Middle School Program of Studies 2020/21

Middle School Program of Studies 2020/21

Learn, Care, Challenge, Lead

Table of Contents

3 ZIS Vision and Mission 4 ZIS Learning Principles 5 ZIS Character Standards 6 School Calendar 2020/21 7

Curriculum Overview

8 Learning Experiences 9 Directory 10 Course Overview 11 Sample Middle School Schedule – Grade 6 12 Course Outlines – Grade 6 14 Electives – Grade 6 16 Course Outlines – Grade 7 18 Electives – Grade 7 21 Course Outlines – Grade 8 23 Electives – Grade 8 26 Languages (All Grades) 35 Learning Support and Counseling

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Middle School Program of Studies 2020/21

ZIS Vision and Mission

Vision Our vision is for all ZIS students to join and strengthen a global community of citizens, determined to make a difference to the organizations and communities in which they work and live. We’re committed to ensuring our students develop the intellect, skills and character to become caring individuals and adaptable and independent thinkers.

Mission 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 2020/21

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 2020/21

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 2020/21

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 Year Calendar 2020/21

July (2020)

January (2021)

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

Fri 3 10 17 24 31

Sat 4 11 18 25

Sun 5 12 19 26

Mon Tues Wed Thurs 4 11 18 25

August

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

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

Fri 4 11 18 25

Sat 5 12 19 26

Sun 6 13 20 27

October 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 31

Sun 4 11 18 25

Mon Tues Wed Thurs 3 10 17 24

4 11 18 25

5 12 19 26

Fri

Sat

6 13 20 27

7 14 21 28

Sun 1 8 15 22 29

December Mon Tues Wed Thurs 1 2 3 7 8 9 10 14 15 16 17 21 22 23 24 28 29 30 31

6

7 14 21 28

Sat 2 9 16 23 30

Sun 3 10 17 24 31

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

Fri 5 12 19 26

Sat 6 13 20 27

Sun 7 14 21 28

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

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

April

May

Fri 4 11 18 25

Sat 5 12 19 26

Sun 6 13 20 27

7 14 21 28

Sat 1 8 15 22 29

Sun 2 9 16 23 30

Fri 4 11 18 25

Sat 5 12 19 26

Sun 6 13 20 27

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 31

Sun 4 11 18 25

3 10 17 24 31

4 11 18 25

5 12 19 26

2020

August 1: August 4: August 10: August 11: August 14: August 17:

Mon Tues Wed Thurs

November

2 9 16 23 30

6 13 20 27

Fri 1 8 15 22 29

February

Mon Tues Wed Thurs 3 10 17 24 31

5 12 19 26

Comments

6 13 20 27

Fri

August 18: October 19–23: October 26–27:

Swiss National Holiday New faculty report LS, MS, US, HoD and TL report LS, MS, US returning faculty report MS new student orientation LS, US new student orientation First day of classes for LS, MS, US Fall break No school, Professional Development Days (1+2)

December 18: Last day of classes December 21–31: Winter break I

2021

January 1–8: January 11:

Winter break I 2nd semester begins

February 15–19: February 22–23:

Winter break II No school, Professional Developments Days (3+4)

March 29–April 9: Spring break April 4: Easter Sunday April 30: No school, May Day weekend May 13 & 14: May 24: June 17: June 18: June 19:

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

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

July

Middle School Program of Studies 2020/21

Color key: New and returning faculty report New student orientation Semester begins (first day of classes) Semester ends (last day of classes) No school Faculty work day US Graduation Abbreviations: LS = Lower School MS = Middle School US = Upper School HoD = Head of Department TL = Team Leader

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 2020/21

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 2020/21

Directory

Principal David Wood dwood@zis.ch Assistant Principal Suzanne Keys skeys@zis.ch Guidance Counselor Karin Shipley kshipley@zis.ch Grade 6 Level Leader Zoe Johnson zjohnson@zis.ch Grade 7 Level Leader Beth Jones-Evans bjonesevans@zis.ch Grade 8 Level Leader Megan Aleven maleven@zis.ch Creative Arts Curriculum Area Leader

Bill Gilfry bgilfry@zis.ch

English Curriculum Area Leader

Jenn Call jcall@zis.ch

World Languages Curriculum Area Leader

Jennifer Model jmodel@zis.ch

Information Technology Coordinator

Rick Briggs tbriggs@zis.ch

Mathematics Curriculum Area Leader

Mike Hatkoski mhatkoski@zis.ch

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

Mary Sue Southon msouthon@zis.ch

Social Studies Curriculum Area Leader

Alysha Heller aheller@zis.ch

Student Support Area Leader

Nathan Taylor ntaylor@zis.ch

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.

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Middle School Program of Studies 2020/21

Course Overview

Advisory

Required Courses (Year long)

The Middle School advisory program is responsive to the developmental needs of students, and aims to: — provide a safe community for students — provide each student with a caring and understanding advocate.

— offer an environment which encourages and enables students to develop character — Supports the organizational and logistical needs of our program — Support transitions into and out of Middle School

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 Extended) 5) English or EAL (English as an Additional Language) 6) German – either language acquisition track (levels based on Common European Framework of Reference for Languages) or fluent speakers track 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

German 6 (A1.1)

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 2020/21

Sample Middle School Schedule – Grade 6

Middle School Schedule 2020/21

Monday

Tuesday

Wednesday

Thursday

Friday

08:45-08:55 (10 min.)

Advisory

08:45-08:55 (10 min.)

Advisory

08:45-09:50 (65 min.)

Mathematics

08:45-08:55 (10 min.)

Advisory

08:45-08:55 (10 min.)

Advisory

09:00-10:05 (65 min.)

English

09:00-10:05 (65 min.)

Social Studies

09:55-11:00 (65 min.)

Science

09:00-10:05 (65 min.)

Art

09:00-10:05 (65 min.)

German

10:10-11:15 (65 min.)

Drama

10:10-11:15 (65 min.)

Art

11:00-11:10 (10 min.)

Break

10:10-11:15 (65 min.)

Science

10:10-11:15 (65 min.)

Mathematics

11:15-11:25 (10 min.)

Break

11:15-11:25 (10 min.)

Break

11:15-12:20 (65 min.)

German

11:15-11:25 (10 min.)

Break

11:15-11:25 (10 min.)

Break

11:30-12:40 (70 min.)

Mathematics

11:30-12:40 (70 min.)

Science

12:20-12:55 (35 min.)

Lunch

11:30-12:40 (70 min.)

English

11:30-12:40 (70 min.)

Social Studies

12:40-13:20 (40 min.)

Lunch

12:40-13:20 (40 min.)

Lunch

12:55-14:00 (65 min.)

Social Studies

12:40-13:20 (40 min.)

Lunch

12:40-13:20 (40 min.)

Lunch

13:20-13:30 (10 min.)

SSR

13:20-13:30 (10 min.)

SSR

14:05-14:50 (45 min.)

Advisory/ Assembly

13:20-13:30 (10 min.)

SSR

13:20-13:30 (10 min.)

SSR

13:30-14:35 (65 min.)

Science

13:30-14:35 (65 min.)

English

13:30-14:35 (65 min.)

Drama

13:30-14:35 (65 min.)

Science

14:40-15:50 (70 min.)

German

14:40-15:50 (70 min.)

Drama

14:40-15:50 (70 min.)

Science

14:40-15:50 (70 min.)

Art

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Middle School Program of Studies 2020/21

Course Outlines – Grade 6

English 6 The English Language Arts program seeks to develop students who think clearly, critically, and creatively. The students connect with the human experience through an array of text types, allowing them to respond in authentic ways. English Language Arts offers a variety of reading, writing, speaking, listening, and viewing experiences.

Reading, in particular, is crucial in developing a student’s language capacity, significantly improving oral and written communication skills. Students are viewed as readers even before they can decode words; they comprehend and make meaning of a variety of texts from a young age.

The purpose of English 6 is to provide the time, instruction, and opportunity for students to develop into enthusiastic and skilled communicators. The year begins with an inquiry into students’ identities as readers and how it shapes and informs their perspectives on texts and the world around them. In Choice and Voice, students will explore how we communicate personal experiences through a variety of genres. In the next unit, It’s OK to Argue, students begin to build skills in argumentative speaking, listening, and writing. In the unit following, students will have an opportunity to review their reading lives and reflect on their development as readers. The Legends unit will allow students to explore traits and major characteristics found in myths and legends from around the world. Students will demonstrate a deeper understanding of mythology by incorporating the characteristics of myths into fan-fiction style narratives.

Units of Study: — Unit 1: Locating Ourselves in Space and Time — Unit 2: Choice and Voice — Unit 3: It’s OK to Argue — Unit 4: Revisiting Our Reading Lives — Unit 5: Legends Social Studies 6 In Middle School Social Studies, students engage with rich historical, economic, geographical, and civic content from real-world contexts framed around concepts essential to social studies. Within a student-centered classroom, learners are encouraged to build questions to inquire further into a variety of source materials, allowing for freedom to follow personal interests and exercise choice. To better understand our world, students engage with a variety of perspectives on each topic, building knowledge and empathy. As students engage with sources, they are challenged to evaluate source credibility and analyze the origin, purpose, value, and limitation of each; promoting literacy and critical thinking.

Learning in Social Studies is reflected upon, encouraged, and assessed through conferences and goal setting.

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Middle School Program of Studies 2020/21

Students and teachers focus on student growth, with the teacher acting as a facilitator of learning. We work to build a classroom environment that is safe for risk-taking.

We encourage curiosity and forgive failures, offering multiple opportunities to learn as we reflect on our shared experiences as teachers and learners.

Units of Study: — Unit 1: You Are What You Eat; Food Systems in Action — Unit 2: The Great Life-Giver; Water in Ancient Civilizations & Today — Unit 3: The Path to Power & Glory; Greek and Roman Civilizations — Unit 4: Man vs. Wild? How Nature and Geography Shape Us Science 6 The Middle School science program provides a challenging learning environment which stimulates curiosity, discovery and critical thinking. In order to make connections and develop understanding of concepts, students’ questions are used to drive learning and identify misconceptions in each unit of inquiry.

Students will engage in a variety of activities including open-ended investigations and engineering projects which support habits of learning with particular focus on the scientific method and engineering design cycle. Increasing students’ ability to use and interpret scientific data related to the natural world is key to improving scientific literacy.

Embedded in each unit are opportunities for students to construct explanations or models using data and scientific knowledge; this helps deepen their understanding by making connections between concepts. Opportunities will be given to evaluate experimental results and design solutions by considering the validity and reliability of data sets as they reflect on their own work and that of others.

Assessment criteria are grouped into four strands: Knowledge and concepts, investigating practices, sensemaking practices and critiquing practices.

Units of Study: — Unit 1: Cell Biology — Unit 2: Forces and Motion — Unit 3: Types of Interactions — Unit 4: Relationships Among Forms of Energy — Unit 5: Stability and Change on Earth — Unit 6: Thermal Energy

Math 6 Mathematics is an essential universal language, necessary as a reasoning tool to solve problems and to make sense of the world. At Zurich International School mathematical thinkers use reasoning and apply skills to solve problems both inside and outside the classroom.

Instructional practices in the mathematics program are student-centered and designed to develop conceptual understanding, procedural fluency, and problem-solving.

Instructional decisions are informed through ongoing formative assessment to ensure that all students grow as effective mathematicians.

Mathematics 6 develops fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers.

Conceptual understanding is developed in the areas of: Ratios and Proportional Relationships — Understand ratio concepts and use ratio reasoning to solve problems The Number System — Apply and extend previous understanding of multiplication and division to divide fractions by fractions — Apply and extend previous understandings of numbers to the system of rational numbers Statistics — Develop understanding of statistical variability — Display numerical data Expressions and Equations — Apply and extend previous understanding of arithmetic to algebraic expressions — Reason and solve one-variable equations — Represent and analyze quantitative relationships between dependent and independent variables Geometry — Solve real-world and mathematical problems involving area, surface area and volume

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Middle School Program of Studies 2020/21

— — — — — — — —

The Mathematical Practices developed in Mathematics 6 are: 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 Attend to precision Look for and make use of structure Look for and express regularity in repeated reasoning

Physical Education and Health 6 The physical education course involves participation in a number of team and individual activities. 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. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

— Team games — Individual fitness pursuits — Racket Sports — Swimming — Dance — Gymnastics 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. They must take at least one semester of music during the year (band, strings or choir).

Grade 6 Middle School Band – Year Long Course Students in Grade 6 Band are expected to have at least one year of prior experience on their instrument. Band is a oneyear course in instrumental technique, ensemble playing, musicianship and music-reading, and composition. Students in Grade 6 Band are expected to have at least one year of prior experience on their instrument. The curriculum This course will challenge students’ musical 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.

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.

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/Soprano/Alto). 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 2020/21

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 designed to help students develop their creative and expressive abilities through these technologies, be they artistic, design or communication focused. Some areas of exploration include digital art using vector graphics, website design using HTML coding, digital photography and stop motion animation.

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

Requirements: — No pre-requisite.

— Students who would like to take French/Spanish AP or IB are encouraged to start French/Spanish in Grade 6.

— 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 (Introduction to French) – Semester Course This one-semester course is designed to give 6th grade students a flavor of the French language. Through a communicative approach and age-appropriate activities, the students are introduced to the target language. They work on all the areas of communication (listening, speaking, reading and writing), and have the opportunity to explore

aspects of the French culture. A wide variety of methods is used and students begin using and comprehending French in both written and oral forms. French is used as much as possible as the language of communication in class, and it is impressive to see how well the students can express themselves at the end of the semester.

Units of Study: Bienvenue en classe de Français — Vocabulary (greetings, presentation of self and others, family basic, numbers) — Grammar (gender of nouns and adjectives, articles, possessive adjectives) Au café — Vocabulary (date, time, weather, ordering food and beverages at a restaurant, asking to pay) — Grammar (formal form, present tense of verbs Be and Have) Spanish Grade 6 (Introduction to Spanish) – Semester Course This one-semester course is designed to give Grade 6 students a flavor of the Spanish language. This class is taught using a communicative approach and age-appropriate activities in order for students to develop a good foundation.

Students work on all the areas of communication (listening, speaking, reading and writing), and have the opportunity to explore aspects of Hispanic cultures. A wide variety of methods is used and students begin using and comprehending Spanish in both written and oral forms.

Spanish is used as much as possible as the language of communication in class, and it is impressive to see how well the students can express themselves by the end of the semester.

Units of Study: Vamos — Vocabulary (greetings, alphabet, numbers 0-20, countries and nationalities class instructions, basic information (name, surname, age, etc....)

— Grammar (punctuation, pronunciation, formation of questions, negative sentences, introduction to basic verbs) Tú y yo — Vocabulary (school objects; colors; numbers 20–100; days, months and seasons; adjectives of personality, animals, animal’s body parts) — Grammar (definite and indefinite articles, gender and number of the noun, noun-adjective agreement, subject pronouns, formal and informal forms of “you”, present tense conjugation for regular verbs, ser and estar)

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Middle School Program of Studies 2020/21

Additional Elective classes Please note: placement in these classes occurs only with teacher recommendation.

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 diagnosed 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.

Math Lab – Experimenting with Numbers 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 Grade 6 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.

Course Outline – Grade 7

English 7 The English Language Arts program seeks to develop students who think clearly, critically, and creatively. The students connect with the human experience through an array of text types, allowing them to respond in authentic ways. English Language Arts offers a variety of reading, writing, speaking, listening, and viewing experiences.

Reading, in particular, is crucial in developing a student’s language capacity, significantly improving oral and written communication skills. Students are viewed as readers even before they can decode words; they comprehend and make meaning of a variety of texts from a young age.

The purpose of English 7 is to provide the time, instruction, and opportunity for students to continue development as strategic, critical, and responsive communicators. Students do this by studying a diverse body of written work, which may include poetry, short stories, plays, novels, and informational texts as writing models.

Students have opportunities to develop speaking and listening skills while discussing texts. Lastly, students express their own ideas through a variety of writing opportunities.

Units of Study: — Unit 1: Reporting Out: Telling the Stories of Others — Unit 2: Character: The Struggle is Real — Unit 3: Surfs, Style, and Swag!

— Unit 4: The Voice(s) of Authority – Whom do we trust?

— Unit 5: Literature as a Means of Discovery — Unit 6: Poetry Café Social Studies 7 In Middle School Social Studies, students engage with rich historical, economic, geographical, and civic content from real-world contexts framed around concepts essential to social studies. Within a student-centered classroom, learners are encouraged to build questions to inquire further into a variety of source materials, allowing for freedom to follow personal interests and exercise choice. To better understand our world, students engage with a variety of perspectives on each topic, building knowledge and empathy. As students engage with sources, they are challenged to evaluate source credibility and analyze the origin, purpose, value, and limitation of each; promoting literacy and critical thinking.

Learning in Social Studies is reflected upon, encouraged, and assessed through conferences and goal setting.

Students and teachers focus on student growth, with the teacher acting as a facilitator of learning. We work to build a classroom environment that is safe for risk-taking.

We encourage curiosity and forgive failures, offering multiple opportunities to learn as we reflect on our shared experiences as teachers and learners.

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Middle School Program of Studies 2020/21

Units of Study: — Unit 1: Sustainable Cities — Unit 2: Under the Surface: Investigating Our Identities — Unit 3: At What Cost? The Carving Up of Our World — Unit 4: What we Believe Science 7 The Middle School science program provides a challenging learning environment which stimulates curiosity, discovery and critical thinking. In order to make connections and develop understanding of concepts, students’ questions are used to drive learning and identify misconceptions in each unit of inquiry.

Students will engage in a variety of activities including open-ended investigations and engineering projects which support habits of learning with particular focus on the scientific method and engineering design cycle. Increasing students’ ability to use and interpret scientific data related to the natural world is key to improving scientific literacy.

Embedded in each unit are opportunities for students to construct explanations or models using data and scientific knowledge; this helps deepen their understanding by making connections between concepts. Opportunities will be given to evaluate experimental results and design solutions by considering the validity and reliability of data sets as they reflect on their own work and that of others.

Assessment criteria are grouped into four strands: Knowledge and concepts, investigating practices, sensemaking practices and critiquing practices.

Units of Study: — Unit 1: Natural Born Killers?

— Unit 2: Goldilocks Zone; Too hot, too cold, just right.

— Unit 3: We are all made of stardust... explain?

— Unit 4: Man vs Man-Made; drowning in plastic.

— Unit 5: We are what we eat so what are we?

— Unit 6: Can you die of a broken heart?

— Unit 7: Baby to Baby Maker; Sharing the genetic code — Unit 8: We are all children of Africa... explain! The history of our genetic code.

— Unit 9: CRISPR and clones; the future of our genetic code.

— Unit 10: What is going on up there? Weather and Climate Math 7 (Standard and Extended) Mathematics is an essential universal language, necessary as a reasoning tool to solve problems and to make sense of the world. At Zurich International School mathematical thinkers use reasoning and apply skills to solve problems both inside and outside the classroom.

Instructional practices in the mathematics program are student-centered and designed to develop conceptual understanding, procedural fluency, and problem-solving skills. Instructional decisions are informed through ongoing formative assessment to ensure that all students grow as effective mathematicians.

Mathematics 7 develops fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers.

Both standard and extended mathematics classes follow a set of age-appropriate progressions which aim to develop essential mathematical practices (problem solving, modeling, reasoning, and communicating) as well as procedural and conceptual understandings of mathematics. Grade level courses run parallel with the same critical standard areas expected of all students. However, extended courses move at a faster pace and provide more opportunities for students to problem solve beyond the essential skills.

Conceptual understanding is developed in the areas of: Ratios and Proportional Relationships — Analyze proportional relationships and use them to solve real-world and mathematical problems The Number System — Apply and extend previous understanding of operations with fractions to add, subtract, multiply and divide rational numbers Expressions and Equations — Use properties of operations to generate equivalent expressions — Solve real-life mathematical problems using numerical and algebraic expressions and equations Geometry — Draw, construct and describe geometrical figures and describe the relationship between them — Solve real-life and mathematical problems involving angle measure, area, surface area and volume The Mathematical Practices developed in Mathematics 7 are: — Make sense of problems and persevere in solving them

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Middle School Program of Studies 2020/21

— Reason abstractly and quantitatively — Construct viable arguments and critique the reasoning of others — Model with mathematics — Use appropriate tools strategically — Attend to precision — Look for and make use of structure — Look for and express regularity in repeated reasoning Physical Education and Health 7 The physical education course involves participation in a number of team and individual activities 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. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

— Team and Individual games — Individual fitness pursuits — Racket Sports — Swimming — Dance 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.

Grade 7 Middle School Band – Year Long Course Students in Grade 7 Band are expected to have two years of prior experience on their instrument. Band is a oneyear course in instrumental technique, ensemble playing, musicianship and music-reading, and composition. This course will challenge students’ musical 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.

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.

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 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 and composition. The students will develop the bow technique of détaché, spiccato, and more difficult slurring for bowing.

Musicality becomes a major topic for the students to learn how to express and communicate musical ideas. In the composition unit, students will write a piece and learn how to add harmonies and a bass line. The students also continue to work on the art of ensemble playing 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

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Middle School Program of Studies 2020/21

of 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.

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, and painting, as well as different styles of art, like abstract art, 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, perform 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.

Digital Journalism – Semester Course Digital Journalism is a semester-long, project-based course focused on the art of storytelling in a digital world. Students will learn a broad set of journalistic and marketing skills as they publish stories on www.spokenzis.com, the middle school’s student journalism platform. Digital Journalism stories are told through various media with an emphasis on writing and podcasting.

Design Technology – Semester Course Students will design, build and code programmable robots using technical components and software. They will understand and interpret two-dimensional drawings to create three-dimensional 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 who were enrolled in French/ Spanish 6: Successful completion of Grade 6 semester course.

— Returning students who did not take French/Spanish 6: Demonstration of proficiency required (based upon results on a placement exam that the student will take at the start of the school year).

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

— 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 Grade 7 (CEFR A1) – Year Long Course This year-long course is conducted mostly in French, building on lessons learned in Grade 6, and progresses beyond the beginning stages. Through a communicative approach and age-appropriate activities, students continue to practice the four linguistic skills – listening, speaking, reading and writing – and they learn more about the French culture. They extend their vocabulary by studying common lexical topics.

They are also challenged to refine their oral and written language by studying more complex grammatical concepts.

Students read a novel in French and they view and analyze a French film. Throughout the year, there is a number of exercises from the Diplôme d’Études en Langue Française (DELF A1) in preparation for next school year, when they will have the opportunity to sit the next level (DELF A2) of that examination.

Units of Study: Mes activités — Vocabulary (leisure activities, invitations, question words) — Grammar (present tense of -er verbs, negative and question forms, Faire) Double Je – reading project — Vocabulary (general physical description, prepositions of place, the French school system, the Paris districts) — Grammar (regular adjective endings) Le monde personnel — Vocabulary (what’s on TV, colours, common objects in your bedroom and at school) — Grammar (articles, irregular adjective endings)

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Middle School Program of Studies 2020/21

Voici où j’habite — Vocabulary (city shops and facilities, asking for and giving directions, your home, booking a room at a hotel, family advanced, sports, games and music instruments) — Grammar (prepositions à/de/chez, Aller, near future tense, Venir, recent past tense, stressed pronouns) — Film project (Le Diner de Cons by Francis Veber) — DELF A1 practice exam (listening, reading and writing tasks) Spanish Grade 7 (CEFR A1) – Year-Long Course This year-long course is conducted mostly in Spanish, and builds upon the Grade 6 course. Through a communicative approach and age-appropriate activities, students continue to practice the four linguistic skills – listening, speaking, reading and writing – and to learn more about Hispanic cultures. Students expand their vocabulary by studying common lexical topics, and refine their oral and written language by studying more complex grammatical concepts.

In the second semester, we prepare for the grade 7 trip to Spain, by learning vocabulary and doing role-plays to practice for Spain. During the trip, students have many reallife opportunities to apply what they have learned, which is very exciting and satisfying. At the end of the year, students read a novel in Spanish. Throughout the year, there will be a number of exercises from the Diploma de Español como Lengua Extranjera (DELE A1). Students´overall proficiency improves dramatically in grade 7: they begin the year knowing how to create very basic sentences and by the end of the year are able to converse, read, and write about a range of topics.

Units of Study: Mi colegio — Vocabulary (parts of the day, school vocab (subjects, places, etc.); adjectives to express preferences, revision of days of the week and months; también/tampoco (too/neither) — Grammar (revision present tense; there is/there are; the verb “gustar” (to like); possessive adjectives (singular forms)) ¡Somos geniales!

— Vocabulary (family members, clothes, physical appearance, feelings, personality) — Grammar (revision regular present tense, all possessive adjectives, quantifiers, basic linking words; noun agreement) Me gusta bailar — Vocabulary (hobbies, free time, how to tell the time, frequency adverbs) — Grammar (verb gustar, indirect object pronouns, reflexive verbs in the present, irregular verbs in the present)

¡Qué bonito!

— Vocabulary (food, restaurant, shopping, clothes, asking and giving directions, places and buildings in the city; adjectives to describe clothes) — Grammar (use of hay and estar, “ir”, prepositions of location, preposition “para”, demonstrative adjectives and pronouns, ser vs. estar) Reading a novel — Ladrones de tesoros (level A1.2) Extra – Plans for the summer — Vocabulary (holiday activities) — Grammar (introduction to the immediate future tense)

Additional Electives 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 diagnosed 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.

Math Lab – Experimenting with Numbers 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 Grade 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.

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Middle School Program of Studies 2020/21

Course Outline – Grade 8

English 8 The English Language Arts program seeks to develop students who think clearly, critically, and creatively. The students connect with the human experience through an array of text types, allowing them to respond in authentic ways. English Language Arts offers a variety of reading, writing, speaking, listening, and viewing experiences.

Reading, in particular, is crucial in developing a student’s language capacity, significantly improving oral and written communication skills. Students are viewed as readers even before they can decode words; they comprehend and make meaning of a variety of texts from a young age.

The purpose of the English 8 is to provide the time, instruction, and opportunity for students to develop into strategic, critical, and responsive communicators. The goal is to focus on the English language related to: (1) Reading: novel study, short stories, reading workshop, and independent reading (2) Writing: using the writing process to draft, edit, and publish various types of writing (3) Listening: class discussions, group work (4) Speaking: oral presentations, class discussions, and literature circles Units of Study: — Unit 1: Challenge and Change — Unit 2: History and Fiction — Unit 3: Exploding the Moment — Unit 4: Persuasion or Manipulation?

— Unit 5: Say What? Ironing Out Irony — Unit 6: Advocating for Change; The Future We Want Social Studies 8 In Middle School Social Studies, students engage with rich historical, economic, geographical, and civic content from real-world contexts framed around concepts essential to social studies. Within a student-centered classroom, learners are encouraged to build questions to inquire further into a variety of source materials, allowing for freedom to follow personal interests and exercise choice. To better understand our world, students engage with a variety of perspectives on each topic, building knowledge and empathy. As students engage with sources, they are challenged to evaluate source credibility and analyze the origin, purpose, value, and limitation of each; promoting literacy and critical thinking.

Learning in Social Studies is reflected upon, encouraged, and assessed through conferences and goal setting.

Students and teachers focus on student growth, with the teacher acting as a facilitator of learning. We work to build a classroom environment that is safe for risk-taking.

We encourage curiosity and forgive failures, offering multiple opportunities to learn as we reflect on our shared experiences as teachers and learners.

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Middle School Program of Studies 2020/21

Units of Study: — Unit 1: Welcome to the Anthropocene — Unit 2: Everyday Activism — Unit 3: Systems Change; The New Narrative — Unit 4: Grade 8 Exhibition; The Future We Want Science 8 The Middle School science program provides a challenging learning environment which stimulates curiosity, discovery and critical thinking. In order to make connections and develop understanding of concepts, students’ questions are used to drive learning and identify misconceptions in each unit of inquiry.

Students will engage in a variety of activities including open-ended investigations and engineering projects which support habits of learning with particular focus on the scientific method and engineering design cycle. Increasing students’ ability to use and interpret scientific data related to the natural world is key to improving scientific literacy.

Embedded in each unit are opportunities for students to construct explanations or models using data and scientific knowledge; this helps deepen their understanding by making connections between concepts. Opportunities will be given to evaluate experimental results and design solutions by considering the validity and reliability of data sets as they reflect on their own work and that of others.

Assessment criteria are grouped into four strands: Knowledge and concepts, investigating practices, sensemaking practices and critiquing practices.

Units of Study: — Unit 1: The Anthropocene?

— Unit 2: Energy at the Amusement Park!

— Unit 3: High Chemistry?

— Unit 4: Riding the Waves!

— Unit 5: Species at War? — Unit 6: Should we eat bugs?

Math 8 (Standard and Extended) Mathematics is an essential universal language, necessary as a reasoning tool to solve problems and to make sense of the world. At Zurich International School mathematical thinkers use reasoning and apply skills to solve problems both inside and outside the classroom.

Instructional practices in the mathematics program are student-centered and designed to develop conceptual understanding, procedural fluency, and problem-solving skills. Instructional decisions are informed through ongoing formative assessment to ensure that all students grow as effective mathematicians.

Mathematics 8 develops fluency in mathematics, enabling students to work accurately, efficiently and to have flexibility with numbers.

Both standard and extended mathematics classes follow a set of age-appropriate progressions which aim to develop essential mathematical practices (problem solving, modeling, reasoning, and communicating) as well as procedural and conceptual understandings of mathematics. Grade level courses run parallel with the same critical standard areas expected of all students. However, extended courses move at a faster pace and provide more opportunities for students to problem solve beyond the essential skills.

Conceptual understanding is developed in the areas of: The Number System — Know there are numbers that are not rational and approximate them by rational numbers Expressions and Equations — Work with radicals and integer exponents — Understand the connections between proportional relationships, lines and linear equations — Analyze and solve linear equations and pairs of simultaneous linear equations Functions — Define, evaluate and compare functions — Use functions to model relationships between quantities Geometry — Understand congruence and similarity using physical models, transparencies or geometry software — Understand and apply the Pythagorean Theorem — Solve real-world and mathematical problems involving volume of cylinders, cones and spheres The Mathematical Practices developed in Mathematics 8 are: — 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 — Attend to precision — Look for and make use of structure — Look for and express regularity in repeated reasoning

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Middle School Program of Studies 2020/21

Physical Education and Health 8 The physical education course involves participation in a number of team and individual activities 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. There is an emphasis placed on the development of knowledge and understanding, movement composition, performance application, personal engagement, and social skills.

— Team games — Individual fitness pursuits — Racket Sports — Swimming — Dance — Self Defense — Fitness Without Walls 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.

Grade 8 Middle School Band – Year Long Course Students in Grade 8 Band are expected to have the equivalent of three years of prior experience on their instrument. Band is a one-year course in instrumental technique, ensemble playing, musicianship and musicreading, and composition. The curriculum This course will challenge students’ musical 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.

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.

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 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. In the composition unit, students will write a song and learn how how to add harmonies and a bass line. 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 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 8 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

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Middle School Program of Studies 2020/21

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.

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 design, website design and digital photography. Students will use open source software to present and reflect upon their work and build a portfolio of evidence for assessment.

Students do not need to have taken Digital Art in Grade 7 to take this course.

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.

Dance – Semester Course This course offers basic ballroom and social dance technique, movement qualities and rhythm. There will be an emphasis on sequencing and cooperative work with a partner (lead and follow) and/or as part of a group. Students enrolled in this elective will have two dance shows as the final product of participation in this class; they will perform at an Arts Festival as well as performing for the students in our Lower School.

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 Grade 8 (CEFR A2) – Year Long Course This year-long course is conducted almost entirely in French, building on knowledge previously established in Grade 7, and progresses towards the intermediate level. The primary goal of this course is for students to reach a level of proficiency in which they feel comfortable and confident communicating about a wide variety of topics. At this stage, opportunities arise for higher-level discussions. Students also develop the ability to write longer and more complex texts. Through a communicative approach and age-appropriate activities, students continue to practice the four linguistic skills – listening, speaking, reading and writing – and they learn more about the French culture. Students read a novel in French and they view and analyze a French film. At the end of the year, they have the opportunity to take the Diplôme d’Études en Langue Française, the DELF A2 examination. The DELF is an external exam certifying the level of competence and mastery of the French language. The diploma is granted by the French Ministry of Education, and recognized by the Common European Framework of Reference for Languages.

Units of Study: La mode — Vocabulary (precise description of an outfit, giving an opinion about an outfit) — Grammar (present tense of -ir and -re verbs, comparatives, the imperative)

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Middle School Program of Studies 2020/21

Le temps libre I — Vocabulary (weekend activities, home chores, holiday plans) — Grammar (negative expressions, passé composé with Être and Avoir) Le temps libre II — Vocabulary (reflexive verbs, WWII, at the airport, in the plane, in the metro) — Grammar (present tense and passé composé of reflexive verbs, passé composé with Être and Avoir) — Film project (Monsieur Batignole by Gérard Jugnot) — Reading project (Destination France by Joseph Conroy) — DELF A2 exam practice (all tasks) Les repas — Vocabulary (what’s on the table, a festive meal) — Grammar (partitive articles, direct and indirect pronouns, en and y pronouns, present and passé composé tenses of Savoir, Connaître, Pouvoir, Vouloir, Devoir) — DELF A2 exam practice (all tasks) L’avenir est dans le futur — Vocabulary (environment basic, water, air and domestic pollution) — Grammar (the simple future, sentences with when and if) Spanish Grade 8 (CEFR A2) – Year-Long Course This year-long course is conducted almost entirely in Spanish, building on topics previously covered in Grade 7.

The primary goal of this course is for students to reach a level of proficiency in which they feel comfortable and confident communicating about a wide variety of topics, and to progress towards the intermediate level. At this stage, opportunities arise for more interesting and higherlevel discussions. Students also develop the ability to write longer and more complex texts. Through a communicative approach and age-appropriate activities, students continue to practice the four linguistic skills – listening, speaking, reading and writing – and they learn more about Hispanic cultures. Students read two novels in Spanish, and demonstrate their comprehension in a variety of ways. We watch two films, which provide for discussions and glimpses into cultural aspects of Spanish-speaking cultures. At the end of the year, students have the opportunity to take the Diploma de Español como Lengua Extranjera examination.

The DELE is an external exam, recognized by the Common European Framework of Reference for Languages, certifying the level of competence and mastery of the Spanish language.

Units of Study:

Adiós al verano — Vocabulary (vocab to talk and to describe holidays, means of transportations, weather) — Grammar (revision of regular and irregular verbs in present tense and immediate future tense, introduction to the perfect tense and present continuous)

Aqui vivo yo — Vocabulary (parts of a city, rooms and furniture of a house, vocab to describe neighborhoods and cities, expressing likes and dislikes) — Grammar (comparisons, revision of location adverbs and prepositions, expression with verb “gustar”, advanced indefinite articles, structures to express obligation)

¿Quién y cuándo?

— Vocabulary (biographies, time expressions related to the past, vacations and trips, vocab related to the phases of life) — Grammar (preterite tense: regular and irregular verbs) Reading a novel — Vacaciones en Mallorca A2

En forma — Vocabulary (part of the body, body actions and movements, vocab related to sports and healthy life, advices and recommendations) — Grammar (imperative tense (positive and informal), revision of obligation structures, revision of present; preterite and near future tenses) Film project: — “Campeones” Extra — Reading a comic (Gael y la red de mentiras A2+) and an introduction to the imperfect tense.

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Middle School Program of Studies 2020/21

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, 7 & 8 EAL classes Students assessed at A1–B1 are 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 they follow the curriculum of the English classes. These courses will take the place of the English mainstream course.

World Language Curriculum The goal of the World Language Curriculum is to promote global citizenship. Since globalization, mobility and communication bring the world ever closer together, individuals who have language abilities can thereby provide their own nation or community with an insider’s view into foreign cultures and give insights into other perspectives on international situations and current events. A person competent in other languages can bridge the gap between cultures, contribute to international diplomacy, promote national security and world peace, and successfully engage in international trade.

In the endeavour to help students improve their language development, students are placed – based on their experience and ability – in either a language acquisition track, or a fluent speakers track.

Language Acquisition Track German 6 (A1.1) Note: In order to achieve the A1 level of competence, 80 to 200 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students new to the German language who will acquire the basic foundation of the language. Throughout the year, students are exposed to both receptive skills (listening and reading) and productive skills (speaking and writing). As the year progresses, German is used more frequently in class and students are regularly encouraged to communicate in German. By the end of the year, students are able to share information about themselves and other people. Through various projects and in-class exercises, students have the opportunity to demonstrate their acquired skills.

MS Grade 6, 7 & 8 EAL Plus Class Students in MS Grade 6, 7 & 8 EAL Plus also take Mainstream English 7 & 8 respectively. In some situations, there is maybe a transition phase where students take EAL plus class in addition to mainstream class. 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 a small group and one-to-one basis. As students take two English courses students lose the choice of an elective course per semester.

Units of Study: Unit 0: Hallo!

— Vocabulary (greetings, the German alphabet, numbers, colours, countries, cities) — Grammar (gender of nouns, definite article (der, die, das) basic sentence structure)

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.

Unit 2: Meine Hobbys — Vocabulary (leisure time activities, languages) — Grammar (irregular verbs in present tense, personal pronouns)

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Unit 1: Das bin ich!

— Vocabulary (name and age, place of residence) — Grammar (wo questions)

Unit 3: Papa, Mama + Co — Vocabulary (family members, animals) — Grammar (auxiliary verbs “to be” and “have”, indefinite article (ein, eine), introduction to Accusative case, possessive articles, negation “kein”) Unit 4: Meine Freunde — Vocabulary (characteristics, meeting points ) — Grammar (adjectives, prepositions, verb conjugation regular and irregular present tense) Unit 5: Wir, die Klasse 7b — Vocabulary (school subjects) — Grammar (negation “nicht”, formal and informal form, compound words, possessive pronouns) German 6 (A1.2) Note: In order to achieve the A1 level of competence, 80 to 200 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students with a basic foundation of the German language as they develop and enhance their German skills. Throughout the year, students are exposed to both receptive skills (listening and reading) and productive skills (speaking and writing). By the end of the year, students are able to hold basic conversations in German, ask for directions, and are able to communicate needs in daily life in authentic situations (stores, restaurants, at the doctor’s, etc.). Students read a German easy-reader book and produce an original piece of writing in German. The course is conducted as much as possible in German.

Units of Study (Continuation from A1.1): Unit 6: Schule und Schulsachen — Vocabulary (school items) — Grammar (Imperativ (singular), structure “there is”, declination Nominative and Accusative ) Unit 7: Was isst du gern?

— Vocabulary (international food, suggestions) — Grammar (negation “kein/nicht”, Modalverb mögen, möchten, give recommendations, execute an order in a restaurant) Unit 8: Tagesabläufe — Vocabulary (time, daily routine, talk about plans and report about past events) — Grammar (separable verbs, past tense of “to be” and “have”, temporal clauses) Unit 9: Sport, Sport, Sport — Vocabulary (sports equipment/sports facilities) — Grammar (Modalverbs können, müssen, impersonal

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Form “man kann”, question words wo and wohin, Introduction of Dative prepositions) Unit 10: Meine Klamotten — Vocabulary (clothes, shopping express likes and dislikes) — Grammar (plural forms, verbs in present perfect, past participle) German 6 (A2.1) Note: In order to achieve the A2 level of competence, 200 to 350 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students who have completed the A1 level successfully and places a major emphasis upon extending fundamental language skills. Students work towards understanding language that deals with common topics and can make themselves understood in familiar contexts. They interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Students read more complex texts, write short creative assignments, and hold classroom conversations and presentations in German. Instruction is carried out primarily in German.

Units of Study: Unit 1: Einkäufe und Geschäfte — Vocabulary (shops, doing groceries, content of the fridge) — Grammar (der Aussagesatz, das Prädikat, der Nullartikel, prepositions that require Akkusativ) Unit 2: Hier wohne ich!

— Vocabulary (things in and around the house) — Grammar (auxiliary verbs “to be” and “have”, indefinite article (ein,eine), introduction to Accusative case, possessive articles, negation “kein”) Unit 3: Es ist passiert — Vocabulary (injuries, time) — Grammar (Temporalangabe in the past participe perfect, verbs in the perfect) Unit 4: Krank und gesund — Vocabulary (parts of the body, illnesses) — Grammar (subordinate clause starting with weil declination of the Dativ personal pronouns, Dativ, Questionword: wem) Unit 5: Mein Stadtviertel — Vocabulary (professions, cities) — Grammar (modal verb: dürfen preposition: mit & zu possessivartikel, Nominativ, Akkusativ, Dativ, prepositions: in, an vor, neben & Dativ)

German 6 (A2.2) Note: In order to achieve the A2 level of competence, 200 to 350 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students who have completed the A2.1 successfully. They understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). They can exchange information on familiar and routine matters.

They learn how to describe aspects of their background, environment and matters in areas of immediate need, as well as read a variety of books. Instruction is carried out primarily in German.

Units of Study: Unit 1: Deutschland, Land mit Superlativen — Vocabulary (Sharing information about cities and sites, personalities related vocabularies) — Grammar (Past perfect, Imperfect with to be, comparison of adjectives, subordinate clause with weil) Unit 2: Alles Gute zum Geburtstag!

— Vocabulary (past perfect, imperfect with to be, comparison of adjectives, subordinate clause with weil) — Grammar (date, the verb werden, modal verb sollen, imperatif, the questions word wenn, the preposition für, the personal pronouns, all persons in the Akkusativ, connection word sondern) Unit 3: Wohin in Urlaub — Vocabulary (countries, weather ) — Grammar (the question word wohin and the preposition nach, in, and subordinate clause with dass, the verb wissen, the question word wo and the preposition in and an, Temporalangaben with im) Unit 4: Zukunftspläne — Vocabulary (Professions, places of work) — Grammar (the verb werden, Relativpronomen (Nominativ), subordinate clause with wenn, connection of main clauses with deshalb) Unit 5: Erinnerungen — Vocabulary (music) — Grammar (Imperfect: to be, to have. Imperfect: modal verb, subordinate clause with als, relative pronoun, relative clause) German 7 & 8 (A1.1) Note: In order to achieve the A1 level of competence, 80 to 200 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

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This course is tailored for students new to the German language who will acquire the basic foundation of the language. Throughout the year, students are exposed to both receptive skills (listening and reading) and productive skills (speaking and writing). As the year progresses, German is used more frequently in class and students are regularly encouraged to communicate in German. By the end of the year, students are able to share information about themselves and other people. Through various projects and in-class exercises, students have the opportunity to demonstrate their acquired skills.

Units of Study: Unit 0: Hallo!

— Vocabulary (greetings, the German alphabet, numbers, colours, countries, cities) — Grammar (wo questions) Unit 1: Das bin ich!

— Vocabulary (name and age, place of residence ) — Grammar (verbs in present tense, question words, yes and no questions) Unit 2: Meine Hobbys — Vocabulary (leisure time activities, languages) — Grammar (irregular verbs in present tense, personal pronouns) Unit 3: Papa, Mama + Co. — Vocabulary (family members, animals) — Grammar (auxiliary verbs “to be” and “have”, indefinite article (ein,eine), introduction to Accusative case, possessive articles, negation “kein”) Unit 4: Meine Freunde — Vocabulary (characteristics, meeting points ) — Grammar (adjectives, prepositions, verb conjugation regular and irregular present tense) Unit 5: Wir, die Klasse 7b — Vocabulary (school subjects) — Grammar (negation “nicht”, formal and informal form, compound words, possessive pronouns) German 7 & 8 (A1.2) Note: In order to achieve the A1 level of competence, 80 to 200 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students with a basic foundation of the German language as they develop and enhance their German skills. Throughout the year, students are exposed to both receptive skills (listening and reading) and productive skills (speaking and writing). By the end of the year, students are able to hold basic conversations in

German, ask for directions, and are able to communicate needs in daily life in authentic situations (stores, restaurants, at the doctor’s, etc.). Students read a German easy-reader book and produce an original piece of writing in German. The course is conducted as much as possible in German.

Units of Study (Continuation from A1.1): Unit 6: Schule und Schulsachen — Vocabulary (school items) — Grammar (Imperativ (singular), structure “there is”, declination Nominative and Accusative ) Unit 7: Was isst du gern?

— Vocabulary (international food, suggestions) — Grammar (negation “kein/nicht”, Modalverb mögen, möchten, give recommendations, execute an order in a restaurant) Unit 8: Tagesabläufe — Vocabulary (time, daily routine, talk about plans and report about past events) — Grammar (separable verbs, past tense of “to be” and “have”, temporal clauses) Unit 9: Sport, Sport, Sport — Vocabulary (sports equipment, sports facilities) — Grammar (Modalverbs können, müssen, impersonal Form “man kann”, question words wo, wohin, introduction of Dative prepositions) Unit 10: Meine Klamotten — Vocabulary (clothes, shopping, express likes and dislikes) — Grammar (plural forms, verbs in present perfect, past participle) German 7 & 8 (A2.1) Note: In order to achieve the A2 level of competence, 200 to 350 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students who have completed the A1 level successfully and places a major emphasis upon extending fundamental language skills. Students work towards understanding language that deals with common topics and can make themselves understood in familiar contexts. They interact in a simple way provided the other person talks slowly and clearly and is prepared to help. Students read more complex texts, write short creative assignments, and hold classroom conversations and presentations in German. Instruction is carried out primarily in German.

Units of Study: Unit 1: Einkäufe und Geschäfte — Vocabulary (Shops, doing groceries, content of the

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fridge) — Grammar (der Aussagesatz/Das Prädikat, der Nullartikel, Prepositions that require Akkusativ) Unit 2: Hier wohne ich!

— Vocabulary (things in and around the house) — Grammar (auxiliary verbs “to be” and “have”, indefinite article (ein,eine), introduction to Accusative case, possessive articles, negation “kein”) Unit 3: Es ist passiert — Vocabulary (injuries, time ) — Grammar (Temporalangabe in the past participe perfect, verbs in the perfect) Unit 4: Krank & gesund — Vocabulary (parts of the body, illnesses) — Grammar (subordinate clause starting with weil declination of the Dativ personal pronouns, Dativ, Questionword: wem) Unit 5: Mein Stadtviertel — Vocabulary (professions, cities) — Grammar (modal verb: dürfen preposition: mit & zu possessivartikel, Nominativ, Akkusativ, Dativ, prepositions: in, an, vor, neben und Dativ) German 7 & 8 (A2.2) Note: In order to achieve the A2 level of competence, 200 to 350 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students who have completed the A2.1 successfully. They understand sentences and frequently used expressions related to areas of most immediate relevance (e.g. very basic personal and family information, shopping, local geography, employment). They can exchange information on familiar and routine matters.

They learn how to describe aspects of their background, environment and matters in areas of immediate need, as well as read a variety of books. Instruction is carried out primarily in German.

Units of Study: Unit 1: Deutschland, Land mit Superlativen — Vocabulary (Sharing informations about cities and sites, personalities related vocabularies) — Grammar (Past perfect, Imperfect with to be, comparison of adjectives, subordinate clause with weil) Unit 2: Alles Gute zum Geburtstag!

— Vocabulary (Past perfect, imperfect with to be, comparison of adjectives, subordinate clause with weil) — Grammar (Date, the verb werden, Modalverb sollen, imperatif, the questions word wenn, the preposition

für, the personal pronouns, all persons in the Akkusativ, connection word sondern) Unit 3: Wohin in Urlaub — Vocabulary (Countries, Weather ) — Grammar (The question word wohin and the preposition nach, in, and subordinate clause with dass, the verb wissen, the question word wo and the preposition in and an, Temporalangaben with im) Unit 4: Zukunftspläne — Vocabulary (Professions, places of work) — Grammar (the verb werden, Relativpronomen (Nominativ), subordinate clause with wenn, connection of main clauses with deshalb) Unit 5: Erinnerungen — Vocabulary (music) — Grammar (Imperfect: to be, to have. Imperfect: modal verb, subordinate clause with als, relative pronoun, relative clause) German 7 & 8 (B1.1) Note: In order to achieve the B1 level of competence, 350 to 650 45-minute teaching units are needed, depending on previous knowledge and learning requirements.

This course is tailored for students who have a deeper understanding of the language both in written and spoken German. This course continues to expand the fundamental principles of the German language, reviewing and deepening grammatical structures. Emphasis is placed on listening and speaking exercises as well as the building of extended vocabulary. Students discuss topics of interest and give presentations in class. Students also practice their writing skills, and write more complex stories and short essays.

Students conduct a broad variety of research projects and presentations. Reading of German literature at the appropriate language level is an integral part of this course.

Instruction is carried out in German.

Units of Study: Unit 1: Unvergessliche Ferien (Short stories about real and invented holidays) — Short stories about real and invented holidays — Grammatik revision — Perfect tense, subordinate clauses with wenn, wann, dass, als, weil — Revision of accusative, dative, genitive case Unit 2: Medien und Kommunikation (Magnet B1.1 Unit 21) — Vocabulary: Über neue technische Geräte sprechen und Informationen dazu geben, über soziale Netzwerke und deren Nutzung sprechen, über Lesegewohnheiten

sprechen — Grammar: Der Genitiv, das Fragewort wessen, Nebensätze mit um, zu und damit; — Präpositionen mit Genitiv

— — —

Unit 3: Nachrichtensprecher Editieren und Filmen der eigenen Nachrichtensendung Podcast Nachrichtensprecherin Grammar: um, zu und deshalb

Unit 4: Easy reader “Verfolgung in München” — Vocabulary: über eine Romanhandlung sprechen — Grammar: trennbare Verben, Relativpronomen Unit 5: Gestern – heute – morgen — Persönliche timeline — Zukunftsplaene — Praesidentenrede — Revision perfect/present/future tense — Konjunktiv II Unit 6: Menschen Rund um uns (Magnet B1.1 Unit 25) — Charakteristik, Aussehen, Bekleidung — Grammatik (Adjektivanpassung) German 8 (B1.2) Note: In order to achieve the B1 level of competence, you will need 350 to 650 45-minute teaching units, depending on your previous knowledge and learning requirements.

This course is tailored for students who have a deep understanding of the language both in written and spoken German. This course focuses on more complex tenses, and grammatical structures. Emphasis is placed on listening and speaking exercises as well as the building of extended vocabulary. Students discuss topics of interest and give presentations in class. Students also practice their writing skills, and write more complex stories and short essays.

Students conduct a broad variety of research projects and presentations. Reading of German literature at the appropriate language level is an integral part of this course.

Instruction is carried out in German.

Units of Study: Unit 1: Menschen rund um uns — Vocabulary: Menschen beschreiben, Kleidung benennen, über andere Personen sprechen und Meinungen äussern — Grammar: Deklination der Adjektive: Nominativ das Fragewort welche? und die Frage was für ein/eine …; Deklination der Adjektive: Akkusativ; Adjektive

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Unit 2: Gefühle, Emotionen, Träume — Vocabulary: Über Sorgen und Probleme sprechen, Ratschläge geben; über Träume und Wünsche sprechen; Informationen in einem Text finden

— Grammar: Der Konjunktiv II; Verben mit Präpositionen; Konditionalsätze in der Vergangenheit; Fragen und Verben mit Präpositionen Unit 3: Familienkonflikte — Vocabulary: Über das Verhältnis zu den Eltern sprechen; über Probleme zuhause sprechen — Grammar: Fragen und Verben mit Präpositionen; reflexive Verben; Sätze mit je… desto; o o Verben mit Wechselpräpositionen Unit 4: Typisch Schweiz — Vocabulary: Informationen über eine Sache oder ein Ereignis geben; eine historische Geschichte verstehen; über Unterschiede in der Sprache sprechen (verstehst du einen Schweizer?)

— Grammar: Das Passiv, Relativsätze, Indefinitpronomen

Fluent Speaker Track Fluent Speaker 6 Studies This course is conducted entirely in German and is offered primarily to German-speakers who are at a mother tongue fluency level in all areas (speaking, reading, listening and writing). The Fluent Speaker Standard course focuses on developing enthusiastic readers and writers and encourages students to express their thoughts and opinions by using the German Language in an appropriate way written and orally. Students are expected to show commitment and willingness to work independently. At the beginning of the week, students will get Home-Learning tasks focusing on the areas of vocabulary, grammar, and spelling which they have to do independently within one week. During the German lessons, the German language is not the subject of study but the medium to communicate about literature and language.

Reading literature, both independently and as a class, is an expectation for this course as well. The units are partially aligned with the German and Swiss curricula.

Units of Study: Unit 1: Meine Freunde – Geschichten lesen und weitererzählen — Mutig sein, von Freundschaften erzählen, Mutproben meistern, zu Freundschaftsgeschichten schreiben — spannend und anschaulich erzählen — äussere und innere Handlung — Zeichensetzung der wörtlichen Rede — eine Figurenskizze erstellen — aus der Sicht einer anderen Figur erzählen — Fit in: eine Erzählung (spannend) schreiben Unit 2: Medien vergleichen — Roman von E. Kästner: Emil und die Detektive und dessen Verfilmung

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— ein Lesetagebuch führen — Figuren und Handlung einer spannenden Detektivgeschichte untersuchen — die Sprache des Films verstehen (Einstellungsgrössen, Kameraperspektive, …)

— einen Jugendroman mit der Verfilmung vergleichen

— — — —

Unit 3: In Bewegung – Gegenstände und Wege treffend beschreiben Ober-und Unterbegriffe unterscheiden einen Gegenstand beschreiben z.B. Suchmeldung einen Weg beschreiben Fit in: einen Gegenstand beschreiben

Unit 4: Wind und Wetter – Gedichte untersuchen — Merkmale von Gedichten (sprachliche Bilder, Lyrisches -Ich, Reimformen) — Fit in: ein (Wetter-) Gedicht untersuchen

— — — — — —

Unit 5: Helden und Ungeheuer – Sagen untersuchen und erzählen Merkmale von Sagen erkennen alte Sagen kennen lernen einen Helden beschreiben mündlich und schriftlich nacherzählen ein Hörspiel gestalten Fit in: Gruppenarbeit Hörspielszenen gestalten (mit Hilfen)

Unit 6: Rund um den Computer — Soziale Netzwerke kennen lernen — Sachtexte lesen und verstehen (Fünf- SchrittLesemethode) — Grafiken entschlüsseln — Informationsmöglichkeiten unterschiedlicher Medien nutzen — Informationen ordnen und übersichtlich darstellen — Fit in: einen Sachtext verstehen und zusammenfassen (mit Hilfen) Fluent Speakers 6 Standard This course is conducted entirely in German and is offered primarily to German-speakers who are at a mother tongue fluency level in all areas (speaking, reading, listening and writing). The Fluent Speaker Standard course focuses on developing enthusiastic readers and writers and encourages students to express their thoughts and opinions by using the German Language in an appropriate way written and orally. Students are expected to show commitment and willingness to work independently. At the beginning of the week, students will get Home-Learning tasks focusing on the areas of vocabulary, grammar, and spelling which they have to do independently within one week. During the German lessons, the German language is not the subject

of study but the medium to communicate about literature and language. Reading literature, both independently and as a class, is an expectation for this course as well.

The units are partially aligned with the German and Swiss curricula.

— — — — — — —

Unit 1: Freundschaften- erzählen und gestalten Mutig sein – von Freundschaften erzählen, Mutproben meistern, zu Freundschaftsgeschichten schreiben spannend und anschaulich erzählen äussere und innere Handlung Zeichensetzung der wörtlichen Rede eine Figurenskizze erstellen aus der Sicht einer anderen Figur erzählen Fit in: eine Erzählung (spannend) schreiben

Unit 2: Medien vergleichen — Roman von E. Kästner: Emil und die Detektive und dessen Verfilmung — ein Lesetagebuch führen — Figuren und Handlung einer spannenden Detektivgeschichte untersuchen — die Sprache des Films verstehen (Einstellungsgrössen, Kameraperspektive, …)

— einen Jugendroman mit der Verfilmung vergleichen

— — — — — —

Unit 3: Auf Touren kommen – Gegenstände und Vorgänge beschreiben Ober-und Unterbegriffe unterscheiden einen Gegenstand beschreiben z.B. Suchmeldung einen Vorgang beschreiben Aktiv und Passiv der Verben Personen beschreiben Fit in: einen Gegenstand beschreiben

Unit 4: Wind und Wetter – Gedichte untersuchen — Merkmale von Gedichten (sprachliche Bilder, LyrischesIch, Reimformen) — Fit in: ein (Wetter-) Gedicht untersuchen

— — — — — —

Unit 5: Helden, Zauberinnen, Ungeheuer – Sagen untersuchen und erzählen Merkmale von Sagen alte Sagen kennen lernen Nacherzählen von Sagen eine Textstelle ausgestalten ein Hörspiel gestalten Fit in: Gruppenarbeit Hörspiel

Unit 6: Alte und neue Weltwunder – Informationen auswerten und präsentieren — Weltwunder der Antike und aussergewöhnliche Bauwerke der Gegenwart

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— Sachtexte lesen und verstehen (FünfschrittLesemethode) — Grafiken entschlüsseln — Informationen ordnen und übersichtlich darstellen — einen Kurzvortrag gliedern und halten — Fit in: einen Sachtext untersuchen Fluent Speakers 7 Studies This course is conducted entirely in German and is offered to German speakers with a very strong background in all areas (speaking, reading, listening and writing). It is tailored for students who are multilingual, with German as one of their strongest languages.Students may have attended a bilingual school, or have followed the German language in the German or Swiss school system; they should have a good receptive language knowledge. The students are not expected to be already able to perfectly master the German language in writing and speaking at the beginning of this course. Students of the German Fluent Studies course may have other learning needs that require them to be part of a differentiated program. Students are expected to show commitment and willingness to work independently. At the beginning of the week, students will get Home-Learning tasks focusing on the areas of vocabulary, grammar, and spelling which they have to do independently within one week. During the German lessons, the German language is not only a subject of study but will also be used to communicate about literature and language.

Reading literature, both independently and as a class, is an expectation for this course as well. The units are partially aligned with the German and Swiss curricula.

Units of Study: Unit 1: Mega, krass, fett – Sprachebenen unterscheidenSprache und Sprachgebrauch untersuchen — Grundlegende Sprachvarietäten und ihre Wirkungsabsichten in gesprochenen und geschriebenen Texten unterscheiden — Charakteristische Merkmale grundlegender Sprachvarietäten (Standard-, Umgangs-, Regionalsprache) kennen und deren Funktion/ Verwendung benennen — Bewusstsein für sprachverwandtschaftliche Bezüge zwischen der deutschen Sprache und einer erlernten Fremd-/Zweitsprache erkennen — Merkmale von Sprachvarianten: Standard-, Umgangssprache, Fremdwort unterscheiden und benennen — Fit in: Jugendsprache und Standardsprache unterscheiden können (mit Hilfen)

— — —

— —

— — — —

— — — — — —

Unit 2: ,,Zero schwieg!”- ein Jugendbuch lesen und verstehen Roman von Louis Sachar: Löcher Unbekannte Texte mit Hilfe von Strategien und Techniken zum Leseverstehen Sinn erfassend lesen Gattungen kennen (epische, lyrische und dramatische Texte und ihre literarischen Merkmale, hier: Jugendbuch) Verfahren der Textinterpretation erwerben und anwenden: Charakterisierung von Figuren und Figurenkonstellationen, innere Monologe, Brief- und Tagebucheinträge Zentrale Inhalte von Texten zusammenfassen Fit in: einen Romanauszug ausgestalten (mit Hilfen) Unit 3: Kritik in Balladen - Balladen erkennen, vortragen und umgestalten Wiederholung Gattungswissen: epische, lyrische und dramatische Texte und ihre literarischen Merkmale Verfahren der Textinterpretation erweitern: Verhaltensweisen, Handlungen und Motive in literarischen Texten Gestaltungsmöglichkeiten des Vorlesens und des auswendig gelernten Textes anwenden: Betonung, Variation der Stimmlage Fit in: mit Texten und Medien experimentieren (Parallelund Gegentexte schreiben, Umformungen/Ergänzungen, Texte in andere Medien transformieren z.B. Hörspiel, Rap, Vlog) Unit 4: ,,Haribo macht Kinder froh!” - Werbung unter suchen und gestalten Kontinuierlichen und diskontinuierlichen Texten zielgerichtet Informationen im Hinblick auf ihre Wirkung und Intention entnehmen Merkmale appellativer Texte kennen (Intention) Unterschiedlichen Medien (z. B. Zeitung, Film, Fernsehen, Internet) Informationen entnehmen— Satzzeichen: einfache Kommaregel Medienspezifische Formen kennen und beschreiben (Aufbau von Werbetexten in Zeitschriften, Zeitungen und Film, ggf. Internetseiten) Differenzierte filmische Gestaltungsmittel kennen (Kamerabewegung, Schnitttechnik, Montage) Fit in: einen Werbespot drehen

Unit 5: Licht aus, Sterne an! - Berichten und informieren — Verschiedene Formen mündlicher Darstellung kennen und anwenden (erzählen, berichten) — Schriftlich über Ereignisse, Wege, Orte, Personen berichten — Journalistische Textsorten Bericht, Reportage und Interview in ihre Wirkung und Intention beschreiben und unterscheiden

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— Geeignete Verfahren bei der Stoffsammlung und Gliederung verwenden z.B. Mind- Map — Informationen aus unterschiedlichen Medien (Quellen) vergleichen, erfassen und verarbeiten (vergleichendes Lesen, Markieren, Zusammenfassen, Auswerten von Diagrammen, Statistiken und Grafiken) — Fit in: Einen Informationstext (schriftlich) verfassen (mit Hilfen) Fluent Speakers 7 Standard This course is conducted entirely in German and is offered primarily to German speakers who are at a mother tongue fluency level in all areas (speaking, reading, listening and writing). It is tailored for students whose native language is German.

The Fluent Speaker Standard course focuses on developing enthusiastic readers and writers. Emphasis is placed on studying different writing processes and giving oral presentations. Students work to increase their vocabulary and their understanding of correct grammatical usage, spelling and mechanics. Reading literature, both independently and as a class, is an expectation for this course. The course follows the curricula in Germany and Switzerland.

Units of Study: Unit 1 — Typisch Schweiz, typisch Schweizer (Stereotypen) — Lesen von “laendertypischen“ Kurzgeschichten, Verfassen von Kurzgeschichten, die auf den Stereotypen basieren — Grammatik, Adjektive, Komparativ Unit 2 — Meine groesste Herausforderung in Verbier (Reisebeschreibung ) — Gestalten eines Berichtes (Intro,duction, main part, conclusion) — Vokabular: Wortfelder “gehen, machen, etc.” Gebrauch von Adjektiven, um ein Thema hervorzuheben — Grammatik: Einhalten von Zeitformen (Praeteritum) Unit 3 — Rechtschreibung — Regeln für die Rechtschreibung Grammatik — Erkennen von Pronomen und Konjunktionen das/dass — Individuelle Rechtschreibuebungen entsprechend der Fehleranalyse aus der vorangehenden Einheit — Capitalization rules — Nominalisierung von Verben — Nominalisierung von Adjektiven — Partizipien als Nomen gebraucht

Fluent Speaker 8 Studies This course is conducted entirely in German and is offered to German speakers with a very strong background in all areas (speaking, reading, listening and writing). It is tailored for students who are multilingual, with German as one of their strongest languages. Students may have attended a bilingual school, or have followed the German language in the German or Swiss school system; they should have a good receptive language knowledge. The students are not expected to be already able to perfectly master the German language in writing and speaking at the beginning of this course. Students of the German Fluent Studies course may have other learning needs that require them to be part of a differentiated program. Students are expected to show commitment and willingness to work independently. At the beginning of the week, students will get Home-Learning tasks focusing on the areas of vocabulary, grammar, and spelling which they have to do independently within one week. During the German lessons, the German language is not only a subject of study but will also be used to communicate about literature and language.

Reading literature, both independently and as a class, is an expectation for this course as well. The units are partially aligned with the German and Swiss curricula.

Unit 6: Die Zeitung — Vocabulary: Journalistische Textformen — Grammar: Aktiv und Passiv Fluent Speakers 8 Standard This course is tailored for students whose native language is German and is covering the German and Swiss state curricula. It is preparing students for their transition to the upper school Fluent Speaker courses and strives to introduce students to the role of language and literature in public life. The emphasis of the speaking skills and essay writing sections focuses on report, literary comment and debate.

Students work with novels, newspaper articles and poems in different ways, both receptive and creative. The course includes pragmatic, orthographic and grammatical aspects in the reflection on language sections including further practice of spelling skills, tenses and punctuation.

Units of Study: Unit 1: Helden und Vorbilder — Vocabulary: nach eigenen Notizen referieren und den Vortrag durch Mittel der Moderationstechnik unterstützen, über Sachverhalte zuhörergerecht informieren — Grammar: Konjunktiv I, Konjunktiv II und Modalverben

Units of Study: Unit 1: Helden und Vorbilder — Vocabulary: nach eigenen Notizen referieren und den Vortrag durch Mittel der Moderationstechnik unterstützen, über Sachverhalte zuhörergerecht informieren — Grammar: Konjunktiv I, Konjunktiv II und Modalverben

Unit 2: Digitale Medien nutzen – Standpunkte vertreten — Vocabulary: sich auf die Gesprächsbeiträge anderer beziehen, Argumente gewichten — Grammar: Nebensätze unterscheiden, Partizipal- und Infinitivsätze

Unit 2: Vorsicht, Bildschirm — Vocabulary: sich auf die Gesprächsbeiträge anderer beziehen, Argumente gewichten — Grammar: Nebensätze unterscheiden, Partizipal- und Infinitivsätze

Unit 3: Zukunftsvisionen – Lebensentwürfe beschreiben — Vocabulary: verständlich, differenziert, und addressatenbezogen beschreiben — Grammar: Relativsätze

Unit 3: Meine Zukunft — Vocabulary: verständlich, differenziert, und addressatenbezogen beschreiben — Grammar: Relativsätze

Unit 4: Mit allen Sinnen – Schildern, Eine Novelle kennen lernen und verstehen — Vocabulary: ausdrucksstarke Adjektive — Grammar: Aktiv und Passiv

Unit 4: Ich rede, wie ich will — Vocabulary: Formen der Verbreflexion kennen und korrekt bilden — Grammar: dass und das

Unit 5: In der Grossstadt – Songs und Gedichte — Vocabulary: Gedichte und Songs sinngestaltend vortragen, verbale Gestaltungsmöglichkeiten einsetzen — Grammar: Partizipal-und Infinitivsätze

Unit 5: Buntes Treiben in der Stadt — Vocabulary: Gedichte und Songs sinngestaltend vortragen, verbale Gestaltungsmöglichkeiten einsetzen — Grammar: Irreale Konditionalgefüge vergleichen

Unit 6: Roadmovie-Jugendroman und Film vergleichen — Vocabulary: Filmsprache, Vokabular Kameratechniken — Grammar: Irreale Konditionalgefüge vergleichen

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Middle School Program of Studies 2020/21

Learning Support and Counseling

Inclusion ZIS welcomes and celebrates diversity among our student population for the mutual benefit of all. We support an inclusive model of education that serves a managed number of students representing a full range of learning profiles including mild, moderate and intensive needs. The goal of our inclusive model is to provide high quality and challenging learning experiences purposefully meeting the needs of all learners. The whole community shares common rights and responsibilities, working collaboratively towards fulfilling the ZIS Mission, Learning Principles, and Character Standards.

ZIS Multi-Level Support Structure (MLSS)

Level 3

Level 2

Level 1

Level 3 Students formally enrolled in support services, including learning and/or language/counseling support – total around 15% of school population — Intensive: 1% / Moderate: 2–3% / Mild: 11–13% Movement from Level 2 to Level 3 happens after full neuropsychological evaluation Level 2 Short-term intervention e.g. counseling, literacy, maths, language — Variety of service providers / Maximum 2 sets of 8 weeks typically Level 1 Proactive for all students by design e.g. curricular, student life, learning principles, advisory, differentiated instruction — Shared responsibility by all stakeholders

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Middle School Program of Studies 2020/21

The ZIS Student Support program provides support for students who can successfully learn in our school environment. Students are expected to meet curricular objectives, although these may be modified and tailored to suit the student’s specific needs and abilities. Student Support may include in-class support, individual or small group instruction, monitoring of students in the mainstream, and support for teachers in terms of differentiated instruction. Thus, emphasis is placed on a whole school approach, whereby teachers implement individualized strategies to help all students learn successfully. The nature and scope of such differentiated instruction varies with the age, diagnosis, linguistic background and abilities of the students. See the Inclusion at ZIS document linked from the Community Portal in the School Service/Links section. for more information.

ZIS tuition fees do not include charges or fees for any of the following which may be recommended or required by the school: more extensive diagnostic assessments, speech, language or occupational therapy.

Learning support may be taken as a class three times a week in place of an elective, based on the criteria outlined in this document (link to entry/exit criteria doc). 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 Individualized Education Plan (IEP) goals and objectives and will receive extra practice and skills development with their core academic courses. Students will develop study and organization skills. Additionally, students will learn strategies enhancing their ability as a learner, writer, and reader. Students will work to develop advocacy skills to communicate, convey, negotiate educational needs.

Intensive Learning Provision This provision is for students with intensive needs who have a diagnosed cognitive or developmental disability, medical need that requires modified and individualized curricular expectations, and functional skills development. Typically students have a mild to moderate learning disability that will require specialized instruction in functional academics, life skills, adaptive behavior skills, social skills and emotional support. Students have an increased staff/student ratio and are in co-taught classes, small groups or have individual teaching for most of their school day. Students have a modified programme offering the appropriate maximum level of inclusion in regular classes.

ZIS tuition fees do not include charges or fees for any of the following which may be recommended or required by the school: more extensive diagnostic assessments, speech, language or occupational therapy.