20162017 Course Descriptions - Seoul Foreign · PDF file20162017 Course Descriptions ... (Individuals & Societies, Language ... teachers and students to enhance projectbased

20162017 Course Descriptions

(Please note, this is a live document, with small changes such as course titles and minor changes to descriptions still possible for 201617.)

Content

Seoul Foreign Middle School Course Descriptions 201617

Contents: SFMS...a great place to explore! TECHNOLOGY at SFMS

SFMS Grade 6 Courses Humanities 6 (Individuals & Societies, Language & Literature)

Integrated Mathematics 6

Integrated Science 6

Advisory 6

Design 6

Physical & Health Education 6

Perspectives 6

Music 6

World Languages 6



Integrated Mathematics 7

Advisory 7

Design 7


Perspectives 7

Music 7

World Languages 7


Integrated Math 8


Advisory 8

Design 8


Perspectives 8

Music 8

World Languages 8

Seoul Foreign Middle School Course Descriptions 201617 2

Content

...a great place to explore!

The Middle School years are the pivotal years of young adolescence. SFMS strives to meet the unique needs of this age group by offering a challenging and relevant curriculum, rich in experiences that develop the intellectual, social, emotional, physical, and spiritual wellbeing of all students. We subscribe to a philosophy that embraces the whole child and provides a culture of compassionate support during this important time of transition from childhood into adulthood. To this end, Seoul Foreign Middle School is in the process of adopting the International Baccalaureate (IB) Middle Years Programme. Students at SFMS not only learn essential academic knowledge within a global context, but they also learn the lifelong skills of communication, social, selfmanagement, research & thinking skills. Our priority is guiding students to make authentic connections between what they experience in the classroom to reallife contexts in order to be principled global citizens. In 20162017, the MYP will be implemented in Grades 6 & 7. In subsequent years, the programme will extend to Grades 8, 9, & 10. SFMS offers all MYP required subjects including: Language & Literature, Math, Individuals & Societies, Science, Language Acquisition, Drama, Visual Art, Physical & Health Education, & Design. In addition, SFMS offers performance based music courses and Christian Studies at all three grade levels.


Content

TECHNOLOGY at SFMS Students at SFMS are expected to have a laptop of their own for use in school and at home. Technology instruction is fully integrated into student coursework in other subjects. A Digital Literacy Coach works with teachers and students to enhance projectbased learning across subject areas. Students learn to research, communicate and share information using multimedia and productivity software, interactive online tools, and other technologies such as digital video cameras. The value of their new technology skills are realized and enhanced within the context of the students’ other subjects.

SFMS Grade 6 Courses

Humanities 6 Individuals & Societies and Language & Literature are taught in a block and where possible are integrated into meaningful units.

Individuals and Societies Individuals and Societies courses are designed to help learners gain an understanding of the world by equipping them with the necessary knowledge and skills to inquire into historical, geographical, social, economic, religious, technological and cultural factors that impact individuals, societies and environments. This is achieved by exploring both local and global contexts as well as historical case studies. The aims of MYP Individuals and Societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the wellbeing of human communities and the natural environment act as responsible citizens of local and global communities develop inquiry skills that lead towards conceptual understandings of the relationships between

individuals, societies and the environments in which they live. The following units of study will be taught in Individuals and Societies 6:

Unit Title Description

Systems & Structures Religious belief structures impact political and social systems.

Innovation & Technology Civilizations change and develop through innovation of ideas and technology.

Resource Availability & Distribution

Distribution of finite resources impacts global interactions


Content

Language and Literature English The purpose of Language and Literature is to help students develop an appreciation of the importance of the written and spoken word. The course aims to help students develop a range of language skills and use them for a variety of purposes and contexts. In order to achieve this development, students engage with and analyze a variety of literary and media types with the goal of constructing critical, creative and personal approaches to language and literature. The aims of MYP language and literature are to encourage and enable students to:

use language as a vehicle for thought, creativity, reflection, learning, selfexpression, analysis and social interaction

develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a variety of contexts

develop critical, creative and personal approaches to studying and analysing literary and nonliterary texts

engage with text from different historical periods and a variety of cultures explore and analyse aspects of personal, host and other cultures through literary and nonliterary

texts explore language through a variety of media and modes develop a lifelong interest in reading apply linguistic and literary concepts and skills in a variety of authentic contexts.

The following units of study will be taught in Language and Literature 6:


Creative Expression People express their feelings, ideas, and beliefs through the creative process.

Authors & Identities The literature of a community reflects that group’s cultural beliefs and ideologies.

Integrated Mathematics 6 Integrated Mathematics 6 focuses on students’ development of conceptual understanding as well confidence, perseverance, and independence in mathematical thinking and problemsolving in a variety of contexts. Students are guided to reflect critically and communicate clearly about realworld situations and the impact of mathematics in understanding these. The aims of MYP mathematics are to encourage and enable students to:

enjoy mathematics, develop curiosity and begin to appreciate its elegance and power develop an understanding of the principles and nature of mathematics communicate clearly and confidently in a variety of contexts develop logical, critical and creative thinking develop confidence, perseverance, and independence in mathematical thinking and problemsolving develop powers of generalization and abstraction apply and transfer skills to a wide range of reallife situations, other areas of knowledge and future

developments appreciate how developments in technology and mathematics have influenced each other


Content

appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics

appreciate the international dimension in mathematics through an awareness of the universality of mathematics and its multicultural and historical perspectives

appreciate the contribution of mathematics to other areas of knowledge develop the knowledge, skills and attitudes necessary to pursue further studies in mathematics develop the ability to reflect critically upon their own work and the work of others.

The following units of study will be taught in Integrated Mathematics 6:


Comparing Quantities Ratios, unit rates and percentages.

Arithmetic Operations Multiplication and division to use all four operations with whole numbers, fractions and decimals.

Rational Numbers The number line positive & negative directions; opposites of whole numbers.

Expressions & Equations Variables to represent number values in writing and solving algebraic expressions and equations.

Geometry Surface area and volume by composing and decomposing two dimensional shapes.

Statistics Statistical reasoning to explore questions and data analysis.

Integrated Science 6 With inquiry at the core, the Sciences develops students who understand and appreciate science as a human endeavor with benefits and limitations. The Science subject aims to guide students to independently and collaboratively develop skills of scientific inquiry, sensitivity to global environments, and their capacity for making reflective, informed choices. Students should learn to appreciate and respect the ideas of others, gain good ethicalreasoning skills and further develop their sense of responsibility as members of local and global communities. In Middle School, students study the strands of Physical Science, Life Science and Earth & Space Science as one integrated subject. These strands are based on the US Next Generation Science Standards. The aims of MYP sciences are to encourage and enable students to:

understand and appreciate science and its implications consider science as a human endeavour with benefits and limitations cultivate analytical, inquiring and flexible minds that pose questions, solve problems, construct

explanations and judge arguments develop skills to design and perform investigations, evaluate evidence and reach conclusions build an awareness of the need to effectively collaborate and communicate apply language skills and knowledge in a variety of reallife contexts develop sensitivity towards the living and nonliving environments reflect on learning experiences and make informed choices.


Content

The following units of study will be taught in Integrated Science 6:

Unit Title Science Strands

From Molecules to Organisms Life Science

Earth & Human Activity Earth Science

Energy Physical Science

Advisory 6 Advisory groups are an integral part of Middle School life. Students in the Middle School are placed in grade level advisory groups that meet for a full period once per cycle as well as for 15 minutes at the end of each school day. Advisory groups are purposely smaller groups of about 14 students so that teachers can provide a level of individual care and guidance to students. In advisory students will explore relevant and challenging topics through discussions and activities facilitated by their advisors. Topics and activities are chosen by the advisory teachers for current relevance with the aim of developing healthy selfesteem as well as health relationships between peers, teachers, school, family, and community. Advisory time also provides grade level teams with opportunities to communicate and work on planning special grade level activities. These include regular grade level gatherings that focus on our Christlike attitudes and team building. The advisory grade given to each students is a citizenship grade, based on a student’s participation, preparedness, and attitude in this class.

Design 6 Design aims to develop students ability to design and create solutions to problems using the MYP design cycle. With a focus on research, planning, creating, and evaluating, students gain the necessary skills for addressing complex problems. In addition, students learn to use and apply technology effectively to support the design process as well as develop an appreciation of design innovations and their impact. The aims of MYP design are to encourage and enable students to:

enjoy the design process, develop an appreciation of its elegance and power develop knowledge, understanding and skills from different disciplines to design and create

solutions to problems using the design cycle use and apply technology effectively as a means to access, process and communicate information,

model and create solutions, and to solve problems develop an appreciation of the impact of design innovations for life, global society and environments appreciate past, present and emerging design within cultural, political, social, historical and

environmental contexts develop respect for others’ viewpoints and appreciate alternative solutions to problems act with integrity and honesty, and take responsibility for their own actions developing effective

working practices.


Content

The following units of study will be taught in Design 6: (Note: Teachers include unit titles covered. Where content of the title isn’t obvious add statement of inquiry if available or a comment)


Cultural Photography The innovation of digital photography is a form of communication used to visually express ourselves and our culture.

Current Event Podcasting Podcasts are a form of communication that allows us to creatively express an informed response to current events

Physical & Health Education 6 Physical and Health Education 6 focuses on both learning about and learning through physical activity. In this course, students will learn to understand and appreciate the value of being physically active and how to make healthy life choices. This course fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. The aims of MYP physical and health education are to encourage and enable students to:

use inquiry to explore physical and health education concepts participate effectively in a variety of contexts understand the value of physical activity achieve and maintain a healthy lifestyle collaborate and communicate effectively build positive relationships and demonstrate social responsibility reflect on their learning experiences.

NOTE: The required SFMS PE uniform is available for purchase from the SFS Spirit shop.

The following units of study will be taught in Physical and Health Education 6:

Unit Title Descriptions

Invasion Games Ball familiarity, control, passing, shooting, dribbling, moving into space, Defending and attacking, support play, game situations, training methods Project

Striking and fielding games Present, participate in a variety of leisure activities. Students choose a leisure activity and explain and analyse its benefits in developing social and physical fitness.

Net games Racket grip, Ready position, Service, Overhead clear, Drop shot, Rules: singles court lines, scoring and service rules. Serving, bumping, setting, hitting?

Swimming & Swimming

Games

Swim Skills (Swim America) Water polo, volleyball, swimming games, making games, creative races. Life saving. use of technology to analyse and adapt stroke techniques

Health Related Fitness Health, Fitness, Exercise, Healthy bodies body image/ type; Lifestyle, physical, mental and social health, Cardiovascular Muscular fitness

Creative Movement Dance movements (traveling, gestures, steps), Martial arts skills, punches, kicks, strikes, blocks, stances, kata. Putting a sequence together.


Content

Perspectives 6 All Grade 6 students take Art (visuals arts), Drama, and Christian Studies for one trimester each. The courses will not necessarily be taken in the following order:

Visual Art

In Visual Art 6, students are introduced to the art of seeing by studying the basic elements of art and design (color, line, texture, form, space, value, and shape). This is accomplished through drawing, painting and other two and threedimensional processes. In addition, students are exposed to art history through various activities. The aims of MYP visual arts are to encourage and enable students to:

create and present art develop skills specific to the discipline engage in a process of creative exploration and (self)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.

Drama In Drama 6, through a variety of vocal, physical, acting, design and reflective activities, students will develop their understanding of the elements of drama and will gain confidence and skills as young performers in an ensemble. The Drama program in the Middle School is designed to build upon itself throughout Grades 6, 7 & 8 as each year’s course embraces a theme of discover, explore, design or create. Students are expected to attend as much live theatre at school as is age appropriate to deepen their knowledge and understanding. The aims of MYP performing arts are to encourage and enable students to:

create and present art develop skills specific to the discipline engage in a process of creative exploration and (self)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world

The following units of study will be taught in Drama 6:

Unit Title Fables and Fairytales Unplugged

Description

Interpreting a fairytale or fable to communicate the moral for a modern audience


Content

Christian Studies: Old Testament Overview

Students in Grade 6 begin by learning an overview of the Bible that centers on the nature of God and Man’s

relationship and the meaning of redemption. Class lessons then focus on the studies of Abraham, the

beginning of the nation of Israel, and Moses. Students complete the course with a group project

highlighting Old Testament characters and events, identifying their placement in Israel’s overall history.

Music All 6th grade students participate in instrumental and/or choral music lessons for the full year. There are

two levels of band on offer and one level of strings. Choir is also offered. Placement in band will depend on

prior experience and/or teacher recommendation. Placement in strings requires two years of previous

experience (typically private lessons) with the chosen instrument. All students will perform instrumental

selections and/or choir selections in two concerts during their 6 th grade year.

Middle School Choir

This class is open to all Middle School grade students. Singers will develop their musical potential and

artistic expression through singing in a choral ensemble. Study includes the care and cultivation of a

beautiful tone, the ability to read music, the building of technical skills, vocal independence, team spirit, and

responsible rehearsal habits. Many different songs will be studied that will allow students to experience a

diverse list of repertoire from a variety of musical genres. Students perform in two concerts each year and

learn the importance of artistic expression through performance. After experiencing MS Choir, students will

be ready to enter any of the five high school choirs.

Band Beginner Level

This option is open to any student that is interested in learning to play a band instrument including oboe,

bassoon, flute, clarinet, alto sax, tenor sax, French horn, trumpet, trombone, baritone, tuba, or percussion.

No previous music experience is needed. During the course students will learn to read music, produce a

quality instrument tone, play musically, and listen for balance, blend, and intonation.

Band Intermediate Level

This level of band is appropriate for woodwind, brass, or percussion students with at least one year of

experience. At this level, students will continue to develop technical skills on their instrument as well as

improve their musical and ensemble skills. As a member of a performing ensemble, students will play

Grade 1 or higher band literature and complete Essential Elements 2000 Book 2 .

Strings

This instrumental option is for strings players who have 2 or more years of experience and take private

lessons on their instrument. The majority of class time is spent in a rehearsal format. Students must have a

high level of interest in music and be energetic and personally motivated. Students are expected to work

independently; practicing at home as well as collectively in a group.

Bach to Rock

Bach to Rock is a project based general music class and is open to students in all grades and years.

Students will explore musical styles like film music, blues, learn piano keyboard skills, learn drumming and

classroom percussion. Students will compose and perform their compositions and will learn to listen to

music with a new appreciation.


Content

World Languages 6 All Grade 6 students will take a World Language course either through a Language Acquisition path

(Korean, Chinese, French, Spanish) or Language & Literature path (Korean only Heritage). The Language

& Literature path is only offered for Korean. These language choices apply for all students with the

exception of those still learning academic English. World Languages both Language Acquisition and

Language & Literature in the middle school are threeyear programs. Parents and students need to

carefully select a language, understanding that the student will take that language for all three years of

middle school (Grades 68). Students who arrive at SFS in the middle of the school year may not have

access to all of the languages offered, due to language proficiency restrictions and other considerations.

Placement in a World Language is based on the approval of the principal, the counselor, and the

recommendation of the language teachers, based on placement tests.

Language Acquisition Korean, Spanish, French, Chinese Language Acquisition courses are designed for students who are developing proficiency in an additional

language. In SFMS students choose either Korean, Spanish, Chinese or French. In this subject, students

focus on: speaking, writing, reading, and listening suited to their level of proficiency. Learners are placed on

a continuum of proficiency (from Novice Intermediate). Proficiency levels which span more than a single

year are characterised as follows:

Novice: Ability to use basic vocabulary and phrases to convey simple messages.

Intermediate: Ability to use more complex vocabulary and string sentences together using

connectors and time forms to construct and interpret paragraphs to communicate and understand

detailed messages.

The aims of the teaching and learning of MYP language acquisition are to:

gain proficiency in an additional language while supporting maintenance of their mother tongue and

cultural heritage

develop a respect for, and understanding of, diverse linguistic and cultural heritages

develop the student’s communication skills necessary for further language learning, and for study,

work and leisure in a range of authentic contexts and for a variety of audiences and purposes

enable the student to develop multiliteracy skills through the use of a range of learning tools, such

as multimedia, in the various modes of communication

enable the student to develop an appreciation of a variety of literary and nonliterary texts and to

develop critical and creative techniques for comprehension and construction of meaning

enable the student to recognize and use language as a vehicle of thought, reflection,

selfexpression and learning in other subjects, and as a tool for enhancing literacy

enable the student to understand the nature of language and the process of language learning,

which comprises the integration of linguistic, cultural and social components

offer insight into the cultural characteristics of the communities where the language is spoken

encourage an awareness and understanding of the perspectives of people from own and other

cultures, leading to involvement and action in own and other communities

foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.

The following units of study will be taught in World Languages Language Acquisition 6:

NOTE: As the World Languages Languages Acquisition course has been revised to meet the move

to language everyday and the PYP, MYP requirements, adjustments to the unit overviews may occur

during the year to meet student needs.


Content

KOREAN

Novice Novice/ Intermediate Intermediate

Please Save My Eggs: Structures: Past tense Fell down, caught, action verbs (save, fall down & catch); Vocabulary : The names of animals,etc

Me and My family : StructuresVocabulary Family members, age, birthday, nationality, character, etc

Me myself and I : Structures Present/Past tense forms to express identity Adjective agreement ; Vocabulary: Leisure activities Expressing likes and dislikes, etc.

I have a headache: Structures; What is your name? What is wrong with you? Where do you hurt?

I have a headache etc,. Vocabulary: Body parts ,medicine, mask, nurse, Dr. , hospital,ambulance,etc.

My School : Structures verbs in the present tense ; Vocabulary related to the classroom and school, location , etc

How and where do we learn?Structures Formation of basic sentences: Vocabulary School subjects and class objects technology, etc.

My name is ‘Blue. Structures: My name is ~;I am 6 years old;I like ; name, like, pure Korean Vocabulary: numbers(1~10), etc

Sports : Structures Vocabulary sports

place, sports players frequency, weather days of the week seasons,etc

My buddy and me : Structures /

Vocabulary : Greetings number, animal , feelings character, age, friendship

On the Map: Structures, Vocabulary Country, food landmarks , feelings, etc.

Entertain me : Structures / Vocabulary Words relating to music, movie, sports, time words, counting units, etc.

CHINESE


Who am I My home, Me, myself and I

The four friends My school Making a better future

The respectful me My city & neighbourhood Being a TCK

Playing hospital Growing things Project runway

How do I look? What makes us different

Attack of the Zodiacs Four Seasons

SPANISH

Novice: Novice/ Intermediate: Intermediate:

Me, Myself, and I :

Vocabulary / Structures:

family vocabulary,

personal interests,

adjectives, present tense

Come together :


family vocabulary,

personal interests,

adjectives, present tense,

future tense

Love Power: Vocabulary

/ Structures: family

vocabulary, personal

interests, adjectives,

present, future and past

tenses


Content

A,B,C : Vocabulary /

Structures: school

supplies, school subjects,

daily routine vocabulary

Put it on paper :


school supplies, school

subjects, daily routine

vocabulary

I believe the children

are our future :


Future jobs and

occupations,City terms,

future and travel plans

Time to fly : Vocabulary /

Structures: describing

others, weather

vocabulary, countries and

nationalities

All around the world:

Vocabulary / Structures

: describing others,

weather vocabulary,

countries and

nationalities, places

around town

If this world were mine:



childhood activities,

indigenous groups

FRENCH

Novice: Novice/ Intermediate: Intermediate:

Me, Myself, and I :


family vocabulary,

personal interests,


Come together:


family vocabulary,

personal interests,


future tense

Love Power:


: family vocabulary,

personal interests,

adjectives, present, future

and past tenses

A,B,C: Vocabulary /

Structures : school



Put it on paper:




vocabulary

School’s out for

summer: Vocabulary /

Structures: school


daily routine vocabulary,

travel plans

We are the world:



weather vocabulary,

countries and nationalities

All around the world:



weather vocabulary,

countries and


around town




weather vocabulary,

countries and


around town, future plans

Language & Literature Korean Language & Literature courses are designed for students who are developing proficiency in their

mothertongue (Heritage) language leading to the possibility of receiving a bilingual Diploma. At SFS, our

aim in teaching Korean Language and Literature is to equip students with linguistic, analytical and

communicative skills. Through their studies, students are encouraged to observe and explore the ideas and

emotions, the power and persuasiveness that language and literature can express and evoke. The six skills

specifically covered in this course are listening, reading, speaking, writing, viewing and presenting to a

variety of audiences. Their study is designed to increase students’ ability to demonstrate accomplished

modes of communication while using language creatively and reflectively. Through it students grow to

appreciate that what we learn does not exist in isolation but has connections to subjects, issues and

communities, both personal and global.


Content

There is also a strong literary component to the Language and Literature syllabus. To encourage a lifelong interest in reading and thinking critically, students study a variety of texts (both print and nonprint) across many genres. All texts are regularly reviewed within the department for ongoing appropriateness. Key and related concepts provide the focus of study while the texts, differentiated for interest, proficiency and variety, provide the catalyst for creativity and debate. The aims of MYP language and literature are to encourage and enable students to:






The following units of study will be taught in Language & Literature Korean 6:

NOTE: As the World Languages course has been revised to meet the move to language everyday

and the PYP, MYP requirements, adjustments to the unit overviews may occur during the year to

meet student needs.

Unit Titles Description

Creative Expression (personification stories)

A variety of literary devices are employed to tell a story effectively.

Food and culture Food is an integral part of culture.

Equal Opportunities Physical handicaps can transform human life.

Folktales and Myths Folktales and myths reveal human nature.

Personal Histories A person’s life can be shaped by historical events.


Content


Humanities 7

The subject matter and skills traditionally taught in the separate subjects of language arts and social studies

are integrated into thematic units taught over the course of the year.

Individuals and Societies Individuals and Societies courses are designed to help learners gain an understanding of the world by

equipping them with the necessary knowledge and skills to inquire into historical, geographical, social,

economic, religious, technological and cultural factors that impact individuals, societies and environments.

This is achieved by exploring both local and global contexts as well as historical case studies.

The aims of MYP Individuals and Societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity

understand the interactions and interdependence of individuals, societies and the environment

understand how both environmental and human systems operate and evolve

identify and develop concern for the wellbeing of human communities and the natural environment

act as responsible citizens of local and global communities

develop inquiry skills that lead towards conceptual understandings of the relationships between

individuals, societies and the environments in which they live.

The following units of study will be taught in Individuals and Societies 7:


Time, Place, and Space A look in Our Cultures and Identities

Orientation of time and place influences people’s culture and

identity.

Social Systems & Poverty Case Study: India

Significant events of the past connect to our present and

will continue to affect our future.

Traditionalism to Modernism Due to different perspectives, the process of change from


Content

Case Study: China traditional to modern practices causes various challenges.

Global Interactions and Systems Case Studies: Japan and Korea

Global interactions between nations give people opportunities to express themselves through their culture.









Short Stories / Narratives Writers communicate their stories through an awareness of structure and selfexpression from personal and global perspectives .

Social Systems & Poverty (Integrated Unit w/ I&S) Case Study: India

Significant events of the past connect to our present and will continue to affect our future.

Traditionalism to Modernism (Integrated Unit with I&S) Case Study: China

Due to different perspectives, the process of change from traditional to modern practices causes various challenges.

Perspective Argumentative Writing: Social Issues

Seeking and considering diverse opinions and points of view is an important part of creating and supporting valid arguments.

Integrated Science 7 With inquiry at the core, the Sciences develops students who understand and appreciate science as a human endeavor with benefits and limitations. The Science subject aims to guide students to independently


Content

and collaboratively develop skills of scientific inquiry, sensitivity to global environments, and their capacity for making reflective, informed choices. Students should learn to appreciate and respect the ideas of others, gain good ethicalreasoning skills and further develop their sense of responsibility as members of local and global communities. In Middle School, students study the strands of Physical Science, Life Science and Earth & Space Science as one integrated subject. These strands are based on the US Next Generation Science Standards. The aims of MYP sciences are to encourage and enable students to:



The following units of study will be taught in Gr. 7 Science:

Unit Titles Science Strands

Motion & Stability: Forces and Interactions

Physics

Matter & Its Interactions Chemistry

Ecosystems: Interactions, Energy, Dynamics

Life Science

Earth’s Place in the Universe Earth Science



developments appreciate how developments in technology and mathematics have influenced each other appreciate the moral, social and ethical implications arising from the work of mathematicians and

the applications of mathematics


Content




Unit Titles

The Number System

Expressions and Equations

Ratios and Proportions

Geometry

Statistics and Probability






environmental contexts develop respect for others’ viewpoints and appreciate alternative solutions to problems


Content

act with integrity and honesty, and take responsibility for their own actions developing effective working practices.

The following units of study will be taught in Design 7:



Current Event Podcasting Podcasts are a form of communication that allows us to creatively express an informed response to current events


Physical and Health Education 7 focuses on both learning about and learning through physical activity. In this course, students will learn to understand and appreciate the value of being physically active and how to make healthy life choices. This course fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. The aims of MYP physical and health education are to encourage and enable students to:

use inquiry to explore physical and health education concepts

participate effectively in a variety of contexts

understand the value of physical activity

achieve and maintain a healthy lifestyle

collaborate and communicate effectively

build positive relationships and demonstrate social responsibility

reflect on their learning experiences.

NOTE: The required SFMS PE uniform is available for purchase from the SFS Spirit shop. The following units of study will be taught in Physical and Health Education 7:


Invasion Games Ball handling, dribbling, shooting, passing, cradling, scooping, catching

Net Games Racket grip, ready position, service, overhead clear, drop shot, rules: singles court lines, scoring and service rules. Serving, bumping, setting, hitting

Swimming & Water Sport Swim American Freestyle, breaststroke, backstroke, sidestroke; Games:Water Polo skills, swimming games, creative races, some

life saving

Creative Movement Martial arts, yoga, Korean version of Tai chi develop their own routine; mindfulness exercises

Fitness & Health Body systems muscular endurance & strength; injury prevention; flexibility, fitness; application of fitness data to analyse, identify state of fitness; develop and analyse effectiveness of fitness plan.


Content

Striking & Fielding Throwing, catching, fielding, base running, batting

Perspectives 7 All Grade 7 students take Art (visuals arts), Drama, and Christian Studies for one trimester each. The courses will not necessarily be taken in the following order:

Visual Art The aims of MYP visual arts are to encourage and enable students to:

create and present art

develop skills specific to the discipline

engage in a process of creative exploration and (self)discovery

make purposeful connections between investigation and practice

understand the relationship between art and its contexts

respond to and reflect on art

deepen their understanding of the world.

In Visual Art 7, students will focus on developing skills which include drawing, painting, sculpture and ceramics. They will have the opportunity to experiment and refine skills using a variety of art media. Elements and principles of design will be emphasized in each project. A variety of artists and their styles will be introduced throughout the class to inspire the student’s own work.

Drama The aims of MYP performing arts are to encourage and enable students to:

create and present art

develop skills specific to the discipline

engage in a process of creative exploration and (self)discovery

make purposeful connections between investigation and practice

understand the relationship between art and its contexts

respond to and reflect on art

deepen their understanding of the world.

In Drama 7, through a variety of vocal, physical, acting, design and reflective activities, students will develop their understanding of the elements of drama and will gain confidence and skills as young performers in an ensemble. The Drama program in the Middle School is designed to build upon itself throughout Grades 6, 7, & 8 as each year’s course embraces a theme of discover, explore, design or create. Students are expected to attend as much live theatre at school as possible to help deepen their knowledge and understanding.


Commedia dell’Arte What is Commedia dell arte and what are its conventions /

techniques? How did the audience respond?


Content

Christian Studies: The Biblical Jesus

The main focus of the Biblical Jesus course is the life of Jesus Christ. The course begins by setting the

stage for the entrance of Jesus Christ with a review of the Old Testament course. Then students study his

birth, childhood, teachings, miracles, death, resurrection, and ascension as recorded in the Bible. Students

will also consider the purpose of the life of Jesus as presented in the Bible. The Apostles’ Creed is

examined as a statement of the foundational beliefs of Christianity.

Music 7 All 7th grade students take at least one music course from the options below. Students may also request a

second music course.

Middle School Choir

This class is open to all Middle School grade students. Singers will develop their musical potential and

artistic expression through singing in a choral ensemble. Study includes the care and cultivation of a

beautiful tone, the ability to read music, the building of technical skills, vocal independence, team spirit, and

responsible rehearsal habits. Many different songs will be studied that will allow students to experience a

diverse list of repertoire from a variety of musical genres. Students perform in two concerts each year and

learn the importance of artistic expression through performance. After experiencing MS Choir, students will

be ready to enter any of the five high school choirs.

Middle School Philharmonic & Symphony Orchestra

Middle School Orchestra is offered on two different levels, Philharmonic and Symphony Orchestra. These

classes are open to 7th and 8th grade students with advanced skills and experience on a stringed

instruments. Most students should have at least 3 years of experience on their instrument. The majority of

class time is spent in a rehearsal format. Two public performances are required. Students must have a high

level of interest in music and be energetic and personally motivated. Students are expected to work

independently, practicing at home, and as well as collectively in a group.

Middle School Intermediate Band

This course is open to any 7 th or 8

th grade student that is interested in learning to play a band instrument

including oboe, bassoon, flute, clarinet, alto sax, tenor sax, French horn, trumpet, trombone, baritone, or

tuba. The course will accommodate the needs of true beginners, those who are learning to play additional

instruments, and those who need to continue working toward basic proficiency with an instrument. During

the course students will learn to read music, produce a quality instrument tone, play musically, and listen for

balance, blend, and intonation. After successfully completing MS Accelerated Beginning Band, students will

be ready to enter either the MS Concert Band or MS Symphonic Band.

Middle School Concert Band

This is a one year, comprehensive music course that is open to any 7 th or 8th grade woodwind or brass

student with one or more years of experience or with a qualifying audition. During this course students will

continue to develop better technique as well as fine tune their musical and ensemble skills. The MS

Concert Band is an advanced middle school musical ensemble that plays grade 2 or higher band literature

and performs in two public concerts. Students may take this course in both 7 th and 8

th grade. After exiting

MS Concert band, students will be ready to enter high school band. The supplemental text for this class is

Standard of Excellence Book 3 .


Content

Middle School Symphonic Band This is a one year, comprehensive music course for woodwind and brass students with advanced skills and

experience on their instrument. It is open to 7th and 8 th students by director approval only. Most students

should have at least 3 years of experience and take private lessons. During this class, students will be

challenged with a greater variety of musical styles, musical difficulty, and advanced technical development.

Additional emphasis will be placed on excellence in ensemble performance and precision. Students will be

exposed to a wide variety of concert band and wind ensemble literature and will perform grade 2.5 or higher

music in at least two public performances. Students may take this class both their 7 th and 8

th grade years.

After exiting MS Symphonic band, students will be ready to enter high school band. The supplemental text

for this class is Essential Technique 2000.

Bach to Rock Bach to Rock is a project based general music class and is open to students in all grades and years.




World Languages 7 All Grade 7 students will take a World Language course either through a Language Acquisition path












focus on: speaking, writing, reading, listening suited to their level of proficiency. Learners are placed on a

continuum of proficiency (from Novice Intermediate). Proficiency levels which span more than a single



Intermediate: Ability to use more complex vocabulary, string sentences together using connectors

and time forms to construct and interpret paragraphs to communicate and understand detailed

messages.



cultural heritage







Content

enable the student to develop an appreciation of a variety of literary and nonliterary texts and to develop critical and creative techniques for comprehension and construction of meaning

enable the student to recognize and use language as a vehicle of thought, reflection, selfexpression and learning in other subjects, and as a tool for enhancing literacy

enable the student to understand the nature of language and the process of language learning, which comprises the integration of linguistic, cultural and social components

offer insight into the cultural characteristics of the communities where the language is spoken encourage an awareness and understanding of the perspectives of people from own and other

cultures, leading to involvement and action in own and other communities foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.



to language everyday and the PYP, MYP requirements adjustments to the unit overviews may occur

during the year to meet student needs. KOREAN
















CHINESE


Who am I My home, my buddy and me, me and my family

Being a teenager, my house, me, myself and I

The four friends My school, a balanced friendships, relationships


Content

life, the marketplace and conflict resolution

The respectful me My city & neighbourhood,

on the map, friendships,

relationships and conflict

resolution

My neighbourhood,

making a better future

Playing hospital Growing things Life without technology

How do I look? Sports you like, four

seasons

Weather, food, shopping,

being a TCK

Attack of the Zodiacs Time for a holiday Host country orientation,

back to the future, project

runway

SPANISH


Me, Myself, and I:


family vocabulary,

personal interests,


Come together:


family vocabulary,

personal interests,


future tense






tenses

A,B,C: Vocabulary /

Structures: school



Put it on paper:


: school supplies, school


vocabulary


are our future:


: Future jobs and

occupations,City terms,

future and travel plans

Time to fly: Vocabulary /

Structures : describing

others, weather

vocabulary, countries and

nationalities

All around the world :



weather vocabulary,

countries and


around town




childhood activities,

indigenous groups

FRENCH


Me, Myself, and I :


family vocabulary,

personal interests,


Come together:


family vocabulary,

personal interests,


future tense






tenses

A,B,C: Vocabulary /

Structures: school

Put it on paper:


School’s out for

summer: Vocabulary /


Content





vocabulary

Structures: school supplies, school subjects,

daily routine vocabulary,

travel plans

We are the world: Vocabulary / Structures : describing others, weather vocabulary,

countries and nationalities

All around the world: Vocabulary / Structures : describing others, weather vocabulary,

countries and


around town

If this world were mine: Vocabulary / Structures : describing others, weather vocabulary,

countries and


around town, future plans











There is also a strong literary component to the Language and Literature syllabus. To encourage a lifelong

interest in reading and thinking critically, students study a variety of texts (both print and nonprint) across

many genres. All texts are regularly reviewed within the department for ongoing appropriateness. Key and

related concepts provide the focus of study while the texts, differentiated for interest, proficiency and

variety, provide the catalyst for creativity and debate.

The aims of MYP language and literature are to encourage and enable students to:

use language as a vehicle for thought, creativity, reflection, learning, selfexpression, analysis and

social interaction

develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a

variety of contexts

develop critical, creative and personal approaches to studying and analysing literary and nonliterary

texts

engage with text from different historical periods and a variety of cultures

explore and analyse aspects of personal, host and other cultures through literary and nonliterary

texts

explore language through a variety of media and modes

develop a lifelong interest in reading

apply linguistic and literary concepts and skills in a variety of authentic contexts.


Content


NOTE: As the World Languages course has been revised to meet the move to language everyday

and the PYP, MYP requirements adjustments to the unit overviews may occur during the year to

meet student needs.


Creative Expression: The

Color Story

Colors carry symbolical meanings and a good story can be told using color symbols creatively.

Intercultural communication:

I’m Afraid of Korea

Understanding cultural differences is a key to successful intercultural communication.

The True Happiness The true happiness lies in helping other people.

The Spices: How they affected

human history

Men’s quest for wealth can change the world history.

The International Market, the

Movie

Personal happiness can be sacrificed to support one’s family.


Content


Humanities 8

The subject matter and skills traditionally taught in the separate subjects of Language Arts and Social Studies are integrated into thematic units taught over the course of the year.

Individuals and Societies Individuals and Societies courses are designed to help learners gain an understanding of the world by equipping them with the necessary knowledge and skills to inquire into historical, geographical, social, economic, religious, technological and cultural factors that impact individuals, societies and environments. This is achieved by exploring both local and global contexts as well as historical case studies. The aims of MYP Individuals and Societies are to encourage and enable students to:

appreciate human and environmental commonalities and diversity understand the interactions and interdependence of individuals, societies and the environment understand how both environmental and human systems operate and evolve identify and develop concern for the wellbeing of human communities and the natural environment act as responsible citizens of local and global communities develop inquiry skills that lead towards conceptual understandings of the relationships between

individuals, societies and the environments in which they live.

The following units of study will be taught in Individuals and Societies 8:


Perspective, Bias & Truth Perspective determines one’s worldview.

Power: Inequality & Injustice Imbalances of power can lead to inequality, injustice, and ultimately rebellion.

Beliefs, Values & Conflict Throughout time people’s differing beliefs and values have resulted in conflict.

Sustaining Our Future Complex issues can be solved by understanding history and globalization, and through the application of creative thinking.


Content









What Makes a Story “Good”? Engaging stories are crafted in a variety of ways.

Pictures Are Worth a

Thousand Words

Pictures are texts that need to be decoded.

How Writing Captures Me Writing preserves my memories, which means it preserves me.



developments appreciate how developments in technology and mathematics have influenced each other


Content

appreciate the moral, social and ethical implications arising from the work of mathematicians and the applications of mathematics




Unit Titles

Simplifying Expressions and Solving Equations

Statistics defining real life investigation

Geometry: transformations and congruence/similarity

Geometry: Float your boat using Volume and Pythagorean Theorem

Integrated Science 8 With inquiry at the core, the Science class develops students who understand and appreciate science as a human endeavor with benefits and limitations. The subject of Science aims to guide students to independently and collaboratively develop skills of scientific inquiry, sensitivity to global environments, and their capacity for making reflective, informed choices. Students should learn to appreciate and respect the ideas of others, gain good ethicalreasoning skills and further develop their sense of responsibility as members of local and global communities. In Middle School, students study the strands of Physical Science, Life Science and Earth & Space Science as one integrated subject. These strands are based on the US Next Generation Science Standards. The aims of MYP sciences are to encourage and enable students to:




Content

The following units of study will be taught in Gr. 8 Science:

Unit Titles Science Strands

Chemistry Chemistry

Genetics Life Science

Water, Weather and Climate Earth Science

Changes in Time (Evolution) Life Science

Human Impact on the

Environment (Ecology)

Earth Science






environmental contexts develop respect for others’ viewpoints and appreciate alternative solutions to problems act with integrity and honesty, and take responsibility for their own actions developing effective

working practices.


Content

The following units of study will be taught in Design 8:



Current Event Podcasting Podcasts are a form of communication that allows us to creatively

express an informed response to current events


Physical and Health Education 8 focuses on both learning about and learning through physical activity. In this course, students will learn to understand and appreciate the value of being physically active and how to make healthy life choices. This course fosters the development of knowledge, skills and attitudes that will contribute to a student’s balanced and healthy lifestyle. The aims of MYP physical and health education are to encourage and enable students to:

use inquiry to explore physical and health education concepts participate effectively in a variety of contexts understand the value of physical activity achieve and maintain a healthy lifestyle collaborate and communicate effectively build positive relationships and demonstrate social responsibility reflect on their learning experiences.

NOTE: The required SFMS PE uniform is available for purchase from the SFS Spirit shop. The following units of study will be taught in Physical and Health Education 8:


Net Games Skill Acquisition definition of skill, type of skill, factors affecting skill

development, types of feedback.

Volleyball volley, forearm pass, serve, block, smash, defence,

attack and positional play.

Tennis forearm, backhand, service, point scoring, positional

doubles play.

Invasion Games Soccer Passing, dribbling, positional play, defence

Sports Nutrition nutritional label definition, nutritional needs of

athletes

Swimming &

Water Aerobics

Fitness training types, safe use of equipment, training methods,

fitness program types

Swimming Swim America, skill development, goal setting and

reflection

Striking & Fielding

Rules, History, Refereeing, throwing, catching, fielding, base

running, batting

Floor Hockey passing, grip, positional play, offensive tactics

Health Related Fitness Cardiovascular Fitness; Elements of fitness; Data collection &

analysis, fitness reporting

Creative Movement Sociology issues in society (money, politics, disability, gender),


Content

Perspectives 8 All Grade 8 students take Art (visuals arts), Drama, and Christian Studies for one trimester each. The

courses will not necessarily be taken in the following order:

Visual Art

The aims of MYP visual arts are to encourage and enable students to: create and present art develop skills specific to the discipline engage in a process of creative exploration and (self)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.

In Visual Art 8, students will focus on developing skills which include drawing, painting, sculpture and

ceramics. They will have the opportunity to experiment and refine skills using a variety of art media.

Elements and principles of design will be emphasized in each project. A variety of artists and their styles

will be introduced throughout the class to inspire the student’s own work.

Drama The aims of MYP performing arts are to encourage and enable students to:

create and present art develop skills specific to the discipline engage in a process of creative exploration and (self)discovery make purposeful connections between investigation and practice understand the relationship between art and its contexts respond to and reflect on art deepen their understanding of the world.

In Drama 8, through a variety of vocal, physical, acting, design and reflective activities, students will

develop their understanding of the elements of drama and will gain confidence and skills as young

performers in an ensemble. The Drama program in the Middle School is designed to build upon itself

throughout Grades 6, 7, & 8 as each year’s course embraces a theme of discover, explore, design or

create. Students are expected to attend as much live theatre as possible to deepen their knowledge and understanding.


Korean masked dance drama Korean masked dance drama and its conventions express a recurring sentiment through space and time.

Christian Studies: The Biblical Narrative In the Biblical Narrative course, students begin by learning how the Bible is organized and the history

behind how it came to be. Students then study the relationship between the Old and New Testaments and

discuss the overarching narrative of the whole Christian Bible. Finally, the class discusses how our

worldview affects our interpretation of facts. We use the question of the origin of life as a tool to examine

worldview. Within this conversation, the students compare the Biblical account of creation with naturalistic

evolution and intelligent design.


Content

Music 8 All 7th grade students take at least one music course from the options below. Students may also request a

second music course.

Middle School choir

This class is open to all Middle School students. Singers will develop their musical potential and artistic

expression through singing in a choral ensemble. Study includes the care and cultivation of a beautiful tone,

the ability to read music, the building of technical skills, vocal independence, team spirit, and responsible

rehearsal habits. Many different songs will be studied that will allow students to experience a diverse list of

repertoire from a variety of musical genres. Students perform in two concerts each year and learn the

importance of artistic expression through performance. After experiencing MS Choir, students will be ready

to enter any of the five high school choirs.

Middle School Philharmonic & Symphony Orchestra

Middle School Orchestra is offered on two different levels, Philharmonic and Symphony Orchestra. These

classes are open to 7th and 8th grade students with advanced skills and experience on a stringed

instruments. Most students should have at least 3 years of experience on their instrument. The majority of

class time is spent in a rehearsal format. Two public performances are required. Students must have a high

level of interest in music and be energetic and personally motivated. Students are expected to work

independently, practicing at home, and as well as collectively in a group.

Middle School Intermediate Band

This course is open to any 7 th or 8

th grade student that is interested in learning to play a band instrument

including oboe, bassoon, flute, clarinet, alto sax, tenor sax, French horn, trumpet, trombone, baritone, or

tuba. The course will accommodate the needs of true beginners, those who are learning to play additional

instruments, and those who need to continue working toward basic proficiency with an instrument. During

the course students will learn to read music, produce a quality instrument tone, play musically, and listen for

balance, blend, and intonation. After successfully completing MS Accelerated Beginning Band, students will

be ready to enter either the MS Concert Band or MS Symphonic Band.

Middle School Concert Band

This is a one year, comprehensive music course that is open to any 7 th or 8th grade woodwind or brass

student with one or more years of experience or with a qualifying audition. During this course students will

continue to develop better technique as well as fine tune their musical and ensemble skills. The MS

Concert Band is an advanced middle school musical ensemble that plays grade 2 or higher band literature

and performs in two public concerts. Students may take this course in both 7 th and 8

th grade. After exiting

MS Concert band, students will be ready to enter high school band. The supplemental text for this class is

Standard of Excellence Book 3 .

Middle School Symphonic Band

This is a one year, comprehensive music course for woodwind and brass students with advanced skills and

experience on their instrument. It is open to 7th and 8 th students by director approval only. Most students

should have at least 3 years of experience and take private lessons. During this class, students will be

challenged with a greater variety of musical styles, musical difficulty, and advanced technical development.

Additional emphasis will be placed on excellence in ensemble performance and precision. Students will be

exposed to a wide variety of concert band and wind ensemble literature and will perform grade 2.5 or higher

music in at least two public performances. Students may take this class both their 7 th and 8

th grade years.

After exiting MS Symphonic band, students will be ready to enter high school band. The supplemental text

for this class is Essential Technique 2000.


Content

Bach to Rock

Bach to Rock is a project based general music class and is open to students in all grades and years.




World Languages All Grade 8 students will take a World Language course either through a Language Acquisition path












focus on: speaking, writing, reading, listening suited to their level of proficiency. Learners are placed on a

continuum of proficiency (from Novice Intermediate). Proficiency levels which span more than a single



Intermediate: Ability to use more complex vocabulary, string sentences together using connectors

and time forms to construct and interpret paragraphs to communicate and understand detailed

messages.



cultural heritage






enable the student to develop an appreciation of a variety of literary and nonliterary texts and to

develop critical and creative techniques for comprehension and construction of meaning

enable the student to recognize and use language as a vehicle of thought, reflection,

selfexpression and learning in other subjects, and as a tool for enhancing literacy

enable the student to understand the nature of language and the process of language learning,

which comprises the integration of linguistic, cultural and social components

offer insight into the cultural characteristics of the communities where the language is spoken

encourage an awareness and understanding of the perspectives of people from own and other

cultures, leading to involvement and action in own and other communities

foster curiosity, inquiry and a lifelong interest in, and enjoyment of, language learning.


Content



to language everyday and the PYP, MYP requirements adjustments to the unit overviews may occur

during the year to meet student needs.

KOREAN
















CHINESE


Who am I My home, my buddy and

me, me and my family

Being a teenager, my

house, me, myself and I

The four friends My school, a balanced

life, the marketplace

friendships, relationships

and conflict resolution

The respectful me My city & neighbourhood,

on the map, friendships,

relationships and conflict

resolution

My neighbourhood,

making a better future

Playing hospital Growing things Life without technology

How do I look? Sports you like, four

seasons

Weather, food, shopping,

being a TCK

Attack of the Zodiacs Time for a holiday Host country orientation,

back to the future, project


Content

runway

SPANISH


Me, Myself, and I: Vocabulary / Structures

family vocabulary, personal interests, adjectives, present tense

Come together: Vocabulary /

Structures: family vocabulary, personal interests, adjectives, present tense, future tense


/ Structures family vocabulary, personal interests, adjectives, present, future and past tenses

A,B,C: Vocabulary / Structures school supplies, school subjects, daily routine vocabulary

Put it on paper: Vocabulary /

Structures: school supplies, school subjects, daily routine vocabulary


are our future: Vocabulary / Structures: Future jobs and occupations,City terms, future and travel plans

Time to fly: Vocabulary /

Structures : Vocabulary /

Structures describing others, weather vocabulary, countries and nationalities

All around the world : Vocabulary /

Structures: describing others, weather vocabulary, countries and nationalities, places around town



: describing others, childhood activities, indigenous groups

FRENCH


Me, Myself, and I : Vocabulary / Structures: family vocabulary, personal interests, adjectives, present tense

Come together: Vocabulary / Structures

: family vocabulary, personal interests, adjectives, present tense, future tense


/ Structures: family vocabulary, personal interests, adjectives, present, future and past tenses

A,B,C: Vocabulary / Structures: school supplies, school subjects, daily routine vocabulary

Put it on paper: Vocabulary / Structures: school supplies, school subjects, daily routine vocabulary

School’s out for

summer: Vocabulary / Structures: school supplies, school subjects, daily routine vocabulary, travel plans

We are the world: Vocabulary / Structures

: describing others, weather vocabulary, countries and nationalities

All around the world: Vocabulary / Structures

: describing others, weather vocabulary, countries and nationalities, places around town

If this world were mine: Vocabulary / Structures

: describing others, weather vocabulary, countries and nationalities, places around town, future plans


Content











There is also a strong literary component to the Language and Literature syllabus. To encourage a lifelong

interest in reading and thinking critically, students study a variety of texts (both print and nonprint) across

many genres. All texts are regularly reviewed within the department for ongoing appropriateness. Key and

related concepts provide the focus of study while the texts, differentiated for interest, proficiency and

variety, provide the catalyst for creativity and debate.

The aims of MYP language and literature are to encourage and enable students to:

use language as a vehicle for thought, creativity, reflection, learning, selfexpression, analysis and

social interaction

develop the skills involved in listening, speaking, reading, writing, viewing and presenting in a

variety of contexts

develop critical, creative and personal approaches to studying and analysing literary and nonliterary

texts

engage with text from different historical periods and a variety of cultures

explore and analyse aspects of personal, host and other cultures through literary and nonliterary

texts

explore language through a variety of media and modes

develop a lifelong interest in reading

apply linguistic and literary concepts and skills in a variety of authentic contexts.


Note: As this is a new program, unit titles and therefore content may change in the course of the year.


Creative Expression: Poetry Poetry uses linguistic devices, literary devices and features for particular purposes and effects.

Current Events: Newspaper Articles

Articles convey information which bridges communities across the globe.

Gender roles and Society: Mom on Strike

People gain perspective by listening to others and considering the ways in which their points of view align or differ.

The Girl Who Moved to Our House

Perspective influences one’s point of view of a character.

The Letter from 2040: The Impact of Scientific Advances on the Environment

Research and report on how man’s innovations impact his

environment


Content


Documents

2016­2017 Course Descriptions - Seoul Foreign · PDF file2016­2017 Course Descriptions ... (Individuals & Societies, Language ... teachers and students to enhance project­based

20162017 Course Descriptions - Seoul Foreign · PDF file20162017 Course Descriptions ... (Individuals & Societies, Language ... teachers and students to enhance projectbased