MS Curriculum Guide | 2024 - 2025

Middle School Curriculum Guide 2024 - 2025

MIDDLE SCHOOL CURRICULUM GUIDE 2024 - 2025  CONTENTS

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Middle School Curriculum Guide 2024 - 2025

COVER ART BY: STEPHANIE TIMMERMANS, CLASS OF 2029

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American International School Chennai

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Middle School Curriculum Guide 2024 - 2025

TABLE OF CONTENTS A LETTER FROM THE PRINCIPAL

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MISSION

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BELIEFS

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VISION FOR AN AISC LEARNER

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INTERNATIONALISM AT AISC

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AISC LANGUAGE PHILOSOPHY

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DIVERSITY, EQUITY, INCLUSION, AND JUSTICE AT AISC

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ABOUT THE CURRICULUM GUIDE

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ACADEMIC PROGRAM & SAMPLE SCHEDULE MIDDLE SCHOOL ADVISORY

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COURSE DESCRIPTIONS

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ENGLISH LANGUAGE ARTS

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WORLD LANGUAGE

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TABLE OF ACTFL LEVELS

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SOCIAL STUDIES

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SCIENCE

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MATHEMATICS

25

HEALTH AND PHYSICAL EDUCATION

29

ELECTIVES

31

PERFORMING ARTS

33

THEATER

38

VISUAL ARTS

40

INFORMATION AND DESIGN TECHNOLOGY

43

ACADEMIC SUPPORT PROGRAMS

46

ENGLISH FOR ACADEMIC PURPOSES

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LEARNING SUPPORT SERVICES (LSS)

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LIBRARY

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COLLABORATION & INQUIRY CENTER

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EXPERIENTIAL LEARNING

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WEEK WITHOUT WALLS

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SEVAI: SERVICE LEARNING

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STEAM

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Middle School Curriculum Guide 2024 - 2025

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

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Middle School Curriculum Guide 2024 - 2025

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

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Middle School Curriculum Guide 2024 - 2025

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Middle School Curriculum Guide 2024 - 2025

AISC BELIEVES THAT… Each person has equal intrinsic value, worthy of dignity and respect.

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

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.

RESPONSIBILITY  CONTENTS

EXCELLENCE

INTEGRITY

RESPECT

DIVERSITY

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Vision for an AISC Learner

Middle School Curriculum Guide 2024 - 2025 We show courage by taking action and inspiring others to serve and contribute positively to our interconnected world. Leaders develop a vision, Leaders Collaborators plan appropriately, and work collaboratively to achieve results.

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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.

Explorers

We investigate new interests with curiosity, inquiring with purpose, and seeking deeper understanding and fulfillment through our 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 on-going 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.

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Internationalism at AISC

Middle School Curriculum Guide 2024 - 2025

At AISC, we define international-mindedness as: Possessing a strong sense of one’s own cultural identity; Respecting and valuing the differences of others; Learning about local, national, and global issues; Showing empathy for others and care for the world around us.

Therefore, as an international school, we are committed to: Incorporating other perspectives; Seeking common learning experiences with all peoples; Finding enriching connections between cultures; Using exposure to language, history, and the arts to access diverse cultures; Working well with all; Contributing through service; Reflecting about our thoughts and actions.  CONTENTS 9 American International School Chennai

AISC Language Philosophy Middle School Curriculum Guide 2024 - 2025

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Middle School Curriculum Guide 2024 - 2025

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Middle School Curriculum Guide 2024 - 2025

ABOUT THE CURRICULUM GUIDE The information contained in this Curriculum Guide is designed to help students and parents understand our academic program and provide an overview of the Middle School learning community. In this Curriculum Guide, you will find descriptions for each course offered. Over the span 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 opportunities and discover areas of passion and interest. Overviews of our Advisory Program, Learning Support Services (LSS), and English as an Additional Language (EAL) program are also provided, along with details about experiential learning, library services and technology integration.

ACADEMIC PROGRAM & SAMPLE SCHEDULE Students in Grades 6–8 take math, science, language arts, social studies, physical education, and world language or English for Academic Purposes (EAP) courses each year. Students choose two elective classes each year from the following areas: Performing Arts, Visual Arts, and Information Design Technology.

Sample Middle School Student Schedule Day

A1

B5

A2

B6

A3

B7

A4

B8

8:30-9:50

1 Spanish

5 Social Studies

2 Science

6 Art

3 Math

7 Band

4 HPE

8 Language Arts

10:00-10:30

Advisory

Advisory

Advisory

Advisory

Advisory

Advisory

Advisory

Advisory

10:30-10:45

Break

Break

Break

Break

Break

Break

Break

Break

1 Spanish

5 Social Studies

10:50-12:05

2 Science

6 Art

3 Math

7 Band

4 HPE

8 Language Arts

12:05-12:45

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

Lunch

12:50-2:05

3 Math

7 Band

4 HPE

8 Language Arts

1 Spanish

5 Social Studies

2 Science

6 Art

2:05-2:15

Passing

Passing

Passing

Passing

Passing

Passing

Passing

Passing

4 HPE

8 Language Arts

1 Spanish

5 Social Studies

2 Science

6 Art

3 Math

7 Band

2:15-3:30

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Middle School Curriculum Guide 2024 - 2025

MIDDLE SCHOOL ADVISORY The Middle School Advisory Program is a dedicated time that provides a comprehensive framework for supporting the holistic development of students, nurturing their social, emotional, and academic growth in a supportive and inclusive environment. By fostering connections, promoting self-awareness, and instilling healthy habits, the program equips students with the tools they need to thrive both inside and outside the classroom.

Advisors play a pivotal role in the Advisory program by serving as mentors and advocates for their students. They provide individualized support, guidance, and encouragement, helping students navigate academics, health and wellbeing, and social relationships. Advisors also facilitate communication between students, teachers, and parents to ensure a holistic approach to student support.

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, perspective taking, understanding, and play; • Building self-awareness through reflection on strengths, growth areas, emotion identification, identity, values and culture, and life transitions; • Giving students opportunities to practice self-management through awareness, goal-setting, management of time, priorities and emotions, engagement and help-seeking; and  CONTENTS

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Middle School Curriculum Guide 2024 - 2025

• Providing opportunities to build healthy habits like maintaining balance, making healthy choices about sleep, activities, digital use, as well as, making connections with others, and gratitude.

Digital Citizenship in Advisory and Beyond 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.

Areas of Focus Include: • Media Balance & Wellbeing • Privacy and Security: The Digital Citizenship • Digital Footprint & Identity • Cyberbullying, Digital Drama, and Hate Speech • Relationships & Communication 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.

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Middle School Curriculum Guide 2024 - 2025

COURSE DESCRIPTIONS ENGLISH LANGUAGE ARTS AISC Early Years - Grade 12 Disciplinary Transfer Goals for English Language Arts Students will be able to independently use their learning to…

• Actively listen to understand how language can be used to connect to and understand the perspectives of others; • Develop and nurture a habit of reading, writing, speaking and listening for personal enjoyment and critical discourse; • Engage in purposeful writing to flexibly move through the writing process; • Use clear and specific language to express ideas, respond to others, and refine their own perspectives with confidence; and • Engage in collaborative discussions appropriate to task, audience and purpose with diverse partners to express, develop and refine thinking.

The English Language Arts Department at AISC is dedicated to providing a program that emphasizes inquiry, creativity, reflection, and analysis. The Common Core English Language Arts Standards are the foundation of our curriculum. By design, our courses allow students to become compassionate global citizens with the courage and creativity to express themselves with confidence.

Middle School Language Arts classes allow students to become compassionate global citizens with the courage and creativity to express themselves with confidence. The curriculum is grounded in the Common Core Standards for English Language Arts, which encompasses five core components: reading, writing, listening, speaking, and language usage. The workshop model supports student choice, agency, collaboration. We are committed to providing an enriching and challenging language arts program that is differentiated and dynamic.

Language Arts 6 In Sixth Grade Language Arts, students embark on a comprehensive exploration of reading, writing, speaking, and listening skills. They will delve into complex texts, enhancing their ability to cite textual evidence, understand central  CONTENTS

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Middle School Curriculum Guide 2024 - 2025

themes, and analyze characters, settings, and plots. Students will engage with a variety of genres and formats, developing critical thinking and comprehension skills. Writing takes a central role, with students crafting narratives that develop real or imagined experiences, informative/explanatory texts that convey ideas clearly, and arguments supported by reasons and evidence. The emphasis on research and presentation skills fosters the ability to conduct research and communicate knowledge and ideas effectively. The development of language skills, including grammar, punctuation, and vocabulary, is integral to their learning journey.

Language Arts 7 Seventh Grade Language Arts continues to build on the Common Core Standards, focusing on the refinement and expansion of reading and writing abilities. Students will engage deeply with literature and informational texts, aiming for an advanced understanding of themes, arguments, and the integration of multimedia elements. They are encouraged to interpret, infer, and question as they analyze texts. Writing units will challenge students to articulate clear arguments, provide detailed narratives, and produce comprehensive informational texts. Emphasis is placed on precise language, coherent organization, and the use of varied techniques to enhance arguments and narratives. Students will also undertake research projects, developing their ability to gather, synthesize, and present information, while continuing to hone their grammar, vocabulary, and language conventions.

Language Arts 8 Eighth Grade Language Arts is designed to further advance students’ mastery of the Common Core Standards. At this level, students engage in sophisticated analyses of literary and informational texts, evaluating arguments, assessing the structure of texts, and understanding the impact of specific word choices on meaning and tone. The development of critical thinking and analytical skills is paramount. 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 will refine their writing across genres, with a focus on crafting logical arguments, detailed and reflective narratives, and informative texts that make complex ideas accessible. They will learn to use evidence effectively, structure their writing for impact, and employ language and techniques to engage their audience.

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Middle School Curriculum Guide 2024 - 2025

Research becomes more complex, requiring careful evaluation of sources and integration of diverse types of information. Language skills, including vocabulary acquisition and grammar proficiency, are emphasized to support all areas of learning.

WORLD LANGUAGE AISC 3-12 Disciplinary Transfer Goals for World Language Students will be able to independently use their learning to…

• Present information, concepts, and ideas on a variety of topics to various audiences of listeners or readers; • Understand, interpret, and analyze what is heard or read on a variety of topics; • Interact and negotiate meaning in spoken or written conversations to share information, reactions, feelings, and opinions; and • Communicate effectively while demonstrating cultural understanding.

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. The AISC World Language Department believes that both language educators and their students should use the target language to communicate in the classroom, ideally 90% of the time at all levels of language courses.

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Middle School Curriculum Guide 2024 - 2025

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.

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.

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

French A / Spanish A French A / Spanish A Pathway A is an introductory language course that develops students’ basic communication skills language in all three modalities: Interpretive Communication, Pathway A is an introductory course that develops students’ basic communication skills in all three modalities: Interpretive Communication, Communication, PresentationalSpeaking, Interpersonal Communication, andInterpersonal Presentational Communication.

Communication. Speaking, listening, reading and writing skills are developed through activities such as listening, reading, and writing skills are developed through activities such role-plays, interviews, projects, and presentations. Spanish/French is the language of instruction and as roleplays, projects, andstandards presentations.

Spanish/French the communication in interviews, this class. Meeting the learning is based on achieving a ​Novice-Midis​level of proficiency in Interpersonal Speaking and Interpretive Listening modes.

This course is offered to language of instruction and communication in this class. Meeting the learning students with limited or no previous exposure to the language. standards is based on achieving a Novice Mid-level of French B / Spanish B

proficiency in Interpersonal Speaking and Interpretive Listening modes. This course iscontinues offeredto to students limited or no exposure to the Pathway B develop students’with basic communication skillsprevious in all three modalities: Interpretive Communication, Interpersonal Communication, Presentational Communication. Speaking, language.

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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 Interpersonal Speaking, Interpretive Listening, and Presentational Speaking modes. This course is offered to beginning students who have successfully completed Pathway A (or with equivalent experience with the language as determined by a teacher evaluation of proficiency).

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Middle School Curriculum Guide 2024 - 2025

French B / Spanish B Pathway B continues to develop 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 proficiency in Interpersonal Speaking, Interpretive Listening, and Presentational Speaking modes. This course is offered to beginning students who have successfully completed Pathway A (or with equivalent experience with the language as determined by a teacher evaluation of proficiency).

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  CONTENTS

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Middle School Curriculum Guide 2024 - 2025

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.

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Middle School Curriculum Guide 2024 - 2025

SOCIAL STUDIES AISC EY-12 Disciplinary Transfer Goals for Social Studies Students will be able to independently use their learning to…

• Develop relevant questions that frame and advance an inquiry connected to the social sciences; • Gather, evaluate, and analyze sources to develop and support claims; • Identify and analyze local, regional, and global issues in order to be capable of taking informed action that is meaningful to self and society; • Apply disciplinary understanding to draw conclusions about the past, present and plan for the future; and • Critically examine diverse contexts, perspectives, and cultures to be internationally minded.

The Social Studies Department at AISC is committed to providing a program that will encourage reflective and analytical thinking and de-emphasize rote learning. It is our intent that students learn how to make their own interpretations, so that by the time they leave school they are able to think and learn independently and are aware of their responsibilities as global citizens.

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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 grapple with what inspires change and the intended and unintended consequences of historical turning points in our Change and Consequences unit. A guided inquiry unit on Inventions and Necessity challenges students to understand the geographic and social impact of innovation. Students focus on the UN Sustainable Development Goals and explore economic concepts.

In addition, students explore the theme of Social Responsibility through inquiry, project-based learning, and student choice. Each unit features 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, Industrialization and Government and Economy. 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 actions based on their findings. In each unit, students synthesize their learning through an analysis of historical and contemporary issues that impact the world around them.

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Middle School Curriculum Guide 2024 - 2025

SCIENCE AISC K-12 Disciplinary Transfer Goals for Science Students will be able to independently use their learning to…

• Ask questions, make observations, and conduct investigations to understand the natural world; • Communicate scientific ideas, arguments, and results for a variety of purposes and audiences; • Use technology and scientific information to make informed decisions; • Seek new scientific information and revise understanding when new evidence warrants; and • Use knowledge of science and engineering concepts to make sense of the world around them.

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

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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.

Science 6 Grade 6 science introduces students to energy, ecosystems, and weather and climate. Students will explore thermal and light energy and its interaction with matter. They will then apply this knowledge to understand the Earth’s weather and systems with a focus on the geosphere. The NGSS Science and Engineering Practices are integrated throughout as students engage in handson investigations and model-building to understand cross-cutting science concepts such as cause and effect, matter and energy, systems and system models, and stability and change.

Science 7 In Grade 7, students will deepen their understanding of matter and systems through the lens of cause and effect while studying chemistry, biochemistry, and the biosphere. Students will then apply their learning as they investigate ecosystem dynamics and biodiversity. The year will conclude by taking a critical look at their impact on Earth’s finite resources. Grade 7 science emphasizes critical thinking and experimental design, guiding students through simulations and lab investigations as they deepen their conceptual understanding and strengthen science practices

Science 8 In Grade 8, students will focus on further developing their understanding of core scientific concepts by collecting, analyzing, and interpreting data with a focus on contact forces, sound energy, and forces acting at a distance such as magnetism and gravity. Students apply mathematical concepts and technology in analyzing forces, waves, and cosmic relationships, fostering skills in argumentation and evidence-based reasoning. The year will finish with a study of genetics that is then applied to natural selection and common ancestry.

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Middle School Curriculum Guide 2024 - 2025

MATHEMATICS AISC EY-12 Disciplinary Transfer Goals for Mathematics Students will be able to independently use their learning to…

• Think critically about, make sense of, and persevere to solve authentic real world problems using a variety of approaches and multiple representations; • Evaluate, extend, and celebrate their processes and solutions to reflect upon areas of growth or limitation; • Use effective mathematical reasoning to construct viable arguments and critique the reasoning of others; • Communicate precisely when making mathematical statements and express answers with a degree of precision appropriate for the context of the problem/situation; and • Approach mathematics as a mathematician with curiosity, joy, adventure, playfulness, and empowerment.

Mathematics in the Middle School follows the Common Core State Standards, which include: Numbers and Operations, Geometry, Measurement, Patterns, Functions, and Algebra. Students will learn concepts using the investigation– inquiry method. Across all grades, the aims are for students to develop a deep understanding of math concepts, to apply their understanding to solve problems, and to engage in critical thinking. Teachers use flexible and adaptive

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Middle School Curriculum Guide 2024 - 2025

strategies to facilitate the development of confident and thoughtful problemsolvers. Writing and speaking about math are key features in our approach to mathematics.

Math 6 Using a problem- based approach to mathematics, this course begins with a study of area and surface area concepts, setting the foundation for the use of area models. Students use various representations as they explore ratios, rates, and percentages. Their understanding expands as they explore fraction and decimal representation of rational numbers. Student agency is cultivated as they consider intuitive methods and efficient algorithms to solve problems.

Students are introduced to equations and expressions, finding solutions for linear equations with one variable and exponents. In addition, they inquire into proportional relationships, percentage concepts, data, and statistics. Realworld applications of mathematics are woven throughout.

Math 7 Continuing with a problem-based approach, Math 7 launches with the study of transformational geometry. Students expand their understanding of linear equations and equivalent expressions. They apply their understanding of linear relationships to contexts involving data with variability and exploring the concept of functions. They expand the definition of exponents to include all integers and learn about orders of magnitude and scientific notation. In addition, motivated by their work with the Pythagorean Theorem, students explore irrational numbers. The course culminates with opportunities for students to synthesize their learning using a number of different applications

Math Placement Decision-Making Process for Incoming Grade 8 Students Only At AISC, we give careful consideration to scheduling to ensure students are placed in the appropriate math class. In Grade 8, your child will be placed in either Math 8 or Integrated Math 1. To make this decision, we use a variety of data points to assess their developmental readiness for each course. The team also includes student motivation, learning habits, and approaches to learning in the decision-making process.

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Middle School Curriculum Guide 2024 - 2025

Math 8 In Grade 8, students continue to engage in mathematical inquiry to build conceptual understanding through problem solving. Students deepen their understanding of transformational geometry, focusing on rigid transformations, dilations, and the concept of slope. Then, building on Grade 7 inquiries into proportional relationships, students dive deeper into linear relationships, using equations, tables, and graphs to represent and connect these ideas. They explore how to solve linear equations with multiple variables, focusing on systems of equations. Students apply their knowledge of linear relationships and functions to real-world data. They learn about the power of numbers as they work with scientific notation. Additionally, they explore irrational numbers, supported by their knowledge of the Pythagorean Theorem. Throughout the year, students improve their use of language for mathematical purposes, including describing, explaining, representing, and justifying.

Integrated Math 1 Integrated Mathematics 1 (IM1) is a comprehensive course that blends concepts from statistics, algebra, and geometry to provide a foundation in high school mathematics. It begins by building on previous knowledge with an emphasis on one-variable statistics, including data collection, analysis, and interpretation.

Students explore topics, including linear equations, inequalities, and their systems, allowing students to model and reason about various relationships.

The course extends into two-variable statistics, where students further their understanding of scatter plots, linear models, and the distinctions between correlation and causality. A significant focus is placed on functions, where students explore function notation, domain and range, and characteristics of different types of function. The course also introduces algebraic and geometric sequences. Geometry is integrated into the curriculum, emphasizing compass and straightedge constructions, transformations, congruence, and the development of proofs. Throughout IM1, students engage in mathematical modeling, applying their learning to real-life situations. This holistic approach not only reinforces mathematical principles but also fosters critical thinking, problem-solving, and effective communication skills.

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Course Sequence Map

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HEALTH AND PHYSICAL EDUCATION AISC K-12 Disciplinary Transfer Goals for Health and Physical Education Students will be able to independently use their learning to…

• Set and reflect on goals in order to make decisions and maintain a healthy lifestyle; • Apply knowledge and understanding of the benefits of movement; • Advocate for the health and wellbeing of self and others in a variety of contexts; and • Select and participate in beneficial and enjoyable physical activities.

In Health and Physical Education (HPE), we provide students with a unique opportunity to display their creativity, compassion, courage, and confidence in a safe environment within and beyond the classroom. We guide students to understand the value of physical movement and its contribution to a healthy lifestyle, enhancing their health in school and beyond. Interpersonal skills such as demonstrating respect, offering positive feedback, demonstrating responsible behavior in terms of physical and emotional safety are essential for success in HPE. Our program allows students to explore a variety of possible lifelong health-enhancing pursuits. The Australian Health and Physical Education standards serve as foundation for the HPE curriculum.

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Grade 6 Health & Wellbeing For our grade 6 students, we offer a specialized course tailored to enhance students’ health and wellbeing. The foundation of the course is the AISC Wellbeing Framework areas of Healthy Habits, Self Management, Self Awareness, and Positive Relationships. Students will deepen their understanding of themselves as individuals and as learners as they develop skills essential for personal and academic success. Health lessons focus on building self-confidence, human development, safeguarding, and diversity.

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. Units include team games & sports, lifetime recreational activities, creative performances, and fitness.

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.

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ELECTIVES Middle School Electives: Electives are offered in our middle school curriculum to provide students with the opportunity to explore their interests and discover new passions beyond the core academic subjects. Courses are offered in Performing Arts, Visual Arts, and Information Design Technology, enriching the educational experience and fostering personal growth. Electives include year-long and semester courses for students to choose from.

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Course Sequence Map

Category

Semester Electives (offered each semester)

Year-Long Electives • Beginning Band • MS Concert Band • Beginning Choir

Performing Arts

Guitar Ensemble

• Experienced Choir • Theater 6 • Theater 7 • Theater 8

Visual Arts

• Media Arts: Photography and Videography

• MS Grade 6 Art

• New Media In Art AI/VR/XR

• MS Grade 8 Art

• MS Grade 7/8 Art

• MS Design Technology • Electronics • Coding and Robotics Information and Design Tech

• Digital Design • CAD: Architecture • CAD: 3D Printing • Journalism Media Lab: Publishing and Broadcasting

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PERFORMING ARTS AISC K-12 Disciplinary Transfer Goals for Performing Arts Students will be able to independently use their learning to…

• Develop and engage in their passions to find joy, peace, intellectual stimulation and meaning through the arts; • Develop, refine, and demonstrate technical skills in a performing arts medium; • Use artistic competence and literacy to be actively involved in responding to and participating in the arts; and • Create and participate in performing arts experiences that evoke emotions and foster connections with themselves, others, and the world around them.

The Performing Arts Department at AISC believes that a strong training in instrumental, vocal, and theatrical arts are conduits for teaching creative thinking and self-confidence. Our mission is deeply aligned with the core values of AISC. We see performance as a powerful tool for promoting personal growth and communication. Through the performing arts, our students learn to convey feeling and emotion, and how to make a human connection with the audience.

Students of the performing arts learn to support one another, collaborate with others, and grow into well-rounded individuals, present and engaged in the world around them.

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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.

Middle School Performing Arts Electives Course

Prerequisite

Duration

Grade

None

Year Long

6–8

Year Long

6–8

None

Year Long

6–8

Beginning Choir or equivalent experience

Year Long

6–8

Guitar Ensemble

None

Semester

6–8

Theater 6

None

Year Long

6

Theater 7

None

Year Long

7

Theater 8

None

Year Long

8

Beginning Band

MS Concert Band

Beginning wood/brasswinds/ percussion/ strings or equivalent experience

Beginning Choir Experienced Choir

Band The Middle School Band is a comprehensive program of growth, beginning in Grade 6 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

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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.

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.

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.

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Choir The Middle School choral program follows a progressive curriculum. Voice training in a choral environment and music literacy are the main components.

Students will learn about proper vocal technique, focusing on keeping our instrument—the voice—healthy for life. They 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.

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.

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Guitar Ensemble is a one-semester course for beginner guitarists. This is a class that explores and responds to a variety of genres, including but not limited to classical, pop, blues, folk, and rock styles. The class will cover reading chords, note names on the guitar fretboard, strumming, and correct fingering while learning to play numerous single note and chord songs. Tuning, instrument care, and basic maintenance will also be taught. In class, students can learn at an individual pace to attain goals that will be set by the instructor while playing in a(n) individual, partner, and group setting.

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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. They 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. 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

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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.

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VISUAL ARTS AISC K-12 Disciplinary Transfer Goals for Visual Arts Students will be able to independently use their learning to…

• Create art as a form of personal expression; • Explore, investigate and respond to art with an inquiry approach; • Think creatively and beyond convention, designing in multiple art forms; • Use their artistic competence and literacy to be actively involved in the arts; and • Collaborate and inspire others to be creative.

The AISC Visual Arts Department aims to develop students in contemporary interdisciplinary art and design practices. Students learn investigation methods, creative problem-solving, concept development, materials, tools, and experimental techniques in the areas of Surface (2D), Space/Objects (3D), and Digital New Media (4D).

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.

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Middle School Visual Arts Electives Course

Prerequisite

Duration

Grade

MS Art 6: Foundations

none

Year long

6

MS Studio Art 7/8

none

Year long

7 and 8

MS Studio Art 8

MS Art 6 or MS Studio Art 7/8

Year long

8

Media Arts: Photography and Videography

none

Semester

6

New Media In Art AI/VR/XR

none

Semester

7 and 8

MS Art 6: Foundations The MS Art 6 course is an inspiring opportunity for students to explore the world of visual arts through their identity. With hands-on studio experiences, students develop their observation and visualization skills, gaining a deeper appreciation for the diverse range of mediums available to artists. By studying traditional techniques and exploring the connections between past and present artistic practices, students gain a well-rounded understanding of different art forms. Throughout the course, students experiment with a variety of media, from drawing and painting to working with clay, utilizing their investigation journals to research and develop their artistic concepts.

MS Studio Art 7/8 MS Studio Art 7/8 deepens students’ engagement with visual literacy and creative expression, building upon the foundation laid in sixth grade. This year emphasizes a closer examination of art history, criticism, and aesthetics, linking them to various forms of media and techniques. Students continue to explore the relevance of art to society, examining different perspectives through projects in digital photography, acrylic painting, and multimedia arts. Their investigation journal becomes a more critical tool for ideation and problemsolving as they delve into more complex concepts.

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MS Studio Art 8 MS Studio Art 8 culminates the Middle School visual arts program by preparing students for high-level artistic exploration. This year, students refine their skills across all previously introduced media and explore new techniques like printmaking, with a significant focus on developing a personal style and understanding the interplay between art and societal issues. As part of the course, students will engage in public art projects, including mural painting for the school campus. The program integrates advanced concepts of art history and criticism, encouraging students to engage in thoughtful analysis and discussion. Through their investigation journal, students undertake in-depth research and creative experimentation.

Media Arts: Photography and Videography Media Arts: Photography and Videography is an introductory course that teaches students the technical and creative aspects of visual storytelling through the lens of a camera. Students will explore photography by using film cameras and developing and processing films in a darkroom studio. They will also learn to use professional equipment and software to capture and edit videos, as well as develop an understanding of composition, lighting, and color theory.

Students also explore filmmaking, producing short films and documentaries.

By the end of the course, students will be well-equipped to create aesthetically appealing projects in the evolving media landscape.

New Media In Art - AI/VR/XR New Media in Art is a course that covers Artificial Intelligence (AI), Virtual Reality (VR), Extended Reality (XR) and how they intersect with the world of art. The course consists of modules that cover topics such as the impact of these technologies on artistic expression, hands-on projects, and ethical considerations. By the end of the course, students will have gained skills and knowledge to navigate the evolving landscape of new media in art, fostering their creativity and pushing the boundaries of artistic expression.

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INFORMATION AND DESIGN TECHNOLOGY AAISC K-12 Disciplinary Transfer Goals for Information and Design Technology Students will be able to independently use their learning to…

• Continually evaluate and reevaluate a problem and its potential solutions by prototyping and testing; • Empathetically inquire and research to better understand and solve real world problems; • Understand and accept challenges as a part of the learning process and an opportunity for growth; and • Actively collaborate with a diverse group of peers to ideate, give and receive feedback, share ideas, and advance project development.

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, problem- solving, coding, digital design, and learning by tinkering and making.

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Information and Design Technology Electives Course

Prerequisite

Duration

Grade

MS Design Technology

none

semester

6, 7, and 8

Electronics

none

semester

7 and 8

Coding and Robotics

none

semester

7 and 8

Digital Design

none

semester

7 and 8

CAD: Architecture

none

semester

7 and 8

CAD: 3D Printing

none

semester

7 and 8

Journalism Media Lab: Publishing and Broadcasting

none

semester

7 and 8

MS Design Technology In this introductory course, students will explore the fundamentals of design thinking and the design cycle, essential for all product designers. Through hands-on projects, students will learn to blend their creativity with practical skills using various skills, materials, and tools. This course aims to spark students’ interest in design and technology, setting a solid foundation for continued coursework.

Electronics In this class, students will use computer-based and hands-on resources to learn and practice with the basic elements of an electronic circuit. Students will then use an Arduino and breadboard to build and code more intricate circuits and products.

Coding and Robotics In this course, students will delve into the world of coding and robotics using both computer-based and hands-on resources. Students will use online resources to learn and practice simple coding and programming skills. From this foundation, students will design, build, and code a Lego Mindstorm Ev3 robot. Students will complete a series of escalating challenges with Ev3 Robots, involving coding, sensors, and movement.

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Digital Design In this introductory course, Grade 7 and 8 students will use digital design software, a laser cutter, and the design thinking cycle to design and build multiple 2 and 3-dimensional products. Through hands-on projects, students will learn to support their creative ideas with the use of digital design tools and some wood-shop tools.

CAD: Architecture In Computer-Aided Design (CAD) Architecture, students will learn how to bring their architectural ideas to life using CAD software, exploring the principles of design, space planning, and 3D modeling. A primary focus will be on low-cost, sustainable housing. Students will investigate the components of a micro-house, design a series of technical drawings and finally create a digital rendering of their solutions using CAD software.

CAD: 3D Printing In the Computer-Aided Design (CAD): 3D Printing elective, students will immerse themselves in the intersection of design, technology, and the built environment. Through a series of increasingly complex hands-on projects, they will learn how to use the design thinking cycle and 3D printing technology to create functional products for a variety of clients.

Journalism Media Lab: Publishing and Broadcasting Step into the exciting world of publishing and broadcasting, an elective designed to empower middle school students with the tools and confidence to share stories with the world. In this course, students will learn the ins and outs of creating engaging content, from captivating articles and blogs to dynamic video and audio broadcasts. Discover the art of storytelling through various media platforms, understand the impact of digital media on audiences, and learn how to effectively communicate your ideas in the digital age. Explore the power of your voice and become a skilled content creator ready to leave your mark on the world of media.

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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 Department’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. This is done through a variety of ways including translanguaging. 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:

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• The application; • School records (transcripts and/or report cards); and • 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 Aligned to the WIDA Standards, the English for Academic Purposes (EAP) program is designed to support student’s English language development.

Students explore a variety of reading and writing genres and text types, learn cognitive academic skills (i.e. strategies for reading comprehension, vocabulary development, critical thinking, and research), and develop their writing, grammar, language usage and vocabulary. Authentic learning activities and assignments will be used to meet student needs. Emphasis is placed on the following: • Strengthening a student’s foundation around English syntax and structure; • Developing oral language through engagement discussion strategies; • Strengthening the comprehension and production of various text types and participation in group discussions; and • Developing reading and writing skills.

EAP courses in the Middle School are mixed grade level. Courses are intentionally designed to support students at their proficiency levels. Placement is determined based on proficiency level using the AISC EAP program criteria.

EAP A: Pathway A is designed for beginning and emerging English Language Learners, focusing on the foundational aspects of English communication.

Instruction focuses on basic vocabulary acquisition, simple sentence structure, and the development of listening and speaking skills necessary for everyday communication and initial academic contexts. Students engage in highly supportive activities, using visuals, gestures, and tangible objects to understand and begin using English in a meaningful way, in line with the WIDA standards for beginning and developing learners.  CONTENTS

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EAP B: Pathway B is tailored for students with a developing understanding of English. This class aims to expand students’ vocabulary, improve their sentence structure, and enhance reading and writing skills for academic success. Lessons are designed to build confidence in using English in varied academic settings, introducing more complex texts and concepts. The approach encourages interactive and collaborative learning experiences, supporting students’ ongoing language development as outlined by the WIDA standards for developing learners.

EAP C: Pathway C serves students who are ready to refine their English academic language skills. This class focuses on advanced vocabulary, complex sentence structures, and critical thinking through the analysis of various texts and the production of coherent, detailed writing for academic purposes.

Instruction aims to hone students’ ability to use English fluently and accurately in academic situations, in alignment with the WIDA standards for developing and expanding learners, preparing them for academic challenges.

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 utilizes 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.

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LIBRARY AISC K-12 Disciplinary Transfer Goals for Library Students will be able to independently use their learning to…

• Use information accurately, creatively, and ethically to share knowledge and to participate collaboratively and productively as a member of a democratic society.

• Access information efficiently and effectively to inquire, think critically, and gain knowledge.

• Evaluate information critically and competently.

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. Librarians and teachers collaborate to align and integrate learning goals.

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EXPERIENTIAL LEARNING The purpose of experiential learning in the Middle School is to provide opportunities within and 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. Throughout the curriculum, teachers have designed opportunities for students to further their learning outside through field trips, transdisciplinary projects and individual course projects. These learning experiences enhance curricular experiences through authentic real-world experiences from which students transfer and apply their learning beyond the classroom. These experiences are integral for our program to further live our mission and develop Vision for a Learner (VfL) attributes.

Middle School Experiential Learning Program Aims Aim 1: Offer opportunities for students to engage in activities and experiences that help build their Vision for a Learner attributes.

Aim 2: Offer opportunities for students to develop metacognitive skills and foster independence.

Aim 3: Support students in building and depending their connections to the community and environment.

Aim 4: Offer authentic opportunities for students to develop and apply their problem-solving, critical thinking, and design thinking skills.

Aim 5: Offer opportunities for students to experience joy.

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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 Vision For 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.

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‘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 on the regular school day. All students are expected to participate in Sevai activities.

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STEAM Our STEAM projects follow a Project-Based Learning model that allows students to inquire into a driving question connected with one of the United Nations Sustainable Development Goals (UN SDG). In these projects, students apply principles of science, technology, engineering, art, and/or math to their projects. 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.

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Middle School Curriculum Guide 2024 - 2025

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

American International School Chennai

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