Middle School Program of Studies 2024-2025

Middle School Program of Studies 2024 - 2025

ISB International School Bangkok

Letter from the MS School Principal Letter from the Middle School Principal

Dear Students and Parents,

We are pleased to present to you the International School Bangkok Middle School Program of Studies for the 2024-2025 school year. In this document you can learn more about our learning program, along with our policies and philosophy around assessment and home learning.

The Program of Studies shares details about the courses available in Middle School for the 2024-2025 school year. We invite students (with their parents) to use it to make an individualized plan that incorporates our requirements while also appealing to your individual needs and interests.

At ISB, we value our Mission, to help students achieve their academic and personal potential; be passionate, reflective learners; become caring global citizens; and lead healthy, active and balanced lives. It is important to us that we develop learners who are creative, adaptable, self-managing, socially-intelligent, globally-minded, and value-driven (ISB Learner Attributes). We want students to have fun in middle school too!

The ISB MS learning experience also includes the Wild Panthers Outdoor Education program – an experiential learning opportunity for all middle school students that is different at each grade level. Middle School students, in small groups of no more than 24 spend 3 days and 2 nights engaging in experiential learning in the outdoors. Students are housed at our own Environmental Wilderness Campus (EWC), a few hours bus ride from ISB. This program focuses on the development of: our Learner Attributes, leadership skills, and collaboration, all while engaging with nature.

You are invited to review this document thoroughly. The table of contents page directs you to different areas of our program, and each course description contains information about the grade level learning goals, length of course, and any possible prerequisites needed. There are also links to curriculum standards along with essential questions for each course. Some courses are limited to certain grade levels and/or teacher recommendation. If you have questions about these placements, please contact the current teacher in that subject or talk to one of our middle school counselors.

Please feel free to contact one of the counselors or administrators in the Middle School office, if you have any questions regarding ISB or the scheduling process. We look forward to making the 2024-25 school year a successful learning experience.

Dennis Harter

Cindy Plantecoste Principal Vice Principal

MS SCHOOL PRINCIPAL Dennis Harter

GENERAL INFORMATION

ADMISSION STATEMENT:

International School Bangkok accepts students who can be successful and grow in our school given our resources and program. Admission to ISB is contingent on completion of all requirements provided by the ISB Admissions Office. Once prospective students are approved by the Admissions Office, then they are scheduled for a program planning session with a school counselor.

GRADE PLACEMENT:

Grade placement of students is determined by the Middle School Principal upon recommendation of the counselors at the time of admission. Grade placement is, in most cases, based upon the age of the student and/or the number of years of schooling successfully completed.

Students who have not completed a grade level will, in the majority of cases, be placed in that grade again upon admission if it is the age-appropriate level for ISB. Students who have finished a grade level and apply to ISB after the beginning of the school year will, in the majority of cases, be placed in that grade again upon admission if it is the age-appropriate level for ISB and depending on the timing of the arrival.

Students with learning needs learn best when they are educated with typically developing peers to the maximum extent possible. We are able to meet the needs of most students in the regular classroom with differentiated instruction through accommodations and consultation. Some students may receive additional support in class through:

• small group instruction,

• specific, directed support, and co-teaching

Students with mild and moderate learning needs who require a higher level of support may attend a small group learning support class to work on the individualized learning goals on their Individualized Education Plan (IEP).

IMPORTANT CONSIDERATIONS:

This Program of Studies will help students and families plan their academic program. Before selecting courses, it is helpful to know the requirements, objectives, and general sense of the course. When planning a program, the following questions can be useful:

1. What courses are required in my grade level?

2. What courses would provide me with a good level of challenge?

3. What elective courses would be fun to explore and allow me to take safe “risks” to extend my learning in a balanced manner?

4. What learning am I passionate about?

5. Have I considered my home learning, activities, out- side interests, and out of school responsibilities when choosing my courses so that I can maintain a healthy, active, and balanced life?

COURSE SELECTION / PLACEMENT:

Early in the second semester, students register for classes for the following year. Students have some choice in elective courses, depending on their grade level, and will be placed in those as best we can, depending on class enrollment, scheduling constraints or conflicts, and course requirements. Students will be placed automatically in required courses (e.g. PE, Social Studies, Math, Science, English, etc.) according to their grade and current teacher recommendation. On occasion, a student schedule may need to be changed due to administrative reasons such as balancing the number of students in a particular class section. A change may also occur, on rare occasions, at the start of a semester due to the availability of electives in a given period. We appreciate your flexibility when this occurs.

COURSE CHANGES:

We do our best to schedule students correctly the first time. It is therefore very important for students and parents to discuss and decide upon course choices as best they can during the registration period. Occasionally, a student starts a course and realizes that the level of challenge in the curriculum is not right for him/her. Students may request to add and/or drop courses during the first five days of the semester. Approval for these changes is subject to available space and a clear understanding about the reasons for the change. Teachers, counselors and administrators may discuss the change request before approving it, based on individual circumstances.

Typical reasons for a change being approved include:

• Medical reasons

• A prerequisite has not been completed

• The student has been misplaced

• The student’s preference for that choice has changed (or it wasn’t a high choice in the first place).

As a general rule, we do not make schedule changes for a student to be placed with friends or with a particular teacher.

It is important to note that requests that come at the start of the school year are often hard to meet because classes have already been scheduled, are often full, and conflicts may prevent a change. This is why it is so important for students to get the requests right during the registration process. We intentionally build the schedule to accommodate requests as best we can.

MIDDLE SCHOOL PROGRAM OVERVIEW

GENERAL REQUIREMENTS OF MS STUDENTS

Our course requirements are designed to allow for the maximum amount of student choice and to allow for all students to follow a strand of study about which they are passionate. At the same time, it is our responsibility to ensure that middle school students are exposed to a wide array of learning areas. For this reason, we do have some minimal requirements regarding elective courses.

MS Program Overview

Grade 6 Requirements

SEMESTER 1

Advisory Advisory

English

SEMESTER 2

English

Math Math

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

Music - (band/choir/orchestra) required performing art

Visual Arts 6 - required visual art

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

Music - (band/choir/orchestra) required performing art

Performing Arts 6 - required performing art

Grade 7 Requirements

SEMESTER 1

Advisory Advisory

English

Math

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

SEMESTER 2

English

Math

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

Elective Elective

Elective Elective

MS Program Overview

Grade 8 Requirements

SEMESTER 1

Advisory

English

Math

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE

SEMESTER 2

Advisory

English

Math

Science

Social Studies

World Language or Native Language or EAL or Intensive Studies

PE

Wellness 8 Elective

Elective Elective

Required Electives in Grade 6:

In grade 6 the required electives are:

• Music (Students will choose one of: Band, Choir or Orchestra) - year-long classes

• Visual Arts 6 - semester-long visual arts class

• Performing Arts 6 - semester-long performing arts class

Required Electives and Elective Choices in Grades 7 and 8

Over the span of grades 7 and 8, students will typically have up to 7 elective semester slots available for student choice (4 slots in grade 7, and 3 slots in grade 8, as illustrated above in the green boxes).

Students may select from the range of elective courses but must fulfill two elective requirements in their selection of elective courses:

• One semester of a Design, Technology and Engineering (DT&E) course

• One semester of a Visual Arts (VA) course

• *Note that the Wellness 8 course is required of all G8 students and will be automatically built into their schedule.

Other special requirements:

If a student desires to take a year-long elective such as a music class or an additional language (World Language or Native Language), the course would fill two of the available slots for semester electives in a given year.

Special requirements related to Language

• Any non-Thai student who enrolls at ISB during their time in Middle School years is required to take one semester of Thai Language and Culture

• Thai Nationals must study Native Thai

MS Program Overview

Here are some examples of what the elective choices could look like over two years

Example 1 - with year-long music class

GRADE 7

GRADE 8

Semester 1 Semester 2 Semester 1 Semester 2

Art 2D (required visual art)

Production Design (required DT&E)

Wellness 8 (required Gr.8 course)

Drama

Concert Band Concert Band Symphonic Band Symphonic Band

Example 2 - with additional language

GRADE 7

Semester 1 Semester 2 Semester 1

Art 2D (required visual art)

Production Design (required DT&E)

GRADE 8

Semester 2

Dance Wellness 8 (required Gr.8 course)

Native Spanish Native Spanish Native Spanish Native Spanish

Example 3 - wide array of elective choices

GRADE 7

GRADE 8

Semester 1 Semester 2 Semester 1 Semester 2

Art 3D (required visual art)

Drama

Video Production

Drama

Wellness 8 (required Gr.8 course)

Drama

Product Design (required DT&E)

Drama

MS Program Overview

PROGRAM DETAILS: ADVISORY PROGRAM

Advisory Program Purpose Statement

Through our advisory program, we build communities where students are known, feel valued, support others, and grow.

Social Emotional Learning Curriculum

• Culture of Care Framework

• Our Middle School employs ISB’s Culture of Care Framework to guide and ground our students’ interpersonal and intrapersonal growth. This framework is the foundation of our Social and Emotional Learning (SEL) in our advisory program. The framework is broken down into the following strands: Being Cared For, Caring for Self, Caring for Others, Caring for the World

Other Advisory Learning Goals reaffirm and support students to develop the following skills and dispositions:

• HAL: Habits and Attitudes for Learning: Responsible Learner, Engaged Learner, Collaborative Learner

• Digital Citizenship: ISTE Standards (Click on the Digital Citizenship Strand)

• Executive Functioning Skills: Impulse Control, Flexible Thinking, Self-Monitoring, Planning and Prioritizing

• ISB’s Values: Care, Responsibility, Commitment, Gratitude, Courage, Balance, Respect, Integrity

MS Program Overview

• ISB’s Learner Attributes: Creative, Globally Minded, Adaptable, Value-Driven, SociallyIntelligent, Self-Managing

• Reflection and Goal Setting (HAL and/or curricular goals)

Units are responsive and are regularly updated based on the needs of the students and our community.

Other ADVISORY PROGRAM information

Our advisory program helps us break the MS community into grade-level communities, and smaller communities within each grade level. It helps our large school retain the feel of a small and supportive community. Advisory groups provide a safe space for students to connect with others, develop relationships and grow as learners, and individuals. Each advisor serves as a trusted adult and advocates for the students in their advisory.

In groups of 9-13, students meet with their advisor at least three days a week.

• Mondays are often a day of pause, where students have time to plan for the week ahead and to engage and it is a time for advisors to intentionally check in on how their students are doing (socially and academically). This is a time to look over the week’s schedule, upcoming events, and activities, and to support students so they can participate in the life of the school fully. Mondays are also a day when we engage in Open Session, a more formal process to check in on students and our community. This process is a pillar of the IFSEL framework.

• One day a week is designated for students to engage in advisory lessons. As we also prioritize students feeling known and being cared for, the conversations focus on experiences that connect with each student’s life. This is where we attend to our social and emotional learning curriculum (SEL).

• Fridays The week typically ends with community building events, where individual advisory groups or entire grade levels get together to celebrate achievements, engage in some spirited competitions, or just have fun by playing games while learning to keep good company with each other.

• On days when the advisory does not meet, students engage in a range of other activities during the time slot allocated to advisory:

• WIN time (What I Need time); Allows students to seek academic support, make up work, or read.

• Academic Intervention time

• Assemblies: grade-level, school-wide

Throughout the year, schedule adjustments are made to support ISB’s curricular and community activities.

WILD PANTHERS OUTDOOR EDUCATION

PHILOSOPHY AND SUMMARY

Outdoor Education is an integral component of a student’s education at ISB. Through the development of skills, attitudes, and values, our Outdoor Education program empowers students to take on challenges, apply problem-solving strategies in real-life situations, and to develop character skills that build resilience, helping them to thrive both at ISB and in the years beyond. Students participate in our Wild Panthers program each year of middle school.

Through experiential outdoor education, students establish a connection with nature, reflecting on the balance between real and online worlds. Engaging in learning via multiple environments helps develop competence and confidence in familiar and unfamiliar settings.

The Experiential Outdoor Education program enhances the traditional education model and is designed to help students to:

• The Outdoor Education program enhances the traditional education model and is designed to help students to:

• Develop a renewed sense of responsibility, organization and a belief that perseverance can overcome adversity.

• Develop a variety of strategies for solving complex real world problems unseen in a typical school day.

• Develop an awareness of how pressure impacts decision making and gain experience in dealing with these pressures especially in group situations.

• Transfer the new skills and knowledge to not only their student life, but more importantly to life beyond school.

• Develop a variety of personal and collaborative tools and the commitment to take action.

ADDITIONAL PROGRAM INFORMATION

Each expedition is 3 days and 2 nights and will be hosted at ISB’s Environmental Wilderness Campus (EWC). Each expedition is unique in the scenario-based challenges that it poses to students, allowing them to solve problems and to step out of their comfort zone in an atmosphere of safety and cooperation. Students reflect on their experiences and the learning that took place, and are asked to transfer this learning to other parts of their life both now and for the future, identifying how each experience will serve them when faced with other difficult or challenging situations.

OVERVIEW AND UNIT QUESTION

EXPERIENTIAL LEARNING

‘THE CALL OF THE WILD’

Why do people choose the wilderness to test themselves?

Students complete workshops in each skill and then are required to use these skills on a hike. An instructor accompanies each team and provides assistance if required.

Students use acquired skills to complete a compass orienteering course and geocaching course using GPS.

Students play a game of ENVIROQUEST. Each student takes the role of a member of the food chain (herbivore, omnivore, carnivore etc.) trying to seek out food and water to survive.

Students experience Thai culture through cooking Thai dishes.

Movie: Bear Grylls Running Wild

All students take turns in serving meals, washing dishes and cleaning up after meals.

Outdoor Education

Grade 6

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION SKILLS ASSESSMENT

Environmental Education

Balance in nature and food chains

Respecting the planet

Minimal impact hiking

Character Education Finding a balance in our lives

Balance between real and virtual worlds

What learning from this experience is transferable for me? (Home, school or socially)

How can I improve my personal organization using what I have learned from this experience?

The Outdoor Safety Code

Planning an expedition

Basic 1st Aid

Navigation:

• Features of a map

• Map orientation

• Using co-ordinates to identify locations

• Understanding contour lines and elevations

• Using a magnetic compass to take a bearing

• Using a single bearing to identify your position on a map

• Use of a GPS app to establish position on a map

• Use of a GPS app to “go to” a given waypoint

Log Book & Written

Test: Students are able to demonstrate their knowledge and understanding of outdoor safety, navigation and environmental awareness through their logbook and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and logbook orally is available to students who feel that they are unable to express themselves adequately in writing.

Teamwork &

Leadership: Teachers observe students in a variety of group challenge situations & under a variety of pressures. Teachers also use logbooks to assess goal setting and reflection on learning and the ability to see the transfer of this learning into other situations.

OVERVIEW AND UNIT QUESTION

‘PUSHING THE LIMITS’

What does pressure do to me?

EXPERIENTIAL LEARNING

Students complete workshops in Navigation, Rockclimbing and Abseiling.

Students compete in a 3-day Adventure Race in teams of 7 or 8.

Day 1: Students are dropped off in teams in an area within a 1-hour hike to camp. Students must use map and compass to find a series of locations and complete navigation, first aid, and knot tying tasks.

Day 2: Teams rotate through rock-climbing, abseiling and Temple of Discovery, spending 90 minutes at each activity.

At all stations, good teamwork is essential to complete the tasks successfully.

Day 3: Teams participant in ‘Mission Eggpossible’, requiring team members to take responsibility of one section of the challenge

Movie: Extreme Mountain Challenge

All students take turns in serving meals, washing dishes and cleaning up after meals.

Grade 7

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION SKILLS ASSESSMENT

Environmental Education

Overview of EWC

Environmental technologies at work

Understanding how we can minimize our impact on the environment

by thinking about packaging goods, disposing of trash

Character Education

When I was under time pressure, or unsure about where I was, how did I respond?

How did my responses impact others in the team?

How can this experience change my life for the better?

What learning from this experience is transferrable for me? (Home, school or socially)

How did I push myself or control myself when in challenging situations?

Review Outdoor Safety Code

Navigation:

• Review of G6 skills

• Using a bearing to find a location

Orientating a compass

Using coordinates Using scale to measure distance

Climbing / Abseiling

• Putting on a harness and helmet

• Names of basic climbing equipment

• Climbing calls

• Belaying with an ATC

• Back-up belaying with a prussic

• Fitting climbing shoes

• Basic climbing techniques

• Abseiling with a top- belay

Log Book & Written Test:

Students are able to demonstrate their knowledge and understanding of outdoor safety, rock- climbing, abseiling, navigation and environmental awareness through their logbook and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and logbook orally is available to students who feel that they are unable to express themselves adequately in writing.

Teamwork & Leadership: Teachers observe students in a variety of group challenge situations & under a variety of pressures. Teachers also use logbooks to assess goal setting and reflection on learning and the ability to see the transfer of this learning into other situations.

OVERVIEW AND UNIT QUESTION

‘JUST ADD WATER’

How well do I make decisions?

EXPERIENTIAL LEARNING

Water safety

Canoe and kayak skills and techniques

1st Aid Navigation and course plotting with map and compass

Students compete in a “Search and Rescue” scenario in kayaks and canoes. Students will use their skills and knowledge to navigate around a lake to locate and provide 1st aid treatment to 3 missing persons.

“Who do I want to be?” Students are asked to reflect on their family their experiences and their journey, and consider where their path may take them from here by listening to the story: “Oh The Places You’ll Go!” By Dr. Seuss.

They are encouraged to reflect on what sort of person they want to be and what they want to achieve in life (this relates directly to the story).

All students take turns in serving meals, washing dishes and cleaning up after meals.

Outdoor Education

Grade 8

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION SKILLS ASSESSMENT

Environmental Education

Understanding the Mae Prajan Reservoir & the need to preserve and respect water as a diminishing resource.

Looking at the EWC as a model for sustainable technologies

What can I do in my life to preserve the environment?

Character Education

How well do I respond under pressure?

How does being prepared and having background knowledge help me to respond to a situation?

How can I improve my ability to quickly analyze a situation … and make good decisions?

How can this experience change my life for the better?

What learning from this experience is transferable for me? (Home, school or socially)

Review Outdoor Safety Code

Radio communication

Navigation:

• Review of Grade 7 skills

• Plotting a course on a map using bearings

Canoe / Kayak Skills

• Moving boats

• Fitting a PFD

• Lightening safety

• Capsize safety

• Basic paddle strokes. Forward, sweep, reverse sweep, rudder stroke.

• Canoe/Kayak signals “raft up” “OK” and directions

First Aid: Scene safety

Primary assessment

Action SOAP note recording

Gathering and prioritizing information in order to make good decisions (This is done in the context of triage in an emergency situation but the expectation is that students can link this to more everyday situations).

Log Books & Written Test:

Students are able to demonstrate their knowledge and understanding of Flat-water safety and systems, canoeing, kayaking, navigation, first aid and environmental awareness through their logbook and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and logbook orally is available to students who feel that they are unable to express themselves adequately in writing.

Teamwork & Leadership: Teachers observe students in a variety of group challenge situations & under a variety of pressures. Teachers also use logbooks to assess goal setting and reflection on learning and the ability to see the transfer of this learning into other situations.

LIFE CENTERED EDUCATION (LCE) PROGRAM

ISB’s Life Centered Education program celebrates and serves students with Intellectual or Developmental Disabilities who require a highly individualized education that focuses on developing independence and life skills. ISB believes that learning in a diverse environment benefits everyone in our school community and we celebrate neurodiversity.

ISB’S DEFINITION OF INCLUSION

In our evolution of becoming an inclusive school community, we have shifted from seeing inclusion as a special place where services are delivered towards seeing inclusion as a belief of belonging. A strong belief that all students are valued for who they are and what they can do. As a result, we are a strong learning community that continues to evolve in our knowledge, understanding, and practices. Being an inclusive school allows all our students to experience a more diverse community that is more reflective of the “real world” as stated in our guiding principle that “Students will have greater opportunities to learn in authentic, real world situations.”

Life Centered Education (LCE)

INCLUSION BELIEFS

1. Families who are willing to participate in a strong home-school partnership should have access to an education that meets the needs of all of their children.

2. Children from one family should not (as much as possible) be split between schools.

3. We believe that ISB can meet the learning needs of more children with great success.

4. Schools should reflect society and not pick and choose students.

5. The ISB community benefits from a greater understanding and acceptance of individuals with more diverse learning differences.

6. Serving students with a wide range of learning support needs results in learning and growth for ISB educators that benefits all students.

ISB is a member of Next Frontier Inclusion, a growing network of international schools committed to serving a more diverse range of student learning needs than has historically been the case in international schools.

LCE SERVICE DELIVERY & APPROACHES

ISB’s Life Centered Education is a part of ISB Student Services. ISB offers a multi-tiered system of support for all students including our LCE program. In a multi-tiered system of support services and needs are aligned to best support students.

Students receiving services from the LCE are placed in content/subject area classes with same aged peers to the maximum extent appropriate. The amount of time spent in the content/subject areas classes and the LCE class varies from student to student based on their individual learning profiles. The goal of LCE services is to provide functional academic, social-emotional development, and occupational skills. A focus on these areas empowers students by promoting independence, self-advocacy, and academics in an inclusive and caring community. This approach ensures that students receive highly individualized instruction from highly trained professionals to address their unique learning and developmental needs while being valued members of our community.

TARGET POPULATION

This program serves students who:

• have a diagnosed intellectual or developmental disorder or disability

• have cognitive functioning in the Intellectual Disability range

• have limited adaptive skills

• require a highly individualized curriculum focusing on functional academics and life skills

The LCE program does not serve students who have severe emotional or behavioral support needs that put the safety of themselves or others at risk, or require frequent one to one support and/or the use of safety holds. The ability to address significant health needs are assessed on a case by case basis.

Counseling Program

COUNSELING PROGRAM

The Middle School Counseling Program aligns with the ISB vision and mission through the delivery of a comprehensive, proactive, responsive, and developmentally appropriate program that fosters a safer school environment.

Our work is driven by core beliefs that guide our practice, and interactions with students, colleagues, and families.

We believe that:

• diversity, in all its forms, is to be embraced and celebrated

• all people are capable of change and growth

• balance and well-being contribute significantly to learning and personal development

• everyone can learn to produce solutions to their own problems

• self-management, including self-advocacy, self-expression, and self-care are critical life skills

School counselors are highly trained educators in preK-12 settings who uphold ethical and professional standards to design, implement, and manage comprehensive school counseling programs that promote and enhance student success.

The ISB Middle School Counseling Department consists of two school counselors, a school psychologist who works across the middle and high school divisions, and an amazing counseling secretary. The MS Office can direct parents/guardians to the relevant school counselor for their child.

The school counselors work in partnership with students, parents, teachers, and administrators and are committed to creating a safe and positive environment where students can receive academic, social, and emotional guidance that enhances their ability to achieve their academic and personal potential.

School counselors:

• advocate for every student’s social and emotional well-being by managing crisis intervention, student transition concerns, and referrals to appropriate resources. All educators at ISB have a professional and ethical obligation to support children who need help or protection.

• respond to referrals from parents, teachers, and administrators in order to address concerns. Students can also self-refer in order to obtain guidance and support. School counselors and parents collaborate for any ongoing individual school counselor involvement with students.

• provide group counseling interventions on a variety of topics such as social skills, friendship, emotional regulation, study skills, etc. These can be addressed by bringing together students with similar needs. Parents/guardians will be approached for consent prior to any student joining a group.

• serve as a parent resource for individual consultation, parent information, educational or support meetings, as well as facilitate parent/teacher/student meetings. School counselors are available to provide support and education to parents. School counselors also offer more structured parent educational opportunities throughout the school year.

• coordinates the Student Support Team process (SST), which consists of the school learning specialists, an administrator, teachers, and parents. The Student Support Team meets regularly to discuss students who are experiencing difficulties with learning. The purpose of the SST process is to identify and address any areas of concern to ensure students receive services to assist their learning. Parents are always involved when a student is referred to the SST.

• assist with the admissions process by meeting with students and families to discuss subject

selection and any personal learning needs. School counselors play a role in assisting new students to settle into school by providing support in the form of new student lunches, monitoring for friendships, and providing orientation programs for new students.

• operate under the confidentiality and ethical guidelines outlined in ASCA’s Ethical Standards for School Counselors adopted by the International School Counselor Association. The Middle School Counseling team is an experienced and dedicated team working in partnership with staff and parents to provide the support required for all students to be successful.

Middle School Counseling Department

MS Counselor

Lindsey Moore lindseym@isb.ac.th

MS Counselor Brenda Perkins brendap@isb.ac.th

School Psychologist

Counseling Secretary

Ryan Ruhl ryanr@isb.ac.th

Khun Namwan sariyam@isb.ac.th

ASSESSMENT AND CURRICULUM AT ISB

Assessment is the process through which we gather, record and analyze a body of student evidence with the primary goal of improving student learning. When assessments are used and interpreted properly, the results provide information that is valuable in designing challenging educational experiences that promote student learning and the ability to meet the needs of all learners. Studentcentered assessment, including purposeful, timely feedback, motivates, encourages and inspires students’ passion for learning.

At ISB, we have a set of required assessment practices that are used across the school to ensure we are assessing for understanding and that students transfer their learning in a new situation. Our assessment principles and practices reflect current research and seek to foster a growth mindset in our students.

Additionally, our assessment practices align to ISB’s Vision, Mission and Definition of Learning and are based on the following principles:

• Effective assessment reflects ISB’s value of meaningful and transferable learning.

• Effective assessment generates formative feedback.

• Effective assessment is transparent and fair.

• Effective assessment develops talent rather than selects talent.

CURRICULUM DEVELOPMENT AT ISB

When we talk about curriculum we look at it through two different but related lenses, the macrocurriculum (Prekindergarten-Grade 12) and the micro-curriculum (unit level). The macro-curriculum identifies the big ideas that run through all the grade levels within a subject or across subjects.

A macro-curriculum provides coherence across grades so all teachers within and across a subject understand how we define learning to ensure we are all working toward our identified learning goals. We frame our macro-curriculum as long- term transfer goals, key questions and key understandings. All students are working toward the same learning from the macro-curriculum, but they are doing it at age appropriate levels within their classes (micro-curriculum).

For instance, here is an example of macro-curriculum goals for reading:

• Read and comprehend a range of complex texts and media developed for various audiences and purposes. (Long-Term Transfer Goal)

• What do effective readers do? What do effective listeners do? How can I be an active viewer of media? (Key Questions)

• Effective readers, listeners and viewers use appropriate strategies to independently make meaning from a variety of texts and varied media to enhance their comprehension. (Key Understanding)

The micro-curriculum identifies the learning goals for that year. Our micro-curriculum is organized by units of study that are deliberately sequenced across the year to maximize learning for the students. Our micro- curriculum units are aligned to the big ideas in the macro- curriculum and are developed using the same components of a macro-framework.

Our macro and micro curricula are aligned to the standards we have adopted here at ISB. The standards are the key learning outcomes organized by units of study, grade level and course. It is important to note that standards alone are not the curriculum, they are the blueprint for our curriculum. The units of study that are taught within the grades are how we design learning to help students meet the standards and connect to the broader goals from the macro-curriculum.

MIDDLE SCHOOL COURSES

All of our course descriptions will provide the following information:

• Program Philosophy

• Links to the program standards

• Titles of units of instruction or assessment categories

• Essential Questions that support the learning taking place in the unit

• Other important information about the course

As our curriculum at ISB is dynamic, rooted in recent research, and responsive to student learning needs. Our units of instruction are continually being updated, and revised.

ENGLISH LANGUAGE ARTS

PROGRAM AREA PHILOSOPHY SUMMARY

We believe language is at the heart of human communication, thinking, feeling and making sense of our- selves and our world. We believe literate global citizens have highly developed expressive and interpretive capacities for language that are used purposefully, creatively, and flexibly in varied and complex contexts of our world.

We believe literate people...

• write and speak effectively for an identified purpose and audience

• actively dialogue with others through effective listening, questioning, and responding

• develop a deeper understanding of human experience through literature

• critically interpret and evaluate information, authors and their intentions demonstrate stamina, volume and fluency in reading and writing

• express and explore knowledge, needs, and opinions interpret others and express them- selves both for pleasure and learning

• actively construct understanding by connecting to prior knowledge and experiences

• effectively use appropriate media for expressive and interpretive communication

• use metacognitive skills to monitor and direct the process and product in pursuit of a goal

We believe literacy best develops when...

• there is a literacy-rich environment and community with ample opportunities for collaboration

• the focus is on developing the learner, not merely the text or activity

• there is inquiry, choice, access, and ownership in accomplishing meaningful tasks for authentic audiences

• there are daily opportunities with significant time to read, write, speak and listen in a safe, interactive, environment

• skills, processes and strategies are explicitly modeled, followed by guided practice and multiple opportunities to apply within varied contexts throughout the years

• learners are given timely and meaningful feedback explicitly taught across disciplines

• framed within a developmentally appropriate, aligned, and coherent curriculum

ADDITIONAL PROGRAM INFORMATION

Our English courses encompass reading, writing, listening, and speaking. Units of study focus on specific reading or writing concepts, with listening and speaking embedded within each unit.

COURSES

Grade 6-8 English Language Arts Standards

GRADE 6 ENGLISH LANGUAGE ARTS

Key F=fiction reading

Unit of Study

NF=non-fiction reading

Building A Reading & Writing Life

Narrative Writing (N): Realistic Fiction Short Stories

Reading Narrative Texts (F): Realistic Fiction Book Clubs

Rebooting Our Reading LIves

Reading Narrative Texts (F): “Banned” Book Clubs

Argument Writing (A & I): Persuasive Letters

Poetry (N & F)

N=narrative writing A=argument writing I=Informational writing

Essential Question:

• Why write and talk about reading?

• How can I grow as a reader?

• How do I develop and refine my ideas?

• How can discussion increase my understanding and expand my thinking?

• How do I develop the message of my story?

• How do I grow as a writer?

• What can I learn from writers I admire?

• What can we learn by studying characters?

• How can I use evidence from the text to support my thinking?

• Why write and talk about reading?

• How can I grow as a reader?

• How do I develop and refine my ideas?

• How can discussion increase my understanding and expand my thinking?

• Why are some books treated differently than others?

• How do you become a more discerning, conscientious reader?

• How can I dig deeper into a topic?

• How can I best express an opinion?

• What can I learn from other writers?

• How can I use my voice to influence?

• How can I use my voice in writing?

• What can I learn from other writers?

• How can I be an effective speaker?

GRADE 7 ENGLISH LANGUAGE ARTS

Unit of Study

Building A Reading & Writing Life:

Essential Question:

• How can I grow as a reader?

• Why write and talk about reading?

• How can discussion increase understanding and expand thinking?

Narrative Writing (N): This I Believe

Reading Narrative Texts (F): Historical Fiction Book Clubs

Argument Writing (A & I): Literary Analysis

Reading Informational Texts (NF): Nonfiction Text Sets

Writing Informational Texts (I): Informational Articles?

Reading Narrative Texts (F): Graphic Novel Book Study

Research (NF) & Argument Writing (A): The Influencer Project

• How do we grow as writers?

• How do we communicate our values?

• How do I develop and refine my ideas?

• How can discussion deepen understanding about narrative text?

• How does historical context convey the conflict and theme of a narrative?

• How can I effectively express my opinion?

• What can I learn from other analytical/argument writers?

• What makes a speaker effective?

• What impacts can informational texts have?

• Why should I pay close attention to what I’m reading?

• How can I determine the meaning of texts and support my interpretation?

• What makes nonfiction writing different from other types of writing?

• How can I use my voice to inform?

• What can I learn from other writers?

• How do text and images work together to convey a story?

• How do you become a stronger visual reader?

• How can I dig deeper into a topic?

• How can I find relevant and reliable sources?

• How do I make sense of sources that present different views?

• How can I effectively express my opinion?

• What can I learn from other analytical/argument writers?

• What makes a speaker effective?

GRADE 8 ENGLISH LANGUAGE ARTS

Unit of Study

Building A Reading & Writing Life:

Essential Question:

• Why write and talk about reading?

• How can I grow as a reader?

• How do I develop and refine my ideas?

• How can discussion increase understanding and expand thinking?

Narrative Writing (N): Flash Fiction

Reading Narrative Texts (F): Dystopian Book Clubs

Narrative Writing (N): Dystopian Short Stories

Reading Informational Texts (NF): Narrative Nonfiction Read Aloud & Book Clubs

• How do writers engage in a writing process?

• How do we grow as writers?

• How do authors use feedback?

• How do authors convey meaning in their stories?

• How do the elements of fiction contribute to our understanding of stories?

• Why is it beneficial to discuss our ideas about authors, stories, nd writing?

• How do writers engage in a writing process?

• What makes dystopian writing different from other types of writing?

• How do we grow as writers?

• How do authors use feedback?

• Why should I pay close attention to what I’m reading?

• How can I determine the meaning of texts and support my interpretation?

• What can I learn from other analytical/argument writers?

• How is feedback and reflection helpful for me as a writer?

• What can I learn through discussion? How can I be an effective speaker?

Writing Arguments (A & I): Literary Analysis

Poetry (N & F)

• How can I be an active, ethical consumer of information and ideas?

• How can I discern bias and propaganda?

• What is the value of an effective, strong argument?

• How do I engage my reader powerfully through spoken word?

• What makes a poem a poem?

• How does the structure a form of a poem impact its meaning?

Department

SOCIAL STUDIES

PROGRAM AREA PHILOSOPHY SUMMARY

We believe that social studies learning is the study of how humans interact with each other and the environment over time, in order to make informed and reasoned decisions that guide social action in a diverse and interdependent world. We believe that being globally minded is grounded in thinking openly in order to evaluate information, reflect critically, plan strategically, and work independently and collaboratively to investigate problems big and small. We provide opportunities to engage with our learner attributes and empower each other to experience multiple perspectives and experiences, realize our impact and make positive contributions to our world. Being truly empathetic, having the desire to make connections with others and seeing the good, will allow for solution oriented problem solving.

Long Term Transfer Goals: Students will be able to independently and collaboratively use their learning in social studies to:

• demonstrate curiosity, open-mindedness, and sensitivity when communicating and collaborating with others. Think critically as well as creatively, and be willing to take risks by embracing a growth mindset.

• apply the skills and strategies for effective research inquiries and recognize the relevance of the lessons and contexts from the past.

• seek to understand, actively listen, engage in civil discourse and take appropriate action that can lead to effective and positive change.

• analyze the variety of physical, economic and social environments that people inhabit.

• consider issues from multiple perspectives while acknowledging bias in oneself and others.

• communicate one’s own point of view with supporting evidence.

We agree that social studies learning happens best when we provide opportunities for students to:

• Identify, to analyze critically and to evaluate theories, concepts and arguments relating to the nature and activities of individuals and societies.

• Examine their world, past, present and future through the lens of social justice, identity and diversity, sustainability and peace and conflict.

• Consider the concept of interdependence and the implications for our growing interconnectedness.

• Experience the incremental process of learning and taking action; roles can change, pathways can shift and slowing doesn’t always mean complacency or lack of advocacy.

• Take ownership of their learning through authentic experiences, research, constructive feedback, voice and choice, goal setting and accountability.

• Find balance between the safety and comfort of engagement for learning and the opportunity to experience discomfort, take risks, reflect and iterate.

• Learn how to empathize, actively listen, honor the experiences and perspectives of others and actively participate in problem seeking and problem solving.

ADDITIONAL PROGRAM INFORMATION

Social Studies throughout grades six to eight focuses on overarching themes, or strands. At each grade level students learn specific topics in connection to these themes.

In each Social Studies unit students will study historical contexts through one or more of the lenses of history, civics, geography, economics, and/or psychology.

The overarching themes are organized according to CONTENT and PROCESS:

CONTENT:

• Social Justice - Political, social and/or economic systems determine the level and type of social justice people experience. Therefore, attaining social justice requires taking action to effect political, social and/or economic change, and social injustice is rooted in personal and cultural prejudice as well as socio-economic disparity.

• Identity & Diversity - Social diversity changes over time and varies due to diverse political, social, and economic systems. Because of this diversity, successful human interactions require understanding one’s own and others’ perspectives. Students will also understand that humans have both individual and shared identities and have intrinsic worth regardless of differences.

• Interdependence - Due to the inherent interconnectedness of people, places, economies and environments, choices and events often cause significant change, both locally and globally. Also, students will understand that people, places, economies and environments are all inextricably interrelated and that choices and events have repercussions on a global scale.

• Sustainability - Finding sustainable solutions requires managing change within and between economic, social, and environmental systems. Also, students will understand that creating a sustainable future involves improving the quality of life for people now without damaging the planet.

• Peace & Conflict - Political, social, and economic systems, as well as the changes within these systems, determine the degree of peace and/or conflict individuals or groups experience. Also, students will understand that conflicts are inevitable and there are differing perspectives on how to resolve them.

PROCESS:

• Inquiry & Research - The acronym WAVES stands for ISB’s research process: Wonder, Acquire, Validate, Execute, and Share. In the process of exploring the world around them, learners formulate questions and employ search strategies to guide meaningful inquiry. They acquire information through the process of locating, gathering, and evaluating a diverse array of sources, ensuring credibility and validity aligned with their research goals. Validating this information involves applying reading strategies to carefully select evidence and create comprehensive notes. Finally, learners share their acquired knowledge by communicating with a meaningful audience and reflecting upon the process for personal and academic growth.

• Communication - The ability to work effectively and respectfully with diverse teams, supports individual learning and contributes to the learning of others. Also, students will understand that effective communicators make informed choices to articulate meaning and enhance meaning for others, and that we have an ethical responsibility to represent both ours and others ideas honestly, accurately and respectfully.

• Reasoning Skills - Various types of reasoning must be applied in appropriate situations to construct meaning, define and/or solve problems to extend learning.

• Deliberating Public Issues - Engaging in discussions that involve multiple viewpoints allows the possibility of alternative resolutions to public issues.

• Text Analysis - Effective readers choose specific strategies based on genre and purpose for reading, and that text meaning is based on intention of the author and interpretation of the reader.

COURSES

Grade 6-8 Social Studies Standards

GRADE 6 SOCIAL STUDIES

Unit of Study

Adaptation

Innovation

Urbanization

Governance

GRADE 7 SOCIAL STUDIES

Unit of Study

Migration

World Religions

Sustainable Future

GRADE 8 SOCIAL STUDIES

Unit of Study

Foundations of Social Justice

Confronting Genocide: Never Again?

Essential Question:

• How and why do people adapt?

• Why and how do people innovate?

• How do innovations impact people and their environment?

• How do cities meet the wants and needs of their residents?

• How do growing cities impact people and the environment?

• Why do people form governing bodies?

• How do decisions impact people?

Essential Question:

• Why do people migrate?

• How does migration impact people and places?

• How can we use stories to build empathy?

• How does the study of diverse religious traditions reveal common human values?

• What is the role or purpose of religion?

• How can beliefs and values shape lives?

• How have past events influenced modern challenges?

• What is our vision for a sustainable future?

• What is the impact of living in poverty?

Essential Question:

• Why do prejudice and discrimination exist?

• What are the effects of prejudice and discrimination?

• How can we be change-makers for social justice?

• How can hate gain power?

• How does the media influence our beliefs and actions?

• In times of crisis, what does it take to move from knowledge to action?

Globalization

Capstone Project

• Do the benefits of globalization outweigh the drawbacks?

• What can we do, as consumers, to make a more ethical world?

• What’s the impact of our consumption?

• How can I apply my knowledge and skills from middle school Social Studies?

Department

MATHEMATICS

PROGRAM AREA PHILOSOPHY SUMMARY

We believe mathematics is an essential universal language, necessary as a reasoning tool to solve problems and make sense of our world.

We believe mathematical thinkers use reasoning and apply skills to solve problems and make informed decisions about their world.

We believe successful mathematical thinkers will be able to:

• actively explore, question, and dialogue with others

• recognize and use interconnections of mathematical ideas to build understanding

• select, apply, evaluate, and adapt: multiple strategies and tools to solve problems

• apply the skills and procedures of mathematics efficiently, appropriately, and accurately

• clearly communicate thinking in varied ways using the language of mathematics

• reflect, justify, evaluate, and extend their own thinking as well as the thinking of others

• demonstrate conceptual understanding

• demonstrate curiosity, risk taking, flexibility, perseverance, self-reliance, and creativity

We believe mathematics learning happens best when learners build upon prior knowledge to actively construct and monitor their understanding through developmentally appropriate, challenging and meaningful investigations aligned to a coherent curriculum.

The Middle School mathematics program is committed to providing each student academic challenge and opportunities to communicate mathematically. Computers, calculators, and other tools are used in the mathematics program to develop understanding and aid in problem solving. Mathematics instruction is designed to foster curiosity and self-confidence in doing mathematics. The mathematics program strives to give students a balance between conceptual understanding and problem-solving. All middle school students are pre-assessed to determine the appropriate course level for them to have appropriate challenge and meet their mathematical readiness.

ADDITIONAL PROGRAM INFORMATION

Based upon academic readiness, which is determined by multiple indicators, students are placed in a level of mathematics to provide each student with an appropriate level of challenge. The courses are outlined below.

All students taking Grade 6 Math will learn the Grade 6 Common Core Mathematics Standards. Based on readiness, some students will also have access to 6 extended curricula through differentiation and flexible grouping. This extended curriculum includes some of the Grade 7 standards. These students would take Math 7 Extended in Grade 7.

COURSES

Grade 6-8 Math Standards

MATH 6

Assessment Strands:

Ratios and Proportional Relationships

Number System

Essential Question:

• How can I express a ratio?

• What is a percent?

• How is a percent like a ratio?

• What is the connection between a percent and a fraction?

• What is a rate and unit rate?

• How can I use graphs when working with ratios?

• How can ratios and proportional reasoning be used to solve real world mathematical problems?

• What are integers?

• What are negative numbers?

• How can I use a number line to determine a number’s opposite?

• How can I solve real-life problems with positive and negative numbers?

• What is a rational number?

• What is a coordinate plane?

• How can I find, identify or place a point on the coordinate plane?

• What are factors and multiples?

• How do I divide decimals?

• How can I divide fractions?

• How can models be used to compute fractions?

Expressions and Equations

Geometry

Statistics and Probability

• What is a variable?

• What is a coefficient?

• What is a term?

• How can I translate a word phrase into a mathematical expression?

• How can I evaluate an expression?

• What are equivalent expressions?

• How can I find out if two expressions are equivalent?

• How can I solve an equation?

• What is an inequality?

• How do expressions and equations apply to real-life situations?

• What is area and how can I find it?

• What is volume (V) and how can I measure it?

• What is a net?

• What is a face?

• What is a vertex?

• What is surface area?

• How can I find the surface area of a solid?

• What is statistical variability?

• What is the mean, median and mode for a given data set?

• How can I measure a data set?

• What is range?

• How can data be plotted?

• What is a dot plot?

• What is a histogram?

Students who demonstrate readiness will also address the following concepts from the grade 7 math standards.

Assessment Strands: Essential Question:

Number System

Expressions and Equations

Geometry

• What types of numbers are rational numbers?

• What is the absolute value of a number?

• What are the properties of operations?

• How can I add, subtract, multiply and divide rational numbers?

• How can I use the distributive property to create equivalent expressions?

• How can rewriting an expression in an equivalent form help me?

• How can I use algebraic expressions, equations and inequalities to solve problems?

• What is the area and circumference of a circle?

• What is the surface area and volume of a solid?

MATH 7 CORE

Assessment Strands: Essential Question:

Ratios and Proportional Relationships

• What is a ratio?

• What is a unit rate?

• What are equivalent ratios?

• What is a proportion?

• How can proportions be used to solve for unknowns?

• What is the connection between various models of proportional relationships?

• What is the percent equation?

• How are fractions, decimals, and percents related?

• How can I mathematically describe discounts, interest, taxes, tips, and percent increase or decrease?

Number System

Expressions and Equations

Geometry

Statistics and Probability

• What types of numbers are rational numbers?

• What is the absolute value of a number?

• What are the properties of operations?

• How can we make sense of operations with negative numbers?

• What are variables, expressions, terms, and coefficients?

• What are like terms?

• What is an equation?

• What is an inequality?

• How can you solve equations and inequalities algebraically?

• What is a polygon?

• What types of angles are formed by intersecting lines?

• What is the area and perimeter of a polygon and how are they calculated?

• How do we create and use scale diagrams?

• What is the area and circumference of a circle?

• What is the surface area and volume of a solid?

• What is the difference between theoretical and experimental probability?

• What is the difference between independent and dependent events?

• What is a simulation?

• What is the difference between random and representative sampling?

• What are the measures of central tendency?

• What are measures of variation?

• What is a box and whisker plot?

• What is the mean standard deviation?

Assessment Strands: Essential Question:

Ratios and Proportional Relationships

Number System

Expressions and Equations

Geometry

Statistics and Probability

• What is a ratio?

• What is a unit rate?

• What are equivalent ratios?

• What is a proportion?

• How can proportions be used to solve for unknowns?

• What is the percent equation?

• Can more than one ratio describe a situation?

• How do you use a proportional relationship to graph on a coordinate plane?

• How can you use a table of different unit rates, a graph in a coordinate plane, and an equation to solve ratio problems?

• How are fractions, decimals, and percents related?

• How can I mathematically describe discounts, interest, taxes, tips, and percent increase or decrease?

• What is the difference between a rational and irrational number?

• What is the absolute value of a number?

• What are the properties of operations?

• What is scientific notation and why is it useful?

• How can I apply operations to numbers in scientific notation?

• How can I write algebraic expressions?

• How can I simplify algebraic expressions?

• How can I undo operations to solve for unknown values?

• What does the slope of a line indicate about the line?

• What happens if the exponent is negative?

• What is the equation of a line?

• How does y change with respect to x?

• What types of angles are formed by intersecting lines?

• What are vertical angles?

• What is a linear pair?

• How is slope related to parallel or perpendicular lines?

• What is the Pythagorean Theorem and its converse?

• How do I transform a figure and describe those transformations to show similarity or congruence?

• What is the difference between theoretical and experimental probability?

• How can I represent data?

• What are the measures of central tendency?

• What are measures of variation?

• What is a box and whisker plot?

MATH 7 EXTENDED (Grade 7 Math Standards plus the following differentiation)

MATH 8 CORE

Assessment Strands: Essential Question:

Number System

Expressions and Equations

Functions

Geometry

Statistics and Probability

• What is the difference between a rational and irrational number?

• How are rational and irrational numbers represented?

• How can we express values using different notations including square roots, exponents and scientific notation?

• How can I create, interpret and solve equations with given information from tables, graphs, equations and situations?

• How can we use systems of equations to solve real world problems?

• How would you determine that a relationship is a function?

• How would you interpret and compare the features of a function (e.g. rate of change, initial value, increasing/decreasing, linear or nonlinear) in a realworld context or other representation?

• How can you represent a function?

• What real world problems does the Pythagorean Theorem allow us to solve?

• How can we relate the volumes of 3D objects to each other and derive their relationships algebraically?

• How can I investigate patterns of association in bivariate data?

• How would you determine, depict, and describe patterns of association between two quantities, in bivariate data?

• How can we create a model, analyze bivariate data, and interpret association (with and without technology)?

MATH 8 EXTENDED

Assessment Strands: Essential Question:

Arithmetic with Polynomials and Rational Expressions

• How can I rewrite expressions using the laws of exponents?

• How can I use the distributive property to multiply polynomials?

• How can arithmetic operations be applied to polynomials?

• How can zeros and factors of polynomials be applied to linear and quadratic functions to solve real-world problems?

Reasoning with Equations and Inequalities

• How can we use mathematical models to describe relationships?

• How can we model real-world situations using systems of equations and/or inequalities and use the solutions to make decisions?

• Why is it important to be able to solve linear equations and inequalities?

• What does it mean to be a solution to an equation, inequality, or system of equations or inequalities?

• How can I manipulate algebraic equations (linear, quadratic, absolute value) to find the value of an unknown quantity?

Functions

Linear, Exponential and Quadratic Models

Interpreting Categorical and Quantitative Data

• How can I describe a graph?

• How would you determine that a relationship is a function?

• How can I analyze functions, including key features, using different representations?

• How can I recognize a function and apply functions to real-life scenarios?

• How would you interpret and compare the features of a function (e.g. rate of change, initial value, linear, quadratic, and exponential) in a real-world context or other representation?

• How can I write linear functions in different forms? (slope-intercept, standard and point-slope form)

• How can I use multiple representations to model, interpret and analyze relationships to solve problems?

• How would I model real-life problems with linear, exponential and quadratic functions, and what role would their parameters play in modeling?

• What does the number of solutions to a quadratic equation tell you?

• How can I write quadratic functions in different forms (factored form, vertex form, standard form)

• How would you determine, depict, and describe “patterns of association” between two quantities, in bivariate data?

• How can we use technology to create a model (LSRL), analyze bivariate data and interpret association?

• What does the correlation coefficient, r, tell you about the scatter around the least squares regression line(LSRL)?

• How can a residual plot tell you how close a model is?

Department SCIENCE

PROGRAM AREA PHILOSOPHY SUMMARY

What is science?

Science is one way that we explore, investigate and make sense of the world. It is a dynamic, collaborative and creative human endeavor arising from our desire to explore the unknown, investigate universal mysteries, make predictions and solve and understand problems.

The goal of science education is to develop scientifically literate students who:

• actively display an interest in science as a means of expanding their curiosity and willingness to explore, ask questions about and speculate on the changing world in which they live

• understand the nature of living things, of Earth and its place in space and time, and of the physical and chemical processes that explain the behavior of all material things

• understand of the nature of scientific inquiry and the ability to use a range of scientific inquiry methods. These inquiry skills include questioning; planning and conducting experiments and investigations based on ethical principles; collecting and analyzing data; evaluating results; and drawing critical, evidence-based conclusions using a claim, evidence, reasoning based model.

• demonstrate an ability to communicate scientific understanding and findings to a range of audiences, to justify ideas on the basis of evidence, and to evaluate and debate scientific arguments and claims

• solve problems and make informed, evidence-based decisions about current and future applications of science while taking into account ethical and social implications of decisions

• understand historical and cultural contributions to science as well as contemporary science issues and activities

The experiences and outcomes in ISB’s science program provide opportunities for our learners to develop and practice a range of inquiry and investigative skills, scientific analytical thinking skills, and develop attitudes and attributes of a scientifically literate citizen. Our science program also supports the integration of literacy, numeracy and skill development in information and communication technology (ICT).

COURSES

Grade 6-8 Science Standards

GRADE 6 SCIENCE

Unit Titles Strands Essential Question:

Science to the Rescue: Natural Disasters

• Biology

• Chemistry

• Earth & Space Science

Science to the Rescue: Climate Change

• Biology

• Chemistry

• Earth & Space Science

Science to the Rescue: Technology

• Physics

• Biology

• When geological conditions change, what are the impacts on the earth and living things?

• How do changes in one part of a system affect another part of the system?

• How does technology work in combination with science to save lives?

• When environmental conditions change, what are the impacts on matter and living things?

• How are the characteristics of living things related to their environment?

• How does weather and climate influence the design of our homes?

• How do materials and energy cycle through systems?

• How does science influence society?

GRADE 7 SCIENCE

Unit Titles Strands Essential Question:

Earth on the Brink

• Chemistry

• Biology

Colonize Mars

Do Earth Better

GRADE 8 SCIENCE

• Chemistry

• Biology

• Physics

• Earth and Space

• Science

• Chemistry

• Biology

• Earth and Space

• Science

Unit Titles Strands

The Countdown Begins

• Physics

• Chemistry

• Biology

• Earth and Space

• Science

Shelter

• Physics

Human Survival

• Biology

• Chemistry

Sustainable Living

Transportation

• Chemistry

• Biology

• Earth and Space Science

• Physics

• Chemistry

• When environmental conditions change, what are the impacts on matter and living things?

• What are the physical and chemical properties of pollution?

• How do changes in one part of a system affect another part of the system?

• How do patterns and cycles in the universe influence our lives?

• How can we model that?

• How do unbalanced forces cause changes to an object’s motion?

• How do materials and energy cycle through systems?

• How do materials and energy cycle through systems?

• How does society influence science?

• What does scientific thinking and inquiry enable us to do?

Essential Question:

• How can we use particle motion What Challenges do we face when trying to colonize Mars?

• How can we use particle motion and position to explain physical change?

• How does energy move and affect matter?

• How can we get the nutrients we need through food?

• How do the organs and organ systems of the human body work together and individually to support life?

• What plants and animals allow for the base nutrients needed by humans for survival?

• How do the conditions on Mars affect the production of food?

• How is the composition of rocks affected by processes that occur within the Earth?

PHYSICAL EDUCATION

PROGRAM AREA PHILOSOPHY SUMMARY

We believe physical education is an integral component of a student’s education at ISB. The goal of ISB’s Physical Education program is to develop the values, knowledge, skills and competencies needed to enhance and commit to maintaining a healthy, active and balanced life. Individuals who are physically literate move with competence and confidence in a wide variety of physical and health related activities and in multiple environments that benefit the healthy development of the whole person.

Physical Education at ISB aims to develop physically literate students who understand / demonstrate:

• that individuals and groups consistently develop the motivation and ability to communicate, apply, and analyze different forms of movement

• that the personal choices they make related to their physical well-being will affect their quality of life

• the intrinsic rewards of being active

• an appreciation of the artistic, creative, strategic and competitive aspects of physical activity

• the ability to set appropriate goals and persevere in attaining them

• Physical education at ISB encourages individuals to make healthy, active choices that are both beneficial to and respectful of their whole self, others, and their environment.

COURSES INFORMATION

Grade 6-8 Physical Education Standards

GRADE 6 PHYSICAL EDUCATION

In this course, students are introduced to a wide variety of activities that develop personal, group, and team skills appropriate to their age and skill level. Students will be expected to work individually, in pairs, and cooperatively in teams. Activities may include Aquatics, Gymnastics, Minor/cooperative games, Racquet Sports, Team Games, Track and field and throwing and catching. Students are assessed to the standards and benchmarks for each unit. Fitness is interwoven in all activities with a focus on the health related components of fitness.

GRADE 7 PHYSICAL EDUCATION

In this course, students learn more advanced strategies and techniques of physical activities, they will build on what they learned in grade six, as well as continuing to develop their team play and sporting awareness. Interpersonal skills, such as sportsmanship, inclusive behaviour and helping others are an ongoing focus. We will explore new activities, such as Australian Rules Football, Floor Hockey, and multi activity units such as Hoops, as well as a number of other diverse activities throughout the year. As in 6th grade, personal fitness is interwoven in all activities.

GRADE 8 PHYSICAL EDUCATION

In this course there are opportunities for students to take more control and responsibility for their own learning. We will make use of the Sport Education Model to encourage students to explore the different roles available in sports teams. In the Dance unit, students work in groups to create and perform their own dance routine. Students are also introduced to new activities such as Touch Rugby, while we revisit other activities, albeit with a different focus, like Badminton and Volleyball Throughout all units, we continually emphasize skill development, spatial awareness and team concepts. As in 6th and 7th grade, personal fitness is interwoven in all activities. Again acquiring and demonstrating positive interpersonal skills continues to be a major focus within the different activities students participate in throughout the year.

Assessment Strands: Overview:

Active Participation

Physical Fitness

Safety and Interpersonal Skills

Movement Skills and Concepts

Movement Strategies

Students will actively participate in a wide variety of program activities, according to their capabilities, while applying behaviours that enhance their readiness and ability to take part in physical activity.

Students will participate in sustained moderate to vigorous physical activity. Assess their level of healthrelated fitness during various physical activities and monitor changes in fitness levels over time. Develop and implement a personal plan to meet their fitness goals.

Students will demonstrate behaviours and apply procedures that maximize the safety, both physical and emotional, of all participants. Students will demonstrate inclusive team behaviour and appropriate attitudes towards winning and losing.

Students will perform smooth transfers of weight and rotations, in a variety of situations. Students will perform a wide variety of locomotor movements, while responding to a variety of external stimuli. Students will send, receive, and retain a variety of objects.

Students will demonstrate an understanding of the components of

HEALTH AND WELL-BEING

PROGRAM AREA PHILOSOPHY SUMMARY

We believe health and well-being education makes a significant contribution to the social, emotional, physical and cognitive (learning potential) development of our students. The goal of ISB’s health and well-being program is to develop individual values, attitudes, competencies and beliefs that will empower students to commit to their own and others’ health and well-being throughout their lifetime.

Health and well-being education at ISB aims to develop students who understand that:

• the personal choices they make related to health and well-being will improve their quality of life

• goal setting skills are essential to the development of healthy behaviors

• physical, social and emotional development, and well-being are interrelated

• our values, beliefs and assumptions affect our decisions

• how to locate appropriate, accurate and reliable health information to support informed decisions

• how effective communication enhances their health and well-being and reduces risks

• the structure of the human body and patterns of growth and development

• they have the right to feel safe and know how to create safe boundaries

Health and well-being education at ISB encourages young people to lead healthy, active, and balanced lives. Students are provided with opportunities to acquire and effectively apply the knowledge, attitudes and skills necessary to understand and manage emotions, set and achieve positive goals, feel and show empathy for others, establish and maintain positive relationships, and make responsible decisions.

ADDITIONAL PROGRAM INFORMATION

Health and Well-being classes are integrated into our Physical Education program in grades 6 and 7. In grade 8, each student will take a one semester stand-alone Health and well-being course.

Students will independently use their learning to:

• take personal responsibility for lifelong health

• enjoy being active and healthy throughout their lives

• make choices to enhance their wellness and that of others

• make informed use of health-related information, products and services

• develop resilience and a secure identity and sense of self

COURSES

Health and Well-Being Standards

GRADE 6 HEALTH AND WELL-BEING

Skill Focus

Practicing Health Enhancing Behaviors & What is Wellness?

Nutrition

Human Growth & Development

Puberty and Emotional Management

Essential Question:

• What factors affect overall wellbeing?

• Demonstrate the ability to access Health Enhancing Behaviors to avoid or reduce health risks.

• Explain the importance of assuming responsibility for personal health behaviours.

• Demonstrate healthy practices and behaviors that will maintain or improve the health of self or others.

• How will personal actions and decisions affect one’s overall health?

• What are the absolute best foods that I should eat on a regular basis?

• Why are diet and exercise important for my brain to work well?

• What are the benefits of healthy eating and active living?

• How can I develop and maintain my health and well-being?

• How do I understand and manage in a positive way the changes that are happening to me?

• What does it mean to Access Valid Information, Products and Services?

• Where can I access appropriate information on physical changes, reproduction, and sexual health?

• How do you think information, products and services have changed for Pubescent teens?

• What mental and emotional changes take place during adolescence?

• What physical changes take place during adolescent years?

• How can I develop and maintain my health and well-being?

GRADE 7 HEALTH AND WELL-BEING

Skill Focus

Character Strengths, Values & Goal Setting

Decision Making & Substance Abuse Prevention.

Healthy Relationships and Communication

Essential Question:

• Explore character strengths, family values and the ways in which values, altruism and compassion can increase happiness and well-being.

• Explain the importance of assuming responsibility for personal health behaviours.

• Explain how internal influences such as personal attitudes, values, and beliefs influence health behaviors.

• Demonstrate healthy practices and behaviors that will maintain or improve the health of self or others.

• Examine emotions and brain research associated with emotional response.

• Examine ways that we can develop our brains to become more resilient.

• Identify circumstances that can help or hinder healthy decision-making.

• Determine when health-related situations require the application of a thoughtful decision-making process.

• Distinguish when individual or collaborative decision making is appropriate.

• Investigate personal, social and cultural factors that influence the way individuals respond emotionally to different situations.

• Predict the potential short-term impact of each alternative on self and others.

• Analyze the outcome of the Health related decision.

• Develop a practice of kindness and gratitude and understand that compassion, kindness and gratitude can contribute to happiness and wellbeing.

• How do I have a positive friendship & be a good friend?

• Evaluate and practice good listening skills

• Examine how effective interpersonal communication can benefit personal health and well-being.

• Demonstrate the use of verbal and nonverbal communication skills that enhance well-being.

• Demonstrate how to effectively communicate kindness, empathy, compassion, and care for others.

• Demonstrate effective ways to show respect for another person’s consent or non-consent.

GRADE 8 HEALTH AND WELL-BEING

Unit Titles

Maintaining Happiness, Pursuing Meaning and Developing Communication Skills for Health and Well Being

The Adolescent Brain

Under Construction

Relationships and Sexual Health

Essential Question:

• How can I contribute to different groups and communities in order to enhance my own and others wellbeing?

• How do I develop healthy communication skills?

• How do I cope with conflict?

• How do my personal values, beliefs, attitudes contribute to my health, wellbeing, safety and activity levels?

• How do I identify and implement effective goals that will help me achieve lifetime wellbeing?

• What are the qualities of mind that will help with personal happiness and meaning in life and how do we cultivate this?

• How does adolescent brain development impact thinking, behavior and decision making?

• How will personal actions and decisions affect one’s overall health?

• How does our awareness of neuroscience (our brain) shape our thinking, feelings and behaviors?

• How can I develop and maintain healthy relationships throughout my life?

• How do I understand and manage the changes that are happening to me?

• What makes a healthy relationship and how do I develop safe boundaries for myself and others?

• What are the values, expectations, rights and responsibilities in relationships?

LANGUAGES

WORLD LANGUAGE

PROGRAM AREA PHILOSOPHY SUMMARY

We believe communication is at the heart of the human experience. To thrive as global citizens, we need to effectively communicate within a wide range of multicultural contexts.

We believe world language learners are able to:

• communicate effectively and confidently in the international community

• understand and respond appropriately to spoken, written and body language

• clearly communicate ideas and information appropriate to a given audience

• generalize and apply language in new situations

• connect to prior learning and cross curricular concepts and ideas

• understand the nature of language and gain insight into other languages

• understand the concept of culture and gain insight into other cultures

• display cultural sensitivity to diverse perspectives, practices and products

• be flexible, tenacious, self-reliant, reflective, and take risks

We believe world language learning happens best with a communicative approach, where learners build upon prior knowledge to actively construct and monitor their understanding through meaningful engagement that often extends beyond the school setting. The language learning expectations and experiences are developmentally appropriate and aligned to a coherent proficiency-based curriculum with multiple entry points.

ADDITIONAL PROGRAM INFORMATION

• In the MS World Language program (Language B) we offer French, Mandarin, and Spanish.

• Thai Nationals are required to study Thai.

• Any students new to ISB will be given a language placement test to support appropriate

• course placement.

• One semester of “Thai Language and Culture” is required for non-Thai students who enrol at ISB during MS.

COURSE PROGRESSION

Typical Entry Points into the MS WL courses and Expected Course

Grade

Grade

Grade

Grade

COURSES

World Language standards

NOVICE

This course focuses on the learning standards for Level 3 on the ISB World Language Continuum.

Unit Titles

The Individual - Who am I

Family and Friends

School - Daily Routines - Activities and sports

Home

Essential Question:

• How can I communicate when my ideas are more complex than my ability to express them?

• How can I explore other cultures without stereotyping?

• How can the approaches to learning a language help solve problems both within and outside my language classes?

• How can learning a language help us respond open-mindedly to different ideas and values?

INTERMEDIATE

This course focuses on the learning standards for Level 4 on the ISB World Language Continuum.

Unit Titles

Around Town

Shopping in Town

Food and Eating Out

Vacation and Travel

ADVANCED

Essential Question:

• How does language change in different situations?

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How does language change in different situations?

This course focuses on the learning standards for Level 4 on the ISB World Language Continuum.

Unit Titles

Health and Emergencies

The Environment

Current Events

Childhood (hobbies and entertainment)

Essential Question:

• How can we be an effective communicator?

• How can the approaches to learning a language help solve problems both within and outside my language classes?

• How does language change in different situations?

• How can learning a language help us respond open-mindedly to different ideas?

LANGUAGE 1

This course focuses on the learning standards for Level 3-4 on the ISB World Language Continuum which aligns to the HS Language 1 course.

Unit Titles

Self, Family and Friends

Home

School - Daily Routines

Activities - Shopping in Town

Food and Eating Out

Media, Sports and Entertainment

Essential Question:

• How can I communicate when my ideas are more complex than my ability to express them?

• How can learning a language help us respond open-mindedly to different ideas and values?

• How can the approaches to learning a language help solve problems both within and outside my language classes?

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How can learning a language help us respond open-mindedly to different ideas and values?

THAI LANGUAGE AND CULTURE FOR NON-THAI STUDENTS WHO ARE NEW TO THAILAND

Unit Titles

Getting to Know Each Other

Go Shopping

Around Town

Eating Out

Exploring the Kingdom

Essential Question:

• How can I communicate when my ideas are more complex than my ability to express them?

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How do customs and products increase the understanding of cultures? (perspectives, traditions)

• How can learning a language help us respond open-mindedly to different ideas and values?

NATIVE LANGUAGE

PROGRAM AREA PHILOSOPHY SUMMARY

We believe that...

• language is at the heart of human communication, thinking, and feeling

• language is a marker of identity and culture, helping us to make sense of ourselves, our perspectives and our world

• it is our right to maintain our own language and be empowered to acquire other languages whenever possible (academic language of the school, and additional languages)

• multilingualism and multiculturalism are assets in our increasingly interconnected world, leading to higher levels of empathy and risktaking

• native language learning benefits an individual’s emotional well-being, enhances academic

• success, and promotes the acquisition of additional languages

We believe that Native Language Learning happen best when students:

• understand the nature of learning and how it connects across and between languages

• engage in various aspects of language, literature, and culture

• explore a wide range of literary and non-literary text types, writing styles and techniques

• actively dialogue with others through effective listening, questioning, and responding

Department

MS School Courses

• use metacognitive skills in authentic contexts

• engage with accessible, meaningful, language-rich learning experiences

• have exposure to engaging, challenging and culturally inclusive practice

• actively use language to promote global-mindedness

• experience a strong home-school partnership

MS NATIVE LANGUAGE PROGRAM DESCRIPTION

A native/near native language is generally described as a language that is used on a daily basis with at least one parent. A child with native/near native language is typically orally conversant, and is comfortable expressing emotions in this language. This language also links the child to his or her cultural identity. Literacy skills may or may not be present. On occasion, students who have had extensive prior experience with a non-native language in an immersion setting might exhibit the level of proficiency that we would expect from a near native language learner, and would therefore qualify to take part in the program.

In the MS we offer native language classes as part of our regular academic program in the following languages (minimum of 6 students): French, Japanese, Korean, Mandarin, Spanish in addition to Thai, if there is sufficient enrollment. We offer these particular languages in the MS, as there is a continuous support for study of these native languages in the HS through grades 9 and 10 and the IB Language A program.

Our Thai native language program is a requirement for all Thai nationals. This program is formally offered during school hours. This requirement does not necessarily exclude a student from studying another World Language. Students interested in this option should speak with their counselor to see the impact that this might have on other aspects of our MS program.

All students who wish to take a native language class will need to take an oral proficiency assessment. Literacy skills will also be assessed as determined by the teacher.

Our MS native language classes may have a mix of students from grade 6, 7, and 8, and we expect a wider range of levels of proficiency in the skills of reading, writing, speaking and listening. Teachers of our native language program will identify the proficiency level of each student in the four main skills and support each child to demonstrate continued growth and progress through differentiated instruction, and individualized support.

Our MS native language classes provide for a combination of independent study, with teacher support, and full group instruction around cultural aspects of the language being studied. There will often be individualized approaches to learning due to the diverse ages and skills of the children in the class. The curriculum and emphasis of the class will also vary based on the needs of the learners in the class.

The overarching goal of our program is to support students to make progress with and develop their native language. While the program seeks to guide students toward proficiency at IB language A level by graduation, depending on the level of proficiency of the child when s/he enters the program, we cannot guarantee that the child will achieve the level of proficiency needed to be successful with the IB language A program in the high school.

MS School Courses

The course content and curriculum for our Native Mandarin, Spanish, French, Korean and Japanese courses have been influenced by the learning goals outlined in the MYP (Middle Years Program) Framework for Language A.

Native Language Standards

As the Native Language Program offers mixed-grade class, the program was designed as a three-year sequence of units. Below you can find the units that make up the three years of instruction.

YEAR 2024-2025

Unit Titles

Media and Technology

Environmental concerns

Health and Wellbeing

Essential Question:

• What are some precautions one must always take when using the internet? What are some dangers of using the internet?

• What does it mean to adapt a message to its audience?

• How do we decide what measures should be taken to protect young Internet users?

• Should schools take actions to protect young people online?

• How is the environment connected to my actions?

• What are the consequences of our common humanity on the environment?

• Is a balanced lifestyle cultural?

• How do my cultural values influence lifestyle and how it impacts

• my health?

• How do my views on health and wellness compare to the views of my classmates, or those of my host culture?

• To what extent can communication with others help to develop

• my wellbeing?

• To what extent are my beliefs about health and wellness shaped

• by my cultural influences as opposed to science?

• To what extent is one lifestyle healthier than another?

YEAR 2025-2026

Unit Titles

Immigration and Refugees

Artificial Intelligence

Culture, Heritage, and Religious Influences on Identity

Wealth and Poverty

YEAR 2026-2027

Unit Titles

Friendship

Advertisement

Travel and Tourism

Essential Question:

• What causes people to become refugees?

• What is the difference between an immigrant and a refugee?

• How might immigrants and/or refugees integrate and contribute

• to their new societies?

• How might immigrants and/or refugees put a strain on their new societies?

• To what extent does the media portray the points of view of

• immigrants and refugees?

• What is intelligence?

• hould we be excited or worried about AI?

• What is the past, present and future impact of the AI on your life?

• Can one person change culture?

• Is there a standard by which cultural norms should be evaluated?

• Is it ever appropriate for outside cultures to intervene?

• What is culture?

• What similarities and differences exist between cultures? (ISB, family, home country...)

• How do different cultures approach similar situations and • challenges?

• How do cultures change over time?

• What forms of poverty are there, other than material poverty?

• What moral issues arise from poverty?

• What should our response be to poverty?

• What is my responsibility towards poverty?

Essential Question:

• Why are friends so important to us?

• What is love? What is friendship?

• How can we differentiate real friendship from superficial friendship?

• How are we manipulated by what we see, hear and read?

• What techniques do advertisers employ to influence our

• behaviour and decisions?

• Are advertisements necessarily cultural? Why or why not?

• How does culture influence advertisement?

• What kind of tourist are you?

• How can travel and tourism promote global citizenship?

• How are the perspectives of those who travel different from those who don’t?

THAI NATIVE LANGUAGE

Thai Native Continuum

THAI NATIVE LEVEL 1

This course includes a wide range of differentiated levels. Some students may still be developing their literacy in Thai and may be at foundations level. In these cases, it is expected that a student may take more than one year to progress to Level 2. When this happens the student may be placed in Thai Level 1 again.

Unit Titles

Thai as a Global Citizen

Sukhothai Kingdom

Amazing Thailand

Thai Folktales and Festivals

Essential Question:

• How does basic knowledge about our nation help us understand our country and people?

• How Thai customs, culture, ethics and values shape us to live happily, peacefully in Thailand and global society?

• How does knowing our history help us build a collective sense of pride?

• What do good readers do to figure out words they don’t know?

• How does the natural environment of Thailand connect to the Thai way of living?

• Why is it important to know about Thai folktales?

• How do good writers decide what to write about in narrative? writing?

Thai Native Level 2

Unit Titles

The Citizens of Communities

Ayutthaya and Thonburi Kingdoms

Khun Chang Khun Phan and Thai Wisdoms

Thailand Eco-Friendly Living Heritage

Essential Question:

• How do our rights and responsibilities shape our communities?

• How do I effectively support claims in writing an argument?

• How can we present information, using oral and written communication, effectively and creatively?

• Why do Thai people respect and honor historical figures? What do we learn about them and how can we develop ourselves?

• As a Thai citizen, how can we contribute to promote Thai culture?

• How does the writer develop ideas for narrative writing?

• How environmental issues in Thailand have impacted on our living?

• How is Thailand’s living heritage friendly to the environment?

• How can we give a speech or an oral presentation professionally and creatively?

Thai Native Level 3

Unit Titles

Thailand and The Sustainable Development Goals

Rattanakosin Kingdom

The Future of Global Environment

Ramayana and Thai Art

Essential Question:

• How can one communicate effectively for an oral presentation?

• How can one learn about the Rattanakosin Kingdom from reading historical fiction?

• How can one use language effectively for an argument?

• How can one identify and use relevant text to support an argument?

• How does Thai classical literature shape our lives and influence society?

ENGLISH AS AN ADDITIONAL LANGUAGE (EAL)

ISB PK-12 ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) PHILOSOPHY

We believe English as an Additional Language learners can participate fully in the academic and social life of the school. Our learners are supported and encouraged in their English language acquisition, the exploration of their identities, and the development of their full linguistic repertoires. Multilingualism is an asset in our increasingly interconnected world; by empowering our learners to be multilingual, students can engage in social, academic and other enriching experiences. Students develop into literate global citizens with highly developed expressive and interpretive language skills who show respect and understanding for all cultures. They are encouraged to use these skills purposefully, creatively and flexibly to thrive in the varied and complex contexts of our world.

MS School Courses

Long Term Transfer Goals: Students learning English as an Additional Language will continue to use their full linguistic repertoire independently and collaboratively to:

• Seek to understand and engage with the world around them.

• Embrace their multilingualism and cultural diversity as active participants in their local and global communities.

• Communicate effectively as multilinguals, using their language skills to access knowledge, apply their learning and make meaning.

• Build upon their growth mindsets in order to self-reflect and effectively self-manage in their personal and professional lives.

Common Agreements: We agree that students learning English as an Additional Language learn best when given opportunities to use their full linguistic repertoire to:

• Engage in multi-modal, authentic learning opportunities within a safe, nurturing, culturally inclusive and language-rich environment.

• Develop cognitively, linguistically and socially as multilingual learners in all classes.

• Experience systematic opportunities to talk, reflect and take risks with language.

• Access appropriately challenging curricula.

• Work independently and collaboratively.

• Meet high expectations that derive from research-based language instruction.

• Continue to develop their home languages in partnership with their families.

ADDITIONAL PROGRAM INFORMATION

• Students applying to Grade 6 - 8, who are not yet fluent in English and/ or have never previously studied in an English language school, will participate in an English language (EAL - English as an Additional Language) screening at ISB or on-line.

• In the MS EAL program, at each grade level, we offer four levels of support: Beginner, Intermediate, Advanced, and Watch & Consult. These levels may be combined in a single class period.

• Movement between these levels is a team decision based on EAP and core class performance as well as standardized and internal assessments related to reading, writing, speaking, and listening skills.

• Students at the Watch and Consult level of support no longer attend a regularly-scheduled EAP class. EAP teachers continue to oversee their progress.

• Based on a range of data, including the level of their English language proficiency, students at the Beginning EAL level may be placed in an English Foundations class for up to one year in preparation for English Language Arts (ELA). Grammar, vocabulary, and an emphasis on speaking, listening, reading, and writing will support the transition into ELA. A variety of language skills will be developed and practiced through authentic contexts and broad themes.

G6-8 EAP Beginner students attend the English Foundations class in preparation for English. Language Arts (ELA). Grammar, vocabulary and an emphasis on speaking, listening, reading and writing will support the transition into ELA. A variety of language skills will be developed and practiced through authentic contexts and broad themes.

COURSES

ENGLISH FOR ACADEMIC PURPOSES

EAP Standards

English for Academic Purposes (EAP) in Grade 6, 7, 8 Strands

• Beginning EAL

• Intermediate EAL

• Advanced EAL

ENGLISH FOUNDATIONS

English Foundations Standards

Unit of Study

Identity

Human rights

Sustainability

Unit Strands are based on student needs and core class content.

• English Language Arts

• Science

• Social Studies

Essential Questions

• What is identity?

• How can people and communities have their own unique identities, yet still respect other identities and cultures?

• How can I be an effective communicator?

• What are human rights?

• Why are children’s rights violated in some places?

• How can I connect and convey information to others?

• What is sustainability?

• Why is sustainability important?

• How do purpose and audience influence the way I communicate?

Department LEARNING SUPPORT (LS)

ISB PK-12 LEARNING SUPPORT PROGRAM PHILOSOPHY

We believe that...

• all students can learn at a high level

• learning in a diverse environment benefits all community members: Students, Staff, and Parents

Long Term Transfer Goals: In our Learning Support program, students will be empowered to:

• view their self-awareness as a contribution to their confidence, autonomy, and self-advocacy

• build upon their strengths and growth mindsets in order to regulate, reflect and effectively manage their lives

• seek to understand different perspectives and listen with empathy

• communicate effectively

• challenge themselves and set meaningful personal goals

• prioritise their health and wellbeing

• identify how they learn and engage in effective learning strategies

Common Agreements: We agree that learning happens best when we provide opportunities for learners to practice:

• growing their knowledge, understanding, and skill application with learning experiences that are universally designed (UDL)

• learning dispositions, self-reflection, and skill development in a space where neurodiversity is valued and celebrated in belief and action

• engaging in a flexible learning context

• collaborating with others

• making decisions

• participating actively in a learning environment that is safe and nurturing, and encourages academic and personal growth

ADDITIONAL PROGRAM INFORMATION

A Middle School Admissions committee reviews files of incoming students with learning needs to review previous special programming and any past or existing IEPs. This information is used to determine appropriate tier placement for potential students.

Using the Multi-Tiered System of Supports (MTSS) approach, sometimes referred to as a Response To Intervention (RTI), the Middle School Learning Support program offers three levels of support: Tier 1, Tier 2, and Tier 3. All students receive Tier 1 support through differentiation in the classroom. Tier 2 or 3 support is a possible outcome of a student entering the referral process due to teacher and/or parent concerns. Students identified as needing additional support in Tier 1 will be placed into Tier 2 to receive interventions. Parents are notified when this occurs. If a student does not make adequate growth in Tier 2, a meeting will be held to determine next steps, which might include Tier 3. Students receiving Tier 3 support must complete relevant assessments and have Individualized Education Plans (IEPs). Most students receiving Tier 3 support are placed in an Intensive Studies class to receive direct support in working toward meeting their IEP goals.

Speech and/or Language Therapy: Therapy is available through the Learning Support Program to students who qualify for these services.

COURSE STANDARDS

Each student has an Individualized Education Plan (IEP) with specific academic, speech/language, social, physical, and/or executive functioning skills goals and objectives. These goals are based on each students’ areas for growth. Narrative reports detailing students’ progress towards these goals are shared with parents/guardians at the end of each semester.

Department PERFORMING ARTS

PROGRAM AREA PHILOSOPHY SUMMARY

We believe...

• the arts help us to make sense of and/or respond to the world through creative and symbo lic expressions

• through artistic inquiry, people explore emotions and ideas using visual, auditory and kinesthetic mediums, developing aesthetic appreciation and creativity

We believe through the arts, learners:

• assimilate sensorial experiences

• imagine, create, develop and refine original ideas

• apply understandings and skills of a given art form

• create, communicate, perform and/or critique their own and others’ works

• interpret social, historical, political and cultural contexts when viewing and/or performing

• engage in creative, critical, analytical, and metacognitive thinking skills

• take risks, imaginative leaps and persevere

We believe artistic learning happens best when:

• creative experimentation, exploration and choice are the norm

• making mistakes and risk-taking are encouraged and celebrated

• students are immersed in aesthetically rich and safe environments

• the focus is on both the creative process and the product / performance students experience the arts process of going from ideas to expression, justification and explanation

• students make connections across their learning

• students frequently create, collaborate and communicate their art to an audience

• a range of artistic concepts, skills, processes, and techniques are experienced with multiple opportunities for application

• students receive timely and meaningful feedback which moves their learning forward

• there is a developmentally appropriate, aligned, coherent curriculum

COURSES

PERFORMING ARTS 6

(Required 6th grade class)

Combined STANDARDS from Drama Standards & Dance Standards

Assessment strands Essential Questions

Creating

Performing

Responding

Connecting

• How do artists convey meaning?

• What is more important, intent or effect?

• What factors influence artistic expression?

• What is my responsibility to my audience?

• How does feedback impact the creative process and final performance?

• What makes a performance “great”?

• How does feedback impact the creative process and final performance?

• How do the arts reflect and shape history, culture and society?

• How does my knowledge and experience influence my engagement

• with the work?

Unit Titles

The Artist’s Story

Mime

Storytelling

Sound & Motion

Goals

• Explore and create physical theater narratives from personal and cultural experience.

• Develop physical and non-verbal communication skills in order to convey emotions, actions, and narrative through silent, imaginative performance.

• Explore how voice and physicality together can create exciting and believable characters; developing and performing student-written narratives; explore introductory theater skills.

• Combine theater elements and choreographic devices to create dynamic performances based on a theme.

This program is a broad introduction to the basics of drama, theater and creative movement. Students learn that we can all experience the stage in different ways. Through the development of a safe, collaborative environment, students learn some of the fundamental skills required to be transformative, creative and expressive.

MUSIC: BAND/CHOIR/ORCHESTRA (STRINGS)

Music Standards

Assessment Strands for Music: Band/Choir/Orchestra (Strings)

Assessment Strands

Creating

Performing, Presenting, Producing

Responding

Connecting

Essential Questions:

• How do musicians generate creative ideas?

• How do musicians make creative decisions?

• How do musicians improve the quality of their creative work so that it best expresses their ideas and intentions?

• When is creative work ready to share?

• How do performers select repertoire?

• How does understanding the structure and context of musical works inform performance?

• How do performers interpret musical works?

• How do musicians improve the quality of their performance?

• When is a performance ready to present? How do context and the manner in which musical work is presented influence audience response?

• How do individuals choose music to experience?

• How does understanding the structure and context of music inform a response?

• How do we discern musical creators’ and performers’ expressive intent?

• How do we judge the quality of musical work(s) and performance(s)?

• How does music help us to understand our common humanity?

• How do musicians make meaningful connections to creating, performing, and responding?

• How do the other arts, other disciplines, contexts, and daily life inform creating, performing, and responding to music?

MS School Courses

BAND

• GRADE 6/7/8 BEGINNING BAND

• CONCERT BAND

• SYMPHONIC BAND

ADDITIONAL BAND COURSE INFORMATION

• Band includes a various number of wind and percussion instruments (flute, oboe, clarinet, bassoon, saxophone, trumpet, French horn, trombone, euphonium, tuba, drum, and mallet percussion.

• Middle School Band is open to all students of varying levels of development and ability. Instruction is designed to help students develop proper technique, confidence on a band instrument and nurturing passion, leadership & creativity.

• Middle School Band is divided into three different groups based on ability and experience levels. (Beginning, Concert, Symphonic).

• Smaller instruments such as flute, trumpet, alto sax, clarinet need to be purchased by the family.

• Larger instruments such as tuba, euphonium, trombone, French horn, oboe, bassoon, bass clarinet, tenor and baritone saxophones are supplied by school on a first come first serve basis.

• Students entering the band program without prior experience should try the various band instruments with a music teacher at the Beginning Band Drive in April to see if they are suited to play certain instruments (or schedule an appointment with band teachers). A student should choose an instrument based on ease of producing a sound, matching physical qualities with an instrument and one that the student wants to play.

• Symphonic Band students have the opportunity to go on a community service trip, visiting schools in Phetchaburi province, Thailand. This is in association with Service in the Wild.

• Symphonic Band students can also audition for the annual AMIS Asian Middle School Honor Band Festival, which is held in various countries throughout South Eastern Asia. If students pass the recorded, blind audition, they will have a chance to travel and participate in the honor band. There, they will rehearse and perform with band students from other international schools in Asia under a guest conductor. They will also learn have an opportunity to explore the host country’s culture, which AMIS includes as part of the experience.

• More advanced students will have opportunities to develop leadership skills by conducting and leading the bands at various performances.

• Students will have opportunities to enhance their creativity by using Garageband and Noteflight, an online music composition website.

CHOIR

ADDITIONAL CHOIR COURSE INFORMATION

• Middle School Choir is open to all students of varying levels of vocal development and ability and built upon four principles; music literacy, technique development, authentic performance, and collaborative workflow development. Instruction is designed to help students navigate the adolescent voice change while developing technique, confidence and nurturing passion & creativity. The students will benefit from a focus in music literacy with daily exercises where their ability to sight read will be assessed and progress documented.

• Students will be exposed to a wide variety of music from different genres, cultures, languages

and traditions. Students will learn about these cultures and work through a creative process in order to understand what it takes to perform authentically.

• Most choir units culminate in a performance to which parents & community are invited to attend. Opportunities to participate in assembly performances throughout the year and additional optional events are also available. Students enrolled in choir for the full year are invited to audition in the fall to take part in the Association for Music in International Schools’ Honor Choir Festivals (AMIS Honor Choir festivals).

• Students will hone in their leadership skills in different and unique ways by finding opportunities to help

• the group get to our culminating concerts and performances.

ORCHESTRA/STRINGS

ADDITIONAL ORCHESTRA/STRINGS COURSE INFORMATION

BEGINNING ORCHESTRA:

• Beginning Orchestra is for students who: A.) are interested in learning to play the violin, viola, cello, or string bass for the first time or B.) are second-year students seeking to solidify foundational skills.

• Students learn the fundamental technical skills needed to play string instruments.

• Students learn in a large-group setting and play 4-voice orchestral music by the end of the year.

• Students enrolled in this class are required to attend several evening performances throughout the year.

• Students improvise and compose their own music as well as listen to, analyze and respond to music.

• Students are allowed to either rent or purchase an instrument, or borrow an instrument from ISB (as inventory allows).

CONCERT ORCHESTRA:

• Concert Orchestra is for students who have at least one year of experience playing the violin, viola, cello, or bass and can demonstrate proficiency in the skills learned in the Beginning Orchestra curriculum (e.g. all skills included in Essential Elements Book 1, or up through the Bach Minuets in Suzuki Book 1).

• Students continue to improve and build upon their playing and ensemble techniques, as well as music theory and history knowledge.

• Students are required to attend several evening performances throughout the year.

• Students arrange, compose, and improvise to help develop their creativity.

• Students enhance their creativity by using recording and notation tools including Garageband and Noteflight.

• Students learn to play in small chamber ensembles.

• Students listen and respond to a variety of music.

• Students are eligible to audition for AMIS Asian Middle School Honor Orchestra, which is held in various countries throughout South Eastern Asia.

• Violin students are required to own their own instruments; viola, cello, and bass students have the option to use school instruments (as inventory allows).

• Enrollment in weekly private instrument lessons is strongly encouraged.

Department

SEMESTER-LONG PERFORMING ARTS

DANCE

Dance Standards

DANCE: Intro. to the World of Dance

This dance class is open-level with instruction designed to help students develop proper technique, confidence and nurture their passion, leadership potential & creativity. Students will learn the technical skills needed to perform a variety of dance styles – usually, but not limited to Jazz, Hip-Hop, and ContemporaryBallet basics. In addition, students will understand studio-classroom structures and “habits of mind” learning activities within the creative / design-cycle.

DANCE: INTRODUCTION

MS DANCE: Introduction

This dance class is open-level with instruction designed to help students develop proper technique, confidence and nurture their passion, leadership potential & creativity. Students will learn the technical skills needed to perform a variety of dance styles – usually, but not limited to Jazz, Hip-Hop, and Contemporary-Ballet basics. In addition, students will understand studio-classroom structures and “habits of mind” learning activities within the creative / design-cycle.

Unit Titles Essential Questions

Performance Preparation & Etiquette

BEST Dance Elements

Site-Specific Choreography

Dance & Community

• What must a dancer do to prepare the mind and body for artistic expression?

• How does dance deepen our understanding of ourselves, other knowledge, and events around us?

• How do dancers work with elements of dance to express artistic ideas?

• Where do choreographers get ideas for dances?

• How does a dancer heighten artistry in a public performance?

• What criteria are used to evaluate dance?

• Why and how do people dance?

• How does knowing about societal, cultural, historical and community experiences expand dance literacy?

ADDITIONAL PROGRAM INFORMATION

The overall goal of the dance program is to foster a positive self-confidence in students by encouraging them to explore their movement-artistry and technical skills in the studio-classroom. The dance skills studied in the program are not limited to creating performances. They transfer self-awareness, healthy practices, and expressive arts-appreciation to many areas of education and life. Students learn the potential of dance-arts to connect with their creative self, other collaborators, and the broader community.

DRAMA

Drama Standards

Unit Titles

Creating

Performing

Responding

Connecting

Essential Questions

• How do my creative choices best express my ideas and intent?

• How do artists convey meaning?

• What is more important, intent or effect?

• What factors influence artistic expression?

• What is my responsibility to my audience?

• Has our artistic intention been realized? How do we know?

• How does my knowledge and experience influence my engagement with the work?

• How does feedback impact the creative process and final performance?

• What makes a performance “great”?

• How do the arts reflect and shape history, culture and society?

• How does my knowledge and experience influence my engagement with the work?

The overall goal of the drama program is to foster positive self-confidence in students by encouraging them to explore through dramatic skills learned in this course. These skills are not limited to creating a stronger stage performer. They but also transfer in all areas of education by aiding students to become more self-confident, better public speakers, and creative presenters.

Methods of instruction in drama not limited to, a series of practical explorations, teacher-led conferencing, student-led peer review, student devised & improvisational projects, discussions, and reflections on individual and group work.

ADDITIONAL COURSE INFORMATION

Drama (for Grade 7 and 8 all levels): This program explores theater practice in more depth and offers students more opportunities for performance. Within these course. Students go deeper into character exploration, feeling and expression, and begin to understand more about the devising process, through basic script writing and play development. Many theater forms are explored throughout the semester, examples of which could include, but are not limited to Physical Theatre, Improvisational Theatre, Realism, Commedia dell’Arte, Technical Theatre or Greek Tragedy, for example.

Students can take this course for both semesters in Grade 7 and 8. Units are designed to help all students in a variety of levels reach their own potential. Additionally, the course map has been created to introduce and balance theatrical traditions from around the world.

Department

VISUAL ARTS

Visual Arts Standards

All Visual Arts courses focus on students as artists, allowing them to build upon personal experiences and passions to create meaningful work. The Studio Habits of Mind serve as a framework for everything students experience in these classes. Working as artists, students become nimbler thinkers. They observe more closely, are curious, ask questions, think creatively, and approach challenges with an open mind and persistent work ethic. Students maintain a sketchbook for drawings, research, idea development, and media trials. These courses can help prepare students for high school Visual Arts courses including AP 2-D Art and Design, IB Film and IB Visual Arts, but more importantly, they lead to a more fulfilling life and connect students to their humanity.

Key Goals for the ISB Visual Arts Program:

• Students develop the concepts, mindsets and skills employed by artists as a way to think and act creatively and artistically.

• Students are engaged and persist throughout the entirety and complexity of creative and artistic processes, including creating, presenting, responding and connecting.

• Students take risks through sustained investigation and solution-based outcomes.

• Students explore, appreciate and engage with the role of art and artists in communities, societies and worlds.

• Students see themselves as artists and curators and embody a growth mindset.

• Students develop an understanding of self and the world through the visual arts.

GRADE 6 VISUAL ARTS (Required 6th grade class)

Students will work individually and collaboratively to create art that reflects their personal experiences as they transition from Elementary to Middle School. They will also engage with the work of other artists, within the classroom and from around the world. This course focuses on developing curiosity and observational skills, questioning over answering, persistence through failure, and tolerance for ambiguity while valuing the influence of their peers in an authentic studio learning environment.

Assessment Strands

Creating

Presenting

Responding

Connecting

Essential Questions

• How does collaboration expand the creative process?

• How do artists create works of art that effectively communicate?

• How does refining artwork affect its meaning to the viewer?

• How do life experiences influence the way we relate to art?

• How does engaging in creating art enrich people’s lives?

ADDITIONAL ART COURSE INFORMATION

Students are required to purchase a middle school sketchbook.

The following Visual Arts courses are available to students in grade 7 and 8. Students must take at least one Visual Arts course in grade 7 or grade 8. They may repeat these courses as the content is adapted based on students’ interests, art opportunities within Bangkok, and current events.

ART: 2D

Students will work individually and collaboratively to create art in a variety of two-dimensional media which may include: drawing, painting, photography, collage, printmaking, batik. They will also engage with the work of other artists, within the classroom and from around the world. This course focuses on developing curiosity and observational skills, questioning over answering, persistence through failure, and tolerance for ambiguity while valuing the influence of their peers in an authentic studio learning environment.

Assessment Strands

Creating

Presenting

Responding

Connecting

Essential Questions

• Why do artists follow or break from established traditions?

• What role does persistence play in revising, refining and developing work?

• What criteria are considered when selecting work for presentation, portfolio or collection?

• What can we learn from our responses to art?

• How do images influence our views of the world?

• How do people contribute to awareness and understanding of their lives and community through art making?

• How is art used to impact the views of a society?

ADDITIONAL ART COURSE INFORMATION

Students are required to purchase a middle school sketchbook.

ART: 3D

Students will work individually and collaboratively to create art in a variety of three-dimensional media and different sculptural-making methods which may include: clay, plaster, cardboard, wire. They will also engage with the work of other artists, within the classroom and from around the world. This course focuses on developing curiosity and observational skills, questioning over answering, persistence through failure, and tolerance for ambiguity while valuing the influence of their peers in an authentic studio learning environment.

Assessment Strands

Creating

Presenting

Responding

Connecting

Essential Questions

• What factors prevent or encourage people to take creative risks?

• How does knowing the contexts, histories, and traditions of art forms help us to create works of art?

• What criteria, methods and processes are used to select work for preservation or presentation?

• How do life experiences influence the way we relate to art?

• How does making art attune people to their surroundings?

• How does art help us understand the lives of people of different times, places and cultures?

Department

DESIGN TECHNOLOGY AND ENGINEERING (DT&E)

PROGRAM AREA PHILOSOPHY SUMMARY

Design, Technology and Engineering is a process that links creativity and innovation across a range of technologies and contexts. It is an iterative process where all students benefit from learning about, and working with contemporary, emerging and traditional technologies that shape the world in which we live.

The goal of Design, Technology and Engineering at ISB is to develop students who:

• Understand how creative and innovative solutions can be refined through the development of a particular vision, and/or spontaneous inspiration.

• Manage projects independently and collaboratively from conception to realisation.

• Make informed and ethical decisions about the role, impact and use of technologies in the economy, environment and society for a sustainable future.

• Build self-efficacy and perseverance through extensive trialling and acceptance of failure in order to reflect, constantly evaluate and build on success.

• Collaboratively and effectively produce design solutions to opportunities, challenges and/ or problems that matter.

• Critique/evaluate the ideas and work of self and others to determine viability, feasibility and/or impact of the design solutions/product.

• Work effectively and respectfully with diverse teams, supporting individual learning and contributing to the learning of others.

Armed with the mindsets and methods of design thinking, students are able to identify situations where they can better the world—and have the personal and collaborative tools and resolve to take action.

ADDITIONAL PROGRAM INFORMATION

DT&E courses are available to students in Grade 7 and 8. Students must take at least one DT&E course during their time in Grade 7 or Grade 8.

All DT&E courses include the building of essential design skills from craft to creative thinking, as well as, learning about contemporary design and lifestyle. These skills help prepare students for high school DT&E classes including Coding, Cyber security, VEX Robotics, Design, IB Design Technology and AP Computer Science courses.

Assessment Strands Essential Questions

Understand

Design

Make

Evaluate

• Why do we need to research existing products, when we intend on creating a new one?

• How can I represent the real-world and solutions to its challenges?

• How can I leverage technology to visualize concepts and ideas?

• Design is an iterative process, therefore, when is the best time to evaluate ideas and solutions?

COURSES

DT&E: 3D COMPUTER MODELING AND MAKING

This class is about using the most up-to-date design programs to digitally model solutions and to realworld problems. This class is built around the Design Cycle, communication, and creativity. They will learn how to use Fusion 360 to create their designs and then fabricate using the appropriate CAM machine.

The course begins with short projects to introduce students to the CAD/CAM software, equipment, materials, processes, and safety protocols. The final project will emphasize the design cycle, requiring students to identify an authentic problem or opportunity and use the process to create solutions.

ADDITIONAL COURSE INFORMATION

CAD = Computer Aided Design, for example; Fusion 360, Illustrator & Photoshop

CAM = Computer Aided Manufacture, for example; 3D printing and laser cutting

DT&E: CODING

The DT&E: Coding course is a hands-on effort and takes students through a variety of coding experiences. Students learn the fundamentals of coding and game design including: conditional statements, variables, user interface design, mathematical expressions, loops. physics, data structures, art, and sound.

DT&E: PRODUCT DESIGN

This course focuses on developing students’ skills and knowledge in the Invention Center workshop. Students will learn and create using wood, metals, plastics, and recycled materials to produce ecofriendly solutions. The course involves both individual and collaborative efforts to identify a problem, research possible solutions, design their solution using the design cycle, and then fabricate and test it.

The course begins with short projects to introduce students to the workshop equipment, materials, processes, and safety protocols. The final project will emphasize the design cycle, requiring students to identify an authentic problem or opportunity and use the process to create solutions. This course offers hands-on, authentic learning experiences.

DT&E: ROBOTICS & ENGINEERING 1

This is a hands-on exploration of engineering and design principles using LEGO’s Spike Prime robots. With a challenge-based approach to learning, students will be presented with a variety of open-ended problems to solve. By developing strategic thinking routines, applied math skills, critical reflection, and their own creativity, students will learn the basics of computer programming and design processes.

DT&E: ROBOTICS & ENGINEERING 2

Prerequisite: Robotics Engineering 1

This is a hands-on exploration of engineering and design principles using Spike Prime robots. With a challenge-based approach to learning, students will be presented with a variety of open-ended problems to solve. By developing strategic thinking routines, applied math skills, critical reflection, and their own creativity, students will learn the basics of computer programming and design processes.

OTHER SEMESTERLONG ELECTIVES

VIDEO PRODUCTION Media Arts Standards

The overall goal of the visual / media arts program is to foster a sense of students as artists, allowing them to build upon personal experiences and passions to create meaningful work.

The Studio Habits of Mind serve as a framework for everything students experience. They observe more closely, are curious, ask questions, think creatively, and work collaboratively to approach challenges with an open mind. These courses can help prepare students for high school Film/Media courses

Unit of Study

Intro to Media-Arts / Missing Person

Essential Questions

• How do media artists generate ideas?

• How can ideas for media arts productions be formed and developed to be effective and original?

• How do media artworks function to convey meaning and manage audience experience?

Continuity Editing with “The Shoe” and “The Timetable”

Creative Staging and Editing with “The Box”

Elements of Suspense

Music Video / Film Scavenger Hunt

• What are the key principles and techniques of continuity editing, and how do they influence the viewer’s perception of time, space, and action within a film?

• How does continuity editing contribute to the overall coherence and storytelling effectiveness of a video production?

• In what ways can continuity editing be creatively manipulated to evoke specific emotions or emphasize particular themes in a video production?

• What are the essential elements of a wellconstructed storyboard?

• How can visual storytelling techniques be effectively communicated?

• In what ways can students experiment with alternative narrative structures, perspectives, and visual styles?

• How do visual and auditory elements engage an audience?

• What are the essential elements in making specific effects to build narrative tension?

• How does media-art relate to its various contexts, purposes, and values?

• How are complex media arts experiences constructed?

• When and how should we evaluate and critique media artworks to improve them?

ADDITIONAL COURSE INFORMATION

This course centers around film/video as a collaborative art form where students are expected to work with a team, think artistically, leverage editing software, tell a story and produce a final product that is enjoyable to watch. Students explore their creative voice while developing technical skills in all aspects of basic video production. Students also expand prior knowledge of responsible digital citizenship and use of social media or creative online tools. Projects are designed to scaffold skills in the following roles: filming, editing, scripting / storyboards, sound-design, and directing, and every project includes extensive peer feedback as an important aspect of the design cycle.