AISB Middle School Course Descriptions

American International School of Budapest Mission, Vision, Values

MISSION The American International School of Budapest prepares its students to be responsible global citizens and inspires in each a passion for knowledge and life-long learning. We are a nurturing and diverse community that instills respect for self and others, develops the whole child, and strives for academic excellence.

VISION AISB will be a leader among the international schools of Europe, recognized for its outstanding students, dedicated faculty, excellent facilities, and rich and challenging programs for students and the community.

VALUES ● We are an inclusive and involved community of students, teachers and parents. ● We appreciate each member of our community as an individual with unique talents and abilities. ● We embrace the American philosophy of education and its approach to teaching that emphasizes critical thinking skills, creativity and inquiry-based learning. ● We deliver an internationally focused curriculum that encourages open-mindedness, tolerance and cross-cultural understanding. ● We respect our host country’s culture, traditions and environment. ● We require personal integrity and ethical behavior. ● We advocate social responsibility and community service. ● We promote an open and caring dialogue in which each voice is heard.

Academic Excellence at AISB Academic excellence is the maximum development of one’s individual capacity and skills, and is demonstrated by: ● Taking initiative and ownership to broaden one’s learning, by taking risks and setting individual challenges to achieve personal growth. ● Applying creativity, knowledge, skills, and teamwork to authentic situations, and local and global problems. ● Reflecting critically on one’s work in order to learn from experience and improve future performance. ● Approaching academic pursuits with pride, passion, and integrity. ● Meeting the stated standards and benchmarks as set forth in the AISB curriculum.

Academic excellence is achieved through the collaborative efforts of the entire school community: students, faculty, parents, and governing board.

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Welcome to the AISB Middle School

Dear Parents and Students,

AISB utilizes a middle school model for students in grades six through eight, incorporating grade level teams of teachers and advisors. The philosophy and instructional programs are designed to meet the social, emotional, psychological, and academic needs of middle-level age students. Specifically, our program of studies is challenging and has students well prepared to enter the rigors of a high school program anywhere in the world.

Our written curriculum is based on Standards and Benchmarks and builds a strong foundation for academic and personal growth through sequential and age-appropriate studies. In addition, small class sizes enhance the opportunity for teachers to individualize and differentiate to meet the learning needs of all students.

The Middle School acknowledges and celebrates the cultural diversity of the student body, school community, and host country. With over fifty nationalities represented in the school, opportunities are taken to embrace differences and share in the unique qualities that make up the school community. It is characteristic of AISB to find students, parents, and staff working together in ways that assist all of its members to serve and contribute to an ever-changing global society.

In concert with the academic programs, the school offers a wide range of activities and athletics for students. These events take place after school and on some evenings or weekends. Middle School students involved in after school activities and athletic programs may have the opportunity to travel to other European schools for competitions or performances.

Much of the Middle School's success is due to our highly qualified faculty of experienced international teachers. The school has a robust professional development program that encourages teachers to take advantage of professional learning opportunities. In addition, the school provides on-site inservice opportunities both by bringing educational specialists to the campus for professional development as well as by utilizing the expertise of its professional teaching staff.

Our Middle School team looks forward to working with students and parents in the coming school year.

Best Regards,

Andrew Ball AISB Middle School Principal

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Table of Contents

Welcome to the AISB Middle School

2

Table of Contents

3

Middle School Curriculum

5

Humanities

6

Mathematics

7

Science

8

World Language

9

English as an Additional Language

11

Learning Support Services

12

Physical Education

12

Middle School Exploratory Program

13

Advisory

16

Middle School Service Learning

16

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Middle School Curriculum

Our academic program is based on the principles of a standards-based curriculum. Subject-specific learning outcomes are drawn from internationally benchmarked curricula, and content and perspectives from a multitude of international sources are included in such areas as literature, music, history, science, and drama in order to foster internationalism and global citizenship.

Our curriculum builds a strong foundation for academic and personal growth through studies in Language Arts and Social Studies (using a Humanities model in grades 6-7), Math, Science, Physical Education, and World Languages (French, German, Spanish). The program also incorporates exploratory subjects including Visual Arts, Drama, Music, Band, and Design Technology. English as an Additional Language (EAL) and Learning Support Services (LSS) classes are also provided for students, as needed.

GRADE 6

GRADE 7

GRADE 8

Humanities: Language Arts

Humanities: Language Arts

Language Arts

and Social Studies

and Social Studies

World Geography

Math 6

Math 7

Math 8

Integrated Science 6

Integrated Science 7

Integrated Science 8

World Language (French, German, Spanish) -OR- English as an Additional Language -OR- Learning Support

World Language (French, German, Spanish) -OR- English as an Additional Language -OR- Learning Support

World Language (French, German, Spanish) -OR- English as an Additional Language -OR- Learning Support

Physical Education

Physical Education

Physical Education

Exploratory Courses ● Art ● Drama ● Music ● Band ● Design Technology

Exploratory Courses ● Art ● Drama ● Music ● Band ● Design Technology

Major/Minor electives ● Art ● Drama ● Music ● Band ● Design Technology

Advisory

Advisory

Advisory

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Humanities

In grades 6 and 7, students take a Humanities class (a combination of English Language Arts and Social Studies). In grade 8 students take separate English Language Arts and Geography classes. The scope and sequence of coursework is determined by the Common Core State Standards (CCSS) for English Language Arts standards and by the C3 Framework for Social Studies. Reporting criteria include Reading, Writing, Speaking and Listening, and Knowledge and Understanding in grades 6 and 7. In grade 8 Language Arts, we report on Reading, Writing, and Speaking and Listening. In Geography, we report on Knowledge and Understanding, Ideas and Analysis, and Communication.

Humanities 6 The Humanities program in Grade 6 integrates Language Arts and Social Studies content and concepts. Students meet with the same teacher each day to focus on literacy, the writing process, historical research, historiography, and thinking strategies.

Students use these skills to connect geography, history, and influences of parallel cultures from early man to Ancient River Civilizations to understand the development and lasting contributions of civilizations. Each unit in social studies is introduced by allowing students to explore resources and make content specific inquiries. Unit related projects allow students to investigate these inquiries, and encourage students to combine the use of literacy skills and historical content in their presentations.

Literacy related skills are also taught independently; students develop reading and writing skills through literature circles, poetry, and short story units. Using the writing process, students gain confidence and fluency in their writing, vocabulary, spelling, grammar, and mechanics.

Humanities 7 The Humanities program in Grade 7 integrates Language Arts skills with Social Studies content. By using a writing process approach, students gain both the confidence as well as the technical skills needed to become more mature writers. Reading and literature are studied through both whole-class instruction, as well as through independent units of study. In addition, research skills and the use of technology are also major components of this course. The Grade 7 Humanities program covers world history through the study of Rome, Medieval Europe, the Mongols, the Ottomans, and the Mughals, as well as many of the main religions of the East and West. This course looks at how history has been greatly influenced by religion, war, economics, art, literature, and scientific achievements. In all units of study, the overall goal of the Humanities program is to blend the teaching of reading, writing, history, and current events in such a way that enables all students to make connections between disciplines and to think critically about the past, the present, and the future.

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Language Arts 8 and World Geography 8 In grade 8, students have two separate classes: Language Arts and World Geography.

Teaching analysis is at the core of the program with the explicit goal of transference between the two separate, yet connected courses. Class periods are devoted to literacy in research and geography skills, the writing process, English language skills, and thinking strategies. Using the writing process, students gain confidence and fluency in their writing, vocabulary, spelling, grammar, and mechanics. An independent reading program focuses on studies of particular genres: historical fiction, biography, classic literature, and others. This provides students with reading materials at a sufficient level of challenge while giving them practice in reading strategies, applying literary terms and devices, and presenting information in various forms.

Mathematics

Mathematical practices developed at all grade levels include: making sense of problems and persevering in solving them, reasoning abstractly and quantitatively, constructing viable arguments and critiquing the reasoning of others, modeling with mathematics, using appropriate tools strategically, attending to precision, looking for and making use of structure, and looking for and expressing regularity in repeated reasoning. The scope and sequence of coursework is determined by the Common Core State Standards for Mathematics. Reporting criteria include Communication and Knowledge and Understanding.

MATH 6 In Grade 6, instructional time focuses on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; (3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

MATH 7 In Grade 7, instructional time focuses on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

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MATH 8 In Grade 8, instructional time focuses on three critical areas: (1) formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations; (2) grasping the concept of a function and using functions to describe quantitative relationships; (3) analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem. Throughout the course students will be highly engaged in problem solving, applications and investigations.

Science

The middle school science curriculum is an integrated, activity-based, and hands-on approach to science. Earth, life, and physical science are taught throughout the middle school experience. The program features a strong emphasis on science process skills and engineering practices. Examples of these skills and practices include but are not limited to questioning, designing solutions to problems, using models, conducting investigations, analyzing data and communicating information. The scope and sequence of coursework are determined by the Next Generation Science Standards (NGSS). Each unit is organized around core science ideas that help students explain a unifying phenomenon and answer a guiding question. Reporting criteria for science include Inquiring and Designing, Collecting Data and Processing, and Communicating and Applying.

INTEGRATED SCIENCE 6 In the first semester of grade 6, students explore how phenomena that we can see on Earth, from an atom to an earthquake, occur. The focus is on the link between the natural world and the synthetic world. During the second semester, we shift focus to investigate phenomena due to things we cannot see, focusing on forces and electromagnetism.

INTEGRATED SCIENCE 7 In grade 7 students focus on the transfer of energy and matter between Earth’s systems. An example of a driving question is “Why do people live and farm on volcanoes?” In another unit, students will apply an understanding of energy and matter transfer to a study of climate diversity on the Earth. Additionally, students will be guided in creating models of gravity and Earth’s place in the solar system. Finally, cells and body systems, as well as growth and reproduction, will be explored.

INTEGRATED SCIENCE 8 In grade 8, students study the effects of Earth processes on organisms and populations.

In the first part of the year, students will explore the reproduction of life, genetics, AISB MS Course Description Guide 2020-21

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evolution, and geologic time. In the second half of the focus shifts to human and environmental interactions. Students explore topics such as effects on biodiversity, gene manipulation, and global climate change. Following this study of human / environment interactions, students will be challenged to engineer solutions to help ensure the mitigation of negative influences on the Earth.

World Language

World Language classes at AISB are offered by proficiency level instead of grade level.

They are part of a language acquisition program, intended for speakers of languages other than French, German, or Spanish. We use differentiated instructional strategies to meet the needs of a variety/diversity of student language skills within a single class. The scope and sequence of coursework is determined by the American Education Reaches Out (AERO) standards and a carefully aligned learning progression. Reporting criteria include Reading and Listening; Speaking and Writing.

Our program is designed to meet the diverse needs of our international student body.

We are proud to offer French, German, and Spanish at all levels to learners of those languages. However, please be advised that a section may not be offered due to low enrollment, and a student will then be offered his/her second choice.

NOVICE WORLD LANGUAGES The objective of the Novice World Language course is to introduce students to the basics of the language and the cultures that speak it. It assumes that the students have minimal or no prior knowledge of the language and culture. We will address all four areas of language development: reading, listening, writing, and speaking. Students will focus on communicating about their immediate world and daily life activities, read material on familiar topics, and write short, directed compositions. Specifically, they will learn how to introduce themselves, greet people, and discuss everyday topics such as school, family, friends, preferences, time, weather, and daily activities. Instruction is given primarily in the target language and in a variety of contexts to meet the needs of students with a diversity of skill levels. In grade 8, The Novice course is equivalent to the High School level 1 course, and in some cases includes High School students.

INTERMEDIATE-MID WORLD LANGUAGES The objective of the Intermediate-Mid Language course is to reinforce and further extend students’ level of fluency in the target language. It assumes that students have successfully completed a novice level course or its equivalent. We will address all four areas of language development: reading, listening, writing, and speaking. Students begin to show a greater level of accuracy when using basic language structures and are exposed to more complex features of the language. In addition to communicating AISB MS Course Description Guide 2020-21

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about their daily life activities, students will also explore other topics of relevance, read material on familiar themes, and write short compositions. Instruction is given primarily in the target language and in a variety of contexts to meet the needs of students with a diversity of skill levels. The Intermediate-Mid course is designed as a two-year course to allow flexibility and depth of study.

INTERMEDIATE-HIGH WORLD LANGUAGES The objective of the Intermediate-High Middle School Language course is to further develop students’ fluency and refine their understanding of grammar in the target language. It assumes that students have successfully completed an intermediate level course or its equivalent. We will address all four areas of language development: reading, listening, writing, and speaking. Students continue to show a greater level of accuracy when using increasingly complex language structures. A variety of contexts will be used to encourage fluency. Instruction is given primarily in the target language and in a variety of contexts to meet the needs of students with a diversity of skill levels.

The Intermediate-High course is offered in grade 8 and is equivalent to the High School level 2 course. In some cases, it includes High School students.

LANGUAGE TRIPS A unique opportunity at AISB is the 8th Grade World Language Trip. Students are able to travel to cities where the language they are studying is spoken (Paris, Madrid, or Berlin). These optional trips are at an extra cost and are truly a culminating experience for our students, as they put theory into practice by providing students with authentic opportunities to concretely demonstrate mastery of a number of language standards.

It is the truest form of performance-based assessment! The trips allow students to visit and experience many of the places they have read about and researched. They help students gain confidence in their usage of the target language and motivate them to further their language studies. Students have a concrete goal to work toward, and they can see the tangible rewards of their studies.

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English as an Additional Language

At AISB we value language as a means for thinking, understanding, and expressing ideas. Our language of instruction is English, and we encourage our students who speak other languages to maintain their home language in addition to developing their English proficiency since literacy in one language helps build literacy in others.

Becoming academically literate in another language takes time and specific support. The EAL program at AISB provides that specific support.

This course enables English language learners to operate to their full potential both academically and socially within the international school setting. There is a strong emphasis on literacy skills and extending strategies for coping with a curriculum in a second language. Students are taught English through academic content with exposure to rich oral and written language. All students are initially tested and their progress assessed regularly using the WIDA MODEL Assessment and a range of teacher-made assessments in line with WIDA standards and benchmarks. Students will receive feedback on their reading, writing, speaking, and listening skills on a six-level scale describing the levels of language development as defined by WIDA: Entering (1), Emerging (2), Developing (3), Expanding (4), Bridging (5), and Reaching (6).

There are three levels of support for English learners in the Middle School: Comprehensive, Collaborative, and Monitor. Students receiving Comprehensive Support attend EAL class during their World Language block. Students may also receive in-class support from an EAL teacher during math, science, and humanities.

When students transition to Collaborative Support, they may take a World Language class and continue to receive in-class support from an EAL teacher as needed. Monitor status students benefit from EAL and content teacher collaboration and receive targeted support as needed.

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Learning Support Services

The Middle School Learning Support program is designed to provide organizational and academic assistance to those students identified as needing additional support. Specific objectives of the program are to improve student responsibility and academic success in a variety of ways, including identifying students' learning styles; teaching study and test-taking skills; and involving parents as an integral part of this support.

Students may be assigned to work with the LSS teacher during core extension and other class periods. Some students attend a learning resource class three times weekly during the World Language block. The Learning Support teacher works closely with the grade level teams to support those students who require additional assistance.

Physical Education

The goal of Physical Education is to encourage students to a ​ lways do their best. Students develop and maintain their physical, mental, social and emotional well-being. Through a range of activities, they acquire and practice knowledge, skills, attitudes, and values associated with healthy, active living.

The Physical Education course is based on 3 areas:Performance, Lifelong Fitness, and Engagement & Responsible Behavior.

Performance​ assesses how students apply concepts and strategies in physical activities. ​Lifelong Fitness​ is assessed when students demonstrate that they can maintain a health-enhancing level of physical activity and fitness. ​Engagement & Responsible Behavior​ is assessed by the way that students interact with one another. Cooperating with peers, offering them feedback, and working well individually are areas which contribute to the assessment criteria.

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PHYSICAL EDUCATION 6 The range of activities that students participate in include Soccer/Rugby, Gymnastics, Aquatics, Basketball/Handball, Target Games, Pickleball and Rounders.

PHYSICAL EDUCATION 7 The range of activities that students participate in include Floor Hockey/ Lacrosse, Cultural Movement, Aquatics, Netball/Korfball, Target Games, Tennis and Cricket.

PHYSICAL EDUCATION 8 The range of activities that students participate in include Ultimate Frisbee, Gymnastics, Aquatics, Volleyball, Badminton, Leading & Coaching and Softball.

Middle School Exploratory Program

In grades 6 and 7, students take all of our Exploratory classes for a quarter (9 weeks) each unless they take Band.

Students in Band take that class for a semester (18 weeks), and two more Exploratory classes for a quarter each. In Grade 8, students can choose to "major" in an Exploratory subject for a semester and "minor" in two others for a quarter each.

AISB ARTS PROGRAM In the AISB Arts program, students will create, perform, and respond with understanding of all of the arts, including music, theater and the visual arts; develop in-depth skills in at least one art form; appreciate the arts in expressing human experiences; and be prepared to apply their arts knowledge and skills throughout their lifetime. The scope and sequence of coursework is determined by the National Core Arts Standards (NCAS). Reporting criteria include Creating, Performing / Presenting / Producing, and Responding and Connecting.

VISUAL ARTS 6-8 Art classes within the middle grades expand on the elementary foundation in understanding and skills in the visual arts in an exploratory manner consistent with the middle school philosophy. Through the Middle School Visual Arts Curriculum, students develop increasingly sophisticated creative strategies, skills, and habits of mind through artistic practices. Sixth Grade students focus on applying design literacy to a wide variety of traditional and new media like clay, acrylic paint, pencil and colored pencil. Seventh graders acquire increasing complex procedural knowledge, skill and craftsmanship in art making, like in their grid drawings and one point perspective.

Eighth graders continue to explore an expanded range of media and develop a more sophisticated aesthetic judgment through a charcoal self-portrait unit and painting units.

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Grade 8 Art Major Grade 8 Majors will undertake a more in-depth exploration of visual arts using a variety of art media and techniques. Emphasis is placed on refining drawing and painting skills and more in depth use of sketchbooks and the use of artist vocabulary. Projects are structured to allow individual self-expression within the Standards and Benchmarks for the grade level.

DRAMA 6-8 The MS Drama program focuses on the techniques of theatre to guide students through the creative process. Developing life skills such as ensemble building, trust and public speaking strategies is an overarching goal for the course. Reflecting on their work, students enter a dialogue using 'constructive critique' to express their ideas and help others to create theatre. Specific skills are explored at each grade level, based around a different theme: Storytelling in 6​th​ grade, Characterization in 7​th​ grade, Structure in 8​th​ grade. These skills are combined with aspects of Theatre History to devise a small group performance for a specific audience.

Grade 8 Drama Major The MS Drama program focuses on the techniques of theatre to guide students through the creative process. Developing life skills, such as ensemble building, trust and public speaking strategies, is an overarching goal for the course. Reflecting on their work, students enter dialogue with peers using “constructive critique” to express ideas and help others to create theatre. Specific skills are explored at each grade level, based around a different theme: Storytelling in 6​th​ grade, Characterization in 7​th​ grade, Structure in 8​th​ grade. These skills are combined with aspects of Theatre History to devise a small group performance for a specific audience.

MUSIC 6-8 The MS Exploratory Music course focuses on building music skills through active engagement with music of various styles. Students will develop basic musicianship, music literacy, and compositional skills through group and individual projects and performances. Creativity is highly encouraged, and students are introduced to a variety of musical genres and styles. The 6th Grade music course focuses on basic music literacy as students will use music from regions including West Africa and the Caribbean to learn the fundamentals of reading, writing, and performing music using traditional notation. In the 7th grade program, students will learn guitar as they learn about the blues from both musical and historical standpoints. They will also learn to produce their own electronic music as they study contemporary music from the standpoint of music technology. The 8th grade music program builds on the skills from 7th grade. Students will have two major focuses: electronic music production and rock band.

Grade 8 Major: Rock Band / Music Production How is the music you love created? This course will explore this question from two perspectives. In one quarter, students will focus on playing together in a rock ensemble. Students will learn rudiments of guitar, bass, vocals, keyboards, and drums, and they are then free to choose which instrument they would like to pursue further as they form bands to rehearse and perform their own cover versions, or original songs if they so choose. Students will also learn the basics of music theory as it relates to pop and rock, and they will learn about elements of pop songs such as typical song AISB MS Course Description Guide 2020-21

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structures and the relationship between the melody and the chords in a pop / rock song. In the second quarter, students will move into the producer / composer’s chair as they build upon the elementary music technology skills that they developed in 7th grade. Students will advance their skills and knowledge using Apple's Garageband to compose and produce contemporary electronic music, learning every aspect from drum programming through to effects, melodies, and more advanced music theory.

BAND 6-8 Band is a performance-based class for students who wish to pursue playing instrumental music in a large ensemble. It is offered as a semester-long class. Brass (trumpet, trombone, baritone, French horn, tuba), woodwind (flute, clarinet, oboe, saxophone), and percussion instruments may be part of the Concert Band. Students who play electric bass and keyboards are also encouraged to join. The main focus is on musicianship, technique, and musical expression. Repertoire is varied from classical to jazz to music from film and Broadway. Students may also be involved in small ensembles such as duos, trios and quartets. They may use their own instruments or borrow them from the school. Larger public performances are several times per year, and opportunities for smaller performances occur more frequently.

DESIGN TECHNOLOGY 6-8 The Design Technology course focuses on using a design process to develop and create solutions to fill a variety of needs, including artistic, decorative, or practical. The scope and sequence of coursework is determined by the Design Technology Standards. Reporting criteria include Inquiring and Analyzing, Developing Ideas, Creating the Solution, and Evaluating. Students design solutions and products in a variety of domains including graphic design, and computer aided design (CAD) for the creation of tangible products. Students use CAD software to rapidly prototype, design, and later make/build their ideas. They have the opportunity to use many different types of tools, including computer numerically controlled (CNC) machines like 3D printers and routers. Important goals of this course are to learn how to design solutions, be creative, work with your hands, problem-solve, and experience what it’s like to use today’s leading design tools and processes.

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Advisory

The Middle School Advisory program has been designed to provide students with the opportunity to feel a sense of belonging within the larger AISB community.

Each student belongs to an advisory group which meets daily to explore issues related to service learning and academic and social/emotional needs.

Students develop skills relative to time management, organization, decision making, healthy living, and goal setting and reflection.

In the Middle School we want all students to build a strong connection with at least one caring adult in a supportive environment so that they can flourish socially and academically. Our Advisory Program aims to provide students with opportunities to build meaningful relationships, while promoting a feeling of being cared for, which contributes to their overall success as a student.

Middle School Service Learning

Service Learning is a strong and valued tradition at AISB. We believe that it provides students an opportunity to learn about their community and about some important social and environmental issues that affect our world. It also aims to inspire students to be responsible global citizens. Activities in environmental protection, student leadership, and community service help develop the mindset of the global leaders of tomorrow.

Service learning is different from Community Service because it directly connects to the curriculum. AISB is proud of its strong Service Learning Program, with each grade level dedicating itself to a project throughout the academic year.

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Grade 6 Finding Joy In Our Community

We are all a part of different communities, through our families and cultures. One community that brings us all together is AISB. To get to know the people in our community better, grade 6 students are creating portraits of its members through the lens of what brings them joy. By sharing this with the rest of the community, we hope this snapshot brings everyone closer together.

Grade 7 Sustainability Project: "Waste Not, Want Not"

The focus of the Grade 7 Service Learning Project is on the waste element in the cycle of consumption. We will look at garbage as it relates to each one of us personally, as well as an issue that modern society must tackle, especially in cities like Budapest.

During this year-long project, students will visit local waste disposal sites, such as the Pusztazamor landfill, Budapest’s wastewater treatment station, and some sites demonstrating alternative methods of processing garbage. We will also look inward at our own lifestyles and our personal contribution to the generation of waste. Using curricular elements present in Humanities, Science, and Mathematics, students will calculate their own household carbon footprint, experiment with the consequences of lifestyle changes, and report analyses and conclusions back to the school community.

Students will also hear from experts in the field of science and the environment on alternative solutions to the waste problem. As a culminating activity, students will use concepts learned in academic classes to design and produce solutions to the waste problem, presenting them to the school community via the annual AISB International Festival.

Grade 8 Gyengénlátok School Project

The project starts with a visit to the Gyengénlátok School to learn about students who are visually impaired. Students may also visit a museum in Budapest that further educates them about individuals with sight loss. The AISB Grade 8 students also design, run, and host a whole-day event for the Gyengénlátok students at AISB, taking into consideration what they have learned about them. Students prepare for their visitors by reflecting on their experiences from visiting the school and the museum, sharing observations to help inform one another and plan the day.

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AISB Middle School Faculty Ready for Action!

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