MS Program Guide SY1516

8/20/2019 MS Program Guide SY1516

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Table of Contents

ISM Core Values and Mission

ISM School-Wide Student Goals

An Overview: The Middle School

Assessment and Grading for Learning

English Language Arts

Content/Skills

Instructional Practices

English Language Arts HonorsJournalism

Mathematics

Content/Skills


Courses

Mathematics Honors

Science

Content/Skills


Safety

Social Studies

Content/Skills


Be the Change

Modern Languages

Content/Skills

Resources

Physical Education

Content/SkillsResources

Wellness

Content/Skills


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Information Technology

Content/Skills

Robotics

Instructional Materials

Resources

Fine & Performing Arts

Visual Art

DramaMusic

Dance

Student Advisory Program

Classroom Without Walls

Support Services

Counseling

English-as-a-Second-Language

Learning Support

Middle School Media Center

Content/Skills


Print Resources

Electronic Resources

Clubs and Activities

After-School Activities

Athletics and Activities

Middle School Activities Program

Sports Activities

Non-Sporting ActivitiesService Learning

Guidelines for School Closure


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www.ismanila.org Middle School Program Guide

ISM CORE VALUES AND MISSION

ISM Core Values

and MissionCore ValuesIntegrity, Service, Merit

MissionInternational School Manila is an independent, international school whose

structure, traditions and style emanate from the United States and whose

curriculum and methodology reflect the best in worldwide educational

research and practice. Our school is diverse and dynamic, and our students

have the highest aspirations for their education and future lives. Our missionis to build a vibrant learning community in which all strive to:

• Advance the value of learning, growth and self-awareness as life-

long endeavors.

• Nurture creativity and originality as precursors for critical and

reflective thought and action.

• Succeed collectively as well as individually, achieving our

personal best in all aspects of school life.

• Maintain a healthy balance in the time devoted to work, rest and

recreation.

• Involve our community in sustaining and safeguarding our

environment.

• Interact through honest, respectful and open communication.

• Acknowledge and celebrate our differences and encourage

empathy, compassion, understanding and respect for human

dignity.

• Live our lives positively, joyfully and ethically.

* Adopted by the Board of Trustees on 26 October 2004

Integrity, Service, Merit


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www.ismanila.orgMiddle School Program Guide

ISM SCHOOLWIDE STUDENT GOALS

ISM School-WideStudent Goals

At International School Manila, we expect students to work to the best of their ability to be:

1. Effective Communicators: Who can interact through a range of modes of

communication and for a variety of purposes.

2. Knowledgeable and Skilled Learners: Who continually acquire useful knowledge and

skills while developing understanding(s) across a broad and balanced range of contexts.

3. Self-directed and Balanced Individuals: Who strive to achieve their personal best

and understand the importance of intellectual, physical and emotional balance.

4. Inquiring and Reflective Problem Solvers: Who can think critically and creatively to

make informed decisions and then take appropriate action.

5. Responsible, Caring and Ethical Contributors: Who can empathize and be tolerant

of difference and are committed to make a positive impact on their communities and

environment.


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AN OVERVIEW: THE MIDDLE SCHOOL

M

An Overview: The Middle School

iddle School at International School Manila is a time when students aretransitioning from childhood to their adolescent years. This is an exciting andchallenging time for both the students themselves and the adults in their lives

supporting them through this journey. We believe in the following characteristics thatare supported throughout our Middle School program.

We are: developmentally responsive, taking into consideration the nature of youngadolescents as the foundation on which all decisions are made; challenging, recognizingthat every student can learn and everyone is held to high expectations; empowering,providing all students with the knowledge and skills they need to take control oftheir lives; equitable, advocating for every student’s right to learn and providing

challenging and relevant learning opportunities; internationally minded, being awareof the importance of acknowledging and benefitting from the cultural diversity thatexists in our community and how we use this to broaden perspectives and tolerance.


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REQUIRED COURSES

English Language Arts Math

Modern Language

Science

Physical Education

Social Studies

WellnessELECTIVE COURSES

GRADE 5 GRADE 6 GRADE 7 and GRADE 8

Year-long

Band

Strings

Semester-long

Chorus

General Music

Adventure-Based Games

IT iLearn

Year-long

Band

Strings

Semester-long

Chorus

General Music

Team Sports

IT iDesign

Year-long

Band

Chorus

Strings

Drama

Semester-long

ArtMud

ArtSculpt

ArtStudio

ArtiSan

Be The Change

Blueprint for Success

Chorus

Dance Remix

Dance Revolution

DigiArt

Drama

Fun, Fast and Fit

Journalism

Innovation Tech

Music Madness

Robotics

The Middle School comprises four grade levels, Grade 5 through Grade 8. The age

range is from ten to fourteen.

In general, all Middle School students are required to take English, Social Studies,

Mathematics, Science, Modern Language, Physical Education, Wellness and individual

Elective options. At Grades 5 and 6 all students take one semester of Art and one

semester of Drama, along with music elective choices. In Grades 7 and 8 students can

take a year-long elective and one semester or three semester choices.


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The four core areas of the Middle School curriculum – English, Mathematics,

Science and Social Studies – collaborate to align the programs and ensure ongoing

opportunities for student transfer of understandings and skills between the different

content areas from Grades 5 to 8.

Each set of content Standards and Indicators has been aligned vertically between

the divisions of the school and guides the instruction at each grade level in the core

area courses. Additionally, the collaboration between each content area ensures that

students move towards achieving the ISM school-wide student goals of becoming

inquiring and reflective problem solvers, knowledgeable and skilled learners, effective

communicators, self-directed and balanced individuals and responsible, caring and

ethical contributors.

At the heart of each course are rich concepts that anchor student learning and guide

the assessment of Standards and Indicators. These concepts are the focus of each unitof study within the core areas. They also reinforce the interconnectedness of content

and skills by encouraging students to transfer what they are learning in one class to

what they are learning in another. The following are the concepts at each grade level:

GRADE 5 GRADE 6 GRADE 7 GRADE 8

Organization Structures Identity Systems

Patterns Relationships Innovation Transformation

Adaptation Cause and Effect Interaction Power

Change Discovery Truth Interconnectedness

In addition to the concepts, there is a set of school-wide Transdisciplinary Skills

which are a set of broad, essential skills that transcend subject areas. These include

communication, connection and collaboration, critical thinking and problem-solving,

research, personal management and reflection. These skills are incorporated into the

learning experiences in each course and are a part of the assessment process.

A final component of our Dispositions is the set of lifelong behaviors we want to

cultivate in students. They are rooted in common values that will help a student learn

how to contribute positively to the school community and society at large. Theseinclude being responsible, ethical, caring, creative, balanced and self-directed.

Both within departments and across grade levels, teachers collaborate with

one another to support instruction for students within these frameworks. The

opportunities for Middle School students to transfer their learning experiences make

for a richer, more rigorous academic program and solidify the long-term development

and reinforcement of their understandings.


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Assessment and Gradingfor LearningPrinciples of Assessment

• Effective assessment improves student learning. Assessment for improved student learning and deep

understanding requires a range of assessment practices to be used with three overarching purposes:

1. Assessment FOR learning occurs when teachers use inferences about student progress to informtheir teaching (formative);

2. Assessment AS learning occurs when students reflect on and monitor their progress to inform

future learning goals (formative);

3. Assessment OF learning occurs when teachers use evidence of student learning to make judgments

on student achievement against goals and standards (usually summative but can also be used as

formative when followed by further instruction).

• Effective assessment recognizes learning differences. Learning is a complex process that is multi-dimensional,

integrated and revealed in student performance over time. Students learn differently and at different paces

and are assessed in ways that show their learning in the best light.

• Effective assessment measures what is truly valued. Assessment is based on a vision of the kinds of learning we

value most and how students might best achieve these.

• Effective assessment is valid. Assessment tools and processes are aligned to standards and directly measure

what they are intended to measure.

• Effective assessment is fair and ethical. Assessment is based on clear statements of purpose, standards and

criteria against which success will be measured. Students have a clear understanding of what is expected of

them. Assessments are non-discriminatory, culturally appropriate and allow for diversity in learning styles.

• Effective assessment is efficient and feasible. Assessment tasks are clear, appropriate and well structured. They

are achievable in a reasonable time frame mainly within the classroom. They are designed to allow teachers

to give timely feedback to students.• Effective assessment promotes learner self-reliance. Student involvement in the nature and timing of

assessment tasks promotes self-reliance. There are ample opportunities for students to monitor their

learning through self-assessment.

• Effective assessment is authentic and contextual. Assessments encourage students to engage in the thoughtful

application of knowledge and skills to real issues and problems.

ASSESSMENT AND GRADING FOR LEARNING


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ASSESSMENT AND GRADING FOR LEARNING

Purposes of AssessmentThe primary purpose of assessment is to improve student learning by:

• giving students the opportunity to demonstrate their learning, experience success and increase self-reliance

by understanding their own progress, setting realistic goals and planning the next stages of their learning;

• enabling teachers to determine degrees of prior knowledge before starting new learning, ascertain degrees

of understanding at various stages of the learning process, identify and support learning differences and

learning styles, and monitor and modify teaching strategies and content;

• providing parents with the opportunity to be partners in the learning process and give them information to

assist their child in planning for the future, both in the immediate and long term;

• providing curriculum leaders with the data necessary for effective curriculum evaluation and revision;

• providing other learning institutions with the data necessary for admissions and grade/year placementdecisions and giving accurate information on what the child knows and is able to do, including strengths

and areas needing support.

Grading for LearningAt ISM, we believe that grades should reflect the level of understanding and achievement towards determined

standards and that student behaviors (effort, participation, adherence to class rules, etc.) should be included

separately. Therefore, the grade in each subject area will consist of two separate grading categories. These include

Achievement and Learning Habits and both will be reported in the semester report.

Within the Achievement and Learning Habits categories, grades will be reported on in subcategories to provide

further information to parents and students regarding strengths and areas for growth. Within the Achievement

category, students will be assessed on Knowledge and Understanding (what do you know?), Transfer of Learning

(How can you apply what you know?), and Communication of Learning (How can you communicate about what

you know?). Within the Learning Habits category, students will be assessed on Organization, Engagement and

Collaboration.

Grades will be reported on a scale of 7-1 with 7 and 6 representing Exemplary Achievement and Learning Habits,

5 and 4 representing Proficient Achievement and Learning Habits, 3 and 2 representing Developing Achievementand Learning Habits and a 1 representing Emerging Achievement and Learning Habits.


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ENGLISH LANGUAGE ARTS

English Language Arts

he Middle School English Language Arts program encourages students tobuild upon their fundamental knowledge of language and communication

while exploring their own strengths and areas for improvement as readers,writers, speakers and listeners. A strong emphasis is placed on applying appropriatestrategies as readers and thinkers to make meaning from texts; students use thesesame strategies to craft written, visual or oral pieces that are sophisticated andaccessible to a targeted audience. Students explore the patterns and structures of textin order to transfer their skills between different literacy contexts such as informationaland creative writing, fictional and non-fictional pieces, and visual modes and oraldiscussions. Students are challenged to use figurative and non-figurative languagein their compositions and express themselves in ways that show understanding andcomplexity.

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Students explore patterns and structure

in text to help them transfer their skill

between literacy contexts


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Content/Skills

The English Language Arts program is skills-based

and revisits the fundamental components of reading,

writing, speaking and listening at each grade level in the

Middle School. The curriculum varies the complexity of

texts and genres to build the sophistication of students’

thinking each year and prepares them for the learning

ahead.

Overarching essential questions encourage students to

think about communication as a part of their everydaylives. These questions help focus each student’s

attention on why English Language Arts is studied as

a part of the core curriculum. Students revisit these

questions throughout each unit of study. At the end of

each unit, these questions are used to guide reflection

on a student’s understanding of the unit of study.

Why read? How do I grow as a reader?

Why write? How do I grow as a writer?

Why speak? How do I grow as a speaker?

Why listen? How do I grow as a listener?


Students are viewed as individual learners who need

developmentally appropriate and differentiated

instructional strategies throughout the year. During

each unit, students are encouraged to explore different

texts through the metacognitive reading strategies

and share their ideas with peers in small and whole

group discussions. They utilize their own learning

styles as they explore and analyze texts from different

perspectives. Independent writing and reading are

vital components of each course in order to encourage

each student’s inclination and passion for reading and

writing. Self-reflection is a critical component of each

course because it allows students to set and revisitpersonal growth goals as an ongoing aspect of their

communication development.

English Language Arts Honors The aims and objectives of the English Honors program

at ISM are:

• To broaden and deepen student appreciation

of literature by engaging in a study of

challenging literary texts


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• To foster a greater sense of the artistry and artfulness of language and writing

• To extend each student’s English skills beyond the regular English curriculum

• To foster a deeper understanding of how communication skills enrich and enhance the learningexperience across the curriculum

The English Honors program is offered in Grades 7 and 8 and caters to students who are able to incorporate more

sophisticated points of view, contexts and levels of critical analyses into their use of communication skills. In

planning and implementing the curriculum, alternative texts, supplementary resources and additional assessment

tasks are identified to give students a wider range of opportunities to showcase their thinking and learning within

each unit of study. Honors students are expected to be self-directed, reflective and creative thinkers who excel in

this context.

A process has been established for the selection of students in the Honors program, which is communicated to all

parents and students at the beginning of each school year.

Journalism

In the Introduction to Journalism elective course, students learn about and experience what it means to be a

journalist. They practice gathering information, conducting interviews, and expressing their opinions in print,

electronic and video media. The composition of text in each of these types of media is explored as well as the

methods for producing each type of publication. The goal of the course is to give interested students an authentic

experience in communicating with an audience and purpose in mind while creating an awareness of a journalist’sprofessional duties and responsibilities.


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MATHEMATICS

Mathematicshe Middle School Mathematics Department believes that all students have thcapacity to learn mathematics at a high level. We endeavor to move students alonthe learning continuum while challenging and supporting them as they develop th

dispositions, skills, knowledge and understanding to effectively use and apply mathematicinside and outside of the classroom.

Content/Skills

The ISM Mathematics curriculum is designed to provide students with the

opportunity to focus deeply on the major work of each grade. This focus

helps students gain strong foundations, including a solid understanding

of concepts, a high degree of procedural skill and fluency, and the ability to

apply the mathematics they know to solve problems inside and outside ofthe classroom. Our curriculum is a coherent body of knowledge made up of

interconnected concepts with articulated progressions from grade to grade so

that students can build new understanding onto foundations built in previous

years.

We seek to develop varieties of expertise in our students though emphasis on

The Standards for Mathematical Practices. These practices rest on important

“processes and proficiencies” with longstanding importance in mathematics

education. These elements support a student’s ability to learn and apply more

demanding mathematics concepts and procedures while calling on students

to practice applying mathematical ways of thinking to real-world issues and

challenges. They prepare students to think and reason mathematically.

Standards for Mathematical Practices:

1. Make sense of problems and persevere

in solving them.

2. Reason abstractly and quantitatively.3. Construct viable arguments and critiqu

the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

6. Attend to precision.

7. Look for and make use of structure.

8. Look for and express regularity in

repeated reasoning.


Instructional practices in the Midd

School Mathematics program a

student-centered and designed to purs

conceptual understanding, procedu

skills and fluency, and application w

equal intensity. Instructional decisio

are informed through ongoing formati

assessment to ensure that all studen

continually build skills and have access rich curricular content.

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Courses

The Grade 5 Mathematics course focuses on number and operations in

base ten, operations and fractions, and measurement and data. Specifically,

students will understand place value, perform operations with decimals,

perform operations with fraction and understand the concept of volume.

The Grade 6 Mathematics course focuses on ratios and proportional

relationships, the number system, and expressions and equations.

Specifically, students will use rational reasoning to solve problems,

divide fractions by fractions, extend previous understanding of numbers

to the system of rational numbers, solve one-variable equations and

inequalities, and analyze quantitative relationships between dependent

and independent variables.


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MATHEMATICS

The Grade 7 Mathematics course focuses on ratios and proportional relationships, the number system, and

expressions and equations. Specifically, students will use proportional relationships to solve real-world and

mathematical problems, use operations with fractions to add, subtract, multiply, and divide rational numbers,

and solve real-life and mathematical problems using numerical and algebraic expressions and equations.

The Grade 8 Mathematics course focuses on expressions and equations, functions and geometry. Specifically

students will work with radicals and integer exponents, understand proportional relationships, lines, and linea

equations, solve linear equations and pairs of simultaneous linear equations, understand geometrical congruence

and similarity, apply the Pythagorean Theorem, and solve real-world mathematic problems involving volume of

cylinders, cones and spheres.

Mathematics HonorsIn Grades 7 and 8, we offer courses for students who qualify for a more rigorous program than standard-leve

mathematics. The accelerated curriculum of the Mathematics Honors program challenges advanced learners

who demonstrate superior aptitude in reasoning and problem solving to use higher order thinking skills

The aims and objectives of the Math Honors program are:

• To broaden and deepen student appreciation of mathematics by engaging and extending students with more

demanding material, problem-solving and enrichment beyond the challenges provided in the standard math

curriculum

• To provide students with the opportunity to see and apply mathematical skills and concepts in everyday life,

thereby making evident the fundamental importance of mathematics in the world around them

• To develop inquisitive and active problem solvers who regularly use higher-level thinking skills

• To expand student understanding and appreciation of the nature of mathematical thinking

Honors students are expected to apply concepts and make connections to new situations, demonstrate superior reasoning

and problem-solving abilities, be independent and desire challenges beyond the scope of a standard mathematics classroom

The Grade 7 Mathematics Honors course focuses on algebraic reasoning, inductive reasoning, introduction to functions

polynomials, rational expressions and equations, geometry, and statistics and probability. Specifically, students will extend

basic algebraic reasoning skills, develop their inductive reasoning skills and explore famous mathematical patterns, investigate

the concepts of relations and functions, perform operations with polynomials, perform operations with rational expressions

and solve equations containing rational expressions, investigate congruence and similarity of polygons, investigate and applythe Pythagorean Theorem, develop their statistical problem solving skills and expand their understanding of measures of

central tendency.

The Grade 8 Mathematics Honors course focuses on algebraic reasoning, geometry, introduction to functions, systems o

equations, quadratic functions, and statistics and probability. Specifically, students will solve equations and inequalities

with fractional terms, explore the Pythagorean Theorem and its applications, investigate the properties and relationships in

geometry, examine the concepts of relations and functions, solve systems of equations with two variables and graph systems

of inequalities, factor quadratic functions and solve quadratic equations and calculate simple and compound probability.


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SCIENCE

Sciencehe Science program at ISM fosters in students a sense of wonder and curiosityabout themselves and the changing world around them. Using the scientificprocess, students are encouraged to think critically, solve problems, evaluate

evidence and make supported conclusions. Students develop knowledge, skillsand understanding through active inquiry and meaningful investigation to makeconnections with scientific concepts and principles.

Content/Skills

Throughout Middle School Science, students develop their understanding of concepts in

scientific inquiry, life science, physical science, earth science, space science and technology.

These units of study are carefully aligned to Science Standards and Indicators from Kindergarten

to Grade 12 in an integrated, sequential and developmentally appropriate manner. The essential

skills of Science include designing and conducting investigations accurately and safely, making

observations and inferences, predicting, measuring, organizing and displaying quantitative

data, using detailed evidence in supporting conclusions, and evaluating the investigation

along with the ISM school-wide Transdisciplinary Skills.

In Grade 5, students will

use the scientific process

to conduct and design

investigations while

learning about rocks and

minerals, earth’s changing

surface, earthworms andcomposting, and sound

and light.

In Grade 6, students

will use the scientific

process to conduct and

design investigations

while learning about

matter, cells, ecosystems,

magnets, circuits, platetectonics and earth’s

history.





learning about natural

selection, forces and

motion, density, heattransfer and the solar

system.





learning about human

body systems, physical

and chemical reactions,simple machines,

pollution and ecology.

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SCIENCE


Instructional practices in the Science classroom are differentiated and aligned with the essential

learning outcomes for each unit. Students of all abilities gain a coherent understanding of the

living, physical and material components of the world around them while engaged in the

scientific process. Through fun and meaningful exploration in hands-on, minds-on, inquiry-

based methodology, students are immersed in a variety of situations and experiences. During

a typical day in any Middle School Science classroom, one may observe teacher and student-

led discussions, laboratory and fieldwork investigations, individual and small-group instruction,

various projects being carried out, a diverse assortment of assessments being taken and the

integration of a wide range of technology.

SafetyStudent safety is paramount when participating in scientific activities. The Middle School

Science Department will direct students to wear goggles, aprons, rubber gloves and/or face

masks when necessary. Guidelines for appropriate behavior while in the Science laboratory

will be implemented and adhered to. Furthermore, students are expected to enter the Science

laboratory with closed-toe shoes (such as PE shoes or sneakers); flip-flops and sandals present

a safety hazard and are not acceptable footwear.


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SOCIAL STUDIES

Social Studies

he Middle School Social Studies program integrates studies in the socialsciences - history, cultural studies, geography, current events, sociologyand anthropology. The course is based on the intended learnings of ISM

that include subject-specific Standards and Indicators and Transdisciplinary Skills. In

Social Studies classes, students are encouraged to go beyond the surface of problems,to ask questions, to reflect, to make connections, to develop and test theories, toexperiment with new ideas, to analyze problems, to debate hot topics, and to createmeaningful and useful products. Social Studies students are given opportunities tobecome engaged in their own education, to take responsibility for learning and todevelop concerns that transfer beyond the confines of the classroom.

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SOCIAL STUDIES

Content/Skills

The Social Studies curriculum emanates from school-wide Standards that include such key ideas as patterns of

continuity and change, the causes and effects of interactions among societies, the influence of physical and human

geography on people and places over time, and the influence and structure of social, economic and governmental

systems. Units of study are developed around rich concepts that are common to the core subject areas in the

Middle School. Each unit in Middle School Social Studies is developed around unit understandings and essential

questions. Students work to “uncover” the answers to the essential questions over the course of a unit in order to

achieve deep understanding of concepts.

In Grade 5, students study topics such as the organizational structures of ancient civilizations,

mapping geographical patterns, the age of exploration, and perspectives on the causes and

outcomes of change in our world.

In Grade 6, students study topics such as government and social structures in society,

relationships between people and the environment, the impact of the past on the present,

the movement of people and population demographics and early humans and the Neolithic

Revolution.

In Grade 7, students study topics such as features of culture, innovations in societies, the

social, political and economic interactions of people, the concept of truth and the reasons for

differences in perspectives.

In Grade 8, students study topics such as the justification and use of power through government

systems, political and social revolutions and human rights and global issues.

Overarching essential questions encourage students to think about Social Studies as a part of

their everyday lives. These guiding questions help students to understand why social studies is

a part of the core curriculum and directly connected to their lives. Students come back to these

questions repeatedly throughout each unit of study. Overarching essential questions include:

• How does the study of the world help us to understand our place in it?• How does the study of the past help us to understand the present and prepare for

the future?

• How is Social Studies about me?


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SOCIAL STUDIES

Be The ChangeBe The Change is a semester-long elective course for students in Grades 7 and 8. The goal of

the Be The Change course is to cultivate a sense of empathy and compassion in students for all

members of the local and global community and the planet we share. Students develop self-awareness through an opportunity to discover, discuss and reflect on a variety of problems.

Students examine their actions and responses to uncover their passions and find ways to affect

change through active global citizenry.


Instructional practices in the Social Studies classroom vary in accordance with learning objectives. They range

from traditional whole-class presentations to small-group activities and individualized instruction. Cooperative

learning activities complement teacher-led discussions, writing workshops, individual research projects, small-

group instruction, hands-on activities and simulations. The use of technology is regularly integrated into the Social

Studies program.

Students develop self-awareness through an opportunity

to discover, discuss and reflect on a variety of problems.


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MODERN LANGUAGES

Modern Languages

he Middle School Modern Languages program seeksto provide an environment where students feelconfident to take risks while exploring the complex

process of acquiring a new language. The Modern Languages

courses are carefully sequenced from Middle School to HighSchool. Functional themes and situations are mastered first,followed by more academic themes in the High School. The program focuses on the interpersonal, interpretive andpresentation modes of communication. Throughout theprogram, the language-study process is used as a vehicle todiscover connections between the target language’s cultureand the students’ own culture and language. Assessment iscarried out through a variety of listening, speaking, readingand writing tasks. Communication and conversation drive ourinstructional approach.

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MODERN LANGUAGES

The Introductory Courses (Level A) aim to develop

students’ confidence and ability to interact in the target

language through engaging students in a thematic and

communicative approach. The themes explored are

personal information, family and friends, school, home,

city, free time and entertainment, hobbies and sports,

shopping, health and food. These themes and in-class

learning experiences are closely linked to students’

interests and awareness of the world. Vocabulary and

grammar structures are learned in context to further

students’ ability to interact in the target language. By theend of these courses, students will have acquired skills

to communicate in oral and written forms with some

coherence and a reasonable amount of grammatical

accuracy within the range of themes studied.

Level B courses follow the same instructional approach

as the introductory courses. The aim is to build upon

basic grammar and vocabulary to further students’

abilities to express themselves and support their

opinions in the target language. The same themes as

Level A are used as the context to develop students’

confidence and fluency with the basic language,

grammar, concepts and vocabulary. By the end of

these courses, students will have acquired skills to

communicate in oral and written forms with coherence

and a reasonable degree of grammatical accuracy

within the range of themes studied.

Level C courses aim to provide students with the skills

necessary to begin analyzing, debating and interacting in

the target language at an intermediate level. Vocabulary

and advanced grammar continue to be introduced

through the same instructional approach designed to

engage students in the language learning process. The

themes studied are expanded to encourage discussion andinteraction with authentic materials of the target culture

and language. By the end of the Level C course, students

are expected to use the language with grammatical

accuracy and to express themselves spontaneously during

class.

Upon completion of Grade 6 and Grade 8, students

will be evaluated based on in-class performance and

placed in the most suitable level for the following year.

Students from Grade 6 will usually be placed in Level

A or B. Students from Grade 8 will usually be placed in

High School Level 2 or 3.

Resources

The ISM Modern Languages Department is equipped with a variety of materials used toengage students in the target language and culture. The materials include iPads, subscriptions

to websites, audio-visual equipment, books, movies, music, games and mini-whiteboards.

Lesson resources are created by our Modern Languages teachers in order to provide the most

appropriate, relevant and engaging learning experiences for our students. These resources are

shared with students via Google Drive and teachers’ blogs.

Content/Skills


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PHYSICAL EDUCATION

Physical Education

he Middle School Physical Education program is alignedwith the Elementary and High School programs. In Grades5 and 6, students develop the basic motor skills learned inElementary School and begin to incorporate them into more

realistic sports situations. Students also have the opportunity toselect specific elective courses to extend their own interest in a sportand activity. Students take part in various conditioned activities thatnot only develop basic skills but also an awareness of what it takesto be an all-round athlete. Teamwork, cooperation, competition andcommunication are emphasized, along with more sports-relatedaspects such as participation, fitness and a healthy lifestyle. TheGrade 7 and 8 programs continue to develop the basic motor skills

and overarching themes from Grades 5 and 6, but also begin to lookat how they can be used in formal sports situations. Students developan awareness of the importance of being active in everyday life.

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PHYSICAL EDUCATION

Content/Skills

In Grades 5 and 6, students develop their understanding

of sports and fitness-related concepts through

participation in numerous competitive and non-

competitive situations. The focus is on the continued

development of basic skills that can be incorporated

into a variety of activities instead of specific sports. Team

and individual values are also developed as students

evaluate their interactions with others on a regular

basis. Additionally, students have the opportunity to

select Adventured-Based Games or Team Sports elective

courses for one semester.

In Grades 7 and 8, students have the opportunity to

transfer their knowledge into more realistic sports and

game situations. They also gain a greater understanding

of their social responsibility, fitness development and

knowledge of rules through participation in competitive

team and individual activities, evaluation and feedback

sessions together with research projects. Students have

the opportunity to select Fun, Fast and Fit elective for

one semester.

Grade 5 and 6Motor Skill Development in the courses:

• Invasion Skills

• Movement Skills

• Aquatic Skills

• Net Skills

• Strike and Field Skills

Overarching Themes:

• Teamwork

• Cooperation

• Competition

• Communication

• Healthy Lifestyles

Adventure-Based GamesFor Grade 5 students, this semester-long elective

course is aimed at developing cooperation, trust and

communication among students. These young Middle

School students will have the opportunity to participate

in various team challenges, cooperative games and

initiatives. They will be guided through activities that

will enhance their team-building, problem-solving

and communication skills. They will experience being

leaders, followers and observers and learn how to

perform such roles effectively so that the group can

reach its goal.

Team SportsFor Grade 6 students, this semester-long elective course

is aimed at those who wish to further their abilities in a

wide variety of team sports such as Basketball, Soccer,

Water Polo, Touch Rugby, Volleyball, Flag Football

and Floor Hockey, among others. By playing fun and

competitive games against opponents, students will

explore advanced skills and tactics. Through teamwork,

communication and cooperation, the students will make

collaborative efforts to devise and incorporate existing

skills, tactics and strategies to gain an advantage over

and to pressure opponents.

This will be a very active course that will promote high

levels of activity and fitness with an aim to develop a

positive attitude towards lifelong participation in sports

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PHYSICAL EDUCATION

The Grade 7 and 8 Physical Education program will provide the opportunity for students to

incorporate the motor skills developed in Grades 5 and 6 into cooperative and competitive

situations and games. The focus will change to increased participation in enjoyable and

physically demanding lessons. Students will develop skills and team tactics, together with

their social interaction, leadership, personal management and communication skills.

Grade 7 and 8Activities will include the following (and potentially others):

• Basketball, Soccer, Touch Rugby, Hockey

• Climbing, Gymnastics, Fitness, Track & Field

• Swimming, Survival, Water Polo

• Volleyball, Pickleball, Table Tennis, Badminton• Softball, Cricket

Fun, Fast & FitFor Grade 7 and 8 tudents this is a fun new Physical Education elective. It uses music, movement

and the power of fitness to boost your energy, increase your skill level and generally make you

feel awesome. There are a number of different types of fitness activities to suit everyone. The

aim of this course is to promote an interest in physical activity, which will lead to participation

and involvement in and out of school and throughout life. Each class will leave you feeling

fitter, more mentally energized and amped to take on the world.

ResourcesISM houses some of the best sports facilities in the Philippines. Throughout the Physical

Education program, students have access to two floodlit synthetic turf sports fields, a six-lane

running track, three indoor gyms, three swimming pools, eight covered tennis courts, a nine-

line climbing facility, a fitness suite, two air-conditioned fitness rooms, a fully equipped Olympic

gymnastics area and a covered utility area.


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SM expects each of its students to work towards becoming knowledgeable,respectful and responsible citizens. In keeping with these aims, the MiddleSchool Wellness program seeks to inform students about issues related to

their personal health and to assist them in developing the skills necessary to makegood decisions about their health and safety.

WELLNESS

Wellness

Our program is based on the premise that in order to achievea state of wellness, students must understand the interrelated

nature of physical, mental, emotional, environmental and social

health.

By following our Wellness Standards and Indicators, students

will understand that:

• Personal choices related to health promotion and

disease prevention will enhance health.

• The influence of family, peers, culture, media,

technology and other factors affect health behaviors.

• Practicing health-enhancing behaviors can help them

avoid or reduce health risks.

• Advocating for personal, family and community

health promotes healthy behaviors and choices.

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WELLNESS

Content/Skills

The Middle School Wellness program presents health information that is developmentally appropriate

for the students at each grade level. Course topics have been carefully selected to address the particular

needs of our students at various stages of their pre-adolescence and adolescence and to assist them in

making good decisions about their own health and safety during these years.

In Grade 5, students are taught the importance

of a holistic approach to health that places equal

emphasis on physical, mental, emotional and

social well-being. The course begins by examining

healthy eating habits, nutrition and the importance

of physical fitness. Students then explore varioushealth-enhancing behaviors and learn how to keep

safe both at home and in the wider community. In

the substance abuse unit, students investigate the

effects of caffeine on the body and mind, decision-

making skills and peer pressure. The fourth unit

of study looks at personal development. This unit

focuses on the different body changes that occur

during puberty, the reproductive system and ways

that students can develop healthy personal care

routines.

In Grade 6, the course is divided into four units

of study, beginning with physical health. This

physical health unit augments lessons already

presented in our Physical Education program and

provides students with information on the benefits

of physical fitness, as well as nutrition, healthy

eating habits and body image. The next unit of

study is emotional health. This unit investigatesthe importance of making healthy decisions and

provides strategies for managing emotions. In

the substance abuse unit, the students study the

effects of inhalant abuse on the body and mind.

The course ends with a unit on growth and personal

development. Topics in this unit include changes

during puberty, personal hygiene, building better

relationships (peers, friends, family, teachers) and

safe use of the Internet when communicating withfriends online.

In Grade 7, the course begins with an investigation

of how fast food and a lack of physical activity

affect the body systems. In unit two, students focus

on social health where they explore strategies and

skills to help with conflict management, bullying

and coping with unhealthy relationships. This is

followed by a drug education unit. The topics of

study for this unit include the effects of tobacco

on one’s health, peer pressure, the role of media in

teen drug use, refusal skills and proper use of over-

the-counter and prescription medications. Lastly,

students continue their investigation of physical

health by studying in-depth the reproductive

systems, including guidelines for the care and

maintenance of these systems.

In Grade 8, students are introduced to topics thatare relevant for teens who will soon be entering

High School. As in all Wellness courses at ISM, the

importance of good decision-making based on


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WELLNESS

factual information and values is emphasized. In the first

unit, students study the most common eating disorders

and the importance of balance in one’s life. The second

unit explores mental health issues with a focus on

teen depression. In the substance abuse unit, students

investigate the effects of alcohol and marijuana on the

body and mind, the power of peer pressure and skills to

deal with this pressure. The following unit of study is an

investigation of one’s rights over his/her body and how to

protect these rights through assertive communication.

This provides the background necessary for the last

unit, human sexuality, in which students examine teen

sexuality, pregnancy and sexually transmitted diseases.


Readings accompanied by lecture and class discussion

are used to introduce and reinforce key concepts

and ideas in all Wellness courses. These practices are

augmented by a wide variety of instructional practices

including small-group activities and discussions, journal

writing, and individual and group projects. Students are

assessed through teacher observation, tests, quizzes,

and completion of assignments and projects.


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INFORMATION TECHNOLOGY

Information Technologyhe Middle School Information Technologycurriculum presents a variety of options,including integrated projects in all subjects

as well as optional exploratory technology classes.

This ensures growth beyond basic computerliteracy and incorporates technology as a toolin all academic as well as social pursuits. Thecurriculum has been prompted by the changesin the “real world” of technology and continues tobe modified throughout the Middle School yearsdepending on technological advancement.

We believe that students thrive in an environmentin which education with technology is a seamlesspart of their lives. All students in Grades 7 to 12are required to “Bring Your Own Device” (BYOD) tosupport this.

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The Middle School Information Technology

curriculum focuses on three key areas: Web

Awareness, Cyber Safety and Presentation

Design. It aims to equip students with an

understanding of Web 2.0 applications, to

discuss appropriate online behavior, and

to explore fundamental skills in editing

digital images and sounds, data collection,

spreadsheet management, graphing and theapplication of multimedia presentations.

In Grade 5, students acquire an introduction

to Web 2.0 tools such as podcasts, wikis and

RSS feeds via technology integration within

the core subject areas. Students investigate

online educational resources, web search

strategies and cyber safety. Students also

have the opportunity to enroll in the IT iLearn

elective, which explores wikis, blogs and

social networks.

In Grade 6, students learn how to manage

information on the web using collaborative

tools via technology integration within the

core subject areas. Online behavior and cyber

safety are discussed in the context of student

web activity. Students continue to develop

their understanding of digital imagery andmultimedia presentations by using digital

cameras to capture content for their work.

Students also have the opportunity to enroll

in the IT iDesign elective, which focuses on

the iterative design cycle of analysis, design,

development and testing.

In Grades 7 and Grade 8, students focus on

how to leverage technology to further their

learning and to gain a depth of understanding

not possible with traditional tools. Students

collaborate when necessary within private

or topic-based social networks. They work inteams using collaborative tools like blogs and

wikis to develop documents and presentations.

They also learn advanced search techniques

and sharpen their ability to accurately and

effectively disseminate information from

social networks and search engines to

accomplish their goals. Students also have

the opportunity to enroll in the Innovation

Technology elective course that focuses on

redesigning digital images, learning coding

basics, producing films, publishing interactive

books, designing technology projects and

integrating technology into everyday life.

All technological learning in Middle School

is integrated within the context of their core

subject areas with extensive support provided

by technology specialists.

Content/Skills


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Robotics

This is a problems-based course in which students work primarily in teams to design, build andprogram robots. The main hardware for the robots is EV3 Mindstorms, which uses both LEGO

materials and computer programming software. Creativity, teamwork and critical thinking will

be used to solve problems through the design, investigation, building, testing, redesigning and

reflecting on the process stages.

Instructional Materials

A truly strong point in instructional practices in the Middle School Information Technology

classes is the integration of computer skills across all subject areas. Middle School Technology

Integrators employ a variety of teaching strategies including auditory, visual and kinesthetic

approaches. Within these modalities, teachers undertake discussions of the subject matter,

demonstration lessons to augment and supplement discussions and the performance of

hands-on activities to reinforce the first two levels. Cooperative learning activities and student-

led presentations further typify the teaching-learning interaction.

Resources

Students have access to computer laboratories as well as laptop carts. The labs are connected

to the ISM network’s file servers. A standard roaming electronic desktop is maintained

throughout the school, which features Windows and Mac-based software applications as well

as those for email and Internet access (including webmail/email), word-processing, multimediapresentations and lesson supplements.



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Fine & Performing Artshe Fine and Performing Arts program in the Middle Schoolcovers four subject areas: Visual Art, Music, Drama and Dance.It is enhanced by the diverse opportunities available within and

beyond the classroom. It seeks to emphasize the importance of processwhile striving for excellence in performance or product. Recognizingthe importance of reflecting the ethnic and cultural diversity of the

school’s community, the program encourages individual expressionwhile developing respect and appreciation for others.

Visual ArtGrades 5 and 6 - Foundations of Art

In this compulsory semester course, assignments

emphasize building basic skills and an appreciation

of the elements of art and principles of design. The

course is designed to encourage the development of

creative thinking, a respect for quality and originality,

self-confidence, visual and tactile perception, and the

ability to work independently.

The program concentrates on practical studio

production but also includes discussion of aesthetics,

art criticism and art history. Assignment units will build

on the structure already established and familiar to art

students in the Elementary School. During Grades 5

and 6 the two semesters of art will include increasinglydemanding assignments that cover five basic art

experiences across the year: drawing, painting, fiber

and fabric, form and construction, and printing.

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FINE & PERFORMING ARTS

Grades 7 and 8 – Electives

In the semester-long courses in Grades 7 and 8,

the assignments allow students to develop more

challenging work based on a theme. In order to caterto individual student interests, the following semester

courses are offered: ARTstudio – drawing, painting,

print and mixed media; ARTmud – clay; ARTsculpt –

sculpture; ARTisan –functional art and design; and

DigiART – photography, graphic design and movie-

making.


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DramaOur program develops and stimulates creative thought, collaboration and teamwork,

improvisational skills and physical awareness. Middle School Drama is inclusive, enriching and

geared towards developing self-esteem, lateral thinking and problem-solving skills, all of which

can be transferred to other disciplines of the ISM Middle School curriculum.

Grade 5 Drama Units

Mask and Mime

Students explore movement techniques, object representation, mask and mime in historical

and national theater traditions, improvisational games and theater sports, vocal techniques

and collaborative group-devised original performance.

Script and Structure

Students explore how to create a clear beginning and end to a performance. They further develop

improvisational and collaborative techniques, investigate characterization and performance for

an audience. Students continue to work with movement and vocal methods to enhance and

improve their performances.


Grade 5 and 6 Exploratory

Content/Skills

Grades 5 and 6 Middle School Drama students learn the basis of performance through

interactive and active lessons. Students develop collaborative skills as they work in whole-class and small-group settings to explore improvisation, play-building and group-devised

performance. In Grade 5, students investigate the use of voice and body and will be

encouraged to utilize these skills while working with masks and scripts. In Grade 6, students

further expand their skills in voice and body as well as develop new performance skills

when looking at stagecraft, puppetry and scriptwriting. In addition to being designed for

students of any experience level, both Grade 5 and 6 Drama are hands-on and practical in

their approach to both onstage and behind-the-scenes features of the theater.


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Grade 6 Drama Units

Improvisation

Students revise and further develop their improvisational

skills with the goal of creating original characters and

situations to be used in collaborative, group-devised,

original performance.

Puppetry

Students explore conventions and techniques

associated with various international puppetry styles

and put their research and practical work into practice

by building puppets, which are used in a devised

original performance.

Script and Structure

Students explore sources of tension and conflict in

a narrative; they further develop improvisationaland collaborative techniques and investigate

characterization and performance for an audience.

Students continue to work with movement and vocal

methods to enhance and improve their performances.


Grade 7 and 8 Elective

Content/Skills

Grades 7 and 8 Middle School Drama students

continue to build upon the skills explored in Grades 5

and 6, including improvisation, collaboration, use of

voice and body, and group performance. This more in-

depth exploration of foundational principles focuses

on the “head and heart” in performance, relating to

such important concepts as mood, emotion, intention

and storyline development. Interactive group activities

also lead toward purpose-driven play- building, which

explores the different roles of responsibilities involved

when creating a performance piece.


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Grade 7 and 8 Drama Units

Creating Physical Theater

Students explore elements of physical performance

with special attention to techniques that convey

mood, emotion and character intention. Improvised

and collaborative activities provide students with

opportunities to create original performances that

utilize these concepts.

Mask/Puppetry

This performance unit provides an opportunity for

students to reacquaint themselves with either masks orpuppetry, by exploring a specific performance tradition

from world theater. Students engage in research

that supports their understanding of the selected

tradition. The performance piece for this unit focuses

on conveying mood and emotion to an audience within

the tradition of world theater.

Play-Building

The opportunity for play-building takes on a new

dimension as students learn about the various

roles involved in making a successful performance:

playwright, director, stage manager, technical director,

etc. Students explore these roles by taking on specific

jobs in the context of collaborative group-devised

projects.

Working the Scene

This final performance unit provides students with the

opportunity to work with published scenes writtenby professional playwrights. Students are led through

the processes of understanding the writer’s intentions

and how to perform other people’s dramatic ideas. In

addition, students examine the fundamental structure

of a scene and how to convey the overall dramatic

development of a scene in their final performance.



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MusicMiddle School students are exposed to music in a

variety of year-long and semester-long courses offered

in General Music, Choir, Band and Strings.

General Music

Students can explore a broad range of musical topics in

General Music. Students look at the elements of music

and experiment with different instrument groups on

how these can be employed. Students also use loop-

based software to create electronic compositions.

Grade 7 and 8 students enrolled in Music Madness

further extend their music experiences through units

such as guitar, keyboard, world music, musical theater,

movie soundtracks, computer-based composition andthe history of rock and roll.

Choir

Students may choose to develop their vocal talents

by taking a semester or full year of Choir. Grade 7 and

8 singers at every level of ability and stage of physical

transition are encouraged to develop their vocal skills

and musicianship in Choir.

Band and Strings

Students interested in learning to play an instrument

may choose to take Band or Strings. String students

DanceDance offers students the chance to explore their movement

potential and develop spatial awareness. Throughout the

semester, different dance forms such as modern, jazz and hip hop

and the foundations of choreography will be explored. Above all,

this course is designed to give students the confidence to moveforward into ISM’s already thriving Dance program at the High

School level and to inspire them to experiment with different

avenues of movement expression. For this reason, the course

is suitable for both experienced and beginning dancers. As part

of this program, the students are given the opportunity to share,

celebrate and showcase their talent through participation in

school activities and dance recitals.


choose to play violin, viola, cello or bass while the focus in band

is on playing instruments in the woodwind, brass and percussion

families. Band and String classes are taught year-long and

students may enter these programs at a Beginning, Intermediate

or Advanced skill level.

All performance groups in the Music Department are highlighted

at several concerts throughout the year.


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Student AdvisoryProgramhe Student Advisory program focuses on addressing the social and emotional needs

of Middle School students while building a sense of small-group community and

strengthening student-adult relationships. Students are placed in small groups with a

teacher-advisor. Groups generally meet twice a week to share perspectives on relevant issues, play

collaborative games, and build organizational skills. It is a time of friendship, support and social-emotional learning. The school-wide Dispositions provide a framework for Advisory, along with

three Advisory objectives developed by faculty: self-awareness, a sense of belonging, and time for

“inspiring, memorable fun”. Each grade level also addresses developmentally appropriate issues

such as relationship skills, stress-reduction skills, goal-setting, decision-making and healthy risk-

taking. Time is also allotted for study skills and organization. Advisory supports the counseling

department and social-emotional learning that occurs throughout the Middle School program-

-wellness classes, other academic courses, and co-curricular activities-- by giving students the

opportunity to share and apply their learning to issues they are facing in the context of a safe

environment. Teacher-advisors serve as mentors and a first line of academic support for their

advisory students.

Student Advisory Specifics• Each Advisory is made up of a maximum of 13 students in the same grade level who meet

with an assigned advisor throughout the year.

• Advisory period takes place twice each week.

• Regular assemblies reinforce Advisory themes structured around ISM’s Dispositions: caring,

responsible, self-directed, ethical/fair, creative, balanced.

• Advisory sessions include circle discussions, group sharing, collaborative games, inspiringvideos, time to get organized, and reflective activities.

• Various activities focus on community building, “character strengths” development, service

learning, mindfulness, study skills, self-expression and self-regulation.

• Advisory teachers serve as advocates for their students.

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STUDENT ADVISORY PROGRAM


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ClassroomWithout Walls

he Classroom Without Walls (CWW) program at ISM spans Grades 5 to 8 in theMiddle School. This program engages students in activities outside the school

and is linked to the academic program and Service Learning.

Students in the Middle School attend two experiential programs during the school year. These

programs offer experiences at a level appropriate to the respective grades. Some common

elements run throughout the Classroom Without Walls program for all grade levels. The

September activities focus on team-building, while the February trip focuses on fieldwork,

outdoor challenges, health and social education, community and service.

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CLASSROOM WITHOUT WALLS


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Support ServicesCounseling The Middle School Counseling program is designed to help students develop holistically as

they move through the different levels of Middle School. This is accomplished by providing

consultation and support through individual and group counseling, grade-level initiatives,

crisis intervention and facilitation of communication among students, parents, teachers and

administrators. There are three Counselors in the Middle School. While working as a team, theydivide the responsibilities for individual students alphabetically by surname.

Kid Talk: The Counseling Department facilitates

this support structure to ensure that all students

receive any intervention necessary that will help

with their global functioning.

Grade Level Activities: The Counseling team

works with each grade level and conducts

grade-level assemblies to address a variety of

issues adolescents face. A large part of these

efforts is to create positive relationships and a

congenial atmosphere at school.

Group Guidance: At different times throughout

the year, the Counselors conduct group guidance

sessions. These sessions are designed to helpstudents gain insight into their behaviors,

understand their attitudes, interests and

capabilities, and learn how to make intelligent

decisions. Special interest group guidance

sessions can also be suggested and requested

by students (e.g. Dealing with Stress, Developing

Studying Skills, Adjusting to Moving Away).

Individual Counseling: The Counselors are

trained to help Middle School students with

school-related problems arising from academic,

personal, social or family conflicts. Some common

problems include adjustment to school, changing

peer relationships, parent expectations and study

habits. Confidentiality is observed. Students are

free to make an appointment with any of the

Counselors when a need arises.

Parenting Groups: The Counselors arrangeworkshops throughout the year to help parents

improve their parenting style and strengthen

their relationship with their child.

SUPPORT SERVICES


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English-as-a-Second-Language (ESL) Program

earning English, but also learning in English, is a formidable task andthe ESL program at ISM is designed to help students successfully

meet this challenge. ISM offers specialized language instruction forstudents whose first language is other than English.

ESL Inclusion SupportResearch shows that language learning is greatly enhanced by meaningful use in authentic learning

environments. Our program ensures that students have access to the mainstream curriculum as well as

meaningful daily interactions with their English-speaking peers. In this inclusive model of teaching and

learning, language specialists and content specialists work together to ensure that all language learners

are able to access the curriculum. ESL teachers and content teachers co-plan and co-teach lessons to

explicitly integrate language and content in English, Social Studies and Science classes.

English for Academic Purposes (EAP)In addition to support in English, Science and Social Studies classes, ESL students are enrolled in the

English for Academic Purposes (EAP) class. This is an intensive course designed to provide students with

the explicit instruction, academic language, and specialized support they need to be successful in their

core classes. The focus on academic language enables students to develop the skills, strategies, and

language they need to participate and function successfully in the mainstream classes. There is a focus

on vocabulary enrichment, academic writing, textual analysis, research and problem-solving skills that

support the concepts introduced in the core classes. The EAP class is compulsory for all ESL students and

replaces the modern language option.

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ENGLISHASASECONDLANGUAGE


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Learning Support

he Learning Support Department at International School Manila coordinatesprograms and services for students with learning needs. The model is based

on the philosophy that students vary in their level of ability, achievement, motivationand interest and that individuals respond best to educational programs that provideappropriate challenges and meet their individual needs.

The Learning Support Program provides three levels of support. Levels of support are

determined on an individual basis and according to each student’s identified learning needs.

Determination of level of support is made by the Learning Support Resource Team (LSRT) based

upon information provided by admissions, school reports, standardized testing, teachers and

parents. A Learning Support teacher assigned to the student in partnership with the parents

then develops a Learning Support Plan. This Plan includes specific goals for the student’s

improvement.

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LEARNING SUPPORT

Levels of support are determined on an

individual basis and according to each

student’s identified learning needs.


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LEARNING SUPPORT

Level 1 (LS1)

LS1 students receive support in the mainstream

classes. Each student is provided with a Learning

Support Plan. The LS Plan includes individual

goals and guidance to teachers on how to

implement classroom accommodations that

address the student’s needs. The Case Manager

consistently monitors the student’s progress

and provides direct and indirect support within

mainstream classes.

Level 2 (LS2)

LS2 students receive support in the mainstream

classes and in a small-group setting. Each student

is provided with a Learning Support Plan. The LS

Plan identifies goals and specific interventions

for students with identified needs who may

require more significant accommodations

and/or modifications. These are implemented

through direct and indirect services in core

classes and in Strategy Instruction.

Level 3 (LS3)

The LS3 student may require significant

modifications and/or accommodations to the

content of the curriculum as well as direct

instruction in social skills. Social skills training

is taught by an LS teacher or a speech and

language pathologist in a small-group setting

and implemented in the mainstream classes.

In the Middle School, the LS 3 student also

receives Strategy Instruction class. The LS3

program is not available beyond Grade 6.

Strategy Instruction is designed to provide

students with strategies to improve their

individual organizational, study and self-

advocacy skills. Additionally, it providesstudents with a range of strategies to use across

content areas to maximize success. This class

is recommended for students requiring direct

support in their regular academic program.

Placement in Strategy Instruction will be

determined by the LSRT. Strategy Instruction

is taught by an LS teacher and supports the

mainstream core classes’ curriculum. This is

usually in lieu of a Modern Language course.


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Middle School Media Centerhe Middle School Media Center (MSMC) functions as the informationhub of the Middle School. It aims to support and enrich the curriculum,empower student learning, promote literature and encourage students toread, write, and research for understanding and enjoyment.

Content/Skills

Students develop and apply research skills to discover

ideas and information from a variety of sources, print and

non-print, including electronic databases, websites, and

additional applications. Students learn to employ critical

thinking skills to seek, organize, analyze, synthesize andevaluate information and ideas.


Research skills are introduced and reinforced using a

cooperative and collaborative approach with classroom

teachers. Librarians and teachers plan and teach together in

the Media Center and in classrooms to ensure all students

receive instruction on research procedures including

questioning, information seeking strategies, location and

access of resources, and how to engage with information.

Learning about credibility and plagiarism, as well as skill

development in note-taking and bibliography creation,

gives students skills to become more information-literate

individuals.

Print Resources

The MSMC collection has been chosen to reflect the needs

of our Middle School and wider community. The fictio

collection is regularly updated with the newest titles a

caters for a wide variety of abilities and interests. Ficti

is arranged by genre to enable students easier access.

addition, we subscribe to Overdrive, an online library th

allows students to check out titles and read on their owdevices even though they may not be in the physical med

center space.

The non-fiction collection features books on a wide range

relevant topics to support the MS curriculum. Additiona

the MSMC has collections to support ESL learners and

students. There is also a non-English collection of popu

MS titles in various languages.

Electronic Resources

All patrons have online access to the MSMC catalog and t

MSMC website. Our website features links to all of the MSM

research databases, tutorials, MSMC news and various sit

to enhance and promote information literacy. In additio

the MSMC features a collection of iPads, which can

used by students for research, mobile searching, readin

applications and games.

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MIDDLE SCHOOL MEDIA CENTER


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CLUBS AND ACTIVITIES

Clubs and Activities

After-School Activities (MS AFAC)http://ms-activities.ism-online.org/ISM offers a variety of afternoon activities for interested

Middle School students. Students may enroll in either

sport activities or mini-courses by registering with

the AFAC Office for after-school programs and via the

Middle School Activities Coordinator for intramuralactivities at the beginning of each semester or season.

All activities available to Middle School students such

as sports, clubs, Fine Arts offerings and workshops

are publicized through the school website with links

to the Fine and Performing Arts blog, Middle School

Activities and ATAC blogs and via MS notice boards and

publication in the parent/student bulletins during the

school year.

Athletics and Activities (ATAC)http://atac.ism-online.org/ The ATAC Office (located by the Middle School Gym)

oversees the competitive aspect of the Middle School

Sports program in which students try out for teams that

compete against other schools in local seasonal sports

leagues. If a student is successful in gaining a place ona Middle School team, a high level of commitment and

dedication is expected. The Middle School competitive

sports program follows the High School seasonal sports

structure

• 1st Season: (Aug to mid-Oct) Volleyball,

Soccer, Cross Country

• 2nd Season: (Nov to late Jan) Basketball,

Tennis, Rugby, Touch

• 3rd Season: (Feb to mid-April) Track & Field,

Softball, Badminton, Mixed Touch

• All Year-Round Sports: Sailfish Swim Team,

Gymnastics, Wall Climbing, Tae Kwon Do,

Aikido, Judo, Table Tennis, Chess

A ‘tryout’ week at the beginning of the season is used to

select students for the above teams. All Middle School

students are eligible to try out for team selection.


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CLUBS AND ACTIVITIES

Middle School Activities Program This program is coordinated out of the AFAC Office located in the Elementary School Administration Area. The program

offers a wide variety of activities which includes recreational/non-competitive sports, languages, music, Fine Arts and

dance for students from Grades 5 to 8.

Sports Activities

A range of sports and activities is offered from 3:00 P.M.

to 4:30 P.M. This program is offered to students who

want to keep active as well as develop skills and take

part in a rotating selection of sports and activities. Fun,

low-level intramural games are a part of this program

with students being able to play in mini-tournaments

and mixed-ability teams. Exact details and offerings

are available via the Middle School AFAC handbook on

the Middle School website. The program also includesorganized activities in assembly times, lunch breaks and

other dedicated times.

Dance

A large range of different dance types are available

(exact details and offerings are available via the AFAC

website). Most dance courses have different levels to

cater for all abilities. Types of dance on offer include

Ballet, Jazz, Tap and Dance Mash.

Non-Sporting Activities

The activities program offers a variety of non-sporting

clubs and activities that will enhance and develop skills.

These clubs (exact details and offerings are available

via the AFAC website) include Digital Imagery, Born to

Move, Lego League, Lego Robotics, Library Technicians,

Math Counts, MUN, Philippine Cultural Club, Salinlahi

(MS Yearbook) Yoga, Art and Clay.

Student Ambassadors

The Student Ambassadors play an active role in creating

an engaging environment that encourages respect and

mutual appreciation among the student body. Students

volunteer their time and attend weekly meetings to

prepare for upcoming activities. Student Ambassadors

will be involved with:

• New student orientation

• Departing student send-of

• Student-led assemblies• Student-led events

• Supporting all school activities

Student Council

The Student Council is composed of elected

representatives from all grade levels. Under the

supervision of faculty advisors and with the help of

teacher and parent chaperones, the Student Council

offers a variety of activities throughout the school year.

These include Middle School Parties, Spirit Week, Pep

Rallies and other special events.

The Student Council comprises an Executive Council

and two elected Grade Level Representatives from

each of the grade levels. Additionally, there is a Student

Council Representative elected in each Advisory. This

group gathers feedback from the entire student body

and attends a monthly meeting.

New clubs and activities are offered every year. Please

visit the AFAC blog at the beginning of the school year

to see what is avail

Documents

MS Program Guide SY1516