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
Instructional Practices
Courses
Mathematics Honors
Science
Content/Skills
Instructional Practices
Safety
Social Studies
Content/Skills
Instructional Practices
Be the Change
Modern Languages
Content/Skills
Resources
Physical Education
Content/SkillsResources
Wellness
Content/Skills
Instructional Practices
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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
Instructional Practices
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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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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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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AN OVERVIEW: THE MIDDLE SCHOOL
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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AN OVERVIEW: THE MIDDLE SCHOOL
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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ENGLISH LANGUAGE ARTS
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?
Instructional Practices
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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ENGLISH LANGUAGE ARTS
• 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
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.
In Grade 7, students will
use the scientific process
to conduct and design
investigations while
learning about natural
selection, forces and
motion, density, heattransfer and the solar
system.
In Grade 8, students will
use the scientific process
to conduct and design
investigations while
learning about human
body systems, physical
and chemical reactions,simple machines,
pollution and ecology.
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SCIENCE
Instructional Practices
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
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
and/or exercise
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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.
Instructional Practices
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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INFORMATION TECHNOLOGY
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.
INFORMATION TECHNOLOGY
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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.
FINE & PERFORMING ARTS
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.
FINE & PERFORMING ARTS
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.
FINE & PERFORMING ARTS
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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.
FINE & PERFORMING ARTS
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.
Instructional Practices
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.
T
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
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