Middle School Academic Program 2022-23

GENERAL ACADEMIC INFORMATION

TheSchoolDay:TheAcademicDayrunsfrom8:15a.m.until3:20p.m.exceptWednesdays,whichrunfrom9:00 a.m.to3:20p.m.MiddleSchoolstudentshaveoptionalSportsandActivitiesuntil5:05p.m.MiddleSchool studentsmayremainafterschooltostudyorreadquietlyinthelibrarywhichisopenuntil5:00p.m.Monday through Thursday.

Attendance:Regulardailyattendanceisrequired.Studentsmaynotmissaclass,studyhall,orsportsobligation unlessheorshehasbeenexcusedbytheSchoolNurseortheappropriatememberoftheSchool’s administration.Ifyourchildisabsent,pleaseemail msoffice@taissengland.org orphone01932582336toletthe MiddleSchoolknowthereason.Evenifyourchildisillonconsecutivedays,theSchoolmustbeinformedeach morningby8:30a.m.Ifyouknowinadvancethatyourchildwillbeabsent,pleasecontacttheMiddleSchool Officesothatwecanplanaccordingly.Pleasenotethatwearenotabletograntexcusedabsencesforelectively missingschool.Ifyourchildneedstoleaveschoolduringtheday,heorshemustsignoutintheMiddleSchool Office and then meet you in the car park.

DailySchedule:FifthGradestudentsoperateinaself-containedhomeroom,changingclassroomsforsome subjects.StudentsinGrades6,7,and8followadifferentscheduleeachdayoftheweek,typicallywithfourclass periodseachday,plustheTutorial/AdvisoryperiodandLunch/Recess.Atthebeginningofeachquarter,students inGrades7and8willreceiveaprintedcopyoftheirdailyschedules,indicatingwheneachclasswillmeet. StudentsinGrades5and6receivenewschedulesatthebeginningofeachsemester.Anychangestoschedules mustbemadebytheHeadoftheMiddleSchool.StudentsandparentscanviewthescheduleontheLMS, including future classes students take later in the year.

CourseofStudy:

TheTASISMiddleSchoolacademicprogramisunderpinnedbythephilosophythatstudents shouldexperienceasolidgroundingintheacademicsubjectsofmathematics,Englishlanguagearts,history, science,andforeignlanguages,whilealsoexperiencingawidebreadthofotherdisciplines,includingmusic,art, drama,health,andphysicaleducation.MiddleSchoolstudentstakecoursesineachofthesesubjectareasevery year;intheirfinaltwoyears,studentshavetheopportunitytoselectelectivesinordertoexploreanddevelopother interests,inclusiveofarequiredSTEMelective.Studentswithexceptionalexperienceorabilityinmathematicsor foreignlanguageareplacedinthecourse(s)whichbestmatchtheirlevelofachievement,regardlessofgrade level. Details of the Academic Program of Studies begin on page 6.

Participationintheafter-school sportsandactivitiesprogram isoptional,butonceastudenthasenrolledina sportoractivityforthefall,winter,orspringterm,hisorherattendanceisexpected,andabsencesshouldbe reported in advance to shudgens@tasisengland.org.

TheSchoolYearandReportstoParents

:Theschoolyearisdividedintotwosemestersoftwoquarterly markingperiodseach,Augusttomid-JanuaryandJanuarytoJune,denotedontheSchoolcalendar.Grade reportsareissuedattheendofeachquarterlymarkingperiod,includingachievementgradesandeffortmarksin allsubjects.(Seedetailsbelow.)WrittenteachercommentsareprovidedattheendoftheFirstSemesterand conferencestakeplacebetweenparents,students,andteachersaftertheFirstandThirdQuarterstodiscussthe growthandlearningofthestudent.Therearenoclassesonconferencedaysandthesedatesarepostedonthe schoolcalendar.Attheendoftheschoolyear,studentswritetheirownreflectionsoftheirlearningjourneyover the course of the year.

AcademicProgress:Studentsareexpectedtokeepupwithdailyclassassignments.Therearenumerous opportunitiesforextrahelpfromteachers,butfinalresponsibilityforcompletionofacademicworkonschedule restswiththestudent.Studentsexcusedfromclassesduetoillness,fieldtrips,sportstournaments,etc.,are responsibleforallcourseworkandassessmentsmissedduetotheabsenceandmustmaketheworkupina reasonabletimeuponreturntoclass.Studentsarealwaysencouragedtoseekguidanceonstudyingandtime management from their teachers or their advisor. Please see the Homework section on page 24 for expectations.

StudentassessmentsandgradesarepostedregularlyontheLMS(LearningManagementSystem)ontheclass pageforeachcourseinwhichstudentsareenrolled.StudentsandparentshaveaccesstotheLMSthroughthe studentandparentportalsinordertomonitorgradedworkandcheckprogress.Day-to-dayassignmentsand resourcesaremanagedthroughGoogleClassroom.Whileparentsdonothavedirectaccesstotheirchild’s GoogleClassroom,weencourageparentstoreviewGoogleClassroomtogetherwiththeirchildoccasionallyto monitor progress, or more regularly if necessary.

Grading: TASISEnglandemploysatraditionalAthroughFgradingsysteminthecoreacademicsubjects,with thegradeofAdenotingSuperiorwork,BCommendable,CSatisfactory,DPassing,andFFailure.P.E.,required special courses and electives use a Progressing (PG), Achieving (AH), and Exceeding (ED) scale.

EffortMarks

:Effortmarksaregivenineachsubjectforeachquartertoindicatetheteacher’sassessmentofthe attitude,co-operation,anddeterminationofthestudent,regardlessofachievement.Effortmarksarenumerical,on a scale of one (outstanding) to five (unsatisfactory).

Middle School Effort Indicators:

● Is attentive and engaged in classroom activities

● Brings appropriate materials and is on time to class

● Demonstrates a positive, proactive approach to coursework

● Exhibits an interest in the subject and may complete extra work independently

● Attempts to resolve difficulties by him/herself and seeks additional help from the teacher if needed

● Takes the initiative to make up missed work when absent

● Is a positive influence in the class, and helpful to peers and teacher

● Completes work/assignments thoroughly and on time

● Is willing to revise, reflect, persevere

● Follows instructions

● Complies with the MS Code of Conduct

Student exhibits the above behaviors with the following frequency

1.Consistently (85-100% of the time) (Outstanding)

2.Usually (70-85% of the time) (Good)

3.Often (50-70% of the time) (Satisfactory)

4.Infrequently (30-50% of the time) (Poor)

5.Rarely (less than 30% of the time)(Unsatisfactory)

Honors:Honorslists(Grades6–8only)arecompiledattheendofeachsemester.Honorsaredeterminedusinga calculationofthestudent’ssemestergradepointaverage(GPA)inthecoreacademicsubjects.TocomputeGPAs thefollowingnumericalequivalentsareassigned:A+=4.33,A=4.00,A-=3.67,B+=3.33,B=3.00,etc.Nocourses areweighted.HighHonorsareawardedforoutstandingacademicachievement(A-average—3.67—andnoeffort markbelow3).Honorsareawardedforhighlycommendableacademicachievement(B+average—3.33—andno effort mark below 3). Effort Honors are awarded for superior effort (1 and 2 effort marks only) inALLclasses.

MS Grading Quick Reference

Course Type Grades Effort Marks

Core Academic Subjects

A - F scale ✔

PE, Arts, Electives (Grades 6-8) 4-Point Scale ED, AH, PG, F ✔

Specials (Grade 5) ✔

Core Academic Subject Letter Grade Percentage Equivalents

Letter Percentage Letter Percentage Letter Percentage Letter Percentage

A+ 97-100 B+ 87-89 C+ 77-79 D+ 67-69

A 93-96 B 83-86 C 73-76 D 63-66

A- 90-92 B- 80-82 C- 70-72 D- 60-62 F < 60

PE, Arts, Electives 4-Point Grade Conversion Scale

Achievement Letters Percentage Descriptor (see class rubrics for details)

Exceeding ED 90+ Exceeding grade level expectations; achieves lesson objectives all of the time and extends self to higher level

Achieving AH 75 - 89% Meeting grade level expectations; achieves lesson objectives most of the time

Progressing PG 60-74% Making forward progress; achieves lesson objectives some of the time

Failing F < 60% Making little/no progress; rarely achieves lesson objectives

ACADEMIC PROGRAM OF STUDIES

General Curriculum Information

TASISEnglandembarkedonamajorcurriculumredesignin2018.TherevisedMiddleSchoolcurriculumin Grades5-8isastandards-basedcurriculum,informedprimarilybytheAEROPlusStandards.TheAEROPlus standardscomprisetheCommonCoreStateStandardsforEnglishandMathematics,theNextGeneration ScienceStandards,andadditionalstandardsforothersubjectareas.Backgroundinformationandfurtherdetail abouttheAEROstandardscanbefoundat: http://www.projectaero.org/.Whiletheredesignprojectis well-underway,withmanyunitsofstudyalreadycompleteandnewresourcesinuse,fullimplementationofthe re-designedcurriculuminallsubjectareasandallgradesisnotanticipateduntilthe2022-2023schoolyear.For themostcurrentinformationaboutunitsofstudyinindividualcourses,pleaseconsulttheclasspageontheLMS, throughtheParentPortal.TheQuickReferencetablebelowoffersanabbreviatedoverviewofthecourseofferings by grade. Expanded information can be found below the tables.

TASIS ENGLAND MIDDLE SCHOOL 2021-2022

ACADEMIC COURSE OFFERINGS QUICK REFERENCE

Required Core Academic Subjects, Year Long

Science

History & Geography

Required Specialized Courses

Art

EAL or Learning Support

Required Core Academic Subjects, Year Long

●

History

Science

EAL or Learning Support

Required Core Academic Subjects, Year Long

● English

● History

● Science

● Math (Math 7, Pre-Algebra, Algebra)

● Foreign Language (French or Spanish, Beginner, Intermediate, Advanced)

GRADE 7

Required Specialized Courses

● Physical Education

● Art

● Drama

● Music (Band, String Ensemble, or General Music & Choir)

● Health/PSHEE

Elective Options*

● Yearbook

● Debate & Public Speaking

● Writing Mechanics Workshop

● EAL or Learning Support

● STEM(unless taken in Grade 8; Creative Computing, Intro to Engineering Design, or Intro to Coding)

Required Core Academic Subjects, Year Long

● English

● History

● Science

● Math (Pre-Algebra, Algebra, Geometry)

● Foreign Language (French or Spanish, Beginner, Intermediate, Advanced)

GRADE 8

Required Specialized Courses

● Physical Education

● Art

● Drama

● Music (Band, String Ensemble, or General Music & Choir)

● Health/PSHEE

Elective Options*

● Yearbook

● Debate & Public Speaking

● Writing Mechanics Workshop

● STEM(unless taken in Grade 7;Creative Computing, Intro to Engineering Design, Intro to Coding)

● EAL or Learning Support

*Subject to demand and availability Denotes choice required

Fifth Grade

TheFifthgradecurriculumfocusesonteachingspecificdevelopmentalskillswithincoresubjects:English languagearts,mathematics,science,andhistory.Subjectsareoftentaughtinanintegratedmanner,forexample, readinghistoricalfictionornon-fictionthatencompassesgoalsfromboththereadingandhistorycurricula.Aspart ofthetransitionfromprimaryschooltomiddleschool,thecurriculumisdeliveredinacombinationofa self-containedclassroomwiththechild’shomeroomteacherandspecialistinstructionoutsidethehomeroom.With theexceptionofmathematics,studentsareNOTgroupedbyabilitylevelandremainwiththeirhomeroom classmates throughout the day.

The LanguageArts curriculumincludesinstructioninReading,Writing,Literaryanalysis,Spelling,Grammar,and Vocabulary,aswellasoralcommunicationandpresentationskills.Childrenreadavarietyoffictionand non-fictiontexts,includingarangeofethnic,social,andculturalsituations,characters,andauthors.Readingand writing(particularlynonfictionreadingandanalyticalwriting)skillsarestrengthenedandreinforcedinallofthe subject areas. Children are also encouraged to read independently for their own enjoyment.

TheFifthGradeplacesgreatemphasisonthewritingprocess,inwhichthetasksofwritingarebrokenintoits smallercomponents.Thesystematicprocesscomprisespre-writing(planningandorganizing)andwriting (drafting,editing,revising,proofreading,etc.).Writingmini-lessonsincludesentencestructure,paragraphand essaydevelopment,andresearch,whileeditingworkfocusesattentionongrammar,spelling,andpunctuation skills.

IntheFifthGrade,studentscontinuetobuildontheir mathematics foundation,includingplacevalue,whole numberoperations,decimalsandfractions,percent,estimation,measurement,geometry,andgraphing. Problem-solvingisemphasized.Studentsareplacementtestedandgrouped,withsomestudentsreceivinga faster-pacedprogram,andothersgiventimetopracticeandconsolidatetheirskillsinaspiralingfashion,where conceptsarereintroduced.Mathematicstextresourcesinclude MathinFocus,and Mathematics,Grade6, by Bennett, Burger, Chard, et al (McDougal, 2012)

Science isablendofhands-oninvestigations,literacy-richactivities,andinteractivedigitaltoolstoempower studentstothink,read,write,andarguelikerealscientistsandengineers.Theunitsofinstruction,Patternsof EarthandSky,ModelingMatter,TheEarthSystem,andEcosystemRestoration,areorganizedaroundanchoring phenomenaintegratingcontentfromLifeScience,EarthandSpaceScience,PhysicalScience,andEngineering. Resources include Amplify Science from Lawrence Hallwhich supports the Next Generation Science Standards.

HistoryandGeography

arecontentandproject-oriented,oftenusingactivelearningtoenhancethecurriculum. HistoricalcontentincludesPre-History,Africa(AncientEgypt),theMiddleEast(AncientMesopotamia),and AncientIndia.Learningaboutcurrentissuesisakeyelementofthecourse.Allcoursecontentprovidesstudents withtheopportunitytolearnhowtoarticulatelyexpressthoughtsverballyandinwriting.ResourcesincludeTCI’s History Alive! The Ancient World text and accompanyingonline resources.

Instructionin FrenchandSpanish (onesemesterofeach)isintroducedtoassistFifthGradestudentswith makingtheirchoiceofoneoftheselanguagestostudyinSixthorSeventhGrade.Lessonsaretaughtby specialistteacherswithanemphasisonverbalwork.Theobjectivesofthisprogramaretodevelopanawareness ofthelanguageanditssounds,inadditiontolearningaboutthecultureinFrenchandSpanishspeakingcountries around the world.

Library skillsclassesteachstudentstolocate,organize,anduseinformation,andmeetoneperiodperweek. Childrenareinstructedintheuseofthecomputerizedcatalogandcheck-outsystem,Internetsources,and researchskills.Browsingisincludedduringtheclasslessontime,butchildrencantakeoutbooksandreturnthem at any time. The open-door policy of the Library encourages students and teachers to make the most of the facility.

In Art classes,studentslearnandapplyartconceptssuchasabstraction,balance,line,form,pattern,shape, color, space, and texture through activities using clay, paint, wood, cloth, and metal.

Studentsareexposedtoawiderangeofmusicalstylesthroughactiveparticipationin Music classes.They continuetobuildskillsintheareasofreadingmusic,playinginstruments,listeningandcreatingmusicboth traditionallyandonadigitalplatform.Acomponentofthecourseischoralsinginginavarietyofgenres,witha focusonsinginginparts,andworkingcooperativelyasanensemble.Instrumentallessonsareavailable(at additional cost) and scheduled during non-instructional time or after school.

Theaimof PhysicalEducation(PE) isforstudentstodeveloptheirapplicationandunderstandingofmovement skills,sportsmanship,collaboration/teamwork,andsportsleadership.Studentswillcoversixmainunitsthroughout theyear,integratinghealthtopicsthroughtheconceptsofRunJumpThrow,Netgames,InvasionGames,

PersonalFitness,StrikingandFielding,andMovementConcepts(Parkour/Dance).Studentswillbeemboldened toundertakeavarietyoflearning/teachingroleswithinlessons,inareassuchaspeercoaching,refereeing,and lessonreviewandreflection.Studentsareencouragedtotakerisks,learnfrommistakes,andultimatelydevelopa lifelongpassionforphysicalactivityandahealthylifestyle. FifthGradestudentshavetwophysicaleducation classes per week.

The Fifth Grade Health/PSHE (Personal, Social, Health,and Economic) course introduces students to the three key themes in health education: health and wellbeing, relationships, and living in the wider world. Units of study include: Organizational skills; Online safety); Respect (yourself and others); Friendship: cliques, belonging, and bullying; Growing up: puberty, hygiene and reproduction; Taking Care of the Environment.

ACADEMIC PROGRAM OF STUDIES

Core Academic Subjects, Grades 6–8

ENGLISH

ENGLISH, GRADE 6

Inadditiontodevelopinganappreciationfordifferentgenresofliterature,thiscoursecoversthefollowingbasic English skills of grammar, vocabulary development, writing, and oral expression.

Thegoalsaretorecognize,comprehend,andapplyprinciplesoflanguageusage,andtoraisethelevelofreading comprehensionandliteraryanalysis.Literatureisstudiedandanalyzedthroughclassstudiesofcorenovelswhich offer variety and encourage cooperative learning.

Previouslytaughtwritingskillsarereviewedandreinforced.Newskillsareintroducedwithregardtogrammar, punctuation,spelling,vocabularydevelopment,sentencestructure,paragraphandessaydevelopment,and research.Creativeandexpositorywritingaretaught,andstudentspracticethewritingprocessastheylearnmore about creative writing and expository writing.

TEXTS:

Membean.com (vocabulary)

The Giver (Lois Lowry)

The Tempest (William Shakespeare)

Other written resources include classic and modern short stories and poetry, the TASIS libraries, and the Internet.

LANGUAGE ARTS, GRADE 6

ThiscourseprovidestheopportunityforstudentstocontinuedevelopingtheirreadingandwritingskillsinEnglish beforestartingtostudyaforeignlanguage.Coursecontentincludesreadingcomprehension,writingskills, grammar,spelling,andmechanics.InadditiontodirectinstructioninLanguageArts,someclasstimeisalsoused to support students in the completion of assignments from other subjects.

LanguageArtsistakeninadditiontoEnglishandtakestheplaceofaforeignlanguage.Selectionofthiscourseis made in consultation with parents and teachers and must be approved by the Head of Middle School.

ENGLISH, GRADE 7

SeventhGradeEnglishdeepensthestudent’sawarenessof,appreciationfor,andunderstandingofliteratureand strengthensthebasicskillsofgrammar,spelling,vocabulary,oralexpression,listening,andwriting.Where possible,skillsaredevelopedthroughtheliterature,andavarietyoftechniquesareusedtofosterindividual comprehension, curiosity, critical thinking, imagination, sensitivity, cooperation, responsibility, and confidence.

Coursecontentincludes:reading(thestudyofnovels,poetry,andplays);writing(creativewriting,essaywriting, bookreports);grammar(includingbasicpartsofspeechandusagetakenfromstudent-generatedworkanderrors wheneverpossible);vocabulary(fromliterature,day-to-daywork,and Membean.com);speakingexperience (throughpresentations,reading,drama,anddiscussion);listeningskills(throughourday-to-dayinteractionand peer conversation); and finally, study skills (through the formal evaluation process).

TEXTS:

Membean.com (vocabulary)

A selection of multicultural novels, plays, poems, and short stories such as:

Esperanza Rising Sir Gawain and the Green Knight Beowulf

Twelfth Night (William Shakespeare) Boy (Roald Dahl)

Students also choose from a variety of contemporary novels for independent reading and book talks.

ENGLISH, GRADE 8

TheEighthGradeEnglishcourseisdesignedtofurtherstudents’appreciationofdifferentgenresofliterature (novels,plays,poetry)andavarietyofwritingdomains,inadditiontomasteryof,andpracticeinthebasicskillsof grammar,spelling,andacquiringvocabulary.Particulartimeandattentionispaidtothecraftofwritingand composition(essay,analytical,creative,research,oratory),preparingstudentsforUpperSchoolandformalwriting requirements.

Coursecontent,activities,andliteraturearechosentoengageandappropriatelychallengethereader.Emphasis isplacedonthedraftingofwriting,spelling,grammar,research,criticalthinking,effectiveoralinteraction,and generalstudyhabits.Inadditionto Membean,vocabularywordsaretaughtonaweeklybasisthroughliterature, etymological background, word relationships, and practical application in the context of students’ own writing.

TEXTS:

Membean.com (vocabulary)

A selection of novels, plays and poetry including:

Romeo and Juliet (William Shakespeare)

Sonnets, English and Italian

A selection of short stories

Students also choose from a variety of contemporary novels for independent reading and book talks.

HISTORY

HISTORY, GRADE 6

StudentsengageinactivelearningtostudythehistoryofChina,AncientGreeceandAncientRome,including RomanBritain.Studentsarechallengedtolearnthoughalargevarietyofdevelopmentallyappropriateactivities. Skilldevelopmentincludesanunderstandingofchronologicalthinking,usingprimaryandsecondarysource material,synthesizinginformationthroughqualitynotetaking,libraryresearch,writing,anddebateskills.Critical thinkingisdevelopedthroughclassactivitiesandduringlivelyclassdiscussions,andcurrentissuesareembedded throughoutthecourse.ResourcesincludeTCI’s HistoryAlive!TheAncientWorld textandaccompanyingonline resources.

HISTORY, GRADE 7

TheaimofthiscourseistoinspirestudentsanddevelophistoricalthinkingskillsthroughthestudyofMedieval Europe,Islam,RenaissanceandReformation,thestudyofLatinAmericaandIndigenousPeoplesofthe Americas.Theapproachestolearningarevariedanddesignedtoengagethecuriosityofthelearner.Students takepartinanumberofprojectsthatenablethemtoapplycriticalthinkingskills,historicalreasoning,anddevelop researchandwritingskills.Currentissuesareembeddedthroughouttheyear. ResourcesincludeTCI’s History Alive! The Medieval World and Beyond text and accompanyingonline resources.

HISTORY, GRADE 8

ThiscoursecoversthehistoryoftheUnitedStatesfromthepre-revolutionaryperiodtotheendofthe20th Century. Studentsarechallengedtodevelophigherlevelthinkingskillsandhistoricalreasoning.Skillfocusincludesthe abilitytocreateastronghistoricalargumentanddefendathesis,considercauseandeffectandidentifycontinuity andchangeovertime.Usingbothchronologicalandthematicapproaches,theEighthGradeHistorycourse challengesstudentstousehistoryasevidenceandengageincriticalthinkingrelatedtothequestionofwhat historyis,closereading,sourcing,corroborationandcontextualization.Currenteventsandgeographyare embeddedthroughouttheyear.ResourcesincludeTCI’s HistoryAlive!TheUnitedStatesthroughIndustrialism andModernTimes and HistoryAlive!TheUnitedStatesthroughModernTimes textsandaccompanyingonline resources.

FOREIGN LANGUAGES

Thestudyofaforeignlanguageisaverypowerfultoolwhichallowsindividualstocommunicatewithothercultures andcommunitiesaswellasfosteringempathyandrespectforothercountries,theirbeliefsandvalues.TheTASIS MiddleSchoolforeignlanguagesprogramfosterscross-culturalunderstandingandthisisfacilitatedthroughclass activitiesandeducationalforeigntripsthattakeplaceeachyear.Inclass,primarilyusingthedirectmethod approach(soleuseofthetargetlanguage),theemphasisisplacedonthedevelopmentoflistening,speaking, reading,andwritingskills.Cross-culturalunderstandingalsotakescenterstageinordertohelpourstudentsto betterunderstanddiversityandbecomemoreprincipledandopen-mindedwhilebeingpartofaglobalcommunity. Real-lifesituationsareemphasizedthroughoutthecourses.TheMiddleSchoolforeignlanguageprogramis designedtomeetthevariedanddiverseneedsofourstudentbodywhilenurturingintellectualandcultural curiosity.

TheMiddleSchoolforeignlanguageprogramoffersinstructioninFrenchorSpanish,eachinthreeabilitylevels. Eachstudentisplacedaccordingtoabilitylevelandpriorexperienceinthestudyofaforeignlanguage.Students continuing at TASIS follow the natural progression of courses upon the successful completion of each course.

FRENCH OR SPANISH: Beginner, Intermediate, Advanced levels

ThemaingoaloftheFrenchandSpanishMiddleSchoolforeignlanguagecoursesistoenablestudentstoacquire asolidbackgroundinthetargetlanguagethroughalinguistic,communicative,andculturalapproachtolanguage learning.Asmembersofaglobalcommunity,weaimtoalsofostercross-culturalunderstanding.Frenchor Spanishisusedalmostexclusivelyintheinstructionandcommunicationinsidetheclassroom.Thefourlanguage skillsofreading,writing,speaking,andlistentingareemphasizedanddevelopedsimultaneously.Inclass, teachersusedifferentpedagogicalmethodsinordertofacilitateandnurturetheintellectualabilityofeverychild. Withcontinuousguidanceandsupport,studentswillbeabletodevelopthenecessaryskillsthatwillenablethem to flourish in their future studies.

Theprogramiscomposedofthreelevelsoflanguageacquisition:Beginner,Intermediate,andAdvanced.As resources,weusetextbooksforthedifferentlevelsinadditiontoavarietyofotherinteractiveandauthentic materialsaswellasregularpostsinouronlineinternalplatformLMS.Throughouttheyear,studentslearn vocabularyandgrammarassociatedwithdifferentunitsofstudy.School,family,environment,pastimes,travelling, social/politicalissues,andadvertisingaresomeofthemanyexamplesexploredintheclasses.Inordertopromote andnurtureintellectualcuriosity,allstudentsareencouragedtoparticipateandtakeanactiveroleinallclass activities.

LANGUAGE ARTS, GRADE 6

ThiscourseprovidestheopportunityforstudentstocontinuedevelopingtheirreadingandwritingskillsinEnglish beforestartingtostudyaforeignlanguage.Coursecontentincludesreadingcomprehension,writingskills, grammar,spelling,andmechanics.InadditiontodirectinstructioninLanguageArts,someclasstimeisalsoused to support students in the completion of assignments from other subjects.

LanguageArtsistakeninadditiontoEnglishandtakestheplaceofaforeignlanguage.Selectionofthiscourseis made in consultation with parents and teachers and must be approved by the Head of Middle School.

MATHEMATICS

Studentsareplacedinanappropriatelevelmathcoursebasedontheresultsofmathplacementtesting, standardizedmathtestscores,recommendationsofstudents’previousmathteachers,and/orrecordspresented to us from previous schools.

Mathematicscontainsmanyskillswhicharestrengthenedandbuiltupduringeachsuccessiveyear.Thesebasic skillsincludeaddition,subtraction,multiplication,anddivisionofwholenumbers,fractions,anddecimals. Measurementandgeometryarealsoreviewedannually,andbecomemoresophisticatedwiththeinclusionof moreadvancedcomputationandrelatedactivities.Studentsareintroducedtofunctionsandalgebraicexpressions fromtheSixthGrade.“Mentalmath”problemsarepresentedoftentoincreasestudents’powersofabstract numericalthoughtandcalculation.Wordproblemsareusedtodevelopcomputationalskills,criticalthinkingin practical situations, and students’ self-confidence.

AstheswitchtotheSI(InternationalSystem)orMetricSystemisnotyetuniversal,thecustomaryunitsofinches, cups,pounds,etc.arealsotaught.Americanmoneyispresentedtoo,asaworkingknowledgeoftheunitsof currency is commonly assumed in terms of standardized testing.

TheCommonCoreStateStandards(U.S.A.)areincorporatedinthematerials,thephilosophy,andthe methodology of the middle school math courses.

TheMathDepartmentmakesuseofalltechnologiesavailabletous.Calculatorusageisintegratedintolessons where appropriate. The use of specialized software provides a valuable resource for instruction.

MATHEMATICS 6

InMath6,studentsareinstructedinabroadrangeoftopicsinordertoestablishasolidfoundationuponwhich futuremathematicalknowledgewillbuild.Instructionisdeliveredusingavarietyofmethods.Somecontentis presentedwiththegoalofintroducingthestudentstoaparticularconceptorskill,whileothermaterialistobe mastered.Skillstobemasteredinclude:adding,subtracting,multiplying,anddividingwholenumbers,fractions, mixednumbers,anddecimals;identifyingleastcommonmultiplesandgreatestcommonfactors;estimating productsandquotients;evaluatingexpressionscontainingvariablesandexponents;calculatingperimeter,area, andvolume;measuringlength,mass,andvolumeinbothU.S.customaryunitsandmetricunits;creatingand interpretinggraphs,classifyinganglesandpolygons;andwritingandsolvingequations.Learningisassessed throughdailyhomework,classactivities,quizzes,andtests.Math6alignswithCommonCoreStateStandardsfor Grade Six.

TEXT: Mathematics, Grade 6, by Bennett, Burger, Chard,et al (McDougal, 2012)

MATHEMATICS 7

Math7isanintermediatemiddleschoolmathcoursebuildinglogicallyandprogressivelyfromtheSixthGrade coursematerial.Studentsareinstructedinabroadrangeoftopicsinordertoestablishasolidfoundationupon whichfuturemathematicalknowledgewillbuild.Instructionisdeliveredusingavarietyofmethodsguidedby currentresearchandbestpracticeinearlyadolescenteducation.MathematicalconceptsfromtheSixthGrade coursearereinforced.TheincorporationofmoreabstractconceptsdifferentiatesthiscoursefromtheSixthGrade classandallconceptsarestudiedingreaterdepth.Havingpracticedmultipleproblem-solvingstrategies,students areexpectedtobecomeproficientinchoosingthemostexpeditiousmethod.Learningisassessedthroughdaily homework,classactivities,quizzes,andtests.Math7alignswithCommonCoreStateStandardsforGrade Seven.

TEXT: Mathematics, Grade 7, by Bennett, Burger, Chard,et al (McDougal, 2012)

PRE-ALGEBRA/MATHEMATICS 8

Thisisabroad-basedcoursethatcomprehensivelycoversvariousaspectsofmathematicsandemphasizes day-to-dayapplications.Theprimaryfocusisondevelopingandrefiningcomputationalskillswhilereviewing arithmetic,aswellasonextendingalgebraicandgeometricconceptsandapplications.Developinglogicaland analyticalthoughtisstressedthroughoutthecourse,asareapplicationstoreal-lifemathematicsproblems.The coursereviewsbasicarithmeticskillstofullyequipstudentswiththeskillsandknowledgetheywillneedforthe formalstudyofalgebraandgeometry.Topicsincludesolvingsimpleequationsandmulti-stepequations,graphs andstatisticaldata,computation,integersandfractions,ratios,proportionandpercent,geometry(including formulasforperimeters,areas,andvolumes),inequalities,wordproblemsolving,probability,basictrigonometry, andgraphingintwovariablesonacoordinateplane.Pre-AlgebraalignswithCommonCoreStateStandardsfor Grade Eight.

TEXT: Mathematics, Grade 8, by Bennett, Burger, Chard,et al (McDougal, 2012)

HONORS ALGEBRA 1

HonorsAlgebra1isanUpperSchoolcoursethatisofferedtostudentswhohavedemonstratedgoodknowledge ofthematerialcoveredintheMath7andPre-algebracourses,aswellasbypreviousstrongmathematics performance.ThecoursecoversalltopicsthatwouldbefoundinahighschoolAlgebra1courseandalignswith theCommonCoreStateStandardsforhighschoolalgebra.Thecourseisdesignedtopreparestudentsforthe upperschoolcoursesinGeometryandAlgebra2.Afterabriefperiodofintensivereview,studentsbeginthecore workofthecourse:linearequationsandinequalities,exponents,polynomials,quadraticfunctionsandequations, exponential functions, data analysis and probability.

TEXT: Algebra1, by Burger, Chard, et al. (Holt McDougal,2012)

Pleasenote:HighSchoolcreditwillbegrantedforHonorsAlgebra1takenintheMiddleSchoolatTASISand studentstakingthiscoursewillbegrantedadvancementtotakehigherlevelsofmathematicsintheTASISUpper School. TASIS Middle School employs the same standards and text as the TASIS Upper School for this course.

HONORS GEOMETRY

GeometryisanUpperSchoolcourse.Itisofferedtothosestudentswhohavecontinuedtoexcelinmathematics andhavedonewellthepreviousyearinAlgebraI.ThecourseprovidesathoroughfoundationinplaneEuclidean geometrywithemphasisontheformalnatureofdefinition,thestructureofknowledge,andinductiveanddeductive reasoning.Topicsofstudyincludeparallellinesandplanes,congruenttriangles,quadrilaterals,inequalities,similar polygons,transformations,circles,righttrianglesandtrigonometry,planarandspacemeasurements,and coordinate geometry.

TEXT: Geometry by Burger, Chard, et al (Holt McDougal,2015)

Pleasenote:HighSchoolcreditwillbegrantedforGeometrytakenintheMiddleSchoolatTASISandstudents takingthiscoursewillbegrantedadvancementtotakehigherlevelsofmathematicsintheTASISUpperSchool. TASIS Middle School employs the same standards and text as the TASIS Upper School for this course.

SCIENCE

TheNextGenerationScienceStandards(NGSS)underpintheMiddleSchoolSciencecurriculum.TheNGSSare describedas“three-dimensional,”comprisingtheinterrelateddomainsofCrosscuttingConcepts,Scienceand EngineeringPractices,andDisciplinaryCoreIdeas,allofwhicharecombinedineachsciencestandard.See belowforanoverviewofthethreedimensions,takenfromtheNextGenerationsScienceStandardswebsite, https://www.nextgenscience.org/, where further informationis available.

TheTASISEnglandMiddleSchoolScienceprograminGrades6,7,and8followsanintegratedsciencemodel anddrawsmanyofitsresourcesfrom AmplifyScience (LawrenceHall).Eachyearlongcourseemphasizes collaborationandincludesmultipleinstructionalunits,integratingearthandspacescience,lifescience,physical scienceand/orengineeringwithineachcurriculumunit.Thecourseisablendofhands-oninvestigations, literacy-richactivities,andinteractivedigitaltoolstoempowerstudentstothink,read,write,andarguelikereal scientistsandengineers.Theseareexciting,thought-provokingunitsdesignedtoengagestudentsinscience learningthroughcomplexandrelevantquestionsandproblems.EachsciencecoursealsosupportstheCommon CoreStateStandardsforEnglishLanguageArtsthroughtheapplicationofstandardsfornonfictionreading, writing, and presentation skills.

SCIENCE, GRADE 6

UnitsofstudyinGrade6include:Microbiome;Metabolism;TraitsandReproduction;ThermalEnergy;Ocean, Atmosphere,andClimate;WeatherPatterns;andEarth’sChangingClimate,aswellastworelatedengineering units.

SCIENCE, GRADE 7

UnitsofstudyinGrade7includeGeologyonMars;PlateMotion;RockFormations;PhaseChange;Chemical Reactions;PopulationsandResources;MatterandEnergyinEcosystems,aswellastworelatedengineering units.

SCIENCE, GRADE 8

UnitsofstudyinGrade8includeHarnessingHumanEnergy;ForceandMotion;MagneticFields;LightWaves; Earth, Moon, and Sun; Natural Selection; and Evolutionary History, as well as two related engineering units.

Next Generation Science Standards (NGSS) Dimensions:

Dimension 1: Practices

Thepracticesdescribebehaviorsthatscientistsengageinastheyinvestigateandbuildmodels andtheoriesaboutthenaturalworldandthekeysetofengineeringpracticesthatengineersuse as they design and build models and systems.

Althoughengineeringdesignissimilartoscientificinquiry,therearesignificantdifferences.For example,scientificinquiryinvolvestheformulationofaquestionthatcanbeansweredthrough investigation,whileengineeringdesigninvolvestheformulationofaproblemthatcanbesolved throughdesign.StrengtheningtheengineeringaspectsoftheNextGenerationScienceStandards willclarifyforstudentstherelevanceofscience,technology,engineeringandmathematics(the four STEM fields) to everyday life.

Dimension 2: Crosscutting Concepts

Crosscuttingconceptshaveapplicationacrossalldomainsofscience.Assuch,theyareawayof linkingthedifferentdomainsofscience.Theyinclude:Patterns,similarity,anddiversity;Cause andeffect;Scale,proportionandquantity;Systemsandsystemmodels;Energyandmatter; Structureandfunction;Stabilityandchange.TheFrameworkemphasizesthattheseconcepts needtobemadeexplicitforstudentsbecausetheyprovideanorganizationalschemafor interrelatingknowledgefromvarioussciencefieldsintoacoherentandscientifically-basedviewof the world.

Dimension 3: Disciplinary Core Ideas

DisciplinarycoreideashavethepowertofocusK–12sciencecurriculum,instructionand assessmentsonthemostimportantaspectsofscience.Tobeconsideredcore,theideasshould meet at least two of the following criteria and ideally all four:

● Have broadimportance acrossmultiplesciencesorengineeringdisciplinesorbea key organizing concept of a single discipline;

● Providea keytool forunderstandingorinvestigatingmorecomplexideasandsolving problems;

● Relatetothe interestsandlifeexperiencesofstudents orbeconnectedto societalor personal concerns that require scientific or technologicalknowledge;

● Be teachable and learnable overmultiplegradesatincreasinglevelsofdepthand sophistication.

Disciplinaryideasaregroupedinfourdomains:the physicalsciences;the lifesciences;the earth and space sciences; and engineering, technology andapplications of science

ACADEMIC PROGRAM OF STUDIES

Required Specialized Subjects, Grades 6–8

Allstudentsmusttakephysicaleducationfortheentireyear,plusatleastonecourseeachfromtheArt,Music, andDramaareas.SixthGradersmustcompleteaSkillscourse.SeventhandEighthGradersmusttakea semester Health class and must complete at least one STEM course in either Seventh or Eighth Grade.

HEALTH /SKILLS/ PSHE (Personal, Social, Health & Economic Education)

SKILLS/PSHE, Grades 6

TheSkills/PSHE6courseisdesignedtomeettheneedsofSixthGradestudentsatatimewhenmorecomplex research,organizational,andtechnicalskillsarerequiredforacademicsuccess.Classes,whichmeetoncea weekthroughouttheyear,arestructuredtoprovidesupportandtoteachtheskillsassociatedwithtime management,libraryresearch,computerskills,andtesttaking.Reinforcementandassessmentofskillsarebased onmaterialfromcoreclasses,particularlyEnglish,History,andScienceclasses.IntheSecondSemester,a Healthunitisalsoincludedinthiscourseinwhichstudentsareintroducedtovarioushealth-relatedtopics includingPersonalHygiene,BodyImage,SettingBoundaries,AppropriateSocialMediaUse,andConflictsAmong Friends. All Sixth Grade students are assigned to this year-long course.

Health/PSHE, Grades 7 & 8

TheSeventhandEighthGradeHealth/PSHECoursesintroducestudentstothemajorthemesinhealtheducation andhowtheyaffectphysical,mental,emotional,andsocialhealth.Throughoutthecurriculum,itisstressedthatall the areas of health are related and equally important.

SEVENTH GRADE UNITS OF STUDY

1.Whatishealth?:ThepurposeofHealth Education 2.Personal Identity 3.Self-esteem and Body Image

and Personal Care 5.Nutrition—thefastfoodindustry;obesity; thefoodpyramid;eatingdisordersand their impact on physiological systems

Resources:PSHEAssociation(https://www.pshe-association.org.uk/); FedUp byKatieCouric,MarkMonroe,and Stephanie Soechtig

EIGHTH GRADE UNITS OF

STUDY

Resources:PSHEAssociation(https://www.pshe-association.org.uk/); TheTeenageBodyBook byKathleen McCoy, PhD (Berkley)

PHYSICAL EDUCATION

PE, GRADES 6 - 8

TheaimofPEistoprovideallstudentswithanopportunitytolearnwithinabalancedprograminwhichtheyare encouragedtofurtherdeveloptheirapplicationandunderstandingofmovementskills,sportsmanship, collaboration/teamwork,andsportsleadership.Studentswillcoversixmainunitsthroughouttheyear.Withineach unitwewilllookatintegratinghealthtopicsthroughtheconceptsofRunJumpThrow,NetGames,Invasion Games,PersonalFitness,StrikingandFielding,andMovementConcepts(Parkour/Dance).Studentswillbegiven theopportunitythroughoutthevariousunitstodiscoverandlearnaboutthekeyconceptsthataimtobuildupon previousknowledgeandskills.EachoftheseskillsaretransferableintootherPEunitsandalsoclassroom-based subjects.Theyalsohelpeachstudenttostrengthennotonlytheirownindividualexperiences,buttoencourage studentstoidentifythepositiveconnectionsthatarisefromsharedand/orgroupexperiences.Studentswillbe emboldenedtoundertakeavarietyoflearning/teachingroleswithinlessons,providingopportunitiestogainfurther knowledgeand/ortodevelopskillsinareassuchaspeercoaching,refereeing,andlessonreviewandreflection. Theseadditionallearningexperiencesallowstudentstoplaytheirpartwithinapositivelearningenvironment.This willprovideeachstudentwiththeopportunitytodevelopinareassuchasconfidence,resilience,empathy, communicationskills,andtheirdecisionmaking.StudentsaregiventhebestpossiblechancetoflourishwithinPE whentheyareencouragedtotakerisks,learnfrommistakes,andultimatelydevelopalifelongpassionforphysical activity and a healthy lifestyle.

ART

ART, GRADE 6

TheSixthGradeartcoursehasbeendevelopedtogivestudentsaknowledgeoftheelementsofArtandDesign. Studentsareencouragedtobecreative,imaginative,andexpressivethroughaseriesofinvestigativechallenges andprojects.Usingbothtwoandthree-dimensionalmaterials,studentsareaskedtodevelopnewpractical,and analyticalskillsastheyprogressthrougharigorousyear-longprogramofstudy.Studentsexploretheroleofthe artistandthedesignerboththroughouthistory,andinavarietyofsocialandculturalcontexts.Throughregular critiquesandclassdiscussions,visualartsvocabularyisdevelopedandencouragedwiththeaimofenriching each student’s personal identity.

ART, GRADE 7

TheArtandDesigncoursefortheSeventhGradestudentshasbeendesignedtogiveeachstudentavisualarts toolkitsotheycanbecreative,expressive,andengagedasartistsanddesigners.Duringthesemester,allthe studentswillproducestudiesexperimentingwiththeuseofbothtwoandthree-dimensionalmaterialsasameans ofcommunicatingtheirideasanddesignsforaseriesofchallengesandprojects.Thestudentsdevelopafinal portfolioofwork,consistingofdrawings,paintings,sculptures,andcollages.Studentsareencouragedtodevelop anappreciationoftheirownworkandtheworkofothers,andexpectedtoparticipateinallaspectsofthecreative process.Witheachassignmentstudentswillalsobeaskedtoexplorenewartideasthroughtheresearchof relevant historical, social, personal, and cultural references.

ART, GRADE 8

TheEighthGradeVisualArtscoursehasbeenstructuredforthestudentstoinvestigatetheapplicationofthe elementsandprinciplesofArtandDesign.Duringthesemester,thestudentscreateaseriesofprojectsand assignmentsthathavebeendesignedtomotivate,challenge,andinspirethestudentstobecreative,expressive, open,andengaged.Throughpracticethestudentsdevelopaknowledgeofworkingwithmaterialsinbothtwoand threedimensionscreatingafinalportfolioofdrawings,paintings,collages,photographs,andsculptures.Students areencouragedtodevelopanappreciationoftheirownworkandtheworkofothers,andparticipateingroup critiques.Witheachassignmentstudentswillalsobeaskedtoexplorenewartideasthroughtheresearchof relevant historical, social, personal, and cultural references.

MUSIC

AllMiddleSchoolstudentstakemusiceachyear.TheymaychooseamongBand,StringEnsemble,orGeneral Music & Choir.

BAND 6, 7/8

MiddleSchoolBandsmeetthroughouttheyear.Bandisopentoallmiddleschoolstudentswhohaveinstrumental experienceandatleastabasicabilitytoreadmusic,atthediscretionoftheinstructor.Beginnerswhowishtojoin thebandwillbeencouragedtotakeprivateinstrumentallessonsuntiltheyhaveachievedastandardofplaying suitable for the ensemble.

STRING ENSEMBLE 6, 7/8

Thestringensemblesmeetthroughouttheyear,andareopentoallviolin,viola,cello,anddoublebassplayersin Grades6,7and8whohaveinstrumentalexperienceandatleastabasicabilitytoreadmusic,atthediscretionof theinstructor.Beginnerswhowishtojointheensembleareencouragedtotakeprivateinstrumentallessonsuntil they have achieved a standard of playing suitable for the ensemble.

GENERAL MUSIC & CHOIR 6, 7/8

Thegeneralmusicclassesfocusonexposuretoandappreciationforvariousmusicalformsandgenres,including theopportunitytomakemusicbothphysicallyanddigitally.Acomponentofthecourseischoralsingingina variety of genres, including learning to read music, sing in parts, and work cooperatively as an ensemble.

INDIVIDUAL MUSIC LESSONS

Theseareofferedtoallgradesasanextracurricularactivity(atadditionalexpense).Individualinstructionis offeredonpiano,strings,guitar,flute,brass,saxophone,oboe,clarinet,percussion,andvoiceonaweeklybasis. PleaserefertotheseparateandmoredetailedformavailablefromtheMusicOfficeforinformationonteachers and fees.

DRAMA

DRAMA 6

SixthGradeDramaisacourseofdiscoverywherestudentsexploretheatreasastorytellingartform.Students exploremanytypesofstorytellingandmanykindsofstories,fromavarietyofworldcultures.Studentswilllearnto seetheatreasauniversallanguage,andwilldeveloptheirconfidenceinusingtheirvoiceandbodytoportraya characterandconnectwithanaudience.Studentswillalsobeencouragedtothinkcreativelyandreflectivelyabout their own theatre work and develop self-management skills during self-directed projects.

DRAMA 7, 8

TheDramacoursesinSeventhandEighthGradesallowstudentstodeveloptheirskills,knowledge, understanding,andcreativityinDrama.Studentsdelvedeeperintotheprocessofcreatingaperformance,both fromascriptandfromastimulus,gainingconfidenceinavarietyofestablishedtheatreconventionsand techniques.Theskillsdevelopedinthesecoursessignificantlyimproveconfidenceinself-expression,public speaking,creativethinking,andrisktaking.Studentswillgettheopportunitytodevelopperformancesrelevantto their own life experiences and try them out in low-stakes performance environments.

S.T.E.M.

AllMiddleSchoolstudentsarerequiredtotakeaminimumofoneSTEM(Science,Technology,Engineering, Mathematics) course in either their 7th or 8th Gradeyear.

CREATIVE COMPUTING

Inthiscourse,studentslearntocombineart,coding,andmaththroughavarietyofSTEMchallenges.Students mayfindthemselvesthinkingabouthowtocreatea3Dmodelofaspiralstaircaseusingtheircodingand mathematicalskills,whileanothergroupofstudentsmaytrytousevariablesandloopstomakeaninteractive simulationofoursolarsystem.AScratch-basedvisualprogramminglanguagewillbeusedasthekeytoolto designmeaningful,originalapplications,combiningSTEMskillssuchasdefiningproblems,developingandusing models, and analyzing and interpreting data.

INTRODUCTION TO ENGINEERING DESIGN

Inthishands-on,project-basedcoursestudentswillengageinmanyofthestepsoftheengineeringprocess. Studentswilllearnthebasicsof3Dprinting,includingdesignandmodelingusingCADsoftwaresuchas TinkerCADandFusion360.Studentswillalsolearnthebasicsofelectronics,programming,andtechnologyinan accessible,non-threateningway.Nopriorknowledgeorexperienceisnecessary.Therewillbeplentyof opportunity to work independently and collaboratively throughout the course.

INTRODUCTION TO CODING

LearnthebasicsofWebDevelopmentusingHTMLandJavaScript.Learntocreatewebpagesandadd interactivitytowebsitesbyvalidatingformdataandaddinganimationsandformstopages.Discoverhowweb standardsworkandhowtousethem.Studentslearnhowtobuildabasicappandwillbeabletolearnattheirown paceandworkindividuallyoraspartofagrouptocompleteprojects.Thisprocesswilldevelopanalyticalskills, encourage curiosity, and employ creativity to find solutions to complete tasks.

ACADEMIC PROGRAM of STUDIES

Elective Courses,Grades 7–8

Students in Grades Seven and Eight have the opportunity to select one elective per year. Scheduling is based on student preference, enrollment, availability, and conflicts with other courses. Space permitting, students may also choose from the STEM courses listed above. Courses taken in Grade 7 may not be repeated in Grade 8.

YEARBOOK

Thisclassisopentostudentsinterestedinphotography,layoutdesign,andpublishing.Whiletheultimategoalof thecourseistoproducetheMiddleSchool’sannualyearbook,emphasisisplacedonacquiringknowledgeabout digitalphotography,fluencyintheuseofanindustrystandardsoftwareprogram,andmasteringtheprincipal aspectsoflayoutdesignusedinthepublishingindustry.Commonpublishingtermswillbelearned,withattention also given to gaining an understanding of basic copyright permissions.

WRITING MECHANICS WORKSHOP

Studentsworkonindividualizedwritingtaskstostrengthenareasofweaknessorfurtherdevelopareasofinterest. Dependingonthestudent,thiscanincludepracticingsentencestructureandvariety,paragraphoressay organization,grammar,punctuation,orresearchskillsthroughpracticeexercises,peerreview,andclass discussions. Classes are small and students receive customized instruction and coaching.

DEBATE & PUBLIC SPEAKING

Studentslearnformaltechniquesforeffectiveargumentationandadvocacy,whilesimultaneouslydeveloping criticalthinkingandlisteningskills.Studentsalsogainexperienceandconfidenceinpublicspeaking.Debatesvary from formal to informal and topics include a variety of current issues, ethical dilemmas, and historical events.

PREPARATIONFOR LEARNING - HOMEWORK

Wefirmlybelievethatthemajorityoflearningshouldtakeplaceduringtheschoolday,undertheguidanceof classroom teachers, and that students should have a full and varied life outside of the school day, including:

● abundant physical activity;

● adequate time for reflection and sleep (9-11 hours per night);

● time to fulfill personal and household obligations, such as personal hygiene, chores, and meals;

● time to pursue other interests including music, sports, family activities, reading for pleasure, etc.

Assuch,schoolworkundertakenoutsidetheschoolday,referredtoashomework,musthaveclearpurposeand value,andbeabletobecompletedindependentlybystudents.Thistypeofworkshouldbelimitedto Preparation and PromotingPermanence, andnotcount directly towardstudentachievementgrades. Production activities, whichrelyonnewlearningandconcepts,arenotappropriateashomeworkandshouldinsteadtakeplaceunder theguidanceoftheclassroomteacher,inordertopreventthereinforcementofincorrecttechniquesor misunderstanding,andfrustrationandextensivetimespenttryingtoworkoutnewconceptswithoutsupport. Thesethreetypesofschoolworkactivitiesarefurtherexplainedbelow,thoughtheexamplesarenotintendedas exhaustive lists:

Preparation-activitieswhichpreparestudentsforlearninginupcomingclass(es)and maybedoneathome. Examples include:

● Reading literature

● Watching a video program

● Reading/listening to an article/podcast related to course subject matter to be discussed in class

● Reflection

Production-exploration,understanding,andapplicationofnewconceptsorlearning,commonlywritten,whichare best done in the classroom. Examples include:

● Essay-, presentation-, speech-, or report-writing

● Research, annotation, or outlining

● Synthesis of new information

● Problem solving using new techniques or concepts

● Project or lab work

● Discussion, Debate, Inquiry

PromotingPermanence-activitieswhichdevelopautomaticity,fluency,speed,andlongtermretentionand may be done at home. Examples include:

● Vocabulary and spelling practice

● Memorization of math facts

● Rehearsal of oral presentations or speeches; line learning

● Repetition of foreign language vocabulary, conjugations, pronunciation

● Studying course materials to prepare for assessment, which can employ a wide range of techniques

● Practicewithproblemsolvingstrategiesalreadyunderstoodinschool,limitedinscopeandideally offering choice

● Listening to or viewing foreign language media

Thesethreephasesofstudentlearning: Preparation-Production-PromotingPermanence --broadlyalign withteachers’phasesofteaching: Planning-Teaching-Assessment. Themiddlephases--Productionand Teaching--makebestuseofclassroomtimeinordertoproducethebestoutcomesforstudents,whilesome amount of preparation and promoting permanence can be done at home.

Responsibilities:

The guidelines below indicate the differing responsibilities with respect to the success of homework.

Students are responsible for:

● Bringing home the proper materials to complete necessary course work;

● Focusing on the task at hand, setting aside other distractions;

● Completinganyworkmissedduetoabsencefromclass,planningaheadwhenpossible,withinthetime frame agreed with the teacher;

● Seekingassistancefromtheteacherand/oradvisorduringTutorialifhavingdifficultyunderstanding concepts or managing workload;

● Contactingtheirteacherduringtheschooldaywhennecessary,ratherthanexpectingemailsupportin the evening;

● Understandingthatstudyingandreviewingindependentlyisaresponsibilityforwhichtheymusttake ownership, even when not explicitly assigned by their teacher(s).

Parents should:

● Be familiar with the philosophy and guidance for course work expectations outside the school day;

● Provideatimeandplaceforchildrentoworkathomewithlimitedinterruptions,particularlymonitoring theuseoftheInternet,mobilephones,andgamingapplications.WedoNOTrecommendstudentshave access to devices in their bedrooms.

● Provide access to a computer, printer, and office supplies as necessary;

● Encouragechildrentocontacttheteacherwithquestionsorconcerns.Whilethisstrategypromotes studentownership,parentsshouldfeelfreetoreachoutdirectlytotheclassroomteacher,especiallyif theirchildexceedstheallottedtimeframeorfeelstheirchildisfindingtheirworkparticularlystressfulor unmanageable.

Teachers and administrators are responsible for:

● Assigning work only for preparation and promoting permanence;

● EnsuringthatexpectationsaresetoutinGoogleClassroomandunderstoodbyallstudentsbeforethey leave the classroom;

● Actively monitoring and limiting the time students spend on work outside the classroom;

● Supporting students with techniques to develop their organizational and study skills;

● ProvidingextensionactivitiesinGoogleClassroomtoprovideopportunitiesforstudentstoremediate, reinforce, and/or extend their learning outside the classroom.

Homework Time Guidelines

Thetimetocompleteworkoutsideofschoolwillvaryfromchildtochild.Somestudentsbenefitfromworkingata slowerpace,whileothersneedsupervisiontoensurethattheystayontaskandavoiddistractionssuchas phones,music,socialmedia,andtheInternet.Somestudentswillbenefitfromtheuseofatimerfollowedbya shortbreakinordertostayfocused,whileothersmaytrytorushthroughtheirworkandwillbenefitfromastrategy designedtoslowthemdown!Assuch,theguidancebelowisjustthat--guidance.Ifyourchildishavingdifficulty completingtheirworkathomewithinthesuggestedtimesonaconsistentbasispleasecontactyourchild’steacher oradvisorforassistance.NoMiddleSchoolstudentshouldbeuplate(past9:00p.m.)completinghomework,as this is not only counterproductive for the task at hand, but has a knock-on effect for the following day.

● Grades5and6–Nomorethanfortyfiveminutestoonehourintotal, including 15-20minutesof reading.

● Grade 7 and 8–No more than one hour in total, plus 20-30 minutes of reading.

Studentsarenotexpectedtohaveassignedhomeworkeveryday,buttheywillbenefitfromdevelopingthehabitof routinelyreviewingandreinforcingnewlearning.Workwillnotbeassignedoverholidayperiods,withthe exceptionofreadingliterature.Studentstakingadvancedcoursescanexpecttospendmoretimeonhomework. This would apply especially to students taking Algebra I or Geometry, or Upper School foreign language courses.

MiddleSchoolstudentsarealsoroutinelyprovidedwith extension opportunitiesinalltheircourses.Theextension activitiesservemultiplepurposesbyprovidingstudentswithalternateresourcestoremediate,reinforce,orextend theirlearning,pursuespecificareasofinterest,andexercisechoiceintheirlearningpathways.Extensionactivities can be found in the Google Classroom for each course.

ASSESSMENT

ThefullphilosophyandpracticeofassessmentisarticulatedandgovernedbytheschoolwideAssessmentPolicy, whichcanbefoundontheSchool’swebsite.AssessmentatTASISEnglandsupportsthedevelopmentof High-Quality Learning and Intercultural Learning for our students.

Intercultural Learning is the process through whichwe acquire knowledge and understanding through an awareness of your own culture, engagement with other cultures and perspectives, and explorations into local and global issues to enable us to interact and communicate in appropriate and effective ways in intercultural situations.

High-Quality Learning is the acquisition of skillsand knowledge that results in the individual transformation and growth of each learner, and it is achieved when:

•Learning takes place in a safe, nurturing environment that encourages creativity, curiosity, and independence.

•Learning is transferable; skills and conceptual understanding can be applied within multiple contexts.

•Learning involves inquiry, critical thinking, feedback, and reflection.

•Learners have ownership of the process and are able to articulate what they are learning and why they are learning it.

TASISEnglandisdedicatedtothepursuitofknowledgethroughcuriosityandencourageseachstudenttotake responsibilityforthelearningprocess.Webelievethattheuseofcontinuousassessmentisakeypartofthat processandcaninformteachingandlearningtokeepusalignedwithourMission.Thisisachievedthroughthe collection,analysis,evaluation,andreportingoftheassessmentdatarelatedtostudentlearning.Througha consistentschoolwidephilosophyandunderstandingofthepurposeofassessment,wecanensurethatstudents are emboldened to pursue international mindedness, service leadership, and lifelong learning.

Assessment Beliefs and Values at TASIS England

Assessmentisanintegralpartofplanning,teaching,andhigh-qualitylearningatTASISEngland.Teachersare encouragedtoemployawidevarietyofassessments,basedonclearandrealisticlearningexpectationsand standards-basedoutcomes.Successcriteriashouldbeclearandsharedwithstudentstopromoteareflective learningculture.Assessmentshouldprovideregularandmeaningfulfeedbacktoenablestudentstotake responsibilityfortheirownlearning.Allassessmentsserveaformativepurpose,evenattheculminationofaunit, semester,orcourse.Assessmentshoulduseappropriateanddiversestrategiesforstudentstodemonstratetheir learning and should guide them towards their next steps.

AssessmentatTASISEnglandisfocusedonimprovinganddeveloping,ratherthansimplydocumenting,student learningandperformance.Itidentifieswhatstudentsknow,understand,andcandoatdifferentstagesinthe learning process.

The elements that define curriculum at TASIS England are:

● The written curriculumor “What do we want our studentsto learn?”

The learning outcomes, concepts, skills, attitudes and actions we have identified in the school’s written curriculum.

● The taught curriculumor “How will we teach so thatour students will learn best?”

The teaching and learning strategies, programs, and resources that best support the types of learning identified in the written curriculum.

● The learned/assessed curriculumor “How will we knowthat our students have learned?” (when and what)

Assessment Purpose

The main purposes of assessment are to:

● Promote student learning – assessment provides anopportunity for students to reflect and act upon the feedback they are given.

● Provide feedback related to planning and teachingin order to inform the next stages of learning:

○ Assessing, teaching, and learning are directly linked and function purposefully together.

○ Meaningful assessment engages students and encourages them to take responsibility for their own learning.

● Evaluate the effectiveness of our curriculum and program– assists in curriculum review cycles and program action plans

Assessment at TASIS England enables:

● Students to understand more about themselves as alearner and to become reflective and active members in the learning process.

● Teachers to understand more about their students’strengths and challenges and plan appropriate, differentiated learning opportunities to meet those needs.

● Parents to understand more about their child as alearner and strategies that enhance their development.

● Our school to understand our community of learnersand to evaluate and develop curriculum appropriate to the needs of our diverse group of learners.

Effective assessment:

● Improves and encourages student learning by providing effective feedback on the learning process and outcomes;

● Guides planning, teaching and learning;

● Ensures that student understanding, knowledge and skills are assessed prior to, during, and after new learning occurs;

● Is a continuous process that provides recorded evidence of student progress and learning over time;

● Is directly related to learning outcomes/curriculumstandards;

● Utilizes a wide range of strategies/tools;

● Has clear scoringcriteria that are known and understoodby students in advance;

● Involves frequent opportunities for students to be assessed in relevant and meaningful ways;

● Engages the learner in the reflection of their learning;

● Is reported clearly and regularly to students andparents.

In alignment with our definitions of High-Quality Learning and Intercultural Learning, we also believe that assessment should be:

● Accurate, fair, and reliable;

● Clearly articulated and accessible for both teachers and students;

● Modified to suit different learning needs and styles;

● Consistent across grades, departments, and classes;

● Supportive of intercultural beliefs and perspectives;

● Significant, engaging, and relevant;

● Supportive of developing higher-order thinking skills;

● Positive and encouraging of growth;

Middle School Assessment Practices

JustasMiddleSchoolmarksaperiodofdevelopmentaltransitioninstudents,sodotheassessmentpracticesused inthemiddleyears.Whileallassessmentseekstoadvancethelearningprocess,inMiddleSchoolstudentsgain greaterexposuretomoreformalassessmentpracticesinpreparationformorehigh-stakesassessmentstheywill faceintheUpperSchoolyears.Inadditiontothevariousassessmentmodalitiesdescribedaboveandadministered throughouttheyear, cumulativesemesterassessments (oneclassperiodinlength)areadministeredinSixthand SeventhGrade(optionally,dependingonthesubject),andEighthGradeattheendofeachsemester.Semester exams (two-hourblocks,withapproximately90minutesofassessment)areadministeredonlytostudentsinUpper Schoollevelcourses.Attheendofthesecondsemester,EighthGradestudentshavesemesterexamsincore academiccoursesinpreparationforexaminationpracticesinUpperSchool.Cumulativesemesterassessments contribute 10% toward the semester grade in a course.

Inordertopromoteplanningandcommunicationwithstudentsandparents,allassessmentswhichcontribute directlytostudents’achievementgradesarepostedinadvanceonthe LearningManagementSystem(LMS) Studentswhohavemorethantwoassessmentsinagivendayareencouragedtospeaktotheiradvisoror classroom teacher to rearrange one of the assessments to achieve a manageable workload.

TheMiddleSchoolalsoemploysanumberof externalassessmentinstruments thatdonotcontributedirectlyto students’achievementgrades,butareinsteadusedtoprovidestandardizedmetricsofstudentprogressand/or opportunitiesforenrichmentandchallenge.Forexample,MSstudentstakepartinstandardized MAPGrowth testingthroughtheNWEAorganization(thisreplacesERBCTPtestingformerlyadministeredintheMiddleSchool) and the UKMT Mathematics Challenges

ACADEMIC HONESTY

TheSchoolexpectsstudentstobehavewithintegrity,openness,andhonestyinallareasofschoollife.Thesehigh standardsofbehaviorunderpinourvaluesasacommunitythatcanworkandplaytogetherwithtrust,maximizethe valueofeachindividual’slearningjourney,andenablestudentstorepresenttheSchool,theirfamily,and themselves with pride.

Tothatend,studentsareexpectedtocompletetheirschoolworkwiththeirownbesteffortsanduseofauthorized resourcematerials,withoutunattributedaidfromothers.Aspartofthelearningprocess,studentsareeducated aboutthefairandlegaluseofsourcematerialsandworkfromotherauthors,andassistancethatmaybereceived fromothersoutsidetheclassroom.StudentswillbeaskedtoincludethefollowingHonorPledgeontheir assessments: “I confirm that this is my own, independent work.”

Academicdishonesty—cheatingorplagiarism—isaseriousmatter,butonethatcanarisedueto misunderstandingsaboutwhatconstitutesacceptablehelp,feelingpressuretoreachacertainlevelofattainment, orfailingtoplanandallowenoughtimetocompleteassignments.Thetablebelowisincludedtohelpstudents understand the difference between honest and dishonest learning behaviors.

Honest Learning Behaviors

Allowing adequate time to complete assignments, asking for an extension if necessary Asking for help from teacher, another adult, or peer-helper if assignment or content is unclear

Helping a peer understand the material or discussing ideas with them or directing them to the teacher for clarification

Allowing adequate time to prepare for assessments, asking for an extension if necessary

Keeping your eyes on your own work and completing the assessment to the best of your ability

Dishonest Learning Behaviors

Copying another student’s classwork or homework, or copying solutions found online

Allowing another student to copy classwork or homework, doing work for another student or otherwise giving unauthorized assistance in the preparation of work for credit

Copying from a classmate, using a “cheat sheet” or accessing online information during an assessment Getting unauthorized information in advance about the assessment

Completing your own work, allowing adequate time to do the work to your best standard and seeking assistance from the teacher, another adult, or peer-helper if necessary

Use source materials to research facts and others’ ideas and include them in your work, giving credit to the author of the source material, using accepted standards for citation such as MLA, APA, or Chicago

Restate or paraphrase in your own words an author’s original idea, incorporating them in your work to support your own idea, thesis, or claim, giving proper credit to the source’s author(s)

Submitting others’ work for credit as one’s own or using unauthorized materials in the preparation of work for credit, obtained either in or out of class

Plagiarizing by copying directly from a source or “cutting and pasting” from digital resources without acknowledgement, using quotation marks, and/or citation by footnote, bibliography, or reference

Paraphrasing, rearrangement of phrases, and restatement of an author’s original idea without attribution to the author(s)

AllmattersconcerningacademicdishonestywillbereferredtotheMiddleSchoolPastoralandAcademic CoordinatorsandtheHeadofMiddleSchoolandsubjecttotheprocessesofourBehaviorPolicy,including sanctionsfortherelevantworksubmitted,parentnotification,andthepotentialforfurtherdisciplinaryaction, including detention, in-school discipline day, fixed-term exclusion, and/or behavior monitoring or probation.

InlivingourSchool’smissionto“nurtureintellectualcuriosityandemboldeneachlearnertoflourishasa principled,open-mindedandcompassionatememberofaglobalcommunity,”eachstudent’scommitmentto academichonestyservesasananchoringguidepostonthejourneytobecomingalifelonglearneranda principled, committed member of this and the greater community.

FACULTY ADVISORS

EverystudentinGrades6–8hasafacultyadvisor.Theadvisoristheretoworkwithhis/heradviseesinallareasof schoollife–tomonitoracademicandpastoralprogress,tocounsel,tolisten,andtohelpstudentssetgoals.The advisorstaysinformedofthestudent’sprogressinallareas,andtheadvisor’swrittenreportsbecomepartofthe studentrecord.Advisoriesmeetformallyweekly,usinglessonsfromtheResponsiveAdvisorymodel.Duringthe tutorialperiods,assembliestakeplace,studentscanseekhelp,and/orworkonschoolwork.IntheFifthGrade,the student’s classroom teacher is his or her assigned “advisor”.

SUPPORT SERVICES

ENGLISH-AS-AN-ADDITIONAL LANGUAGE (EAL)

IntheMiddleSchool,EALinstructioniscustomizedtomeettheindividualneedsofeachstudent,withinstruction providedbothinsmallgroup“pullout”lessonsaswellaswithinthemainstreamclassroom.Inadditionto supportingregularcurriculuminstruction,additionalinstructionmaybegiveningrammarandpronunciationaswell asinlistening,speaking,reading,andwriting.PleaseseetheEALHandbookforafulldescriptionofEALtesting, levels, support, and programming.

LEARNINGSUPPORT

TASISTheAmericanSchoolinEnglandhaslimitedfacilitiesforstudentswithmild,specificlearningdifficulties,but willdoallthatisreasonabletocomplywithitsmoralandlegalresponsibilities,andworkwithintheguidance provided in the SEND Code of Practice 2014.

Weaimtoaccommodatetheneedsofstudentswhohavemild,specificlearningdifficultiesforwhich,with reasonableadjustments,theschoolcancateradequately.Thesestudentsarecapableoffunctioninginthe academic mainstream, but require small group or individualattention, or specific learning accommodations.

ThegoaloftheTASISLearningSupportTeamistoprovidetheacademicsupportstudentsrequireinorderto reachtheirpotential.TASISrecognizestheimportanceofincludingstudents,parents,guardians,classroom teachers,learningsupportstaff,andadministratorsinacollaborativeprocesstodeliverspecialservicesto students with mild, specific learning difficulties.

TASISprovidesarangeofsupportservicesfromLowerSchoolthroughUpperSchool.Areasofsupportoffered includeinformalobservations,academicsupport,classroomguidance,andindividualcounselling.TheLearning Support Team also provides information about community-based providers.

TASISdoesnotofferafullcontinuumofspecialeducationprograms.Admissioniscontingentuponamatch betweenthestudent’sandfamily’sneedsandthelevelofserviceavailable.Forthatreason,theadmissionofany studentwithmild,specificlearningdifficultiesisdeterminedonacase-by-casebasisusingmultiplesourcesof informationsuchasschoolrecords,evaluations,andinterviewswithstudents,parents,teachers,andprogram capacity.

Itisimportantthatparentsofstudentswhohavereceivedspecialservicesorwhobelievetheymayneedsupport contacttheAdmissionsofficeassoonaspossible.Specificinformationrelatingtoachildinneedoflearning supportwillbeconsideredbytheadministratorsandlearningsupportstaffwhomakedeterminationsabout admissions.

ItisourhopethateachandeveryoneofourstudentswillfindsuccessintheiracademicendeavorsatTASIS;this program will assist in accomplishing that goal.

Mild, Specific Learning Difficulties Testing

TASIShaslimitedsupportandstaffingforstudentswithmild,specificlearningdifficulties.Ifparticularacademic problemsencounteredbyastudentduringthecourseoftheyearsuggestthatheorshemayhavesuch difficulties,parentsmaywishtoarrangeforthestudenttobetestedbyanEducationalPsychologist(intheUK calledaCharteredPsychologist)asneeded.Parentswhohaveconcernsorquestionsabouttheirchild’sacademic needsorprogressareencouragedtocontacttheSchool.Initially,parentsshouldcontacttheclassroomteacher directly. Following this, administrators are also available to meet with parents about academic concerns.

Student Learning Support

OurLearningSupportProgramprovidesstructuredlearningsupportforstudentswithmild,specificlearning difficulties,anditisintendedtoassistthosestudentsidentifiedasneedingextraassistancewiththeirschoolwork. TheLearningResourceSpecialistworkswithstudents,eitherindividuallyorinasmallgroup,oneortwotimesa week,typicallyin-class,orduringtutorial,anelectiveperiod,orafterschool.Insomecases,theforeignlanguage requirementwillbedeferredtoalateracademicyearinordertogivethestudentthesupportheorsherequires. AllstudentsconsideredfortheLearningSupportProgrammusthaveeducationaldiagnosticassessmentsthatare current within 3 years.

Atthebeginningoftheprogram,theLearningResourceSpecialistwillpreparealearningprofileforthestudent, whichwillidentifygoalsandstrategiesforinstruction.Thestudent’sprogresswillbemonitoredonaregularbasis, withparentskeptinformedthroughouttheschoolyear.TheLearningSupportProgramusesavarietyof approachestosupporttheinstructionofreading,writing,andmathematics,andtohelpstudentslearnappropriate studyandorganizationalskills.TheLearningResourceSpecialistworkscloselywiththestudents,classroom teachers,andtheparents,aswellaswithourMiddleSchoolcounselorwhennecessary,toprovideacoordinated, individualized program which includes the creation of a learning profile.

ACADEMIC MONITORING

StudentsmaybeplacedonAcademicMonitoringatthediscretionoftheHeadofMiddleSchoolinconsultation withMiddleSchoolfacultyandtheStudentSupportTeamifastudentismakinginadequateprogressinoneor morecourses.Duringmonitoringthestudentandhis/herparentsreceiveweeklyfeedbackfromtheclassroom teachers(s).ThestudentmayalsoreceiveadditionalsupportfromtheLearningResourceCentre,andhis/her advisorinordertogetbackontrack.Aparentconferencemayberequiredtodiscussadditionalinterventions, includingoutsidetutoringorothersupportservices.AcademicMonitoringisintendedforshortterminterventions, generallyforfourweeks,andisintendedasaconstructive,ratherthanpunitivemeasure.Studentswhoareon AcademicMonitoringmayhavetheirRe-invitationtotheschooldeferred,pendingtheoutcomeofthemonitoring period.

ACADEMIC CONCERNS

Studentandparentalacademicconcerns(poorachievement,questionsaboutassessments,grading,oreffort marks,workload,assessmentconflicts,etc.)shouldbedirectedtotheclassroomteacher.Studentsshouldattempt toadvocateforthemselvesandcontacttheteacherdirectly,throughemailorinperson.Studentscanalsoaskfor helpfromtheiradvisorortheschoolcounselloriftheyarefeelingoverwhelmedorfeeltheyneedsomehelpin intercedingwithaclassroomteacher.ChronicorunresolvedconcernscanbeescalatedtotheHeadofMiddle School,eitherbythestudent,advisor,orparent,butgenerallyconcernsshouldfirstbedirectedtotheclassroom teacher.

FORMAL COMPLAINTS

Concerns unresolved in the steps noted above can be escalated to the Head of School using the process outlined in the Complaints Policy, which can be found in the Policies section of the TASIS website.