Middle School Program of Studies 2016/17

Middle School Program of Studies 2016/17

Learn, Care, Challenge, Lead

Table of Contents

3

ZIS Mission and Philosophy

4

ZIS Learning Principles

5

ZIS Character Standards

6

School Calendar 2016/17

7

Curriculum Overview

9

Learning Experiences

10 Directory 11

Course Overview

12

Sample Middle School Schedule – Grade 6

13

Course Outlines – Grade 6

15

Electives – Grade 6

17

Course Outlines – Grade 7

19

Electives – Grade 7

21

Course Outlines – Grade 8

23

Electives – Grade 8

25

Languages (All Grades)

27

Learning Support and Counseling

2

Middle School Program of Studies 2016/17

ZIS Mission and Philosophy

We are a learning community of students, faculty, staff, and parents.

At ZIS, educational excellence commits us to Learn, Care, Challenge, Lead.

— — — —

Learn We learn by creating meaning, developing habits of mind, and acting on values.

We teach to multiple learning styles.

We learn to understand and to become imaginative thinkers.

We believe that effective teaching leads to meaningful learning, and that effective teachers continue to be learners.

Care — We provide a caring environment for the social, emotional, physical, and intellectual development of our students.

— We care for the world around us and our planet.

— We value diversity and plurality of voices.

— We are committed to the United Nations Declaration of Human Rights.

— — — —

Challenge We challenge ourselves to be open to risk, change, and innovation.

We challenge ourselves to ensure the success of each student.

We challenge our students and teachers to share the responsibility for learning.

We challenge our students to exceed their own academic expectations.

— — — —

Lead We enable students, faculty, and staff to become confident and responsible leaders.

We lead with a clear sense of direction and purpose.

We lead through best practice and educational innovation.

We aspire to lead by example.

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Middle School Program of Studies 2016/17

ZIS Learning Principles

The ZIS community shares the following Learning Principles: We have a shared understanding of learning.

All students can and do learn. Learning is a purposeful process of extending conceptual understanding, mastering competencies, and developing character traits.

Everyone can learn how to learn.

When students learn how to learn, they become confident and independent, able to own, and direct their learning.

Lifelong learning is a valuable skill.

Authentic contexts make learning meaningful.

Learning is more meaningful, engaging and enduring when students inquire into real world issues, dilemmas, and perspectives.

The quality of learning is more important than the quantity of content.

Content coverage alone does not equal learning. Extension of conceptual understanding, mastery of competencies, and development of character traits requires selective use of illustrative content.

Learning is personal.

Individuals have different starting points, different interests, and will follow different learning pathways. We personalize learning by providing appropriate challenge, choice, constructive feedback, and opportunities to act on that feedback.

Learning is social.

We learn from one another in safe environments when we are connected through positive, caring relationships.

Interaction and collaboration form an important part of learning.

Everyone learns.

Our principles of learning apply to all members of the ZIS community.

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Middle School Program of Studies 2016/17

ZIS Character Standards

The following character standards describe the dispositions and values we strive to promote and nurture amoung our community of learners.

Character Standards Character Learning is happening when students are: — considering the potential impact of applying dispositions and values in specific authentic contexts — acting as a result of these considerations — reflecting on the effects of these actions

Dispositions Learners are OPEN-MINDED They: — initially withhold judgement, recognizing how past experiences influence reactions — are receptive to information and ideas which may challenge their beliefs — identify and investigate alternative perspectives — attempt new ways of doing things Learners are RESILIENT They: — recognize and manage distractions — identify and use strategies for overcoming obstacles to achieve goals — persevere through difficulties when it is productive to do so — learn from failure or mistakes by reflecting and altering strategies for success — formulate goals and work to attain them over sustained periods Learners are PLAYFUL They: — take risks when approaching new situations and learning experiences — creatively engage with ideas and materials, experimenting with them in novel and possibly counterintuitive ways — avoid drawing conclusions too soon — explore imaginative alternatives and possibilities by wondering ‘what if?’

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Middle School Program of Studies 2016/17

Learners are REFLECTIVE They: — think before acting, considering options for achieving a goal based on analysis of that goal — monitor progress, make adjustments and adapt strategies appropriately whilst engaged in learning situations — increase self-knowledge of strengths, weaknesses and areas for growth through considered reflection on particular strategies or actions used in learning situations

Values Learners value INTEGRITY They: — identify and refine what they believe is right in light of our school’s mission and values — do what is right even when no-one is watching — articulate how their beliefs influence their actions — translate their beliefs into local and/or global actions — recognize when their actions contradict their beliefs and reflect on why that discrepancy occurred Learners value FAIRNESS They: — consider the impact of a decision or action on others — recognize that fair does not always mean equal rather fairness depends on the circumstances and who is involved — can make and justify a decision based on how fair it is for all concerned Learners value COMPASSION They: — are able to sense other people’s emotions and able to empathize — actively attempt to understand why people hold certain perspectives, are in certain circumstances, and/or feel particular emotions — feel motivated to relieve another person’s suffering — work to understand the needs of others in order to achieve desirable outcomes for all — consider actions that will have a positive impact on others

School Calendar 2016/17

August (2016) Mon Tues Wed Thurs 1 2 3 4 8 9 10 11 15 16 17 18 22 23 24 25 29 30 31

January (2017) Fri 5 12 19 26

Sat 6 13 20 27

Sun 7 14 21 28

Mon Tues Wed Thurs 2 9 16 23 30

Mon Tues Wed Thurs Fri 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

Sat 3 10 17 24

Sun 4 11 18 25

Sat

6 13 20 27

7 14 21 28

Sun 1 8 15 22 29

6 13 20 27

Fri 7 14 21 28

Sat 1 8 15 22 29

Sun 2 9 16 23 30

Mon Tues Wed Thurs 1 2 6 7 8 9 13 14 15 16 20 21 22 23 27 28 29 30

November Mon Tues Wed Thurs 1 2 3 7 8 9 10 14 15 16 17 21 22 23 24 28 29 30

Fri 3 10 17 24

Sat 4 11 18 25

Sun 5 12 19 26

Fri 3 10 17 24 31

Sat 4 11 18 25

Sun 5 12 19 26

April Fri 4 11 18 25

Sat 5 12 19 26

Sun 6 13 20 27

Mon Tues Wed Thurs 3 10 17 24

December Mon Tues Wed Thurs Fri 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

4 11 18 25

5 12 19 26

6 13 20 27

Fri 7 14 21 28

Sat 1 8 15 22 29

Sun 2 9 16 23 30

May Sat 3 10 17 24 31

Sun 4 11 18 25

2016

August 1: August 3: August 9: August 9: August 10:

March

Mon Tues Wed Thurs 5 12 19 26

5 12 19 26

Mon Tues Wed Thurs 1 2 6 7 8 9 13 14 15 16 20 21 22 23 27 28

October

4 11 18 25

4 11 18 25

Fri

February

September

3 10 17 24 31

3 10 17 24 31

Comments

Mon Tues Wed Thurs 1 2 3 4 8 9 10 11 15 16 17 18 22 23 24 25 29 30 31

Fri 5 12 19 26

Sat 6 13 20 27

Sun 7 14 21 28

Mon Tues Wed Thurs Fri 1 2 5 6 7 8 9 12 13 14 15 16 19 20 21 22 23 26 27 28 29 30

Sat 3 10 17 24

Sun 4 11 18 25

Sat 1 8 15 22 29

Sun 2 9 16 23 30

August 12: August 15: August 16: October 17–21: October 24–25:

Swiss National holiday New faculty report ECC, LS, MS, US, HoD and T/L Report All returning faculty report (optional) All returning faculty report, First day of orientation MS new student orientation ECC, LS, US new student orientation First day of classes for ECC, LS, MS, US Fall break No school, (PD days 1 & 2)

December 16: Last day of classes December 19–30: Winter break I

2017

January 2–6: January 9:

Winter break I 2nd semester begins

February 13–17: February 20:

Winter break II No school, (PD day 3)

March 10:

No school, SGIS Conference hosted at ZIS (PD day 4) SGIS Conference hosted at ZIS (PD day 5)

March 11: April 10–21:

Spring break

May 1: May 25–26:

May Day, no school Ascension, no school

June 5:

Pentecost (Whit) Monday, no school Last day of classes Faculty work day US Graduation

June 15: June 16: June 17:

June

July Mon Tues Wed Thurs 3 10 17 24 31

6

4 11 18 25

Middle School Program of Studies 2016/17

5 12 19 26

6 13 20 27

Fri 7 14 21 28

Color key: New and returning faculty report Semester begins (first day of classes) Semester ends (last day of classes) No school Upper School Graduation Abbreviations: ECC = Early Childhood Center LS = Lower School MS = Middle School US = Upper School

Curriculum Overview

The school is committed to supporting Middle School students with a learning environment which is compatible with their need to understand themselves, to define their values, and to prepare them for the demands of adult life.

Young adolescents experience unsettling but necessary conflicts in the development of their self-concept. These conflicts are caused by changes in their physical, social, emotional, and intellectual growth. On the one hand they seek to make personal choices and strive for independence from conventions and norms; on the other hand they desire group/peer identification and, at the same time, look for continued family/adult reassurance and direction. During this difficult period of transition in their lives, they are sustained by their emerging sense of idealism, their vivid imagination, natural curiosity, and irresistible spontaneity.

Curriculum Preamble The ZIS Middle School curriculum is designed to prepare students effectively for their learning experiences in the Upper School in an age-appropriate way. It is built around four essential pillars: 1. Students should be assessed in a variety of different ways. We recognize that students have different learning styles and therefore need to demonstrate their understanding in different ways. Students will therefore be given the opportunity to present orally, write empathetically and creatively, construct diagrams and models, role-play and reflect on their own learning to supplement the more traditional pen-and-paper tests and essays.

2. Students should learn IT skills in the context of the normal classroom environment rather than as a standalone subject. As such, IT is presented to students as a valuable tool to assist in presenting, researching, checking, and producing work.

3. The Middle School curriculum is planned to enhance student learning by encouraging them to make connections across the disciplines. The study of mythology in an English class benefits greatly from the provision of context in a Social Studies class, just as an understanding of density in Science is enhanced if the students have the opportunity to learn area and volume at the same time in Math class.

4. There are also strong links between the Middle School and Upper School curriculum which is planned in order to give students the subject-specific skills needed to succeed in their more advanced studies later in their school lives.

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Middle School Program of Studies 2016/17

The Curriculum in the Middle School: 1. Involves students in setting goals, planning, and assessing their own learning.

2. Includes continuous, varied, and appropriate assessment of academic progress.

3. Encourages students to learn and express themselves in a variety of ways.

4. Applies a range of communication skills and technologies in purposeful contexts.

5. Engages students in creative and collaborative-solving.

6. Enables students to differentiate between the significant and the trivial.

7. Prepares students effectively for Upper School.

Learning Experiences

Learning Experiences in the Middle School 1. Integrate core areas of knowledge and skills throughout the student’s school experience.

2. Provide ample opportunity for creative self-expression and imaginative exploration.

3. Involve students in rich and significant knowledge about the world and its cultures.

4. Acquaint students with the significant issues and problems confronting civilization.

5. Introduce ideas that evoke curiosity and, at times, awe and wonder.

6. Challenge students to examine their own and others’ perceptions critically.

7. Allow students to enjoy and successfully participate in a wide range of physical activities.

8. Involve students in meaningful service and positive leadership opportunities.

9. Develop caring, morally responsible, culturally sensitive and ethical citizens.

10. Provide opportunities for students to see and visit places to support and enhance the curriculum.

The Middle School Learning Environment has the following foundations as its basis: — Students and staff are safe, cared for, understood, and respected.

— Each student can experience success.

— Faculty is supported in creating appropriate curriculum and instructional approaches.

— Staff are positive role models.

— The family is encouraged to be involved in the student’s education.

— The learning community extends beyond the school.

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Middle School Program of Studies 2016/17

Directory

Principal David Wood dwood@zis.ch Assistant Principal Suzanne Keys skeys@zis.ch Assistant Principal Mike Hatkoski mhatkoski@zis.ch Guidance Counselor Kris Paulson kpaulson@zis.ch Grade 6 Level Leader Marion Harris mharris@zis.ch Grade 7 Level Leader Annette Keller akeller@zis.ch Grade 8 Level Leader Zoe Johnson zjohnson@zis.ch Creative Arts Curriculum Area Leader

Bill Gilfry bgilfry@zis.ch

English Curriculum Area Leader

Kim Walker kimwalker@zis.ch

Foreign Language Curriculum Area Leader

Martina Sidler msidler@zis.ch

Information Technology Coordinator

Rick Briggs tbriggs@zis.ch

Mathematics Curriculum Area Leader

Mary Sue Southon msouthon@zis.ch

Physical Education Curriculum James Ramsay Area Leader jramsay@zis.ch Science Curriculum Area Leader

Mary Browning mbrowning@zis.ch

Social Studies Curriculum Area Leader

Jeff Basler jbasler@zis.ch

Learning Support Area Leader

Cate Haken chaken@zis.ch

Athletics and Activities Jay Haken jhaken@zis.ch

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Middle School Program of Studies 2016/17

Course Overview

Required Courses (Year long)

All Middle School Students will have eight courses each semester. Students will have each class three times a week (one 60 minute block and two 65 minute blocks). Students will also be assigned to an advisory for the year. Advisory meets each day.

Advisory The ZIS Middle School Advisory Program is centered on the practice of caring for the personal and social well-being of students. It aims to: — create a sense of community where students prepare for their academics, challenge themselves responsibly and lead in good decision making.

— provide each student with a caring and understanding advocate.

— offer an environment which encourages and enables students to develop responsibility, understanding and respect of self and others.

1) Science 2) Social Studies 3) Physical and Health Education Required courses with varying levels (year long): Placements made by ZIS. 4) Math – Grade 6, Grade 7/ 8 (Regular and Honors), Math Studies 6-8 5) English Humanities or EAL (English as an Additional Language) 6) German – Beginner, Intermediate (various levels), Advanced, Fluent Speakers Elective Courses: See electives list for grade level choices 7) Elective 1 (1 year long course or 2 semester courses) 8) Elective 2 (1 year long course or 2 semester courses)

Sample Schedule Of Eight Blocks – Grade 6 Course Name

Block Offered

Semester Offered

Beginner German 6

A

Year Long

Strings 6

B

Year Long

Physical Education 6

C

Year Long

Math 6

D

Year Long

English 6

E

Year Long

Social Studies 6

F

Year Long

Drama 6

G

Semester 1

Art 6

G

Semester 2

Science 6

H

Year Long

Students will receive their schedules on the first day of classes. The first day will start with all students meeting with their advisory teacher. Students will be contacted if an elective choice does not fit into their schedule or if they need a special course.

Please see attached schedule for how the above chart would look in a weekly schedule. Note: All Grades follow the same format for student schedules.

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Middle School Program of Studies 2016/17

Sample Middle School Schedule – Grade 6

Middle School, Kilchberg Campus Schedule 2016/17 Monday

Tuesday

Advisory 8:45-8:55

Advisory 8:45-8:55

9:00-10:05 (65 min)

9:00-10:05 (65 min)

A

10:10-11:15 (65 min)

B

Wednesday

F

9:00-10:05 (65 min)

9:00-10:05 (65 min)

10:10-11:15 (65 min)

C

E

10:10-11:15 (65 min)

Faculty Meeting Time 09:55-10:55 (60 min)

G

Friday

Advisory 8:45-8:55

8:00-9:45

10:10-11:15 (65 min)

Thursday

Advisory 8:45-8:55

H

E F

11:15-11:25 Break 11:30-12:35 (65 min)

11:15-11:25 Break 11:30-12:35 (65 min)

11:00-12:00 (60 min)

11:15-11:25 Break 11:30-12:35 (65 min)

11:15-11:25 Break 11:30-12:35 (65 min)

12:35-1:20 (45 min)

12:35-1:20 (45 min)

12:00 – 12:45 (45min)

12:35-1:20 (45 min)

12:35-1:20 (45 min)

1:20-1:35 SSR

1:20-1:35 SSR

1:20-1:35 SSR

1:20-1:35 SSR

1:35-2:35 (60 min)

1:35-2:35 (60 min)

1:35-2:35 (60 min)

1:35-2:35 (60 min)

2:40-3:45 (65 min)

2:40-3:45 (65 min)

D

LUNCH

G

H

LUNCH

LUNCH

A

LUNCH

C

LUNCH

12:45-1:45 (60 min)

E

2:40-3:45 (65 min)

C

11

D

A

1:50-2:50 (60 min)

F

2:40-3:45 (65 min)

B

2:55 -3:45 (50 min)

Advisory/Assembly

Middle School Program of Studies 2016/17

B

D

H G

Course Outlines – Grade 6

Humanities 6: English In this course, students will be developing four fundamental skills: reading, writing, listening and speaking. They will read approximately four whole-class novels, as well as a variety of poetry and short stories. The overarching theme of the year is ‘transitions’.

Grade 6 novels may include the following: — Bloomability by Sharon Creech — Holes by Louis Sachar — Wolf Brother by Michelle Paver — Impact 50 Short Stories (anthology) — Characters in Conflict (anthology) — Home of the Brave by Katherine Applegate — Goddess of Yesterday by Caroline B. Cooney — Percy Jackson and the Lightning Thief by Rick Riordan — Walk Two Moons by Sharon Creech Summer Reading: — Silverwing by Kenneth Oppel Humanities 6: Social Studies Grade 6 social studies begins with an introduction to the study of history and geography. The first unit concentrates on developing geographical skills, including map and globe work, legend and scale, latitude and longitude. Having learnt how to locate places in the world, students then consider how to locate themselves and historical events in time.

This includes an investigation of how historians study the past and how they learn about events from long ago, with a particular focus upon archaeology and anthropology. A study of pre-history concentrates on an investigation of early humans and life in the Stone Age. The course then moves on to study some of the great ancient civilizations, focusing on five distinguishing traits: specialized workers, record-keeping, advanced institutions, technology, and cities. This journey begins with an exploration of Mesopotamia, the land where civilization began, as well as Egypt, Greece and Rome.

Students consider the achievements of these civilizations and their legacy to the modern world. Throughout the year, students are encouraged to make connections between the past and their lives today.

This course is integrated with the Grade 6 English program. It is designed to develop reading, writing, verbal and analytical skills. Students will work individually and collaboratively on projects and assignments, in order to help them develop their research and presentation skills in collaboration with the library and media laboratory.

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Middle School Program of Studies 2016/17

Science 6 Grade 6 science is an introductory science course dealing with the basics of the scientific method, qualitative vs. quantitative observations, designing proper experiments and appropriately using laboratory equipment. Units of study include: — Introduction to science: safety in the lab, qualitative vs. quantitative observations, inferences, and designing an experiment — Chemistry: properties of all matter, three phases of matter, and specific properties of matter — Earth Science: plate tectonics, earthquakes and volcanoes — Physics: different types of energy, energy transfer, thermal energy — Biology: differences between plant and animal cells, cell organelles, learning how to use a microscope Math 6 Standard The purpose of Math 6 Standard is to develop fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers. The mathematical areas of focus included in this course are: the number system, ratios and proportional relationships, expressions and equations, geometry, and statistics and probability. Units of study will provide opportunities for students to develop essential mathematical practices. They will learn how to: — make sense of problems and persevere in solving them — reason abstractly and quantitatively — construct viable arguments and critique the reasoning of others — model with mathematics — use appropriate tools strategically — accurately use mathematical vocabulary Assessments will expect students to demonstrate their procedural and conceptual understanding, problemsolving skills, competency at modelling and reasoning/ communicating mathematics.

Physical Education 6 The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement in the learning process. During this time students will participate in a number of team and individual activities through: participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a lifelong commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle school physical education

and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

The physical education course in the Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful.

2. To develop skill and health related components of fitness.

3. To encourage students to transfer and apply skills within a variety of physical activities.

4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities.

5. To empower students to make safe and healthful choices.

6. To develop a sense of fair play and a tolerance for difference.

Health 6 This course focuses on fitness and nutrition and covers various aspects of mental, physical, and social health with special reference to adolescents.

Resource List: — Team Games: Ball handling and fundamental skill development to whole game concepts.

— Individual Sports: Gymnastics, Cross Country, Short Tennis, Swimming, and Track and Field.

— Fitness: Circuit training, stretching, and warm-up exercises.

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Middle School Program of Studies 2016/17

Languages 6 All Grade 6 students are required to take German. (Students who are registered in Beginner EAL or Learning Support may be exempt). Please refer to the languages section for further information about the German program.

French and Spanish are also offered in Grade 6. Please refer to the electives section for further information about these courses.

Students enrolled in English as an Additional Language are discouraged from studying more than two languages.

Electives – Grade 6

Grade 6 students can choose from the following elective courses and will take two electives each semester. Students will choose their electives for both semesters on the sign-up form. They must take at least one semester of music during the year (band, strings or choir).

Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship and music-reading, and composition. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing playing range, refining technique and having them learn to play expressively. In the composition units, students will learn how to write pieces with a melody and a bass line, adding harmonies and,ultimately, composing a piece for small ensembles or the whole band.

Because of their diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; as well as the units in composition using digital tools. Enrollment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band.

String Ensemble – Year Long Course In String Ensemble, students focus on rhythm, technique, intonation, articulation, key signatures and dynamics as they relate to the performance pieces. The students also work on the art of ensemble playing in small to larger groups with a focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival.

Choir 6 – Semester Course Choir 6 is a one-semester course challenging students to learn to perform as a choir while learning the fundamentals of singing, reading, and composing music. Concepts taught will include: vocal technique, group singing technique, sight-singing, musicianship, notation and composition using digital tools. In the vocal/choral component, students learn pieces from a variety of genres, including the pop, folk, and classical traditions, in which they will sing in up to three parts (Soprano/Alto/Baritone). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/balance and singing harmonies. The music theory and musicianship components introduce singing music at sight with solfege syllables and hand signs; composing, and notating and singing melodies. The semester’s final project is our performance at the Winter or Spring Arts Festival.

Enrollment in a ZIS music performance course (Band/Choir/ Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir.

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Middle School Program of Studies 2016/17

Drama 6 – Semester Course This semester course will focus on using the body and voice to communicate meaning to an audience. We will explore units in choral speech, creative movement, mask and musical theatre. Our work will culminate in a final performance at the Winter or Spring Arts Festival.

Art 6 – Semester Course The Studio Art elective is an exploratory course designed to introduce students to a wide variety of media and techniques for building confidence and igniting interest in the arts. Students will be given the opportunity to strengthen their relationship with art media and materials through hands-on experiences both in 2D and 3D art forms.

They will also review and learn important visual art concepts and theories, while studying and learning to appreciate the work of historically significant artists. Drawing, painting, design and paper mâché sculpture are the main components of the program. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals.

Technology 6: Design and Technology – Semester Course The Technology 6 course is designed to give students a greater exposure to and understanding of everyday technology. It is set up to help students develop their creative and expressive abilities through these technologies, be they artistic, design or communication focused.

Math Lab – Experimenting with Numbers – Semester Course Children are curious, pattern-seeking problem solvers, but they learn the skills of mathematics at different times and in different ways. Math Lab is designed for students who have yet to master those skills, students who would benefit from extra experiences with number concepts, arithmetic, and mental math strategies. In addition to the Standard Grades 6 and 7 Math classes, Math Lab students have an additional three classes per week to hone skills, celebrate math, and experience success, in a supportive, safe, and collaborative environment. This is an elective course, but one that requires a teacher recommendation. It will last one or two semesters depending on the student’s needs and progress.

Language electives Students may take both French and/or Spanish for one semester.

Requirements: — No pre-requisite.

— Please note: Students in Beginner EAL may not enroll in French or Spanish.

— Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

French 6 – Semester Course This one semester course is designed to give 6th grade students a flavor of the French language. Through a communicative approach and enjoyable age-appropriate activities, the students will be introduced to the target language in two units “Getting acquainted” and “Everyday life in Paris”. Practicing the four linguistic skills – listening, speaking, reading and writing – students will share what they know about the French culture. They will study several common lexical topics (greetings, numbers, date, time, weather, family, presentation of self and others, ordering at a café and asking to pay…) as well as basic grammatical structures (gender of nouns and adjectives, possessive adjectives, present tense of verbs Be and Have…). French will be used as much as possible as the language of communication in class.

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Middle School Program of Studies 2016/17

Spanish 6 – Semester Course This one semester course is an exploratory, fun introduction to the language. It also serves as an important foundation for Spanish in Grade 7. Students work on all of the areas of communication: speaking, listening, reading and writing.

Students work on all of the areas of communication: speaking, listening, reading and writing. The class is conducted in Spanish as much as possible, and from the very first day students learn useful phrases for the class, and are expected to use them when they can. The course begins with greetings, colors, the alphabet, numbers, date, and time. As the course progresses, students learn to communicate about themselves and others, and their likes and dislikes. They are introduced to grammatical concepts such as conjugating verbs and modifying adjectives, and are then able to construct simple sentences. It is exciting and rewarding for students to be able to communicate their ideas in Spanish after a very short time. A wide variety of methods are used, and students participate in different activities and exercises to begin using and comprehending Spanish in both the written and spoken forms.

Course Outline – Grade 7

Humanities 7: English The purpose of English 7 is to provide the time, instruction and opportunity for students to develop into strategic, critical, and responsive communicators. The content of the classes is designed to offer a variety of reading, writing, speaking, listening, and viewing experiences.

1. Literature will include short stories, novels, and nonfiction texts. A variety of critical reading strategies will be explored. Additionly, students will read independently chosen selections.

2. Writing will include writing as process (WrAP), expository essays, and creative writing.

3. Vocabulary study will focus on increasing vocabulary with an emphasis on accuracy, precision, and making appropriate word choice when writing and speaking.

4. Grammar instruction will be in context, will include a review of the parts of speech, and will carry an emphasis on correct usage.

5. Speaking and listening opportunities will be many and varied, including literature circles, Socratic Seminars, and individual speeches and presentations.

Units are aligned with social studies 7 units.

Grade 7 novels may include: — My Sister Lives on the Mantelpiece by Annabel Pitcher — Crispin: Cross of Lead by Avi (series) — The Breadwinner by Deborah Ellis (series) — The Giver by Lois Lowry (series) — Secrets in the House of Delgado by Gloria D. Miklowitz Summer Reading: — My Sister Lives on the Mantelpiece by Annabel Pitcher Textbooks: — Write Source 2000, various literature anthologies Humanities 7: Social Studies Social studies 7 begins with an introduction to Swiss political and physical geography. The historical study then starts with a look at Switzerland during the time of the Enlightenment (1750–1800), covering the origin of the modern Swiss state and the Swiss system of direct democracy. It then moves back in time to the Middle Ages (1000–1300), Medieval Zurich lifestyles and the Swiss legend of William Tell, with specific emphasis on how he relates to the role of the individual in society. Continuing backwards, the period of study moves to the time of Mohammed and Charlemagne.

Students consider the evolving relationship between the three religions of Judaism, Islam and Christianity as they developed in Europe, with a special emphasis on Spain, and the alternating periods of tolerance and intolerance.

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Middle School Program of Studies 2016/17

Science 7 Science 7 emphasizes using the scientific method and learning lab techniques. Students learn to think critically about experiments: analyzing observations, identifying sources of error and drawing conclusions which indicate reflection. Students also develop an understanding of the role science plays in our everyday lives.

The curriculum focuses on the four main disciplines of Science: Biology, Physics, Chemistry and Environmental Science.

— Biology: microorganisms — Physics: magnetism — Chemistry: particles of matter and the periodic table — Environmental Science: ecosystems Math 7 Standard The purpose of Math 7 Standard is to develop fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers. The mathematical areas of focus included in this course are: the number system, ratios and proportional relationships, expressions and equations, geometry, and statistics and probability. Units of study will provide opportunities for students to develop essential mathematical practices. They will learn how to: — make sense of problems and persevere in solving them — reason abstractly and quantitatively — construct viable arguments and critique the reasoning of others — model with mathematics — use appropriate tools strategically — accurately use mathematical vocabulary Assessments will expect students to demonstrate their procedural and conceptual understanding, problemsolving skills, competency at modelling and reasoning/ communicating mathematics Math 7 Honors Math 7 Honors is specifically designed for highly motivated students who are passionate about mathematics and are able to think more abstractly. The course includes all of the content of Math 7 Standard (the number system, ratio and proportional reasoning, expressions and equations, geometry and statistics and probability) but provides more opportunities for deeper questioning as students problem solve beyond the essential skills. In addition, Math 7 Honors includes selected topics that expand upon the concepts developed in Math 7 Standard that add abstraction and critical thinking.

Grade 7 Physical and Health Education The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement in the learning process. During this time students will participate in a number of team and individual activities through participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a life-long commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle School physical education and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

The physical education course in the Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful 2. To develop skill and health related components of fitness 3. To encourage students to transfer and apply skills within a variety of physical activities 4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities 5. To empower students to make safe and healthful choices 6. To develop a sense of fair play and a tolerance for difference Resource List: — Team Sports: Soccer, Basketball, Volleyball, Ultimate Frisbee and Softball.

— Individual Sports: Badminton, Cross Country, Social Dance, Swimming, Track and Field and Dance.

— Fitness: Circuit training, Stretching, and Warm-up exercises.

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Languages 7 All Grade 7 students are required to take German. Students who are registered in Beginner EAL or Learning Support may be exempt.

Please refer to the Languages section for further information about the German program.

French and Spanish are also offered in Grade 7. Please see the Language Electives section for information regarding prerequisites for this course.

Students enrolled in English as an Additional Language are discouraged from studying more than two languages.

Electives – Grade 7

Grade 7 students can choose from the following elective courses and will take two electives each semester.

Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship and music-reading, and composition. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing playing range, refining technique and having them learn to play expressively. In the composition units, students will learn how to write pieces with a melody and a bass line, adding harmonies and, ultimately, composing a piece for small ensembles or the whole band.

Because of the diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; as well as the units in composition using digital tools. Enrolment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band.

String Ensemble – Year Long Course In String Ensemble for Grades 7 and 8, students will review and continue to develop the previous skills of rhythm, technique, intonation, articulation, key signatures and dynamics as they relate to the performance pieces. The students will develop the bow technique of détaché, spiccato, and more difficult slurring for bowing. The students begin to recognize and apply terms for tempo such as allegro, moderato, lento and additional music terminology and symbols as they present themselves in orchestra literature. Musicality becomes a major topic for the students to learn how to express and communicate musical ideas.

The students also continue to work on the art of ensemble playing in small to larger groups with focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival.

Choir 7 – Semester Course Choir 7 is a one-semester course in which students will continue to develop their choral skills, while also reviewing and building on the fundamentals of singing, reading and writing music. Concepts taught will include: vocal technique, group singing technique, sight-singing, musicianship, notation, and composition. In the vocal/choral component, students learn pieces from a variety of genres, including the Pop, Folk, and Classical traditions, in which they will sing in up to three parts (Soprano/Alto/Baritone). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/balance, and singing harmonies. The music theory and musicianship components focus on the skills of singing music at sight with solfege syllables and hand

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signs; composing, and notating and singing melodies. The semester’s final project is our performance at the Winter or Spring Arts Festival. Enrolment in a ZIS music performance course (Band/Choir/Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir.

Art 7 – Semester Course This art elective is designed to improve students’ skills and confidence in producing artwork and to provide strategies needed to understand and evaluate works of art. Students will develop visual awareness and an understanding of the elements of art and principles of design. Students will have the opportunity to work with a variety of media and processes including drawing, design, found object sculpture, and painting, as well as different styles of art, like abstract (Kandinsky), observational drawing and social protest art.

Art appreciation is built into the assignments. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals.

Drama 7 – Semester Course This semester course will focus on using the body and voice to communicate meaning to an audience. We will explore subtext, context and text in various scenes. Students will learn how to analyze and write a scene. Our work will culminate in a final performance at the Winter or Spring Arts Festival.

Digital Art – Semester Course Digital Art explores the use of graphic design tools to create, enhance and edit images. The course covers elements of vector graphics, digital photography, and the use of image editing, and presentation software. Students use online services to present and reflect upon their work and build a portfolio of evidence for final assessment.

Robotics for Science, Technology, Engineering and Mathematics (STEM) Students will design and build programmable robots using technical components. They will understand and interpret two-dimensional drawings to create threedimensional models. Students will learn to build, test, troubleshoot and revise designs to improve robot performance. They will gain practical, hands-on experience using mathematical concepts such as estimating and measuring distance, time, speed, and become effective communicators using scientific and technical language.

Math Lab – Experimenting with Numbers – Semester Course Children are curious, pattern-seeking problem solvers, but they learn the skills of mathematics at different times and in different ways. Math Lab is designed for students who have yet to master those skills, students who would benefit from extra experiences with number concepts, arithmetic, and mental math strategies. In addition to the Standard Grades 6 and 7 Math classes, Math Lab students have an additional three classes per week to hone skills, celebrate math, and experience success, in a supportive, safe, and collaborative environment. This is an elective course, but one that requires a teacher recommendation. It will last one or two semesters depending on the student’s needs and progress.

Balance and Wellness – Semester Course This course is designed to give students an introduction to a variety of physical activities, including yoga, as a way to understand that the connection between the mind and body is an essential piece for personal growth and development.

Students will be provided with a variety of methods to help cultivate a balanced and mindful lifestyle. Areas of focus will include core strength, flexibility, body alignment, coordination, concentration, and reflection. Students will have the opportunity to practice different styles of fitness and self-reflection and through these practices will develop and gain confidence in their physical, social, and emotional well-being.

Language Electives Students may only study one language elective.

Requirements: — Returning students: successful completion of Grade 6 semester course.

— New students: previous exposure to the language and demonstration of proficiency required (based upon their results on a placement exam).

— Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

French 7 – Year Long Course This year-long course is conducted almost entirely in French, building on lessons learned in Grade 6, to progress beyond the beginning stages. Through a communicative approach and enjoyable age-appropriate activities, 7th grade students will study four units “Daily activities”, “Double Je”, “People and possessions”, and “Visiting a French city”. Practicing the four linguistic skills – listening, speaking, reading and writing – they will learn more about the French culture. They will extend their vocabulary by studying common lexical

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topics (pastimes, French school system, the Paris districts, television, common objects in their bedroom and at school, physical description, city shops and facilities, asking for directions, rooms at home…). They will also be challenged to refine their oral and written language by studying more complex grammatical concepts (present tense of -er verbs, negative and question forms, possessive adjectives, articles, adjective endings, near future and recent past tenses…) in various concrete projects and authentic situations.

Students will also study the easy reader Double Je by Virginie Guerin and the French film Le Diner de Cons by Francis Veber, in lively class discussions. Finally, they will practice a number of exercises from the Diplôme d’Etudes en Langue Française – DELF A1 – in preparation for next school year, when they will have the opportunity to sit that examination.

Spanish 7 – Year Long Course This course builds on the introductory Spanish 6 course, and is conducted almost completely in Spanish. Through an engaging communicative approach, using the skills of listening, speaking, reading, and writing, students broaden their range of vocabulary and their grammatical knowledge.

Students also have the opportunity to explore some of the different cultures of the Spanish-speaking regions in the world. Spanish is used as much as possible as the language of communication in class among the teacher and students, and among students themselves. In the second semester we prepare for the Grade 7 trip to Spain, by learning vocabulary and doing role-plays which the students are then expected

Course Outline – Grade 8

Humanities 8: English The purpose of this class is to provide the time, instruction, opportunity, and support for students to develop into strategic, critical and responsive communicators of the English language. Throughout this class students engage in a variety of reading, writing, listening, and speaking activities in order to build on their individual skill levels. Student blogs will allow for whole school sharing and commenting. Strong connections are made between course readings and themes with topics of study in Social Studies.

Science 8 The Grade 8 science course will cover four disciplines: physics, biology, chemistry, and earth science. Students will study the effects of global warming, body systems, properties of sound and light and chemical reactions.

Whenever possible the students will be carrying out experiments to discover or reinforce the concepts of the topic. Students will become familiar with writing laboratory reports, proper use of laboratory equipment, and digital probes.

Recent text choices have included: — Chanda’s Secrets by Allan Stratton, — The Medici Seal by Theresa Breslin — Duchessina by Carolyn Myer — Touching Spirit Bear by Ben Mikaelson — The Hobbit by J.R.R. Tolkein, — I am Malala by Malala Yousafzai and Christina Lamb — A Little Piece of Ground by Elizabeth Laird — Animal Farm by George Orwell

Math 8 Standard The purpose of Math 8 Standard is to develop fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers. The mathematical areas of focus included in this course are: the number system, expressions and equations, functions, geometry, and statistics and probability. Units of study will provide opportunities for students to develop essential mathematical practices. They will learn how to: — make sense of problems and persevere in solving them.

— reason abstractly and quantitatively.

— construct viable arguments and critique the reasoning of others.

— model with mathematics.

— use appropriate tools strategically.

— accurately use mathematical vocabulary.

Textbooks: — Write Source 2000, various literature anthologies.

Summer Reading: Student choice in range of twelve novels connected to the theme of challenge.

Humanities 8: Social Studies Students work individually and collaboratively on a variety of learning activities through which they develop information literacy and thinking skills and communicate their learning in a variety of ways using appropriate technologies. Units revolve around essential questions that focus learning on the ‘big ideas’ of social studies and feature strong links with topics studied in Humanities 8: English class. Students are assessed on their knowledge of content and understanding of concepts, critical thinking, ability to communicate effectively in a variety of forms and the manner in which they present their work. Course content includes a historical component (investigating the Renaissance, the Reformation, and the Age of Exploration), as well as a contemporary component (studying government, the UN and human rights, and global issues).

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Assessments will expect students to demonstrate their procedural and conceptual understanding, problemsolving skills, competency at modelling and reasoning/ communicating mathematics.

Math 8 Honors Math 8 Honors is specifically designed for highly motivated students who are passionate about mathematics and are able to think more abstractly. The course includes all of the content of Math 8 Standard (the number system, expressions and equations, functions, geometry and statistics and probability) but provides more opportunities for deeper questioning and for students to problem solve beyond the essential skills. In addition, Math 8 Honors includes selected topics that expand upon the concepts developed in Math 8 Standard that add abstraction and critical thinking.

Grade 8 Physical and Health Education The physical education course involves the study and development of a range of skills in a variety of activities over a three-year period. Various teaching strategies will be used to guide students towards a cognitive involvement in the learning process. During this time students will participate in a number of team and individual activities through participation in structured practice, competitive, non-competitive cooperative and game situations, studying both rules and tactics. Students should develop a life-long commitment to physical activity, and expand the knowledge, skills and attitudes necessary to lead an active, healthy and safe lifestyle. Middle School physical education and health consists of three periods per week with each period lasting 60 or 65 minutes. The course covers a range of activities delivered by a qualified physical education specialist. The program takes advantage of indoor and outdoor local facilities. Assessment guides instruction throughout each activity. Learning is assessed throughout each unit. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

The physical education course in Middle School includes the following objectives: 1. To promote lifelong physical activity as fun and meaningful.

2. To develop skill and health related components of fitness. 3. To encourage students to transfer and apply skills within a variety of physical activities.

4. To enhance the student’s understanding of the rules and tactics used in a variety of physical activities.

5. To empower students to make safe and healthful choices.

6. To develop a sense of fair play and a tolerance for difference.

Resource List: — Team Sports: Flag Football/ Touch Rugby or Ultimate Frisbee, Volleyball, Basketball and Softball.

— Individual Sports: Badminton, Cross Country, Swimming and Life Saving, Track and Field and Ballroom Dance.

— Fitness: Circuit training, Stretching, and Warm-up exercises.

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Health Education 8 This course focuses on first aid and life-saving and covers various aspects of Mental, Physical, and Social Health with special reference to adolescents.

Languages 8 All Grade 8 students are required to take German (Students who are registered in Beginner EAL or Learning Support may be exempt). Please refer to the Languages section for further information about the German program.

French and Spanish are also offered in Grade 8. Please see the Language Elective section for information regarding prerequisites for this course.

Students enrolled in English as an Additional Languages are discouraged from studying more than two languages.

Electives – Grade 8

Grade 8 students can choose from the following elective courses and will take two electives each semester.

Middle School Band – Year Long Course Band is a one-year course in instrumental technique, ensemble playing, musicianship and music-reading, and composition. The curriculum will challenge students’ abilities by helping them to improve their rhythm and note-reading skills, increasing playing range, refining technique and having them learn to play expressively. In the composition units, students will learn how to write pieces with a melody and a bass line, adding harmonies and, ultimately, composing a piece for small ensembles or the whole band.

Because of their diverse range of abilities, students are placed in one of two groups in their grade to allow them to be challenged according to their skill level. The projects for the year include: the “Bands Together” concert, performed with the Upper School Band; the Winter and Spring Arts Festivals; MS assembly performances; as well as the units in composition using digital tools. Enrolment in Middle School Band is required for students who wish to audition for the AMIS Middle School Honor Band.

String Ensemble – Year Long Course In String Ensemble for Grade 7 and 8, students will review and continue to develop the previous skills of rhythm, technique, intonation, articulation, key signatures, and dynamics as they relate the performance pieces. The students will develop the bow technique of détaché, spiccato, and more difficult slurring for bowing. The students begin to recognize and apply terms for tempo such as allegro, moderato, lento, and additional music terminology and symbols as they present themselves in orchestra literature. Musicality becomes a major topic for the students to learn how to express and communicate musical ideas.

The students also continue to work on the art of ensemble playing in small to larger groups with focus on presentation, listening, respect, balance, preparation, and leadership within a group. The students’ final performances will take place at the Winter and Spring Arts Festival.

Choir 8 – Semester Course Choir 6 is a one-semester course challenging students to learn to perform as a choir while learning the fundamentals of singing, reading, and composing music. Concepts taught will include: vocal technique, group singing technique, sight-singing, musicianship, notation and composition using digital tools. In the vocal/choral component, students learn pieces from a variety of genres, including the pop, folk, and classical traditions, in which they will sing in up to three parts (Soprano/Alto/Baritone). The concepts covered in this ongoing unit are: singing technique, vowel formation, blend/balance and singing harmonies. The music theory and musicianship components introduce singing music at

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sight with solfege syllables and hand signs; composing, and notating and singing melodies. The semester’s final project is our performance at the Winter or Spring Arts Festival.

Enrolment in a ZIS music performance course (Band/Choir/ Strings) is required for students who wish to audition for the AMIS Middle School Honor Choir.

Art 8 – Semester Course The Art elective is designed to improve students’ skills, confidence and creative independence in producing artwork and to provide strategies needed to understand and evaluate works of art. Students will develop and gain more confidence in their visual awareness and in their understanding of the elements of art and principles of design. Students will have the opportunity to work with a variety of media and processes including drawing, design, collage and printmaking. Art appreciation is built into the assignments. Sketchbooks will be used throughout the course for planning, recording and reflection. Student work will be displayed throughout the semester and at the Winter or Spring Arts Festivals.

Drama 8 – Semester Course This semester course will focus on using the body and voice to communicate meaning to an audience. We will explore units in physical theatre, puppetry, devising and improvisation. Our work will culminate in a final performance at the Winter or Spring Arts Festival.

Technology 8: Digital Art and 3-D Animation – Semester Course Advanced Digital Art explores the use of graphic design tools to create, enhance and edit images. The course covers several elements of vector graphics. 3-D Animation is an online curriculum that analyzes how animation studios fuse art, tech, science, engineering, and math to develop animated cinema. Students will learn the six main parts of producing an animation: Environmental Modeling, Character Modeling, Animation, Crowds, Sets and Staging, and Rendering. Students will use online services to present and reflect upon their work and build a portfolio of evidence for final assessment. Students do not need to have taken Digital Art in Grade 7 to take this course.

3D Design, Animation and Gaming – Semester Course This course is aimed at students who are passionate about working with advanced 3D software. It is intended to offer students the world of computer generated 3D modeling, animation and gaming. The course provides understanding of the skills and techniques employed by 3D designers in a wide range of professions such as product design, movie animation and game development.

Movie Making and Sound – Semester Course This movie making course is designed to give students an introduction to the art, knowledge and skills of movie production. Through investigation and learning of camera skills and how stories are told through the combination of edited shots, students learn the skills of movie making. The course combines these predominantly behind the camera skills and knowledge and aims to produce short movies about subjects of interest to the participants and school community.

Robotics for Science, Technology, Engineering and Mathematics (STEM) Students will design and build programmable robots using technical components. They will understand and interpret two-dimensional drawings to create threedimensional models. Students will learn to build, test, troubleshoot and revise designs to improve robot performance. They will gain practical, hands-on experience using mathematical concepts such as estimating and measuring distance, time, speed, and become effective communicators using scientific and technical language.

Language Electives Students may only study one language elective.

Requirements: — Returning students: successful completion of Grade 7 year long course.

— New students: previous exposure to the language and demonstration of proficiency required (based upon results on a placement exam).

— Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

French 8 – Year Long Course This year-long course is conducted entirely in French, building on knowledge previously established in Grade 7, to progress towards the intermediate level. Through a communicative approach and enjoyable age-appropriate activities, 8th grade students will study four units “Buying clothes”, “Leisure time activities”, “Food and meals”, and “Our Future”. Practicing the four linguistic skills – listening, speaking, reading and writing – students will learn more about the French culture and extend their vocabulary by studying other common lexical topics (conducting a conversation in a clothes shop or at a local market, booking a room at a hotel, weekend hobbies, the airport, the Paris underground, holiday and future plans…) and will be challenged to refine their oral and written language by studying complex grammatical concepts (present tense of -ir

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and -re verbs, imperative, passé composé and future tenses, comparatives, direct and indirect object pronouns…) in various concrete projects and authentic situations. Students will also study the easy reader Destination France by Joseph Conroy and the French film Monsieur Batignole by Gérard Jugnot, in lively class discussions. Finally, they will have the opportunity to take the Diplôme d’Etudes en Langue Française – DELF A1 or A2 examination at the end of the school year.

Spanish 8 – Year Long Course Spanish 8 is conducted entirely in Spanish, building on topics covered in grade 7. The main goal of this course is for students to reach a level of proficiency where they feel comfortable and confident communicating about a wide variety of topics. Some of the topics and vocabulary covered are: food and restaurants, the family, health, shopping, travelling, and celebrations. With their increased proficiency, the opportunities arises for more interesting, higher-level discussions in class. Students also work on writing longer texts about deeper and more complicated topics. We read two age-appropriate short novels in Grade 8, and students demonstrate their comprehension in a variety of ways.

We watch one or two films, which provide for discussions and glimpses into cultural aspects of Spanish-speaking cultures. Grammar is also stressed more in Grade 8. Apart from consolidating and expanding previous concepts, we cover: the preterite, reflexive, and imperative verb tenses, possessive adjectives, and the difference uses of ser, and estar, and hay. As in all levels, students are assessed using a variety of methods (listening, speaking, reading, writing and grammar). By the end of the year, the students have the ability to communicate about numerous topics in the past, present and future tenses.

Languages (All Grades)

EAL – English as an Additional Language The EAL program is designed for students who are learning English as an additional language. It provides these students with English instruction and support for academic subjects.

The goal of this program is to prepare students to become academically proficient in English and successful in their mainstream classes.

Assessment for placement is made initially using Cambridge PET testing materials. Results are all normalized to Association of Language Testers in Europe (ALTE) Common European Framework of Reference (CEFR), which uses the categories: — Basic Users: A1 and A2 — Independent Users: B1 and B2 — Proficient Users: C1 and C2 If a student is assessed as achieved B2 or above in all skills of reading writing listening and speaking then EAL support would not be required.

English language progress is carefully monitored and exiting decisions are made collaboratively using in-house assessments and externally assessed writing samples (ERB).

All assessment materials normalized to ALTE CEFR. MS Grade 6, MS 7 EAL, MS 7/8 (mixed grade) EAL classes.

Students assessed at A1-B1 are usually grouped by grade level, where possible. Student differences are accommodated and progress individually assessed and monitored.

At the heart of these courses is the language syllabus, which focuses on developing the four skills: speaking, listening, reading, and writing. These courses are communicative and content-based, designed to connect with and/or support mainstream social studies, science and English classes. These courses will take the place of the English mainstream course.

MS Grade 8 EAL Class Students in MS Grade 8 EAL also take Mainstream English 8. For these students the EAL class has two functions; as a direct support for the mainstream classes and to develop reading and writing skills in group and one-to-one basis. As students take two English courses students lose the choice of an elective course.

MS Intensive English If a student is assessed as Basic User: A1 or A2 on the CEFR, he or she would also attend a second course of English, Intensive English, which could be mixed grade. This course focuses on basic skills, and also directly supports mainstream classes.

Students taking this course may need to lose one elective.

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Beginning German (A1.1) Beginning German is tailored to meet the needs of students who have had no or very limited previous exposure to German. It provides an age-appropriate introduction to the German language that is specifically designed for students enrolled in the middle school. This course stresses the basic four skills of listening, speaking, reading, and writing. It concentrates on conversing in German and also places emphasis on obtaining a solid foundation in grammar.

An additional goal is to promote the students’ integration into Switzerland, by raising awareness of possible differences in culture. Instruction is carried out as much as possible in German.

Intermediate German Lower, Intermediate German I and Intermediate German II (A1.2 / A2.1 / A2.2) The middle school offers several different intermediate courses, all of which are tailored for students who have had a basic to intermediate exposure to German as a foreign language. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class.

Intermediate German continues to place a major emphasis upon mastering fundamental language skills.

Students review and expand grammar structures, build up vocabulary, read more complex texts, write short creative assignments, give presentations in class and hold classroom conversations in German. Instruction is carried out in German as much as possible.

Advanced German (A2.1 / A2.2 / B1.1) Advanced German is tailored to students who have been exposed to German for a number of years and who have gained a deeper understanding of the language in both written and spoken German. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class.

Advanced German focuses on covering fundamental principles of the German language, reviewing and expanding grammatical structures, as well as building up vocabulary.

Students practice their listening, reading and writing skills and write more complex stories and short essays. Reading of age and language-level appropriate short stories or literature in German texts is part of this course. Students discuss topics of interest and give presentations in class. Instruction is carried out mainly in German.

German for Fluent Speakers These courses are offered exclusively to German speakers who are at a mother tongue fluency level. Students enrolled in these courses must have achieved an appropriate score on the German language placement assessment, or have been placed according to their performance in their previous middle school German class.

German for fluent speakers concentrates on developing enthusiastic readers and writers. Emphasis is placed on studying different writing processes and giving oral presentations. Students will work to increase their vocabulary and improve their abilities in correct grammatical usage, spelling, and mechanics. Both reading independently and as a class is an expectation for this course.

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Learning Support and Counseling

The middle school provides learning support for students experiencing academic or emotional difficulties. Support is provided in the classroom, individually, or in small groups.

Individual education plans are written for students who have been diagnosed with a learning difficulty or who are on a modified program.

Learning Support Learning support is taken as a class three times a week in place of an elective. The learning support course provides additional support for students with mild to moderate learning difficulties. In a learning support class, a student will receive instruction based on his or her IEP goals and objectives and will receive extra practice and skill development with their core academic courses. Students will work on proper study and organization skills. Additionally, students will learn strategies enhancing their ability as a learner, writer, and reader. Please refer to the Student Support handbook for more information.

Monitoring Students who have a current diagnosis but are not in Learning Support classes remain on the caseload of learning support teachers and will have an IEP that outlines testing dates and accommodations. (At the Lower School all EAL students or any child receiving SLT or OT services are case managed by the Student Support teachers responsible for their grade level.)

Students who have previously been supported by the EAL and Learning Support teachers but are no longer on their caseload will be monitored by the counselors and Grade Level Leaders through the mid reporting, reporting, Students of Concern and SST meeting process.

Math Lab – Experimenting with Numbers – semester course Children are curious, pattern-seeking problem solvers, but they learn the skills of mathematics at different times and in different ways. Math Lab is designed for students who have yet to master those skills, students who would benefit from extra experiences with number concepts, arithmetic, and mental math strategies. In addition to the Standard Grades 6 and 7 Math classes, Math Lab students have an additional three classes per week to hone skills, celebrate math, and experience success, in a supportive, safe, and collaborative environment. This is an elective course, but one that requires a teacher recommendation. It will last one or two semesters depending on the student’s needs and progress.

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Middle School Program of Studies 2016/17