Middle School Curriculum Guide 2023 - 2024

MIDDLE SCHOOL CURRICULUM GUIDE 2023 - 2024  CONTENTS

1

COVER ART BY: MINAMI ASHIHARA, CLASS OF 2027

2

 CONTENTS

TABLE OF CONTENTS A LETTER FROM THE PRINCIPAL

4

MISSION

5

BELIEFS

5

VISION FOR AN AISC LEARNER

5

DIVERSITY POLICY

7

AISC LANGUAGE PHILOSOPHY

8

ABOUT THE CURRICULUM GUIDE

9

ACADEMIC PROGRAM & SAMPLE SCHEDULE

9

COURSE DESCRIPTIONS

10

LANGUAGE ARTS

10

ENGLISH FOR ACADEMIC PURPOSES

11

WORLD LANGUAGE

12

SOCIAL STUDIES

15

SCIENCE

17

MATHEMATICS

19

FINE ARTS

22

THEATER

26

VISUAL ARTS

28

DESIGN TECHNOLOGY

29

HEALTH AND PHYSICAL EDUCATION

31

YEARBOOK

33

MIDDLE SCHOOL ADVISORY

33

INDEPENDENT STUDY

34

ACADEMIC HONESTY

34

INSTRUCTIONAL TECHNOLOGY

35

BRING YOUR OWN TECHNOLOGY

35

ACADEMIC SUPPORT PROGRAMS

37

ENGLISH AS AN ADDITIONAL LANGUAGE

37

LEARNING SUPPORT SERVICES (LSS)

38

LIBRARY SERVICES

39

COLLABORATION & INQUIRY CENTER

39

EXPERIENTIAL LEARNING

41

WEEK WITHOUT WALLS

42

SEVAI: SERVICE LEARNING

44

CURRICULAR CONNECTIONS

44

ARTS, SPORTS AND ACTIVITIES

45  CONTENTS

3

A LETTER FROM THE PRINCIPAL Dear Middle School Parents and Students, As a Middle School, we provide excellent learning experiences, enriching Arts, Sports & Activities (ASAs) programs, and a nurturing environment for our students to challenge themselves and grow. The programs offered in sixth through eighth grade are in alignment with our mission to foster courage, creativity, confidence, and compassion. Our academic and co-curricular experiences provide students with opportunities to develop themselves as internationally minded learners and individuals. This foundation positions students to successfully transition to schools in their home country as well as to other international schools.

Our community embraces international diversity as we consist of students from about 30 different nationalities. In this rich setting, students learn skills for collaborating and developing relationships. We embrace our host country through connections with our community—interwoven into the Middle School experience through our service learning program (Sevai) and curricular connections. Our advisory program allows students to explore their identity, build relationships, and focus on wellbeing. Our integrated English as an Additional Language (EAL) program provides support and instruction to learn English while learning subject-area content.

We strive to provide an academically challenging environment in order to foster intellectual curiosity and a sense of responsibility in our students. We offer an American curriculum with an international perspective. We focus on how to learn throughout our entire curriculum by modeling, teaching, and facilitating reflection on Learning Habits.

Technology is seamlessly incorporated into all subject areas and students celebrate their learning with their parents with end-of-the-year portfolio presentations. Our Week Without Walls (WWW) experience builds our students’ independence, responsibility, and takes learning outside of the classroom.

To fully educate the whole child, we are committed to cultivating lifelong learners and balanced, globally-minded citizens who are prepared to positively contribute in a dynamic and interconnected world. Our programming supports this belief by empowering students with the opportunity to choose from a variety of elective classes during the school day and participate in co-curricular activities. Through our co-curricular activities, our students are exposed to the ideas of others by engaging with students across grade levels, India, and our region.

The Middle School years are a time of transition and change as students grow physically, socially, emotionally, and cognitively. We work as a community of faculty and staff, and in partnership with parents to ensure that there is a supportive environment for this development.

We invite you to support us in this endeavor.

Sincerely, Ms. Jennifer Bertram Middle School Principal

4

 CONTENTS

MISSION Together we inspire a love of learning, empowering all students with the courage, confidence, creativity and compassion to make their unique contribution in a diverse and dynamic world.

BELIEFS We believe that…

• Each person has equal intrinsic value, worthy of dignity and respect.

• We are responsible for our choices and their effect on others, the environment and ourselves.

• Being open to new ideas and challenging experiences enriches our lives.

• Mutual respect, trust and caring foster healthy interpersonal relationships.

• Embracing our diversity makes us a stronger community.

• In an interconnected world, our positive contributions to the community and the environment are essential.

• Individuals thrive in a nurturing environment that provides for their physical and emotional safety.

VISION FOR AN AISC LEARNER At AISC, successful learners are…

Leaders We show courage by taking action and inspiring others to serve and contribute positively to our interconnected world. Leaders develop a vision, plan appropriately, and work collaboratively to achieve results.

Collaborators We develop a deeper understanding by listening carefully to others’ perspectives and confidently articulating personal viewpoints in the pursuit of common goals.

Innovators We approach uncertainty with confidence, designing novel solutions in the face of challenges or change.

Innovators are creative, resourceful, open-minded and resilient, seeking new perspectives through inquiry, trial, error and feedback.

 CONTENTS

5

Explorers We investigate new interests with curiosity, inquiring with purpose, and seeking deeper understanding and fulfillment through their independent pursuits.

Thinkers We use critical and creative thinking skills to analyze and take responsible action on complex problems.

We exercise initiative in making reasoned, ethical, data-informed decisions.

Ethical We show responsibility for our choices and consider their effects on ourselves, others, and the environment. We act on our principles and ideals because we value the dignity of others.

Versatile We adapt to changing circumstances, balancing our commitments and showing courage as we take on new challenges. We seek new opportunities for learning, growth, and renewal.

Empathetic We appreciate our own cultures and personal histories while respecting the values and traditions of others, believing each person has equal intrinsic value. We are sensitive to the needs of others and show compassion by making positive contributions to our local and global communities and the environment.

Resilient We demonstrate ongoing commitment to our endeavors by learning from our successes and failures in the positive pursuit of our objectives, goals, aspirations, and dreams. We practice patience and persistence in all situations, especially when they are challenging or uncomfortable.

Reflective We pause to think about our goals, learning, and growth in order to develop and sustain our creativity and lifelong learning. We review and examine our own ideas and experiences in relation to the world and consider our interdependence and impact on others.

6

 CONTENTS

DIVERSITY POLICY We value the unique identities of all community members. The School recognizes that this diversity strengthens relationships, enhances the educational experience, and supports AISC’s mission and core values.

We are committed to a diverse, equitable and inclusive community that empowers all students to make constructive contributions to a dynamic world. We recognize this as an ongoing endeavor.

We are committed to providing an inclusive environment where all community members are known, seen, and valued.

Taken together, these efforts inspire the community to thrive.

 CONTENTS

7

AISC Language Philosophy

be

r

era

c t w it

h e a c h ot

he

com

em

in t

ga

C o m m u nit y m

Students use any resource, linguistic or otherwise, to be successful. s

m o n lan g u a g e.

Teachers instruct & assess in English.

s ru

in

KOREAN AISC 언어 철학

t

les un s avec l

es

au

호작

로 서

教員による英語での 指導&評価

.

언어를 사용하여

tr

 CONTENTS

を使用 言語 通 共

une

e la ngue co m m d’u n

au

au

mo

un

yen

omm

sent

통

AISC ランゲージフィロソフィ

生徒は成功のために 言語やその他の あらゆるリソースを活用

コミュニケーショ ン 間の は ー バ

res de la c

8

g is

공

JAPANESE

コミュニティ メン

memb

Les apprenants sont libres du choix des ressources, linguistiques ou autres, é pour réussir. in t es era

은

원

Les

Les enseignants enseignent et évaluent en anglais.

성

Philosophie linguistique de l’AISC

학생들은 성공하기 위해 언어적인 방법 또는 기타 방법 등 모든 자원을 사용합니다

상

커뮤니티 구

FRENCH

용 합 니 다.

교사는 영어로 가르 고 평가합니다.

ABOUT THE CURRICULUM GUIDE The information contained in this Curriculum Guide is designed to help you understand our academic program and provide an overview of the Middle School learning community. In this Curriculum Guide, you will find course descriptions for each course offered. Over the course of three years, students will take a variety of required and elective classes. Middle School is a time for students to take advantage of a wide range of electives and discover areas of passion and interest. The purpose of this guide is to acquaint students and parents with the courses offered at AISC, and to enable them to plan a program of studies that maximizes student interest and engagement.

Overviews of our advisory program (Advisory), learning support services (LSS), and English as an Additional Language (EAL) program are provided. Our library services and technology integration is outlined for your reference. Other important aspects of our program, like academic honesty, experiential learning, and Arts, Sports & Activities (ASAs) are summarized.

ACADEMIC PROGRAM & SAMPLE SCHEDULE All students in Grades 6–8 take math, science, language arts, social studies, world language, and physical education courses each year. Students choose two elective classes each year from the following areas: art, theater, choir, band or design technology. A student may be placed in an English for Academic Purposes (EAP) class, which replaces a world language course if a need to develop academic English is identified.

Sample Middle School Student Schedule

 CONTENTS

9

COURSE DESCRIPTIONS LANGUAGE ARTS The Language Arts program is dedicated to providing learning that emphasizes inquiry and creativity through the use of the workshop model using the Common Core English Language Arts Standards as the framework of our curriculum. We encourage students to be growth-focused, improving their reading, writing, speaking, and listening, as well as introducing them to a variety of genres and styles.

To achieve this goal, teachers will: • Encourage students to engage with literature using compassion and thoughtfulness; • Develop a spirit of inquiry to enhance students’ critical thinking skills; • Promote creative expression; • Deepen students’ awareness of the credibility and usefulness of sources; and • Encourage the continuous development of written and oral expression.

The goal is that Middle School Language Arts will allow students to become compassionate global citizens with the courage and creativity to express themselves with confidence. The Language Arts curriculum focuses on the areas of reading, writing, speaking, and listening. Each area will be assessed in every course in various ways, and skills will be revisited and refined over the course of the Middle School program.

In each grade of our Language Arts program, students are taught using the reading and writing workshop model. The goal is to ensure that every student is highly engaged and working on materials that are appropriate to their proficiency levels. The workshop model helps to develop independent, thoughtful, and competent readers, writers, listeners, and speakers. Students are introduced to a variety of different genres and writing styles and encouraged to read a variety of fiction and nonfiction genres.

Language Arts 6 In Grade Six, students continue to develop their reading and writing lives by cultivating effective habits, building agency and independence, and responding to their reading in meaningful ways. Students use various reading comprehension strategies to make meaning from texts. They use textual evidence to support their analysis of inferences and what is stated explicitly in the text. Students explore literary elements and have several opportunities to analyze these over the course of the year.

In writing, students continue to build their skills in narrative, argumentative, and informative writing. They focus on engaging the reader, organizing writing in various ways, using effective transitions and descriptive details, and writing satisfying conclusions. Students are provided opportunities—and choice—to examine a topic and convey themes, develop a literary argument, and present information. Student writing is further

10

 CONTENTS

enhanced with particular attention to academic language development and English language conventions.

Language Arts 7 In Grade Seven, students build upon the strategies and skills learned in lower grades. Students are encouraged to become independent readers, as well as to develop their reading strategies, ability to compare and contrast, and analyze literature. They communicate their perspectives, ask questions, and read closely with peers and share leadership in book club discussions.

In writing, students strive towards more advanced pieces emphasizing growth in their craft. They write arguments to support their claims, write informational texts, and create narratives to develop real or imagined experiences, focusing on strategies to structure texts clearly and effectively. Students develop oral communication and language convention skills throughout the year.

Language Arts 8 In Grade Eight, students strive to improve their reading skills, analyzing texts, and supporting their ideas with specific evidence. Students develop their ability to evaluate the author’s craft by noticing word choice, structure, and point of view. Students practice speaking and listening strategies for academic conversation about shared texts, sharing and deepening their understanding of universal themes.

Students follow the writing process across genres, including argumentative, informative and narrative pieces as well as poetry. They continue to build strategies for developing claims, supporting ideas with evidence, and organizing thinking for their audience to achieve cohesion. Students write daily to explore ideas, develop their voice, vary sentence structures, and choose precise words. They practice informal and formal oral presentations, focusing on communicating clearly and artfully.

ENGLISH FOR ACADEMIC PURPOSES Aligned to the WIDA Standards, the English for Academic Purposes (EAP) program is designed to enhance the academic abilities, communication skills, and vocabulary of students who are new to learning in English.

Organized in grade-level classes, emphasis is placed on the following: • Strengthening a student’s foundation around English syntax and structure; • Supporting content instruction while increasing academic language skills, knowledge, and abilities; • Developing oral language through engagement discussion strategies; • Strengthening the comprehension and production of various text types and participation in group discussions; • Developing reading and writing skills; • Understanding academic concepts and comprehending academic discourse; and

 CONTENTS

11

• Building academic vocabulary through word study.

Students explore a variety of reading and writing genres and text types, learn cognitive academic skills (i.e. strategies for reading comprehension, vocabulary development, test-taking, critical thinking, and research), and develop their writing, grammar, language usage, mechanics, and spelling. Authentic learning activities and assignments will be used to motivate students and refine the course to best meet student needs.

WORLD LANGUAGE The goal of the AISC World Language Department is to empower students to become versatile, empathetic collaborators who will be proficient communicators in more than one language. The AISC World Language Department is guided by the American Council on the Teaching of Foreign Languages (ACTFL) Standards. The program cultivates effective use of the target language by providing students with an immersive classroom environment and authentic materials. Language learning throughout the program occurs through meaningful, contextually-based interactions. Moreover, teachers encourage students to connect to other cultures and value international mindedness.

Students throughout the Grade 3-12 World Language Department Program courses will: • Develop communication skills so that they can express themselves confidently, effectively, and • creatively (orally and in writing) in more than one language; • Develop interpersonal, interpretive, and presentational skills; • Develop cognitive and critical thinking skills; • Make connections and comparisons between different languages and cultures; and • Be exposed to and learn to accept different perspectives.

Scan this QR code to access www.actfl.org.

TABLE OF ACTFL LEVELS Novice Mid: I can communicate on very familiar topics using a variety of words and phrases that I have practiced and memorized.

12

 CONTENTS

Novice High: I can communicate and exchange information about familiar topics using phrases and simple sentences. I can usually handle short social interactions by asking and answering simple questions.

French A / Spanish A Pathway A is an introductory language course that develops students’ basic communication skills in all three modalities: Interpretive Communication, Interpersonal Communication, and Presentational Communication. Speaking, listening, reading, and writing skills are developed through activities such as roleplays, interviews, projects, and presentations. Spanish/French is the language of instruction and communication in this class. Meeting the learning standards is based on achieving a Novice Mid-level of

Interpersonal speaking

A

B

C

D

Novice Mid

Novice Mid

Novice High

Novice High

Novice Mid

Novice High

Novice High

Novice High

Novice Mid

Novice High

Novice High

Novice High

Novice Mid

Novice High

Interpersonal writing Interpretive listening

Novice Mid

Novice Mid

Interpretive reading Presentational speaking

Novice Mid

Presentational writing

proficiency in Interpersonal Speaking and Interpretive Listening modes. This course is offered to students with limited or no previous exposure to the language.

French A / Spanish A

French B / Spanish B

Pathway A is an introductory language course that develops students’ basic communication skills in all

Pathway B continues to develop students’ basicInterpersonal communication skills in all three modalities: Interpretive three modalities: Interpretive Communication, Communication, Presentational Communication.Interpersonal Speaking, listening, reading and writing skills are developed through activities as Communication, Communication, and Presentational Communication.

Speaking,such listening,

role-plays, interviews, projects, and presentations. Spanish/French is the language of instruction and communication in this class. Meeting the learning standards is based on achieving a ​Novice-Mid ​level presentations. the language of instruction and modes. communication in this class. to Meeting of proficiency Spanish/French in Interpersonal is Speaking and Interpretive Listening This course is offered students with limited or no previous exposure to the language. the learning standards is based on achieving a Novice Mid-level of proficiency in Interpersonal Speaking,

reading, and writing skills are developed through activities such as roleplays, interviews, projects, and

Interpretive Listening, and Presentational Speaking modes. This course is offered to beginning students who French B / Spanish B

have successfully completed Pathway A (or with equivalent experience with the language as determined by B continues develop students’ basic communication skills in all three modalities: a Pathway teacher evaluation of to proficiency).

Interpretive Communication, Interpersonal Communication, Presentational Communication. Speaking, listening, reading and writing skills are developed through activities such as role-plays, interviews, projects, and presentations. Spanish/French is the language of instruction and communication in this class. Meeting the learning standards is based on achieving a ​Novice-Mid​ level of proficiency in 13  CONTENTS Interpersonal Speaking, Interpretive Listening, and Presentational Speaking modes. This course is offered to beginning students who have successfully completed Pathway A (or with equivalent

French C / Spanish C Pathway C continues to develop students’ communication skills in all three modalities: Interpretive Communication, Interpersonal Communication, and Presentational Communication. Speaking, listening, reading and writing skills are developed through activities such as vocabulary games, sentence creation, comprehension activities, roleplays, interviews, projects, and presentations. Spanish/French is the language of instruction and communication in this class. Meeting the learning standards is based on achieving a Novice High-level of proficiency in Interpersonal Speaking, Interpretive Listening, and Presentational Speaking modes, as well as achieving a Novice Mid-level of proficiency in Interpersonal Writing, Interpretive Reading, and Presentational Writing modes. This course is offered to students who have successfully completed Pathway B (or with equivalent experience with the language as determined by a teacher evaluation of proficiency).

French D / Spanish D Pathway D continues to develop students’ communication skills in all three modalities: Interpretive Communication, Interpersonal Communication, and Presentational Communication. Speaking, listening, reading, and writing skills are developed through activities such as paragraph building, comprehension activities, roleplays, interviews, projects, and presentations. Spanish/French is the language of instruction and communication in this class. Meeting the learning standards is based on achieving a Novice High-level of proficiency in Interpersonal Speaking and Writing, Interpretive Listening and Reading, and Presentational Speaking and Writing modes. This course is offered to students who have successfully completed Pathway C (or with equivalent experience with the language as determined by a teacher evaluation of proficiency).

NL

NM

NH

IL

G4

G5

MS C

HS 2

MS A

MS D

MS B

HS 1

*Students intending to pursue the International Baccalaureate (IB) Language B course for the IB Diploma Programme in High School, will be required to place into High School World Language Level 2 in order to be on the appropriate pathway.

14

 CONTENTS

SOCIAL STUDIES The social studies curriculum is designed through the College, Career, & Civic Life (C3) Framework for social studies state standards. By the time students leave our social studies program, they will be able to think and learn independently as informed global citizens.

To achieve this goal, teachers will: • Present social studies as a form of inquiry; • Promote the understanding and application of disciplinary skills and concepts; • Develop students’ abilities to detect credibility and bias when evaluating sources; • Emphasize the importance of collaboration, communication, and international mindedness; and • Encourage not only the knowledge of topics and concepts but also the taking of informed action.

Social studies courses provide MS students with rich and engaging learning experiences in the areas of history, geography, economics, and civics. At every grade level, students will develop the skills needed to ask disciplinary questions, plan inquiries, evaluate and use sources, read and think critically, communicate their ideas effectively, and take action on a range of social studies topics. For each MS course, students will complete projects involving technology and peer collaboration.

 CONTENTS

15

Social Studies 6 In Grade 6, students focus on the concept of social connectedness. Through examining the different disciplinary fields of social studies, students are able to identify and analyze the unique contributions of each social science. Inquiry and design projects drive student explorations as they ponder the idea of what makes us human and engage with the challenges that come from living in a highly connected world.

Through inquiry, students develop their questioning, research, and communication skills. Students learn about the relationship between managing resources and population growth by investigating how ancient civilizations came to prominence and what led to their successes and failures. The year culminates with an exploration into the costs and benefits of globalization. Students continue their exploration of social connectedness by developing solutions to helping our planet, and the people who live on it, to thrive in a more sustainable way of living, both locally and globally.

Social Studies 7 In Grade 7, students explore the theme of Social Responsibility through inquiry, project-based learning, and student choice. Once the concept of Social Responsibility is formed, students make connections between what they have learned and our local community. A guided inquiry unit on Inventions and Necessity challenges students to understand the geographic and social impact of innovation. Unit 3 is focused on exploring economic concepts and the investigation of the UN Sustainable Development Goals. Finally, students grapple with what inspires change and the intended and unintended consequences of historical turning points in our Change and Consequences unit. Each unit features historical and contemporary case studies from around the world, with efforts made to help students connect their learning to their own culture and modern-day experiences.

Social Studies 8 In Grade 8, students investigate social justice through guided and independent inquiries in four units: Social Justice, Immigration, Government and Economy, and Industrialization. Each unit examines a case study in history that showcases how a seemingly small event still echoes today. Students develop their social science, research, and critical thinking skills as they connect history to contemporary events and experiences. Students develop their creativity and communication skills as they advocate for action based on their findings. In the final unit of the year, students synthesize their learning through a discussion-based analysis of historical and contemporary issues that impact the world around them.

16

 CONTENTS

SCIENCE The goal of the Science Program at AISC is to empower all students to become curious inquirers, critical thinkers, and ethical citizens. Students will develop a strong foundation of knowledge and engage in collaborative, authentic inquiry to deepen their understanding of the natural world. Students will apply their understanding to solve problems and make informed and reasoned decisions in an interdependent and dynamic world.

The Middle School Science Program follows an integrated approach to science supported by the Next Generation Science Standards (NGSS), which interweave science disciplines, concepts, and skills in a developmentally appropriate progression. Over the course of each year, students build conceptual understanding by exploring different phenomena to make sense of the world around them. In doing so, they apply the three core scientific disciplines (Earth and Space Science, Life Science, and Physical Science) along with science and engineering skills. Scientific concepts are reinforced through exploration, experimentation, research, and model construction. Students have the opportunity to demonstrate and strengthen critical thinking skills as they transfer and apply their learning to solve authentic problems.

 CONTENTS

17

Through engaging in this program, students will: • Build a strong foundation of knowledge in the physical, biological, and earth and space sciences, and make connections between these fields; • Ask questions, develop, and use models to explain observed phenomena, and make predictions; • Design and perform experiments to investigate testable questions; • Apply mathematical and computational thinking to analyze and evaluate data; • Engage in evidence-based argument to make claims supported by scientific reasoning; • Communicate scientific ideas clearly using appropriate academic language; • Develop effective collaboration and teamwork skills; and • Appreciate the dynamic nature of science and the impact it has on our lives.

Science 6 In Grade 6, students will explore thermal and light energy and its interaction with matter. They will then apply this knowledge to understand the Earth’s systems with a focus on the geosphere. Students will end the year exploring the foundation of living things.

Science 7 In Grade 7, students will deepen their understanding of matter and systems through the lens of cause and effect while studying biochemistry and the biosphere. Students will then investigate ecosystem dynamics and biodiversity. The year will conclude by taking a critical look at their impact on Earth’s finite resources.

Science 8 In Grade 8, students will focus on further developing their understanding of core scientific concepts by analyzing and interpreting data of distant interactions in both time and space. The year will finish with a study of genetics that is then applied to natural selection and common ancestry.

18

 CONTENTS

MATHEMATICS Mathematics in the Middle School follows the Common Core State Standards. These involve the study of general mathematical concepts and practices, covering several strands which include: Numbers and Operations, Geometry, Measurement, Patterns, Functions, and Algebra. While learning these concepts, students will be actively engaged through working individually and in groups. Manipulatives and appropriate technologies are used to support learning in class. Students will learn concepts using the investigation– inquiry method. Problem-solving skills will be emphasized and students will be encouraged to develop novel approaches to multi-step problems. Teachers use flexible and adaptive strategies to facilitate the development of confident and thoughtful problem-solvers. Writing and speaking about math are key features in our approach to teaching/learning mathematics. The ability to explain the process and thinking is the emphasis of student learning. To this end, the acquisition of vocabulary specific to mathematics is emphasized. Students are encouraged to correctly use the concepts, skills, symbols, and vocabulary identified in each unit of study. Additionally, students identify and apply real-world applications to the mathematical, scientific, and logic principles they are learning.

Math 6 In Math 6, students use hands-on materials to understand mathematical concepts in greater depth.

Students have opportunities to apply these concepts to real-life situations and to also practice applying patterns and skills. Students are encouraged to try as many approaches as possible, even if it results in an incorrect answer. Mistakes are how we learn in Math 6. Flexible and adaptive strategies will be introduced

 CONTENTS

19

to facilitate the development of confident, curious, and thoughtful problem-solvers. Writing and speaking about math is a key feature of our approach to mathematics; the ability to explain one’s process and thinking is fundamental to success.

Math 7 The Math 7 instructional activities aim to provide learning opportunities that will help students increase their computational skills, nurture conceptual understanding, learn to communicate mathematically, make connections across disciplines and mathematical concepts, as well as enhance critical thinking and problemsolving skills. Units are designed to help students develop an understanding of number sense; solve multistep equations; analyze and represent linear functions; understand and apply proportional relationships; solve one- and two-step inequalities; work with two- and three-dimensional shapes focusing on area, surface area and volume and what changes happen to these values when a scale factor is applied; apply transformations; and analyze and summarize data sets. Throughout these units, students will be asked to explain their thought process as well as demonstrate their understanding by applying their knowledge to real-world applications.

Math 8 IM1 In the 1600s, René Descartes united the fields of geometry and algebra using the Cartesian coordinate system. This allowed algebraic equations to be expressed as geometric shapes and vice versa. Under the Common Core State Standards, the two are encouraged to be learned simultaneously.

Math 8 IM1 uses a task-based approach that leads to the skills and coherence in mathematics by first developing understanding. This leads students to develop deeper conceptual and procedural knowledge so that they can solve many open-ended problems. As a language teacher expects students to describe text with a rich and varied vocabulary, we also expect fluency in mathematics by solving problems in multiple ways and justifying their understanding with different representations. Math 8 IM1 will prepare students for HS Integrated Math 1 (IM!1) or Integrated Math 2 (IM2), depending on the student’s mastery of the standards.

20

 CONTENTS

Course Sequence Map

 CONTENTS

21

FINE ARTS Performing Arts There are many compelling and promising reasons why the performing arts are extremely beneficial to the human brain regardless of age: increased comprehension and communication skills, better coordination, increased capacity for memory, focused multitasking, and building qualities of character such as resilience, patience, creative problem-solving and critical listening skills. In essence, engagement with the performing arts helps learning across all subject areas as it involves both sides of the human brain in the process of learning.

The National Core Arts Standards (NCAS) are the foundation of the performing arts curriculum, where arts learning and arts making are cognitive and physical actions that drive the artistic processes of Creating, Performing, Responding, and Connecting. Each artistic process will be assessed in various ways and skills will be revisited and refined over the course of the Middle School program. The performing arts curriculum and the NCAS standards allow for a project-based and inquiry-based approach to learning as we focus on the artistic processes and not the finished product.

Performing arts teachers facilitate a safe space for students to explore, respond, experiment, create, connect, and develop creative problem-solving strategies. To fully benefit from the performing arts requires a high level of engagement and commitment, whereby students cultivate resilience and courage to express ideas within the performance medium. Through the performing arts, students learn how to collaborate with others as they work to creatively present their learning in front of an audience.

22

 CONTENTS

Band The Middle School Band is a comprehensive program of growth, beginning in Grade Six and continuing a pathway to High School. Students with no prior experience with a band instrument will be placed in the beginning woodwinds or beginning brasswinds class. For your reference, woodwinds consist of the flute, oboe, bassoon, clarinet, bass clarinet, as well as alto, tenor, and baritone saxophones. Brasswinds consist of the trumpet, trombone, euphonium, French horn, and tuba. Within both ensembles is an opportunity for students to take an interest in percussion as their main instrument, which includes marimba, vibraphone, xylophone, snare drum, bass drum, timpani, and a host of hand percussion instruments. Middle School students who have at least one year of prior experience with an instrument will be placed in the MS Concert Band class. As members continue from Beginning Band to Concert Band, they will perform an increasingly challenging repertoire representing a wide variety of history, geography, and musical styles.

 CONTENTS

23

Beginning Band: Woodwinds and Brasswinds The Beginning Band aims to develop well-rounded musicians through the context of creating art with a woodwind, brass or percussion instrument. This course is designed to introduce students to the band ensemble experience as they connect the fundamentals of music theory, instrumental technique, breathing, tone production, reading and writing music notation, improvisation, music composition, and concert performance etiquette. Students respond to and create with fundamental skills designed to inspire a joy of learning with their instrument, both within the ensemble and at home. Learning experiences are integrated with a portfolio of student video and audio recordings, compositions, and reflections. Beginning woodwind and brasswind members perform together a minimum of two formal concerts each year.

Students who complete the Beginning Band course can move forward to the MS Concert Band, which is a mixed ensemble of our MS experienced players.

Ensemble

Prerequisite

Duration

Grade

Beginning Band

None

1 year

6–8

Concert Band The Middle School Concert Band is designed for students with one year of instrumental experience to continue their proficiency with the fundamentals of music theory and instrumental technique. Built upon the foundations of the beginning woodwinds/brasswinds course, the MS Concert Band prepares students to respond to and create with more complex and rich repertoire appropriate to their skill level as they demonstrate a higher level of performance. The MS Concert Band goes deeper into music vocabulary and connects their learning with music-making through improvisation, composition, and strategies to utilize their emotions as a catalyst for creativity both within the ensemble and when practicing their music at home. Learning experiences are integrated with a portfolio of student video and audio recordings, and reflections. The MS Concert Band performs two formal concerts per year and members are eligible to travel for music festivals.

Ensemble MS Concert Band

24

Prerequisite Beginning wood/brasswinds/percussion/ strings or equivalent experience

 CONTENTS

Duration

Grade

1 year

6–8

Choir The Middle School choral program follows a progressive curriculum. Voice training in a choral environment and music literacy are the main components. We will learn about proper vocal technique, focusing on keeping our instrument—the voice—healthy for life. We will also learn music theory through the solfege system of sight singing. Group ensemble behavior and public performance will be emphasized. Students will explore different choral material from diverse cultures and languages, as well as a broad range of styles, genres, and historical periods.

Ensemble

Prerequisite

Duration

Grade

Beginning Choir

None

1 year

6–8

Experienced Choir

Beginning Choir or equivalent experience

1 year

6–8

Beginning Choir The Beginning Choir aims to develop well-rounded musicians through the context of group singing. This course is designed to introduce students with limited music experience to the fundamentals of music theory and vocal technique as outlined by the National Core Arts Standards (NCAS). Students learn about proper vocal technique, focusing on keeping their instrument—the voice—healthy for life. Students are exposed to basic music theory concepts while learning to read music and develop their aural skills.

Students sing music in unison and two-part harmony that come from a variety of sources and styles. Group music rehearsal during class is complemented by daily individual practice at home. Learning experiences are integrated with a portfolio of student recordings, compositions, and reflections. Students participate in at least two major public performances each year.

Experienced Choir The Experienced Choir builds upon the musical foundations of the Beginning Choir. It is designed to further students’ proficiency in music theory and vocal technique as outlined by the National Core Arts Standards (NCAS). Singers are challenged to engage with more complex music written in two- to threepart harmonies and to master higher levels of sight singing. Ensemble work at this level is both in large group and small group contexts. Group music rehearsal during class is complemented by daily individual practice at home. Learning experiences are integrated with a portfolio of student recordings, compositions, and reflections. Members of the Experienced Choir participate in two major public performances and are eligible to travel for music festivals.

 CONTENTS

25

THEATER Theater 6 The Theater 6 course provides students with the dynamic opportunity to express their values and creative ideas through the medium of theater. Students will learn in a safe, supportive environment the importance of collaboration, respect, and inclusion. Students will then explore a variety of theatrical techniques and genres and be challenged to find performance solutions whilst creating quality theater. Students will experiment with spontaneous and planned improvisation techniques, further equipping them with the right skillset to devise. Throughout the course, students will be assessed on their ability to create, perform, and respond to theater work. They will also connect and relate their knowledge, personal experiences, and other historical contexts to deepen their understanding of theater.

Theater 7 Theater 7 further develops students’ ability to create increasingly sophisticated quality theater. Students will learn to work more independently and explore opportunities to analyze, reflect, and evaluate their own work. They will consolidate and deepen their understanding of how space, movement, and voice communicate meaning and explore how to negotiate and make decisions as part of a collaborative group.

26

 CONTENTS

Students will use a range of approaches to create credible characteristics, varying vocabulary and body language, while using different techniques to structure an effective performance. Students will continue to be assessed on their ability to create, perform, and respond to their artistic process and connect their work to other contexts to deepen their understanding of theater.

Theater 8 Theater provides students with opportunities to develop practical performance and design skills, express themselves through the medium of theater, and inquire into historical and contemporary theatrical practice.

Students will use space, movement and voice with imagination, commitment to communicate meaning, and evaluate that use. In order to further their understanding of performance technique, students will use a range of dramatic skills, techniques, forms, and conventions to express ideas and feelings effectively, with a clear understanding of the differences between naturalistic and non-naturalistic forms and techniques.

Students will also consolidate their ability to reflect upon and respond in depth and detail to their own work and the work of others to analyze the application of skills required and what was communicated to the audience. Throughout the course, students are assessed on their ability to create, perform, and articulate their artistic process, while connecting with the world around them.

 CONTENTS

27

VISUAL ARTS The Middle School Visual Arts program teaches with an inquiry-based approach that guides choice-based learning. It is important that students have the opportunity to make decisions and choices that support the learning objectives and meet the National Core Arts Standards (NCAS). The importance of integrating new and innovative technologies, while weaving in the traditional methods, encourages students to challenge themselves, take risks, and experiment with various media and ideas. This empowers students so they can make their unique contribution to a diverse and dynamic world by giving them an opportunity to express their ideas through their artwork. Students have the opportunity to take year-long art classes in Grades 6, 7, and 8.

Introduction to Studio Art and Studio Art The primary goals of the Middle School Visual Arts Program is to teach creative problem-solving and visual literacy in a studio-based experience. The program provides direct exposure to modern and contemporary art and design issues and promotes an understanding of their relevance and contribution to society through multiple perspectives. Traditional art forms and techniques are also an important part of the curriculum. Integrating these into the program helps students develop a deeper understanding and appreciation for the connection between the old and new. The Middle School program provides the opportunity for students to explore a wide range of media and techniques. By doing so, they will develop a foundation for the visual arts and become prepared for the high-school level.

Throughout the Middle School art program, students will build foundational skills in drawing, painting, photography, multimedia arts, clay, and sculpture. This will also be layered with art history, criticism, and aesthetics. Students will use their investigation workbook (sketchbook) to research, develop their ideas, problem-solve, and practice techniques while exploring various concepts about themselves and the world.

Introduction to Studio Art is open for students in Grade 6 and Studio Art is open to Grades 7 and 8 students.

28

 CONTENTS

DESIGN TECHNOLOGY The Information and Design Technology Department in the Middle School is dedicated to offering a program that provides opportunities for study and creativity within a context that stimulates and challenges students as they develop the skills necessary for independent and lifelong learning. The courses will be focused on helping students to build their skills and knowledge with the Design Thinking Cycle, problemsolving, coding, digital design, and learning by tinkering and making.

Computer Aided Design (CAD) Computer Aided Design (CAD) is an introductory course which is open to Grade 7 and 8 students.

This course is based on the IB Middle Years Program (MYP) Design Standards as the framework of the curriculum. CAD is a hands-on, project-based course where students design and create functional products using the design cycle. Students will develop technical drawing skills with the emphasis on CAD drawing. They will also develop skills for basic hand tools, power tools, and materials in order to design

 CONTENTS

29

and create two major products: a simple product of their choosing and a scaled model of a house design.

A major emphasis is on the active involvement of students in designing and producing real-world applications. The main topic will be low-cost, sustainable housing where students will investigate the components of a house, design a set of blueprints, draw a 3D SketchUp and AutoCAD drawing, and create a scale model house from their designs.

Electronics and Robotics (EnR) This course is an introductory course which is open for Grade 7 and 8 students. Electronics and Robotics is based on the IB MYP Design Standards as the framework of the curriculum. In this class, students will learn and develop skills in basic electronics circuits, designing and creating their own simple functional electronic product. They will also delve into the world of robotics by learning simple coding and programming languages which will lead them into designing, creating, and programming their own functional robot from a Lego Mindstorm EV3 kit. The challenge will then be to complete specific tasks while navigating through an obstacle course with their robot.

Introduction to Design Technology (IDT) This is an introductory course which is open to Grade 6, 7 and 8 students. Introduction to Design Technology is based on the IB MYP Design Standards as the framework of the curriculum. In this class, students will learn the work of product designers and develop an understanding of design thinking and the design cycle. They will combine practical workshop and technological skills with creative thinking for designing, creating, and evaluating their own functional products, such as clocks and phone stands. Several challenging design projects will be undertaken during the course of this semester using a range of different materials, tools, and manufacturing processes.

30

 CONTENTS

HEALTH AND PHYSICAL EDUCATION In physical education (PE), students are provided with a unique opportunity to nurture their creativity, compassion, courage, and confidence in a safe environment beyond the classroom. The course is based on the Australian standards as the framework of the curriculum. The main objective is to guide students to understand the importance of valuing physical activity for its contribution to a healthy lifestyle and how it can enhance their health at, and beyond, the School. Physical fitness is a key component in every class that is showcased in a fun-filled atmosphere. Interpersonal skills such as demonstrating respect, offering positive feedback, demonstrating responsible behavior in terms of physical and emotional safety, as well as maintaining good personal hygiene are essential for success in the course.

For health education, we use the Australian Health standards to guide our curriculum. Health-related topics and basic first aid information are consistently embedded into the PE schedule throughout the academic year.

Please note that swimming constitutes 20% of the physical education curriculum. Students will need a properly fitted swimsuit and goggles. Female students are required to wear a one-piece swimsuit. Male students need a swimsuit that can be tightened at the waist. Students with long hair are required to wear swim caps. Sun shirts are optional.

 CONTENTS

31

Physical Education 6 In Physical Education 6, students build on the foundations laid in Elementary School and learn the fundamentals of fitness and movement, engaging in a variety of activities that promote fine and gross motor skills. Health lessons emphasize self esteem, student protection, diversity, and communicable diseases.

Physical Education 7 In Physical Education 7, students begin to learn more sport-specific skills. Using the fundamentals of movement previously learned, they begin to apply their skills in game play with a focus on sportsmanship and teamwork. Health lessons emphasize external influences on healthy behaviors, relationships, gender and sexuality, and the importance of healthy nutrition.

Physical Education 8 In Physical Education 8, students focus on improving their skills and learning more advanced game strategies to increase enjoyment and participation in games and sports. Students take on more responsibility for their learning through self and peer assessments. Health lessons emphasize mental health and wellbeing, global issues of health, prevention solutions for chemical dependency, and first aid.

Students’ progress in relation to the standards will be assessed through the unit by formative assessments, and at the end of each unit through a summative assessment. Depending on the unit, the summative assessment may be a skill test, a reflection, an individual project, or progress towards a personal fitness goal.

YEARBOOK The AISC Yearbook is published annually and produced entirely by students. This is a combined Middle School/High School course where students produce a book that displays the vibrant everyday life at AISC that accurately portrays every student, teacher, and staff member. Students are assessed on their contributions to pages or spreads based on their choice of area of expertise such as photography, design, writing or communication. Each task, page or spread they complete receives feedback from their peers and teacher. Students are encouraged to redo or improve their work based on the feedback received while meeting the ongoing deadlines throughout the year.

This class is open to Grade 8 students only and there are no prerequisites for the class. This is a credit/ no-credit class and students will receive one of these designations accordingly.

32

 CONTENTS

MIDDLE SCHOOL ADVISORY Middle School Advisory is a time in the schedule in which students meet in a smaller group with a teacher as “advisor.” These small classes, which meet every day (except Wednesdays) for thirty minutes, create a structure that promotes connection, communication, and a supportive community for all students.

The purpose of Advisory is to: • Create a community that is inclusive, friendly, caring and respectful; • Help students to learn about themselves, others, and topics that affect their lives; and • Support students’ academic, social, and emotional wellbeing.

Advisory activities range from lessons related to topics such as building positive relationships, persevering through difficulties, and exploring self-identity, to playing games together and participating in Middle School assemblies. The advisor also serves as a contact person for students and parents when there are questions or issues related to school.

Advisory is one way in which we explore components of the AISC Wellbeing Framework. We nurture wellbeing in Advisory by: • Fostering positive relationships through communication and play; • Building self-awareness through reflection on strengths, culture, transition, and emotions; • Giving students opportunities to practice self-management through engagement and help-seeking; and • Providing opportunities to build healthy habits like helping others, connecting with others, and gratitude.

We believe that taking this time during the school day to work together to build skills and relationships is particularly important for adolescents and their wellbeing as they progress through Middle School.

INDEPENDENT STUDY While the Middle School does not have an independent study program or component such as online classes, we understand that special circumstances arise with some families. Therefore special requests can be made with the Principal. The request needs to include the course description, supervision, and rationale. The School will make every effort to support and personalize learning for students. Due to the constraint of our schedule and staffing, requests will only be granted should the course fit with the schedule and staffing aligned with the school mission, vision, and philosophy of teaching and learning of AISC. Permission will be at the discretion of the Principal and Head of School.

 CONTENTS

33

ACADEMIC HONESTY Trust is perhaps the most essential element in teaching and learning. Crediting the ideas of others is a skill that requires careful development as students delve into the research process. In an inquiry-based program in which students are often required to independently research ideas and information to expand their knowledge, citing the ideas of others is critical. Below is an outline of the expectations for Middle School students by grade regarding the level of detail in a citation. There are several web-based tools that support the creation of citations, works cited pages, and bibliographies. Unless specifically instructed otherwise by a teacher, students should use the Modern Language Association (MLA) style guide.

Citation Expectations by Grade Level By the end of Grade six

By the end of Grade Seven

By the end of Grade Eight

When citing, all of the important When citing, information needs When citing, information needs information needs to be present, to be in correct MLA format for to be in correct MLA format but it is still OK if it is not

the resources below. Resources for all resources, including, but

in perfect MLA format. The

not listed below are still flexible not limited to, the list below.

following information must be

until Grade 8. Students should Students should know how to

present in Grade 6 citations

know how to use online citation use online citation makers for

for the formats listed below.

makers for MLA format but MLA format but still need to

Unlisted resources are still

still need to double-check the double-check the citation for

flexible until Grades 7 and 8.

citation for correct MLA format correct MLA format if they use

• Books: Title, author, date, if they use them.

• Book publisher, city • Websites: Title, author/ organization, URL, date, date accessed

them.

• Anthology

• Database

• Book

• Magazine

• Database

• Photo/image

• Film/video clip/ Television show

• Reference source • Website

• Lecture/interview/Radio • Magazine/journal/ newspaper • Photo/image/work of art • Reference source • Website

34

 CONTENTS

INSTRUCTIONAL TECHNOLOGY BRING YOUR OWN TECHNOLOGY AISC utilizes a 1-to-1 Bring Your Own Technology (BYOT) personal computing initiative for students.

BYOT is a form of collaboration between home and school where families supply each child with a device that best meets his or her own learning needs and the School provides a high-speed wireless network, world-class software tools, and complementary devices for checkout. You can learn more about the program by visiting the Technology page on www.aischennai.org (Menu>Learning at AISC>Technology).

Our Criteria for a Successful 1-to-1 Program • All students and staff have ubiquitous and unobstructed access to the information technology tools necessary for learning and use them frequently.

• Teaching and learning has been ultimately transformed in support of our student learning objectives.

• More intense investment and engagement is achieved on the part of the student.

• Closer, more relevant, repeatable, and authentic interaction with content has been achieved.

• Students are transported to places, experiences, perspectives, cultures, and people otherwise difficult to reach.

• Essential teacher–student interactions that drive both human and academic growth have been empowered and enabled, not replaced or reduced.  CONTENTS

35

• All students demonstrate digital citizenship skills to conduct themselves ethically and securely with digital communication tools.

Digital Citizenship Instruction AISC uses the Digital Literacy and Citizenship Curriculum from Common Sense Education to empower students to think critically, behave safely, and participate responsibly in our digital world. These digital-age skills are essential for students to harness the full potential of technology for learning.

Learning Outcomes: Media Balance & Wellbeing: In the Media Balance & Well-Being lessons, students learn about the concept of addictive design. They also go beyond screen time to explore the impact that their use of media and technology can have on their health, well-being, and relationships, while learning practical strategies for balancing media in their everyday lives.

Privacy and Security: The Digital Citizenship Curriculum covers the issue of privacy from two angles: data privacy and privacy as it relates to students’ digital footprints and reputations. In Privacy & Security, the focus is on data and information privacy, which covers practices that keep young people’s private data secure and protects them from risk.

Digital Footprint & Identity: Identity exploration and self-expression are key developmental tasks for young people as they move from childhood through adolescence and into adulthood. Kids develop their identities with access to digital media as spaces to express, curate, broadcast, and record their lives.

Cyberbullying, Digital Drama, and Hate Speech: Lessons on this topic will teach students about the effects of digital drama, cyberbullying, and hate speech on both themselves and their larger communities. They will explore the roles people play and how individual actions—negative and positive, intentional and unintentional—can affect their peers and their broader communities. They are encouraged to take the active role of upstander and build positive, supportive online communities, and they will learn how to cultivate empathy, compassion, and courage to combat negative interactions online.

Relationships & Communication: As the line between online and offline continues to blur, students reflect on how they can use intrapersonal and interpersonal skills to build and strengthen positive online communication and communities. They will explore common digital stressors and their influences on relationships. Students will also gain an understanding of how to communicate effectively online and how and why some topics and conversations can best lend themselves to certain mediums.

36

 CONTENTS

ACADEMIC SUPPORT PROGRAMS ENGLISH AS AN ADDITIONAL LANGUAGE English as an Additional Language (EAL) The American International School Chennai is proud to host students from diverse countries, cultures and language backgrounds. The EAL program’s primary goal is to support each student’s English language development while acknowledging that students’ home languages and cultures are resources for students to draw upon in order to build proficiency in English. We value all students as members of our diverse, multilingual learning community.

EAL Admissions Procedures In Grades 6, 7, and the first semester of Grade 8, students at all language proficiency levels are admitted to AISC. In the second semester of Grade 8, in order to be prepared for the demanding academic environment of High School, students are required to have an intermediate level of English as measured by the WIDA MODEL language assessment in order to be admitted into the Middle School.

To determine the appropriate level of support for students in the EAL Program, the school will consider a range of criteria during the Admissions process. The following criteria are included: • The application • School records (transcripts and/or report cards) • The WIDA MODEL English language proficiency assessment scores. (This assessment is generally administered at AISC or online through Zoom.)

After the WIDA scores, application, and records have been considered, a recommendation will be made for the level of EAL support each student will benefit from. Students may be enrolled in the English for Academic Purposes (EAP) course with co-teaching support, or may require only co-teaching support. A student’s level of EAL support may change yearly.

English for Academic Purposes (EAP) courses for Grades 6, 7, and 8 The Middle School English for Academic Purposes grade level courses are designed to support students’ beginning English language development. Students will come to understand how English texts are structured and which language features and vocabulary are appropriate according to the purpose and audience. In writing, the focus is sentence and single paragraph cohesion and clarity. In reading, speaking, and listening, the focus is on comprehension and clarity of short responses. Students will be developing the basic skills

 CONTENTS

37

needed to engage in their classes in a meaningful way. Each EAP unit is designed using the WIDA English Language Development Standards, which are aligned with the Common Core Curriculum.

Co-Teaching Support for Grades 6, 7, and 8 The EAL Teachers will work directly with the Language Arts and Social Studies teachers to develop strategies and scaffolds that support students’ English development as well as the technical language and structures required for academic success within the specific content areas and classes. EAL teachers may also work directly with groups and individual students. This broad range of language support ensures students’ have multiple opportunities to develop their English language skills across classes.

LEARNING SUPPORT SERVICES (LSS) Learning Support Services (LSS) provide a collaborative, balanced instructional approach that supports, motivates, and inspires all students to become socially, emotionally, and academically successful. If necessary, a collaborative team will create a tiered system of support that is developed to meet individual student needs (an Individual Learning Plan or ILP). Determination of the nature and level of support is data-driven and may range from mild (consultation and monitoring) to moderate (direct intervention).

The plan is targeted and monitored on an ongoing basis, and specialized instruction may occur in a variety of academic settings with a variety of instructional personnel. Services may include, but are not limited to, targeted instruction in core academic areas, speech and language therapy, counseling, and/or occupational therapy. Families may be asked to seek external assessments to enable us to better meet the individual needs of their students.

38

 CONTENTS

LIBRARY SERVICES COLLABORATION & INQUIRY CENTER Our library services develop students’ information literacy, provide resources to enrich and support the curriculum, and promote pleasure reading. We believe in the power of collaboration among faculty and students as part of the learning process. We also believe inquiry is essential to discovery and authentic learning. For this reason, we call our library the Collaboration & Inquiry Center. We provide resources that appeal to a variety of interests and reading levels as well as services that fully support student learning.

The AISC Library Mission The AISC libraries empower community members to confidently transform curiosity, creativity, and compassion into ideas or artifacts with personal, social, or global significance in an increasingly connected and multiliterate world.

Library Services The library staff is available to offer students, parents, and teachers a wide range of services. The staff can recommend books and other resources for pleasure reading, research, and general inquiry. The library runs orientations throughout the year on how to make the most of our center and the resources offered.

Patrons are provided assistance in locating materials, using online databases effectively, and much more.

Please ask any of our staff members for assistance. The library also sponsors many activities throughout the year, such as author visits and book fairs.  CONTENTS

39

Library Resources The shared Elementary/Middle School Collaboration & Inquiry Center currently holds over 40,000 books, and we get hundreds of new books each year! Our extensive print and digital collections include varied interest levels and genres. Students and parents who are interested in finding book recommendations can use the online catalog, browse the shelves, check out the interesting book displays, or ask any staff member for assistance. Our staff is committed to supporting all community members as they use the library and its resources. To support a love of reading in any language, there are books in different languages, such as French, German, Japanese, Korean, and Spanish. In fact, we have books in over 50 languages!

Books can be found in different sections over the two floors: Ground Floor

Upper Floor

Adventure

Animals

Classics

Biographies

Fantasy

Fine Arts

Historical Fiction

Folktales

Horror and Humor

Graphic Novels

Mystery

Health

Picture Books

India

Realistic Fiction

Math and Science

Science Fiction

Poetry

Sports Fiction

Social Studies

Audio Books and DVDs

Books in Other Languages

Teacher Bookroom

Newspapers and Magazines

Electronic Resources • The library carries thousands of eBooks, including fiction and nonfiction. These can be read at school or at home, using school or personal devices. Please see any of the library staff for assistance on getting started.

• Students also have 24-hour access to Destiny Discover, our library catalogue. Destiny Discover provides students with information about the books we carry, including summaries, reading levels, and availability. To visit the catalog and ES/MS LibGuide, please go to Quick Links on www.aischennai. org (Menu>Community>Quick Links).

• The library subscribes to a variety of online databases and resources. These are login/password

40

 CONTENTS

protected. Please ask any member of the library staff for assistance, or check the ES/MS LibGuide, which can be found under Quick Links on www.aischennai.org (Menu>Community>Quick Links).

You can also visit the LibGuide directly with this link: https://aischennai.libguides.com/esms.

Collaboration & Inquiry Center Hours The Collaboration & Inquiry Center is open: • Monday, Tuesday, Thursday, and Friday: 8:00–5:00 • Wednesday: 8:00-4:00 • Saturdays: 8:30–12:30 (except during school vacation or long weekends)

Collaboration & Inquiry Center Use & Rules • Middle School students are welcome throughout the day and can visit before school, break, lunch, and after school.

• Middle school students are not meant to be on any technology in the library during the first half of lunch.

• Please enjoy your food or drink outside the library. Food and drink can damage books, carpets, and computers. Thank you!

• Library patrons can normally keep a book for two weeks. After two weeks, the book is overdue.

Please return or renew all overdue books. Please pay for any lost or damaged items. Please see library staff for a bill, which can then be paid at the cashier’s window.

• Parents are welcome to browse and check out books during the hours of 8:00-8:30 and 3:30-5:00.

As this is a student learning space, we ask that parents use other spaces (i.e. Madras Cafe) during school hours to sit, read, work, or socialize.

EXPERIENTIAL LEARNING The purpose of experiential learning in the Middle School is to provide opportunities beyond the classroom that promote connections to our community, the environment, and local culture, and nurture students’ self-management, self-awareness, and positive relationships through applied learning and reflection. Week Without Walls, Sevai, and curricular connections incorporate experiential learning into our program.

Experiential learning opportunities are not optional activities. Students participate in activities as a grade level, through courses or interest groups. Events are a part of our school calendar. Experiences are integral for our program to further live our mission and develop Vision for a Learner (VfL) attributes.

 CONTENTS

41

WEEK WITHOUT WALLS As part of the Middle School curriculum, it is important for students to be given the opportunity to experience learning in the classroom as well as outside the classroom. Week Without Walls (WWW) provides students with a cultural, personal, interpersonal, and environmental experience not available within the regular classroom walls. During this week-long experience out of school with their classmates and teachers, students learn, reflect, and grow as individuals. It is an expectation that all students participate in this program.

The aim of WWW is to: • Participate in experiences to promote the development and reflect on the attributes in our Visionfor a Learner; • Provide exposure to India in order to nurture a better understanding and appreciation of Indian culture; • Develop relationships with peers and build community within grade levels; • Promote personal independence and responsibility and to challenge students physically and mentally; and • Promote respect for the environment through exposure to diverse ecosystems.

Grade 8: Sajan and Dabhosa camps (operated by Nature Trails) are located 120 kilometers northeast of Mumbai. At the first camp, students stay in tents on a 30-acre property with tree-top rooms, tiled huts, rooms, and dormitories in a unique Maharashtra setting. Here students are trained in basic outdoor skills,

42

 CONTENTS

such as orienteering, rappelling, trekking, valley crossing, and kayaking. Participation in these activities encourages students to develop their teaming and leadership capacities. The second camp is a 16-acre campsite that overlooks a 100-meter waterfall. Students take advantage of the kayaking, valley crossing, expeditionary challenges that the area provides. The focus of the experience is teamwork in the jungle which encompasses some physically challenging outdoor experiences. Week Without Walls also includes a community “build” experience in a nearby tribal village.

Grade 7: The Grade 7 Week Without Walls program will take students to an amazing gateway to nature and adventure in Dandeli, in the state of Karnataka. Students will build relationships and develop interpersonal skills through cooperative activities as well as group and individual challenges. We will also have a chance to experience a mix of wildlife, adventure and night treks, visit Syntheri Rock, raft on the Kali river, explore zorbing, archery, coracle rides, and a natural jacuzzi. Students will go on a safari to Dandeli Wildlife Sanctuary which offers a glimpse of black panthers, Sambar deer, bison, and Malabar giant squirrels—and maybe even a giant iguana, king cobra, or a tiger in the dense forests.

Grade 6: The camp is a vast expanse of about 20 acres of land located in Panchgani, a hill station 100 kilometers south of Pune, Maharashtra, which is well known for its natural scenic beauty. It is situated in a unique geographical area with a wide variety of flora and fauna, and the weather is pleasant all year round. The facilities have been recently renovated and there is plenty of space for both indoor and outdoor activities. Also, there are adventure points right on the property, as well as a farm with animals, an astronomical observatory, and hiking trails. The main focus of the trip is to help students develop their confidence and foster strong relationships by means of team building activities. In addition, they will have the opportunity to interact with local communities in nearby villages.

 CONTENTS

43

SEVAI: SERVICE LEARNING The word sevai means service in Tamil. AISC has adopted the word Sevai to represent our overall service learning programming. Service Learning links teaching and learning to an increasingly interconnected world.

Assessing genuine needs, developing and implementing sustainable solutions, and reflecting on personal growth and the impact of contributions are key steps of the process. The aims of Sevai are to develop: • Socially aware, empathetic individuals; • Collaborative problem solvers who actively choose to embrace real-world challenges; and • Reciprocal relationships of mutual respect between AISC and the greater community.

In our mission-driven school, students are provided the opportunity to use their knowledge and skills in service to others in Chennai by participating in a variety of service experiences through partnerships with local NGOs. Sevai promotes exploration for community connection and service by offering students a variety of opportunities to make contributions in the local community. Sevai is scheduled into the regular school day. All students are expected to participate in Sevai activities.

CURRICULAR CONNECTIONS Throughout the curriculum, teachers have designed opportunities for students to further their learning outside through field trips, transdisciplinary projects such as STEAM (Science Technology Engineering Art Math), and individual course projects. These learning experiences enhance curricular experiences

44

 CONTENTS

through authentic real-world experiences from which students transfer and apply their learning beyond the classroom.

Our STEAM projects follow a Project-Based Learning model that allows students to inquire into and personalize a driving question. In these projects, students apply principles of science, technology, engineering, art, and/or math as they intersect in the real world. Students engage in sustained inquiry in an authentic context by researching, planning, gathering data, designing a product, and drawing conclusions that address the chosen problem. The project enables students to demonstrate critical thinking and problem solving by working with models (design cycle, trial, and error) in the design of their final product.

ARTS, SPORTS, AND ACTIVITIES (ASAs) There are a number of after school activities and athletics offered at the Middle School. Arts, Sports & Activities from the ASA Office are co-curricular activities and team sports sponsored by teachers and coaches. Middle School students are eligible to participate in SAISA Swimming and SAISA Track and Field and all ASIAC activities meets and athletics tournaments. Below are the activities available to students.

 CONTENTS

45

Athletics Activities

Co-Curricular Activities

ASIAC Badminton ASIAC Basketball ASIAC Band and Choir ASIAC Soccer ASIAC Table Tennis ASIAC Tennis ASIAC & SAISA Swimming SAISA Track and Field ASIAC Volleyball

Activities Committee AMIS Honor Band AMIS Honor Choir Art Club Assembly Committee Blue Cross Service Project ISTA (Theater) Math Counts Model United Nations (MUN) MS Theatre Production Newspaper Rock Band Student Ambassadors Student Voices Forum

46

 CONTENTS

Paid Arts, Sports, & Activities (ASAs)

These change every quarter but include athletics like swimming, tennis, and soccer, as well as performing and visual arts and crafts, cooking, academic improvement, and many other activities.

AMERICAN INTERNATIONAL SCHOOL CHENNAI 100 Feet Road, Taramani, Chennai - 600 113, INDIA P: +91-44-2254-9000 | F: +91-44-2254-9001 | W: www.aischennai.org  CONTENTS

47