2022-2023 MS POS Final (interactive)

Program of Studies 2022-2023

Middle School International School Bangkok

Dear Students and Parents, We are pleased to present to you the International School Bangkok Middle School Program of Studies for the 2022-2023 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 2022-2023 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 the 2022-2023 school year!

Dennis Harter Principal

Cindy Plantecoste Vice Principal

International School Bangkok 39/7 Soi Nichada Thani, Samakee Road, Pakkret, Nonthaburi 11120, Thailand Tel: +662 963 5895 Fax: +662 563 5431-2

GENERAL INFORMATION

WHOM TO CONTACT ISB SCHOOL-WIDE ADMINISTRATION

ADMISSION STATEMENT:

The International School Bangkok accepts students who can be successful and grow in our school. 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.

Head of School: Dr. Andrew Davies

Deputy Head for Learning: Ms. Debi Caskey

Deputy Head for Finance/Operations: Mr. Marc De Vries

MS ADMINISTRATION Principal: Mr. Dennis Harter

Vice Principal:

Ms. Cindy Plantecoste

MS COUNSELING

Grade 6 + 7 counselor: Grade 7 + 8 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.

Mr. Kevin Nelson Ms. Colleen Coady

MS ACTIVITIES Athletics Coordinator (U-15, U-13, U-11) :

Mr. Mark Jaspers

TABLE OF CONTENTS GENERAL INFORMATION MIDDLE SCHOOL PROGRAM OVERVIEW ADVISORY PROGRAM LIFE CENTERED EDUCATION (LCE) PROGRAM OUTDOOR EDUCATION ASSESSMENT AND CURRICULUM AT ISB

MIDDLE SCHOOL COURSES ENGLISH LANGUAGE ARTS (ELA) SOCIAL STUDIES MATHEMATICS SCIENCE PHYSICAL EDUCATION HEALTH AND WELLBEING WORLD LANGUAGE NATIVE LANGUAGE ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) LEARNING SUPPORT (LS) PERFORMING ARTS SEMESTER-LONG PERFORMING ARTS VISUAL ARTS DESIGN TECHNOLOGY AND ENGINEERING (DTE) OTHER SEMESTER-LONG ELECTIVES FLEX CLASSES

REGISTRATION WORKSHEET 6TH GRADE REGISTRATION FORM 7TH GRADE REGISTRATION FORM 8TH GRADE REGISTRATION FORM 4

ISB International School Bangkok

5 6 8 8 12 13

14 14 19 22 30 32 34 37 40 44 46 47 51 54 57 59 60

61 61 62 64

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 follow questions can be useful: 1. What courses are required in my grade level?

2. What courses would provide me 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, outside 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.

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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.

Grade 6 Requirements Semester 1

Semester 2

• 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 2 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 students and will be automatically built into the schedule.

Advisory

Advisory

English

English

Math

Math

Science

Science

Social Studies

Social Studies

World Language or Native Language or EAL or Intensive Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

PE/Wellness

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

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

Students who enroll at ISB after grade 6, and who did not take a performing art class in grade 6, will need to take at least one semester of a performing art in grade 7 or grade 8.

Visual Arts 6 - required visual art

Performing Arts 6 - required performing art

Special requirements related to Language

Grade 7 Requirements Advisory

Advisory

English

English

Math

Math

Science

Science

Social Studies

Social Studies

World Language or Native Language or EAL or Intensive Studies

World Language or Native Language or EAL or Intensive Studies

PE/Wellness

PE/Wellness

Elective Elective

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.

• Any non-Thai student who enrols in 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 as their language 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

Elective

Wellness 8 (required Gr.8 course)

Drama

Elective

Concert Band

Concert Band

Symphonic Band

Symphonic Band

Advisory

English

English

Math

Math

Science

Science

Social Studies

Social Studies

World Language or Native Language or EAL or Intensive Studies

World Language or Native Language or EAL or Intensive Studies

PE

PE

Wellness 8

Elective

Elective

Elective

IIn grade 6 the required electives are: • Music (Students will choose if they wish to take Band, Choir or Orchestra) - these are year-long performing arts classes ISB International School Bangkok

Semester 2

Product Design (required DT&E)

Advisory

6

Semester 1

Art 2D (required visual art)

Example 2 - with additional language

Grade 8 Requirements

Required Electives in Grade 6:

Semester 2

Grade 7 Semester 1

Semester 2

Grade 8 Semester 1

Semester 2

Art 2D (required visual art)

Product Design (required DT&E)

Dance

Wellness 8 (required Gr.8 course)

Native Spanish

Native Spanish

Native Spanish

Native Spanish

Example 3 - wide array of elective choices Grade 7 Semester 1

Semester 2

Grade 8 Semester 1

Semester 2

Art 3D (required visual art)

Video Production

Wellness 8 (required Gr.8 course)

Product Design (required DT&E)

Drama

Drama

Robotics

Photography

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PROGRAM DETAILS: ADVISORY PROGRAM

Through our advisory program, we build communities where students are known, feel valued, support others, and grow. Our Middle School employs ISB’s Culture of Care Framework (Being Cared For, Caring for Self, Caring for Others, Caring for the World) to guide and ground our students’ interpersonal and intrapersonal growth. In classes of 10-14, students meet with their advisor at least three days a week.

Mondays are often a day of pause, where students make sure their minds, lockers and backpacks are organized and that they can learn to prioritize brain breaks from their often-busy lives. We also look over the week’s schedule, events, and activities so students are able to fully participate in the life of the school.

One to two days a week are also designated as times when students will engage in social-emotional advisory lessons, digging into the world of their mind, the world of their peers and the actual world. As we also prioritize students feeling known and being cared for, the conversations focus on experiences that connect with each student’s life. The week ends with community building Fridays, 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.

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

LIFE CENTERED EDUCATION (LCE) PROGRAM

ISB’s Life Centered Education program celebrates and serves students with Intellectual or Developmental Disabilities (e.g. Down Syndrome, Autism Spectrum Disorder, Global Developmental Delay, Cerebral Palsy, etc.) 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 “Inclusion is the careful and thoughtful marriage of educational excellence and equity. Inclusive schools successfully serve a managed number of students representing the full range of learning differences; mild, moderate, intensive and the exceptionally able.” (From “The Next Frontier: Inclusion in International Schools - A Practical Guide for School Leaders”.)

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 to embrace. 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.”

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.

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.

OUTDOOR EDUCATION

PHILOSOPHY AND SUMMARY Experiential Outdoor Education is an integral component of a student’s education at ISB. Through the development of skills, attitudes and values, our Experiential Outdoor Education program empowers students to take on challenges, apply problem-solving strategies in real-life situations and to develop character skills in order to build a resilience that helps 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 in order to discover a balance between real and online worlds. Engaging in learning via multiple environments helps develop competence and confidence in familiar and unfamiliar settings. Experiential Outdoor Education allows students to step outside traditional boundaries as they connect with nature, offering students opportunities to thrive in multiple settings.

The Experiential 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.

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.

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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, challenging 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 challenged 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 difficult or challenging situations.

OVERVIEW AND UNIT QUESTION

‘THE CALL OF THE WILD’ Why do people choose the wilderness to test themselves?

GRADE 6

EXPERIENTIAL LEARNING

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

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

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION 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 transferrable for me? (Home, school or socially) How can I improve my personal organization using what I have learned from this experience?

Movie: The Eco Challenge All students take turns in serving meals, washing-up dishes and cleaning the classroom after meals.

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ISB International School Bangkok

SKILLS

ASSESSMENT

The Outdoor Safety Code

Log Book & Written Test:

Planning an expedition

Students are able to demonstrate their knowledge and understanding of Outdoor Safety and Systems, Navigation and Environmental Awareness through their Log Book and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and Log Book orally is available to students who feel that they are unable to express themselves adequately in writing.

Radio communication 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 to establish position on Teamwork & a map • Use of a GPS to “go Leadership: to” a given waypoint Teachers observed students in a variety of group challenge situations & under a variety of pressures.

Teachers also used Log Books 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

GRADE 7

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION

SKILLS

ASSESSMENT

Students complete workshops in Navigation, Rockclimbing and Abseiling.

Environmental Education Overview of EWC Environmental technologies at work

Review Outdoor Safety Code

Log Book & Written Test:

Radio communication

Students compete in a 2-day “Eco-Challenge Adventure Race” in teams of 7 or 8.

Understanding how we can minimize our impact on the environment by thinking about packaging goods, disposing of trash

Navigation: • Review of G6 skills • Using two bearings to triangulate your position on a map • Using the “Track Logging” function on a GPS. • Adding a waypoint to a GPS • Using the “measure” function on a GPS to determine distance and bearing.

Students are able to demonstrate their knowledge and understanding of Mountain Safety and Systems, Rockclimbing, Abseiling, Navigation and Environmental Awareness through their Log Book and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and Log Book orally is available to students who feel that they are unable to express themselves adequately in writing.

Day 1: Students are dropped off in teams in an area within a 2-hour hike to camp.

Students must use a GPS, map and compass to find a series of locations and complete navigation, writing and drawing tasks.

Instructors are within sight of each group but not travelling with them, radio communication is maintained at all times.

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

Navigation is a combination of applied mathematics challenges posed as real life navigation problems. Good teamwork is essential to complete this successfully, this is reflected upon.

Movie: Everest IMAX Movie

Being more selective in choosing to support enterprises that have an environmental focus when travelling Character Education When I was under time pressure, or unsure about where I was, how did I respond?

Climbing / Abseiling • Putting on a harness and helmet How did my responses • Names of basic impact others in the climbing equipment team?

• Climbing calls • Belaying with an ATC How can this experience • Back-up belaying with change my life for the a prussic better?

• Fitting climbing shoes • Basic climbing What learning from this techniques experience is transferrable • Abseiling with a topfor me? (Home, school or belay socially)

Teamwork & Leadership: Teachers observed students in a variety of group challenge situations & under a variety of pressures.

Teachers also used Log Books to assess goal setting and reflection on learning and the ability to see the transfer of this learning into other situations.

All students take turns in serving meals, washingup dishes and cleaning the classroom after meals.

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OVERVIEW AND UNIT QUESTION

‘JUST ADD WATER’ How well do I make decisions?

GRADE 8

ASSESSMENT AND CURRICULUM AT ISB

EXPERIENTIAL LEARNING

ENVIRONMENTAL FOCUS AND PERSONAL REFLECTION

SKILLS

Water safety Canoe and kayak skills and techniques 1st Aid Navigation and course plotting with map and compass

Environmental Education How close is Dr. Suess ‘Lorax’ to the world today

Review Outdoor Safety Code

Log Books & Written Test:

Radio communication

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 Log Book and a written test (consisting of recall, understanding & application questions). An opportunity to complete the test and Log Book orally is available to students who feel that they are unable to express themselves adequately in writing.

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.

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

“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.

Students are placed out on their own for 20 minutes.

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).

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 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 transferrable for me?

(Home, school or socially)

Navigation: • Review of Grade 7 skills • Plotting a course on a map 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 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).

ASSESSMENT

Teamwork & Leadership: Teachers observed students in a variety of group challenge situations & under a variety of pressures.

Teachers also used Log Books to assess goal setting and reflection on learning and the ability to see the transfer of this learning into other situations.

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. Student-centered 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 macro curriculum (PreKindergarten-Grade 12) and the micro curriculum (grade level). The macro curriculum identities 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 the identified learning goals.

We frame our macro curriculum as long- term transfer goals, key questions and 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. (Transfer Goal) » What do effective readers do? What do effective listeners do? How can I be an active viewer of media? (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. (Understanding) The micro curriculum identifies the learning goals for that year. Our micro curriculum is organized by units of instruction 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.

Of course, both 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 grade levels. It is important to note that standards alone are not the curriculum, they are the blueprint for our curriculum. The units of instruction that are taught within the grades are how we design learning to help students meet the standards and come to the broader goals from the macro curriculum.

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MIDDLE SCHOOL COURSES

Middle School

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 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 ourselves 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 themselves 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

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ADDITIONAL PROGRAM INFORMATION

Our English course encompasses 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

Unit of Study Reading Narrative Texts (F): Historical Fiction Book Clubs

• How can discussion deepen understanding about narrative text?

Reading Informational Texts (NF): Nonfiction Text Sets

• What impacts can informational texts have?

GRADE 6 Units of Study

Key

F=fiction reading

NF=non-fiction reading

Unit of Study Building A Reading & Writing Life

N=narrative writing

A=argument writing

I=Informational writing

Essential Questions:

Writing Informational Texts (I): Informational Articles?

Reading Narrative Texts (F): Realistic Fiction Book Clubs

• What can we learn by studying characters?

Narrative Writing (N): Realistic Fiction Short Stories

• How do I develop the message of my story?

Research (NF):

• What can I learn from writers I admire?

Reading Informational Texts (NF): Nonfiction Book Clubs Writing Informational Texts (I): Feature Articles

• What impacts can informational texts have?

• How can I best approach reading informational texts?

Unit of Study Building A Reading & Writing Life

Building A Reading & Writing Life:

Narrative Writing (N): This I Believe

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

Essential Questions: • Why write and talk about reading?

• How do I develop and refine my ideas?

• How can discussion increase understanding and expand thinking?

Reading Narrative Texts (F): Dystopian Book Clubs

• 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, and writing?

• What can I learn from other writers?

Narrative Writing (N): Dystopian Short Stories

• How do writers engage in a writing process?

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

• How do we grow as writers?

Essential Questions: • How can I grow as a reader?

• How do authors use feedback?

Reading Informational Texts (NF):

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

• Why write and talk about reading?

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

• How can discussion increase understanding and expand thinking?

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

• How do we grow as writers?

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

• How do we communicate our values?

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

• How do I develop and refine my ideas?

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• How can I effectively express my opinion?

• How can I grow as a reader?

GRADE 7 Units of Study

Unit of Study

• How can I find relevant and reliable sources?

GRADE 8 Units of Study

• How can I best express an opinion?

• How can I use my voice to influence?

• How can I use my voice to inform?

• What makes a speaker effective?

• How can I use my voice to inform?

• How can I be an effective speaker?

Argument Writing (A): Persuasive Letters

Argument Writing (A): Crafting an OpEd

• How can I dig deeper into a topic?

• What can I learn from other writers?

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

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

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

• How do I grow as a writer?

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

• What can I learn from other writers?

• How do I develop and refine my ideas?

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

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

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

• Why write and talk about reading?

• How can I grow as a reader?

Essential Questions:

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Unit of Study Writing Arguments (A):

• 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?

Reading Nonfiction (NF): Literary Nonfiction Book Clubs

• How can we best read narrative nonfiction?

• How can reading about others further our understandings of ourselves and the world around us?

• How can we best write about others?

8th Grade Capstone Project (NF + I):

SOCIAL STUDIES

Essential Questions:

• Why is it important to be able discern bias in a text?

• How is “research” different from other types of reading?

• What is the value in being able to write a structure, well-sourced informational text?

PROGRAM AREA PHILOSOPHY SUMMARY

We believe Social Studies is the study of the human condition in order to make informed and reasoned decisions that guide social action in a culturally diverse and interdependent world. We believe global thinkers open-mindedly evaluate information, reflect critically, plan strategically, and work collaboratively to solve societal problems.

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: Students will understand that...

» » » » »

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: Students will understand that…

» »

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Inquiry & Research - Inquiry and diverse perspectives provide opportunities for alternative solutions and deeper understanding of issues. Also, students will understand that there are a variety of sources of information and sources are chosen based on the validity of and purpose for the information 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.

Middle School Program of Studies 2022-2023

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COURSES Grade 6-8 Social Studies Standards

GRADE 6 SOCIAL STUDIES Unit Titles Essential Questions: Adaptation

• How and why do people adapt?

Innovation

• Why and how do people innovate?

• How do innovations impact people and their environment?

Urbanization

• Why do cities grow?

• How do growing cities impact people and the environment?

Governance

• Who makes the decisions and how?

• Why do people form governing bodies?

• How do decisions impact people?

GRADE 7 SOCIAL STUDIES Unit Titles Essential Questions: Global Collaboration

• What do you really care about?

• What can you do to become more aware?

• What can you do to take action?

Migration

• Why do people migrate?

• How does migration impact people and places?

• Why should we care?

Sustainable Future

• Why is sustainability important?

• What is our vision for a sustainable future?

• What is the impact of living in poverty?

GRADE 8 SOCIAL STUDIES Unit Titles Essential Questions: Identity and Perspective

• What factors shape our unique identities and how do we communicate that to others

Prejudice and Discrimination

• Why do prejudice and discrimination exist?

• What are the effects of prejudice and discrimination?

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

Sustainable Economics

• 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?

Confronting Genocide: Never Again?

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• How can hate gain power?

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

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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

COURSES

Grade 6-8 Math standards

MATH 6 Assessment Strands: Ratios and Proportional Relationships

Essential Questions: • 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?

Number System

• What are integers?

• What are negative numbers?

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.

• 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?

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.

• How can models be used to compute fractions?

Expressions and Equations

• What is a variable?

• What is a coefficient?

• What is a term?

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

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 curriculum 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.

• 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?

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Assessment Strands: Geometry

Essential Questions: • What is area and how can I find it?

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

• What is a net?

MATH 7 CORE Assessment Strands: Ratios and Relationships

Proportional

• How can proportions be used to solve for unknowns?

• What is surface area?

• What is the percent equation?

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

• How are fractions, decimals, and percents related?

• What is absolute value?

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

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

Number System

• What are the properties of operations?

• What is range?

• When can 2 integers not be divided?

• How can data be plotted?

• What is a histogram?

• How can a rational number be converted to a decimal?

Expressions and Equations

• What is an equation?

• What is an inequality?

standards

Number System

Geometry

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

• What are like terms?

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

Assessment Strands:

• What types of numbers are rational numbers?

• What is the absolute value of a number?

• How can I measure a data set?

• What is a dot plot?

• What is a unit rate?

• What is a proportion?

• What is a vertex?

• What is statistical variability?

• What is a ratio?

• What are equivalent ratios?

• What is a face?

Statistics and Probability

Essential Questions:

• How can you solve equations and inequalities algebraically?

Essential Questions:

Geometry

• What is a polygon?

• What types of numbers are rational numbers?

• What is the sum of the angles of a triangle?

• What is the absolute value of a number?

• What is the sum of the angles of a quadrilateral?

• What are the properties of operations?

• What types of angles are formed by intersecting lines?

• How can a rational number be converted to a decimal?

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

• What is the area and circumference of a circle?

• What is the area and circumference of a circle?

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

• What is the 2 dimensional cross section or slice of a solid?

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

Statistics and Probability

• 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?

• What is the counting principle?

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MATH 7 EXTENDED

(Grade 7 Math Standards plus the following differentiation)

Assessment Strands: Ratios and Relationships

Proportional

Assessment Strands: Statistics and Probability

Essential Questions:

• What are the measures of central tendency?

• What is a unit rate?

• What are measures of variation?

• What are equivalent ratios?

• What is a box and whisker plot?

• What is a proportion?

• What is a scatter plot?

• How can proportions be used to solve for unknowns?

• How can I identify and describe association?

• What is the percent equation?

• How can I make predictions using a trend line?

• Can more than one ratio describe a situation?

• 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?

Number System

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

MATH 8 CORE Assessment Strands: Number System Expressions and Equations

• What is scientific notation and why is it useful?

Functions

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

• How can you represent a function?

Geometry

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

• 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?

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

• What happens when you transform objects on a coordinate grid?

• What is the equation of a line?

Geometry

• 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 I simplify algebraic expressions?

• What happens if the exponent is negative?

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

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

• How can I write algebraic expressions?

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

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

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

• What are the properties of operations?

Expressions and Equations

Esential Questions: • How are rational and irrational numbers represented?

• What is the absolute value of a number?

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

• What is the difference between theoretical and experimental probability?

• How can I represent data?

• What is a ratio?

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

Essential Questions:

Statistics and Probability

• 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)?

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

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MATH 8 EXTENDED/ALGEBRA Assessment Strands:

Essential Questions:

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?

• How can I manipulate an algebraic equation to find the value of an unknown quantity?

Functions

• 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, increasing/decreasing, linear or nonlinear) in a realworld context or other representation?

Linear, Exponential Quadratic Models

and

• 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 do arithmetic and geometric sequences compare to linear and exponential models?

Interpreting Categorical and Quantitative Data

• 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? How do upper and lower bounds help you make predictions?

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SCIENCE PROGRAM AREA PHILOSOPHY SUMMARY

GRADE 7 SCIENCE Unit Titles Earth on the Brink

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 endeavour 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 » 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 practise 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 Science to the Rescue: Natural Disasters

Science to the Rescue: Climate Change

Science to the Rescue: Technology

Strands • Chemistry • Biology

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

• Earth and Space Science

• What are the physical and chemical properties of pollution?

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

Colonise Mars

• Chemistry • Biology

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

• Physics

• How can we model that?

• Earth and Space Science

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

• How do materials and energy cycle through systems?

Do Earth Better

• Chemistry • Biology • Earth and Space Science

GRADE 8 SCIENCE Unit Titles Heating & Cooling

Strands • Chemistry • Physics

• Biology • Chemistry

From Cells to Energy

• Biology

Essential Questions:

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

• Biology

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

• Chemistry • Earth & Space Science

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

• Physics

• How do materials and energy cycle through systems?

• Biology

• How does society influence science?

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

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

• How are form and function related in living organisms?

• How do substances within cells affect the structure and the function of organisms?

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

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

• Earth & Space Science

• How do materials and energy cycle through systems?

• How does energy move, change and affect matter?

• Chemistry

Strands

Essential Questions:

• How do materials and energy cycle through systems?

Rocks & Chemistry

• Earth and Space Science

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

• Chemistry • Biology

• How does society influence science?

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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 theirquality 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

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. There is a continued emphasis on personal fitness. 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. 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.

Grade 6-8 Physical Education Standards

Assessment Strands

Overview:

Active Participation

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.

Physical Fitness

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

Safety and Interpersonal Skills

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.

Movement Skills and Concepts

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.

Movement Strategies

Students will demonstrate an understanding of the components of a range of physical activities. Describe common features of specific categories of physical activities, and apply a variety of tactical solutions to increase chances of success in physical activities.

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, soccer, track and field, throwing, catching, and striking/fielding games. Students are assessed

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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

Skill Focus Nutrition, Physical Activity & Sleep

Essential Questions: • 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?

Communication and Digital Citizenship

• Examine emotions and brain research associated with emotional response.

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

• 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 • Understand how online friendships are different to real-life friendships • How does the influence of technology affect social inter actions?

Puberty and Emotional Management

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

• What mental and emotional changes take place during adolescence?

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

• What physical changes take place during adolescent years?

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.

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

GRADE 7 HEALTH AND WELL-BEING Skill Focus Essential Questions: Empathy, communication, social media and online safety

Grade 6-8 Health and Well-being Standards

GRADE 6 HEALTH AND WELL-BEING Skill Focus Essential Questions: Human Diversity and Identity

• How do our values, beliefs, and assumptions about culture and diversity influence our perspectives?

• How do our personal and cultural identities change over time?

• Explore different viewpoints, practising being empathetic and considering alternative ways to respond • Recognise and interpret emotional responses to stressful situations and proposing strategies for managing these responses

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

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

• Explain how stress affects mental health and emotional well-being, and demonstrating an understanding of how to use a variety of strategies for relieving stress and caring for oneself • Examine one’s own social media presence & pressures associated with online apps • Explore character strengths, family values and the ways in which values, altruism and compassion can increase happiness and well-being.

Decision Making, Substance Abuse Prevention, Nutrition and Physical Activity

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

• How do I analyze situations in advance to help me from putting myself in a potentially dangerous situation? What are personal safety risks?

• What are protective behaviors I can use to stay safe? (assertivesness, self-awareness, refusal skill) • How can I demonstrate these protective behaviors?

• How can I make safe choices?

• What strategies can I use to avoid peer pressure to use drugs? (refusal skills)

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Skill Focus Relationships, Sexual Health, Communication and Pro-Social Skills

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

• Evaluating and practising coping, communication and problem-solving skills to manage changes and emotions associated with puberty and getting older • Understand consent and apply assertivesness skills • Understand and apply online and social protocols to enhance relationships with others and protect their own wellbeing, including recognising and responding to inappropriate online content

GRADE 8 HEALTH AND WELL-BEING Unit Titles Essential Questions: Communication Skills for Health and Well Being

• 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?

Decisions that Promote being Healthy, Safe and Active

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

• What do I need to do to improve my own health and wellbeing and that of others?

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

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

Relationships and Sexual Health

LANGUAGES WORLD LANGUAGE

Essential Questions:

• How can I develop and maintain my health and wellbeing in sexual relationships?

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

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-native students who enrol at ISB during MS.

• 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?

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COURSE PROGRESSION

Unit Titles:

COURSES

World Language standards

NOVICE

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

Unit Titles:

Essential Questions:

The Individual - Who am I

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

Family and Friends

• How can I explore other cultures without stereotyping?

School - Daily Routines - Activities and sports

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

Home

• 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:

Essential Questions:

Around Town

• How does language change in different situations?

Shopping in Town

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

Food and Eating Out

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

Vacation and Travel

• How does language change in different situations?

Essential Questions:

Activities - Shopping in Town

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

Food and Eating Out

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

Media, Sports and Entertainment

• 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: Essential Questions: Me, Myself and I

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

Go Shopping

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

Around Town

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

Eating Out

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

Exploring the Kingdom

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

ADVANCED This course focuses on the learning standards for Level 5 on the ISB World Language Continuum.

Unit Titles:

Essential Questions:

Health and Emergencies

• How can we be an effective communicator?

The Environment

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

Current Events

• How does language change in different situations?

Childhood (hobbies and entertainment)

• 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:

Essential Questions:

Self, Family and Friends

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

Home

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

School - Daily Routines

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

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NATIVE LANGUAGE NATIVE LANGUAGE PROGRAM PHILOSOPHY 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 risk-taking » native language learning benefit 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 » 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.

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.

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 2022-2023 Unit Titles: Friendship

Essential Questions: • Why are friends so important to us?

• What is love? What is friendship?

• How can we differentiate real friendship from superficial friendship?

Advertisement

Travel and Tourism

• • • • • • •

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?

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.

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YEAR 2023-24 Unit Titles: Media and Technology

Essential Questions: • What are some precautions one must always take when using • •

Environmental concerns

Health and Wellbeing

• • • • • • • • •

Year 2024-25 Unit Titles Immigration and Refugees

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?

Essential Questions: • 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 •

Artificial Intelligence

• • •

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?

Culture, Heritage, and Religious Influences on Identity

• • • • •

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?

•

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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

• • • • •

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?

ISB International School Bangkok

Essential Questions: • 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?

Sukhothai Kingdom

• 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?

Thai folktales

• Why is it important to know about Thai folktales?

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

Regions of Thailand

THAI NATIVE LEVEL 2 Unit Titles:

societies?

To what extent does the media portray the points of view of immigrants and refugees?

Wealth and Poverty

THAI NATIVE LANGUAGE

Community Responsibilities

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

Essential Questions: • How can one be aware of rights and responsibilities?

• How can one participate actively in school or neighbor as a citizen of the community?

Ayutthaya and Thonburi Kingdoms

• How can one learn Ayutthaya and Thonburi Kingdoms from reading the historical texts?

Local Wisdom

• How can one conserve and promote the local wisdom of Thai?

• Why do we need to evaluate what we read and heard?

Thailand Environmental Issues

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

• How can we use social media to raise awareness and promote sustainable living?

THAI NATIVE LEVEL 3 Unit Titles:

Essential Questions:

Thailand and The Sustainable Development Goals

• How can one communicate effectively for an oral presentation?

Rattanakosin Kingdom

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

Thai Classical Literature

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

Thailand and International Politics and Government

• How can one use language effectively for an argument?

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

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ENGLISH AS AN ADDITIONAL LANGUAGE (EAL) PROGRAM AREA PHILOSOPHY SUMMARY

We believe that... » language is at the heart of human communication, enabling us to express our thoughts, feelings and perspectives of our world » multilingualism is an asset in our increasingly interconnected world » EAL students learn better when adults collaboratively and intentionally plan for learning improvements. EAL teachers advocate for EAL students and bring pedagogical expertise (theory and practice) to the school to support student learning Our EAL learners will make measurable and appropriate growth in language and content, communicate their learning effectively and be able to move toward independently reaching grade-level expectations by: » engaging with high cognitive, authentic, language-rich and inclusive learning experiences » continuing to develop their home languages and culture at home and where possible, at school » being provided with research-based language instruction and content support across the curriculum » engaging in, challenging, and culturally inclusive practice throughout the school » experiencing a strong home-school partnership

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

Beginning

•

Intermediate

•

Advanced

English Foundations •

Beginning

•

Intermediate

•

Advanced

EAP Standards

Unit Strands

Listening and Reading Speaking and Writing

Unit Strands are based on student needs and core class content. * Math * Science * English Language Arts * Social Studies

EAP Standards Speaking Listening Reading Writing

Unit Strands Units focus on reading, writing, speaking, and listening skills through content strands within the content areas of Social Studies and Science.

We believe that...high quality teaching of our EAL learners should include: » high expectations for all of our EAL learners » learning opportunities within a safe, nurturing and language rich environment » engaging with appropriately challenging texts » systematic opportunities to talk, reflect, and take risks with language » a sheltered immersion approach

ADDITIONAL PROGRAM INFORMATION » » » » »

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Students applying to Kindergarten (Kg) to Grade 12, 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.

Upon exiting the Advanced EAP class, students are placed on a Watch and Consult level.

While these students no longer attend a regularly-scheduled EAP class, core class teachers and EAP teachers continue to oversee their progress.

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.

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LEARNING SUPPORT (LS) PROGRAM AREA PHILOSOPHY SUMMARY

We believe that… » all students can learn at a high level » learning in a diverse environment benefits all community members: Students, Staff, and Parents We believe that to fulfill their potential, students must: » develop self-knowledge » advocate for themselves » develop compensatory strategies » capitalize on their strengths » learn emotional coping skills » develop grit » take initiative » cultivate and use support systems » set challenging, achievable goals We believe that students with learning needs learn best when: » they are educated with typically developing peers to the maximum extent appropriate » they receive early intervention and flexible, individualized support » their teachers collaborate to meet their needs and use a body of learning evidence to make decisions about how best to support students » their parents are involved in supporting their child’s learning and development, sharing information about their child, and making decisions about how best to support their child » they are involved in decision making to the extent that it is developmentally appropriate » the learning environment is safe and nurturing, and encourages academic risk taking

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.

PERFORMING ARTS PERFORMING AND VISUAL ARTS AREA PHILOSOPHY SUMMARY

We believe... » the arts help us to make sense of and/or respond to the world through creative and symbolic 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

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 Tier 3 students are placed in an Intensive Studies class to receive direct support in working toward meeting their IEP goals.

COURSES

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

Performing

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.

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PERFORMING ARTS 6

(Required 6th grade class) Combined STANDARDS from Drama Standards & Dance Standards

Assessment strands Creating

Responding

Connenting

Essential Questions • 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 cre- ative 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?

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Unit Titles

Goals Studio Habits and Identity • Exploring studio-classroom spaces and creative collaborations processes Artists Storylines

•

Exploring and creating physical theatre narratives with personal relevance

The Moving Script

•

Using theatre and rhythmic movement skills to create mood and atmosphere on stage

Digital World Stage

•

Combining performing arts skills and theater elements to culminate in a final production

Additional Course Information

• •

• •

This program is a broad introduction to the basics of drama, theatre and creative movement. Students learn that we can all experience the stage in different ways and that talent is not a prerequisite. Through the development of a safe, collaborative environment, students learn some of the fundamental skills required to be transformative, creative and expressive.

•

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 a school in Phetchaburi province in Thailand 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.

MUSIC: BAND/CHOIR/ORCHESTRA (STRINGS)

•

ASSESSMENT STRANDS FOR MUSIC: BAND/CHOIR/ORCHESTRA (STRINGS) Assessment Strands Essential Questions:

CHOIR

Music Standards

Creating

• How do musicians make creative decisions?

Performing, Presenting, Producing

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

Additional Choir Course Information

•

• What is performance?

• What influences musical expression?

Responding

• How do people respond to and evaluate music?

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

• What makes a performance “great”?

• How do musicians and listeners respond differently to music?

• •

• How does feedback influence the creative process?

Connecting

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

• What informs musical creation, performance and response?

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.

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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 BEGINNING ORCHESTRA • • • • •

Beginning orchestra is for students who are interested in learning to play the violin, viola, cello, or string bass, or for second-year students seeking to solidify their foundational skills.

Students will learn the fundamental skills needed to play string instruments well.

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

Students enrolled in this class will be required to attend several evening performances throughout the year.

Additionally, students will have opportunities to compose their own music, perform a solo, as well as listen to, analyze and respond to music.

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CONCERT ORCHESTRA: •

Concert orchestra is for students who have at least one year of playing experience, and can demonstrate proficiency in all skills covered in the first year’s curriculum (if a student can comfortably play the G and D major 2-octave scales and the Minuets’ in Suzuki book 1, they are ready for Concert Orchestra).

Students will continue to build upon and improve their performances techniques, as well as music theory and history knowledge.

Students enrolled in this class will be required to attend several evening performances throughout the year.

Additionally, students will have opportunities to compose their own music and develop their creativity.

Stu- dent will also have the chance to perform solo and chamber music in class, as well as listen to and respond to a variety of music.

Students enrolled in Concert Orchestra will be eligible to audition for AMIS Asian Middle School Honor Orchestra, which is held in various countries throughout South Eastern Asia.

Members of the concert orchestra will also have the opportunity to go on a community service trip, visiting a school to work with Thai students.

Violin students are required to own their own instruments; viola, cello, and bass students have the op-

• • •

• • •

tion to use school instruments (as inventory allows).

SEMESTER-LONG PERFORMING ARTS DANCE

Dance Standards

DANCE: INTRODUCTION Unit Titles MS Dance Studio Habits

Essential Questions: • 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?

BEST Dance Elements

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

• Where do choreographers get ideas for dances?

Dance-Arts & Creativity

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

• What criteria are used to evaluate dance?

MS Dance & Community

• Why and how do people dance?

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

DANCE: INTERMEDIATE Unit Titles Studio Habits to Stage

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

• How is the human body like a machine? How/Why is it not?

Dance Performance and Improvisation

• What influences choice-making in creating choreography?

MS Digital Dance & Creativity

• How is a dance understood? How does dance invoke emotion?

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

• How do dance-artists use self-reflection to improve the quality of their work?

MS Dance & Community

• Where do choreographers get ideas for dances?

• How does a dancer heighten artistry in a public performance? How is dance interpreted?

Additional Course Information MS Dance: Introduction This dance class is open to varying levels of development and ability. Instruction is designed to help students develop proper technique, confidence and nurture their passion, leadership & creativity.

• Students will learn the technical skills needed to perform a variety of dance techniques.

• Students will understand studio-classroom structures of learning activities including center work, acrossthe-floor, and how to memorize choreography.

• Students learn in a large-group setting and will study 3 - 4 dance styles each semester.

• Additionally, students will have opportunities to create some of their own movements and/or music videos.

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MS Dance: Intermediate This class is for students who are interested in further development of previous dance techniques and creativity in jazz, hip-hop, contemporary-ballet and/or musical theater. Students must have at least one semester of dance experience, demonstrate movement proficiency in traveling sequences, and/or permission of the teacher.

• Students will continue to build upon and improve their performances techniques, as well as studying dance-creativity and dance-artists.

• Students enrolled in this class will be required to attend one performance after school.

• Additionally, students will have opportunities to create their own dance sequences, music videos, and develop their creativity through improvisation skills.

• Students enrolled in MS Dance:Intermediate are encouraged to audition for MSDT (Middle School Dance Team), which practices after school for special performance events in the community.

DRAMA Drama Standards Assessment Strands Creating

Performing

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?

Responding

•

Connecting

• • •

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 a positive self-confidence in students by encouraging them to explore through dramatic skills learned in this course. The dramatic skills studied in the program are not limited to creating a stronger stage performer. They 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 are planned, and 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 - for all levels) : This program explores, in detail, three main theatre forms and offers students more opportunities for performance. Within this 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 theatre forms are explored throughout the semester - examples of practices studied in this course are, and not limited to, Physical Theatre, Improvisational Theatre, Realism, etc.

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.

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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 more nimble 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 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.

Assessment Strands Essential Questions: Creating

• How does collaboration expand the creative process?

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

Presenting

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

Responding

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

Connecting

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

Assessment Strands Essential Questions: Presenting

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

Responding

• What can we learn from our responses to art?

• How do images influence our views of the world?

Connecting

• 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.

Assessment Strands Essential Questions: Creating

• 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?

Presenting

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

Responding

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

Connecting

• 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?

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 the current state of the world.

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.

Assessment Strands Essential Questions: Creating

• Why do artists follow or break from established traditions?

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

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ISB International School Bangkok

Middle School Program of Studies 2022-2023

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DESIGN TECHNOLOGY AND ENGINEERING (DT&E) PROGRAM AREA PHILOSOPHY SUMMARY

We believe that design permeates every aspect of what we do and is the first signal of human intention.

Broadly spoken, design includes mindsets and methods that ask learners to look holistically at their world.

We develop a design mindset that embraces empathy as the starting point. Through developing empathy, we improve our relationships, enhance our creativity, rethink our priorities in life, and tackle social problems from everyday prejudice to violent conflicts. We help develop thinkers who want to make the world a better place for both the community and the environment.

Design is as much about your head as your hands and we build these mindsets through the methods of Design Thinking.

Design Thinking is a wholly collaborative and iterative process in which diverse teams work together to identify, choose, research, design and fabricate sustainable solutions to real-world problems in communities. At the heart of Design Thinking is learning through failure, extensive trialing and constant evaluation which builds perseverance and self-efficacy. It is the belief that you can and will come up with creative solutions to big problems and the confidence that all it takes is rolling up your sleeves and diving in. 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 Invention Center 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 IB Design Technology and IB Computer Science courses.

Assessment Strands

Essential Questions:

Understand

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

Design

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

Make

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

Evaluate

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

COURSES DT&E: 3D COMPUTER MODELLING AND MAKING

This class is all about using the most up-to-date design programs to digitally model solutions to real-world problems. This class is built around the Design Cycle, communication, and creativity. This is student choice on both problem and solutions. In this class students will learn about and how to use the Design Cycle as a process for problem solving. They will learn how to use Fusion 360 & Adobe Illustrator to design solutions to the problem they have chosen to work on. They will then fabricate their designs using the appropriate CAM machine.

Additional Course Information CAD = Computer Aided Design, for example; Fusion 360, Illustrator & Photoshop CAM = Computer Aided Manufacture, for example; 3D printing and laser cutting

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DT&E: CODING Code is poetry and learning to code creates poetic students able to design, code and build interactive environments for the benefit of themselves and others.

The DT&E: Coding course is a hands-on effort and takes students through a variety of coding experiences.

OTHER SEMESTER-LONG ELECTIVES VIDEO PRODUCTION Assessment Strands Essential Questions Connecting

Students learn the fundamentals of coding and game design including: conditional statements, variables,

• What role do camera angles and camera motion play in the communication, ”feel” and evolution of a film’s story?

user interface design, mathematical expressions, loops. physics, data structures, art, and sound.

DT&E: PRODUCT DESIGN

Students will work individually and collaboratively to identify a problem, research possible solutions, design their solution, and then fabricate and test it. Students will learn and use the Design Cycle as a process for problem solving. They will also learn about woodworking, metals, plastics and up-cycling or recycling materials to produce eco-friendly solutions to design. (Recycling = converting waste material into new materials, Up-cycling = re-using materials and used products to produce a newer/higher quality product, for example; using a skateboard for a bookshelf) In a world more aware of its finite resources many industries are returning to the use of organics, such as wood, as an alternative to plastics and metals for everyday consumer products. In addition to this, the rise of recycling and up-cycling of materials in the design world, makes this course relevant and appropriately creates global thinking designers. In this class students will experience this same process as a designer. This is hands-on authentic learning.

DT&E: ROBOTICS & ENGINEERING 1

This is a hands-on exploration of engineering and design principles using LEGO’s Mindstorms EV3 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 LEGO’s Mindstorms EV3 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.

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ISB International School Bangkok

• What role does sound make in a viewer’s experience of a film? How does it impact emotion, interest and the story?

Producing

• What roles do the director, producer and cinematographer make in the final version of a film?

• What impact does pre-production, production and post-production have on a film?

Creating

• How do different types of lighting and framing impact a viewer’s experience of the film and their understanding of the story?

• What role do choices in film cut and edits make on the feel of the film?

Presenting

• How does the marketing and sharing of a film impact its popularity?

• What role does the popularity of the actors play in the reception of a film?

Additional Course Information

Creating video in today’s world is easy to do. A student only needs to open up a camera, point and shoot.

Creating a film that is creative, watchable, tells a powerful story and uses a variety of artistic techniques is much more challenging, and of course, much more interesting. This course takes students from an individual able to push the record button, to someone who can work with a team, think artistically, leverage editing software, tell a story and produce a final product that is enjoyable to watch.

Summary

The goal of video production class is to develop knowledge and skill in students who can: » identify a variety of video shooting angles and techniques » use a video camera and tripod properly and effectively » capture different scenes by using specific shooting angles and techniques for an intended effect on the audience » edit video effectively in software such as iMovie or Final Cut Pro » creatively use iMovie features such as titles, transitions, and green screen effect » collaborate with partners in doing project work » hare finished video work by responsibly using YouTube and school Google accounts

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2022 2-23 3 Registration Form for 6th Grade

FLEX CLASSES Our Flex program is designed to provide students with an opportunity for challenge, enrichment, fun, and choice. At the start of the year, we ask students and teachers to share ideas for potential courses to offer.

We select the courses to offer based on student interest. Flex classes take place either once or twice a week for 30 minutes.

Student First Name:

Student Last Name:

Student ID Number:

Homeroom Teacher:

* Do you currently take a support class (EAP or Intensive Studies)?

Yes No

Frequently Asked Questions about Electives: Q: Are there any electives that are “required”?

A: * All 6th grade students are required to take Visual Arts 6 and Performing Arts 6. * All 6th grade students are required to take a year-long music class. * All students must choose a World Language or a Native Language. * Students taking Intensive Studies or EAP are exempt from World/Native Language.

Year-long music class Please select one music class.

  

Band

Orchestra /Strings

 Check if you are new to Band  Check if you will continue to do Band Instrument:

_

Instrument:

_

 Check if you are new to Orchestra  Check if you will continue to do Orchestra

Choir

World Language or Native Language Thai language is required for all Thai Nationals. Check



if you are Thai National.

If you are not Thai National, you may choose either a World Language or a Native Language.

*Select 1 language choice below (World Language OR Native Language) World Language French Mandarin Spanish

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ISB International School Bangkok

 New ------------------- New  Continue  New  Continue

Native Language

OR

 French  Japanese  Korean  Mandarin  Spanish

Parent signature:

Date:

Student signature:

Date: Returning student 61 Middle School Program of Studies 2022-2023

2022 2-23 3 Registration Form for 7th Grade Student First Name:

In grade 7 students will have up to 4 elective slots available for student choice (as shown in the table on the front page). Of the semester slots available in grades 7 and 8, students must take at some point: ● One semester-long Visual Art (VA) course ● One semester-long Design Technology and Engineering (DT&E) course

Student Last Name:

Advisor Name:

Student ID Number:

* Do you currently take a support class (EAP or Intensive Studies)?

Yes No

GRADE 7 GENERAL COURSE REQUIREMENTS Below is a table that shows a typical schedule for a grade 7 student. The shaded area at the bottom of the chart shows where students will have choice in the classes they take: SEMESTER 1 Advisory English Math Science Social Studies PE/Wellness World Language or Native Language or EAP or Intensive Studies Elective Elective

Electives

SEMESTER 2 Advisory English Math Science Social Studies PE/Wellness World Language or Native Language or EAP or Intensive Studies Elective Elective

If a student desires to take a year-long elective (such as a music class or an additional language class) it will take the place of 2 of the semester elective slots in a given year.

ELECTIVE OPTIONS: Please pick 6 choices and fill in the numbers 1-6 into the boxes below.

Number them in order of your preferences. Your top choice would be numbered #1. #5 and #6 will be your alternate choices in PowerSchool.

Performing Arts Year-long elective (These take the place of 2 semester elective slots)

Performing Arts Semester-long elective

World Language or Native Language All MS students are required to study either a World Language or a Native Language. Generally, students taking English for Academic Purposes (EAP) or Intensive Studies (IS) are exempt from studying a language. If any of the statements below are true, you must see your counselor.

3. You are a Thai Nationals and want to take a language in addition to Thai 4. You want to take both World Language and Native Language Thai language is required for all Thai Nationals. Check  if you are Thai National.

If you are not Thai National, and do not take EAP or IS, please select 1 language below (World Language OR Native Language) World Language Native Language French Mandarin Spanish

 New  New  New

 Continue  Continue  Continue

OR

 French  Japanese  Korean  Mandarin  Spanish

ISB International School Bangkok

Orchestra (Strings)

Instrument:____________ (Band Concert/Symphonic)

(Band Beginning)

 New

Continuing

(Strings: Beginning Orchestra) (Strings: Concert Orchestra)

Dance: Introduction Dance: Intermediate Drama Art 2D Art 3D

Design Technology and Engineering Courses Semester-long elective (one required in G7 or G8)

3D Computer Modeling and Making Coding Product Design Robotics 1 Robotics 2 (Prerequisite: Robotics Engineering 1)

Other Semester-long elective

Video Production

***If you wish to take a 2nd language, you must see your counselor for approval.***

Additional Language as an elective (These take the place of 2 semester elective slots) Returning student

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Choir

Continuing

New

Visual Arts Semester-long elective (one required in G7 or G8)

1. You take English for Academic Purposes (EAP) and want to take a language 2. You take Intensive Studies (IS) and want to take a language

Band

Student signature: Parent signature

 New

Language: _______________________

 Continue

Language: _______________________ _ Date: Returning student

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2022-23 Registration Form for 8th Grade Student First Name:

Student Last Name:

Advisor Name:

Student ID Number:

* Do you currently take a support class (EAP or Intensive Studies)?

Yes No

GRADE 8 GENERAL COURSE REQUIREMENTS Below is a table that shows a typical schedule for a grade 8 student. The shaded area at the bottom of the chart shows where students will have choice in the classes they take: SEMESTER 1 SEMESTER 2 Advisory Advisory English English Math Math Science Science Social Studies Social Studies PE/Wellness PE/Wellness World Language or World Language or Native Language or Native Language or EAP or EAP or Intensive Studies Intensive Studies Grade 8 Wellness* Elective Elective Elective *Grade 8 students will be scheduled automatically into Wellness 8 in semester 1 or semester 2.*

World Language or Native Language All MS students are required to study either a World Language or a Native Language. Generally, students taking English for Academic Purposes (EAP) or Intensive Studies (IS) are exempt from studying a language. If any of the statements below are true, you must see your counselor.

Electives In grade 8 students will have up to 3 elective slots available for student choice (as shown in the table on the front page). Of the semester slots available in grades 7 and 8, students must take at some point: ● One semester-long Visual Art (VA) course ● One semester-long Design Technology and Engineering (DT&E) course If a student desires to take a year-long elective (such as a music class or an additional language class) it will take the place of 2 of the semester elective slots in a given year.

ELECTIVE OPTIONS: Please pick 6 choices and fill in the numbers 1-6 into the boxes below.

Number them in order of your preferences. Your top choice would be numbered #1. #5 and #6 will be your alternate choices in PowerSchool.

Performing Arts Year-long elective (These take the place of 2 semester elective slots)

Performing Arts Semester-long elective

3. You are a Thai Nationals and want to take a language in addition to Thai 4. You want to take both World Language and Native Language hai language is required for all Thai Nationals. Check



World Language

 New



Mandarin

 New



Spanish

 New



French

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Native Language Continue Continue Continue

ISB International School Bangkok

 New

Instrument:____________ (Band Concert/Symphonic)

(Strings: Beginning Orchestra)

Continuing

(Strings: Concert Orchestra)

Dance: Introduction Dance: Intermediate Drama

Design Technology and Engineering Courses Semester-long elective (one required in G7 or G8)

3D Computer Modeling and Making Coding Product Design Robotics 1 Robotics 2 (Prerequisite: Robotics Engineering 1)

Other Semester-long elective

Video Production

***If you wish to take a 2nd language, you must see your counselor for approval.***

 French

OR

Orchestra (Strings)

(Band Beginning)

Art 2D Art 3D

if you are Thai National.

If you are not Thai National, and do not take EAP or IS, please select 1 language below (World Language OR Native Language)

Choir

Continuing

New

Visual Arts Semester-long elective (one required in G7 or G8)

1. You take English for Academic Purposes (EAP) and want to take a language 2. You take Intensive Studies (IS) and want to take a language

Band

Additional Language as an elective (These take the place of 2 semester elective slots)

 Japanese  Korean  Mandarin  Spanish

Student signature: Parent signature Returning student

 New

Language: _______________________

 Continue

Language: _______________________ _ Date: student65 Middle School Program of StudiesReturning 2022-2023