25 minute read
MATHEMATICS
YEAR 2023-24 Unit Titles: Essential Questions:
Media and Technology • What are some precautions one must always take when using the internet? What are some dangers of using the internet? • What does it mean to adapt a message to its audience? • How do we decide what measures should be taken to protect young Internet users? • Should schools take actions to protect young people online? Environmental concerns • How is the environment connected to my actions? • What are the consequences of our common humanity on the environment?
Advertisement
Health and Wellbeing • Is a balanced lifestyle cultural? • How do my cultural values influence lifestyle and how it impacts my health? • How do my views on health and wellness compare to the views of my classmates, or those of my host culture? • To what extent can communication with others help to develop my wellbeing? • To what extent are my beliefs about health and wellness shaped by my cultural influences as opposed to science? • To what extent is one lifestyle healthier than another?
Year 2024-25 Unit Titles Essential Questions:
Immigration and Refugees • What causes people to become refugees? • What is the difference between an immigrant and a refugee? • How might immigrants and/or refugees integrate and contribute • to their new societies? • How might immigrants and/or refugees put a strain on their new societies? • To what extent does the media portray the points of view of immigrants and refugees?
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
Wealth and Poverty • Can one person change culture? • Is there a standard by which cultural norms should be evaluated? • Is it ever appropriate for outside cultures to intervene? • What is culture? • What similarities and differences exist between cultures? (ISB, family, home country...) • How do different cultures approach similar situations and challenges? • How do cultures change over time? • What forms of poverty are there, other than material poverty? • What moral issues arise from poverty? • What should our response be to poverty? • What is my responsibility towards poverty? 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: Essential Questions:
Thai as a Global Citizen
Sukhothai Kingdom
Thai folktales
Regions of Thailand • How does basic knowledge about our nation help us understand our country and people? • How Thai customs, culture, ethics and values shape us to live happily, peacefully in Thailand and global society? • How does knowing our history help us build a collective sense of pride? • What do good readers do to figure out words they don’t know? • Why is it important to know about Thai folktales? • How do good writers decide what to write about in narrative writing? • How does the natural environment of Thailand connect to the Thai way of living?
Community Responsibilities • 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 King- doms • 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:
Thailand and The Sustainable Development Goals Rattanakosin Kingdom
Thai Classical Literature
Thailand and International Poli- tics and Government
Essential Questions:
• How can one communicate effectively for an oral presentation?
• How can one learn about the Rattanakosin Kingdom from reading historical fiction? • How does Thai classical literature shape our lives and influence society? • 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?
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
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
» 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.
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
EAP Standards
Speaking Listening Reading Writing
Unit Strands are based on student needs and core class content. * Math * Science * English Language Arts * Social Studies
Unit Strands
Units focus on reading, writing, speaking, and listening skills through content strands within the content areas of Social Studies and Science.
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.
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.
Speech and/or Language Therapy: Therapy is available through the Learning Support Program to students who qualify for these services.
COURSE STANDARDS
Each student has an Individualized Education Plan (IEP) with specific academic, speech/language, social, physical, and/or executive functioning skills goals and objectives. These goals are based on each students’ areas for growth.
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
COURSES
PERFORMING ARTS 6
(Required 6th grade class)
Combined STANDARDS from Drama Standards & Dance Standards
Assessment strands Essential Questions
Creating
Performing
Responding
Connenting • 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?
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.
MUSIC: BAND/CHOIR/ORCHESTRA (STRINGS)
Music Standards
ASSESSMENT STRANDS FOR MUSIC: BAND/CHOIR/ORCHESTRA (STRINGS) Assessment Strands Essential Questions:
Creating Performing, Presenting, Producing
Responding
Connecting • How do musicians make creative decisions? • How do musicians improve the quality of their creative work so that it best expresses their ideas and intentions? • What is performance? • What influences musical expression? • 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? • 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. • 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.
CHOIR
Additional Choir Course Information
• Middle School Choir is open to all students of varying levels of vocal development and ability and built upon four principles; music literacy, technique development, authentic performance, and collaborative workflow development. Instruction is designed to help students navigate the adolescent voice change while developing technique, confidence and nurturing passion & creativity. The students will benefit from a focus in music literacy with daily exercises where their ability to sight read will be assessed and progress documented. • Students will be exposed to a wide variety of music from different genres, cultures, languages and traditions. Students will learn about these cultures and work through a creative process in order to understand what it takes to perform authentically. • Most choir units culminate in a performance to which parents & community are invited to attend.
Opportunities to participate in assembly performances throughout the year and additional optional events are also available. Students enrolled in choir for the full year are invited to audition in the fall to take part in the Association for Music in International Schools’ Honor Choir Festivals(AMIS Honor Choir festivals). • Students will hone in their leadership skills in different and unique ways by finding opportunities to help the group get to our culminating concerts and performances.
ORCHESTRA/STRINGS 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.
• 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 option to use school instruments (as inventory allows).
DANCE
Dance Standards
MS Dance Studio Habits • 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?
Studio Habits to Stage • 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? • How does dance deepen our understanding of ourselves, other knowledge, and events around us? MS Digital Dance & Creativity • How is a dance understood? How does dance invoke emotion? • 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.
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.
Performing • 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 engage- ment with the work?
Responding
Connecting • How does feedback impact the creative process and final perfor- mance? • What makes a performance “great”? • How do the arts reflect and shape history, culture and society? • How does my knowledge and experience influence my engage- ment 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.
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:
Presenting • How does collaboration expand the creative process? • How do artists create works of art that effectively communicate? • How does refining artwork affect its meaning to the viewer?
Responding Connecting • How do life experiences influence the way we relate to art? • How does engaging in creating art enrich people’s lives?
Additional Art Course Information
Students are required to purchase a middle school sketchbook.
The following Visual Arts courses are available to students in grade 7 and 8. Students must take at least one Visual Arts course in grade 7 or grade 8. They may repeat these courses as the content is adapted based on students’ interests, art opportunities within Bangkok, and the current state of the world.
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? Presenting • What criteria are considered when selecting work for presentation, portfolio or collection?
Responding
Connecting • What can we learn from our responses to art? • How do images influence our views of the world? • How do people contribute to awareness and understanding of their lives and community through art making? • How is art used to impact the views of a society?
Additional Art Course Information
Students are required to purchase a middle school sketchbook.
ART: 3D
Students will work individually and collaboratively to create art in a variety of three-dimensional media and different sculptural-making methods which may include: clay, plaster, cardboard, wire.
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
Responding Connecting • What criteria, methods and processes are used to select work for preservation or presentation? • How do life experiences influence the way we relate to art? • How does making art attune people to their surroundings? • How does art help us understand the lives of people of different times, places and cultures?
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 Evaluate • How can I leverage technology to visualize concepts and ideas? • Design is an iterative process, therefore, when is the best time to evaluate ideas and solutions?
COURSES DT&E: 3D COMPUTER 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
