisation concepts, such as building a platform, breaking the routine, raising the stakes, reincorporation, sidetracking, shelving and more. This class will conclude with a final performance for the Winter or Spring Arts Festival.

3D Design, Animation and Gaming – Semester Course This course is intended to offer students an introduction to the world of computer generated 3D modeling, animation and gaming. As an introductory course, it provides a basic understanding of the skills and techniques employed by 3D designers in a wide range of professions such as product design, movie animation and game development. Movie Making and Sound – Semester Course This movie making course is designed to give students an introduction to the art, knowledge and skills of movie production. Through investigation and learning of camera skills and how stories are told through the combination of edited shots, students learn the skills of movie making. The course combines these predominantly off-camera skills and knowledge and aims to produce short movies about subjects of interest to the participants and use to the school community. Robotics for Science, Technology, Engineering and Mathematics (STEM) Students will design and build programmable robots using technical components. They will understand and interpret two-dimensional drawings to create threedimensional models. Students will learn to build, test, troubleshoot and revise designs to improve robot performance. They will gain practical, hands-on experience using mathematical concepts such as estimating and measuring distance, time, speed, and become effective communicators using scientific and technical language.

Language Electives Students may only study one language elective. Requirements: — Returning students: successful completion of Grade 7 year long course. — New students: previous exposure to the language and demonstration of proficiency required (based upon results on a placement exam). — Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher. French 8 – Year Long Course This year-long course is conducted entirely in French, building on knowledge previously established in Grade 7, to progress towards the intermediate level. Through a communicative approach and enjoyable age-appropriate activities, 8th grade students will study four units “Buying clothes”, “Leisure time activities”, “Food and meals”, and “Our Future”. Practicing the four linguistic skills – listening,

23

Middle School Program of Studies 2015/16

speaking, reading and writing – students will learn more about the French culture and extend their vocabulary by studying other common lexical topics (conducting a conversation in a clothes shop or at a local market, booking a room at a hotel, weekend hobbies, the airport, the Paris underground, holiday and future plans…) and will be challenged to refine their oral and written language by studying complex grammatical concepts (present tense of -ir and -re verbs, imperative, passé composé and future tenses, comparatives, direct and indirect object pronouns…) in various concrete projects and authentic situations. Students will also study the easy reader Destination France by Joseph Conroy and the French film Monsieur Batignole by Gérard Jugnot, in lively class discussions. Finally, they will have the opportunity to take the Diplôme d’Etudes en Langue Française – DELF A1 or A2 examination at the end of the school year. Spanish 8 – Year Long Course Spanish 8 is conducted entirely in Spanish. The main goal of this course is for students to feel comfortable and confident communicating about a wide variety of topics. Some of the topics and vocabulary covered are: food and restaurants, the family, health, shopping, and celebrations. With their expanded ability to communicate about a wider variety of topics, the opportunity arises for interesting, higher-level discussions in class. Students also work on writing longer texts about more in-depth complicated topics. We read two short novels in Grade 8, and students demonstrate their comprehension in a variety of ways. Grammar is also stressed more in Grade 8. Apart from consolidating and expanding previous concepts, we cover: the preterite, reflexive, and imperative verb tenses, possessive adjectives, and the difference uses of ser and estar. As in all levels, students are assessed using a variety of methods (listening, speaking, reading, writing and grammar). By the end of the year, the students have the ability to communicate about numerous topics in the past, present and future.

Languages (All Grades)

EAL – English as an Additional Language The EAL program is designed for students who are learning English as an additional language. It provides these students with English instruction and support for academic subjects. The goal of this program is to prepare students to become academically proficient in English and successful in their mainstream classes. Learning takes place through a contentbased, communicative curriculum, linked to the curricula of the mainstream subjects. Assessment for placement is made initially using Cambridge PET testing materials and writing prompt. Results are all normalized to Association of Language Testers in Europe (ALTE) Common European Framework of Reference (CEFR), which uses the categories: — Basic Users: A1 and A2 — Independent Users: B1 and B2 — Proficient Users: C1 and C2 If a student is assessed as achieved B2 or above in all skills of reading writing listening and speaking then EAL support would not be required. English language progress is carefully monitored and exiting decisions are made collaboratively using in-house assessments, placement materials externally assessed writing samples (ERB). All assessment materials normalized to ALTE CEFR. MS Grade 6, MS 7 EAL, MS 7/8 (mixed grade) EAL classes. Students assessed at A1-B1 are usually grouped by grade level, where possible. Student differences are accommodated and progress individually assessed and monitored. At the heart of these courses is the language syllabus, which focuses on developing the four skills: speaking, listening, reading, and writing. These courses are communicative and content-based, designed to connect with and/or support mainstream social studies, science and English classes. These courses will take the place of the English mainstream course. MS Grade 8 EAL Class Students in MS Grade 8 EAL also take Mainstream English 8. For these students the EAL class has two functions; as a direct support for the mainstream classes and to develop reading and writing skills in group and one-to-one basis. As students take two English courses students lose the choice of an elective course.

MS Intensive English If a student is assessed as Basic User: A1 or A2 on the CEFR, he or she would also attend a second course of English, Intensive English, which could be mixed grade. This course focuses on basic skills, and also directly supports mainstream classes. Students taking this course may need to lose one elective. Beginning German (A1.1) Beginning German is tailored to meet the needs of students who have had no or very limited previous exposure to German. It provides an age-appropriate introduction to the German language that is specifically designed for students enrolled in the middle school. This course stresses the basic four skills of listening, speaking, reading, and writing. It concentrates on conversing in German and also places emphasis on obtaining a solid foundation in grammar. An additional goal is to promote the students’ integration into Switzerland, by raising awareness of possible differences in culture. Instruction is carried out as much as possible in German. Intermediate German Lower, Intermediate German I and Intermediate German II (A1.2 / A2.1 / A2.2) The middle school offers several different intermediate courses, all of which are tailored for students who have had a basic to intermediate exposure to German as a foreign language. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class. Intermediate German continues to place a major emphasis upon mastering fundamental language skills. Students review and expand grammar structures, build up vocabulary, read more complex texts, write short creative assignments, give presentations in class and hold classroom conversations in German. Instruction is carried out in German as much as possible. Advanced German (A2.1 / A2.2 / B1.1) Advanced German is tailored to students who have been exposed to German for a number of years and who have gained a deeper understanding of the language in both written and spoken German. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class. Advanced German focuses on covering fundamental principles of the German language, reviewing and expanding grammatical structures, as well as building up vocabulary. Students practice their listening, reading and writing skills

24

Middle School Program of Studies 2015/16

and write more complex stories and short essays. Reading of age and language-level appropriate short stories or literature in German texts is part of this course. Students discuss topics of interest and give presentations in class. Instruction is carried out mainly in German. German for Fluent Speakers These courses are offered exclusively to German speakers who are at a mother tongue fluency level. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class. German for fluent speakers concentrates on developing enthusiastic readers and writers. Emphasis is placed on studying different writing processes and giving oral presentations. Students will work to increase their vocabulary and improve their abilities in correct grammatical usage, spelling, and mechanics. Both reading independently and as a class is an expectation for this course.

25

Middle School Program of Studies 2015/16

Learning Support and Counseling

The middle school provides learning support for students experiencing academic or emotional difficulties. Support is provided in the classroom, individually, or in small groups. Individual education plans are written for students who have been diagnosed with a learning difficulty or who are on a modified program. Learning Support Learning support is taken as a class three times a week in place of an elective. The learning support course provides additional support for students with mild to moderate learning difficulties. In a learning support class, a student will receive instruction based on his or her IEP goals and objectives and will receive extra practice and skill development with their core academic courses. Students will work on proper study and organization skills. Additionally, students will learn strategies enhancing their ability as a learner, writer, and reader. Please refer to the Student Support handbook for more information. Math Studies 6, 7 and 8 Math studies is an individualized mathematics program for students who require a modified math curriculum. Math studies benefits students who require more than a differentiated or accommodated math program.

26

Middle School Program of Studies 2015/16

Suggest Documents