Middle SCHOOL PROGRAM GUIDE 2020-21 CONTENTS

GENERAL INFORMATION PG01

MIDDLE SCHOOL PHILOSOPHY PG02

SUPPORT FOR STUDENTS CORE COURSES PG05 PG10 WORLD LANGUAGE PG12 ELECTIVE YEAR LONG COURSES MIDDLE SCHOOL PROGRAM PG14 ARTICULATION ELECTIVE TRIMESTER COURSES PG08 PG14 LANGUAGE & ELECTIVE COURSE SELECTION PG17 6TH GRADE CORE COURSES COURSE PG18 OVERVIEW WORLD LANGUAGE PG10 PG20 ELECTIVE YEAR LONG COURSES PG22 7TH GRADE CORE COURSES COURSE PG26 ELECTIVE SEMESTER COURSES OVERVIEW PG23 WORLD LANGUAGE ELECTIVE COURSE SELECTION PG18 PG28 PG25 ELECTIVE YEAR LONG COURSES PG30 8TH GRADE ELECTIVE SEMESTER COURSES COURSE PG30 OVERVIEW ELECTIVE COURSE SELECTION PG26 PG33 GENERAL INFORMATION 1 6363 3405 6360 6050 6360 6432 Ryan Bruce MS Dean of Student Life Jared Bildfell Jared Cindy Gilbert MS Activities & [email protected] [email protected] MS Psychologist [email protected] Athletics Director Assistant 6360 6009 6360 6429 6363 3405 Patrick Pierce Grade Counselor [email protected] Christa Haycock [email protected] Chris Raymaakers th MS Administrative 8 [email protected] MS Deputy Principal Assistant 6360 6427 6360 6411 6363 3405 Mark Swarstad Rochelle Toney [email protected] Grade Counselor th Chris Beingessner MS Administrative [email protected] 7 MS Deputy Principal [email protected] Assistant 6360 6428 6360 6412 6363 3405 MS Principal Zana Mamat

Grade Counselor [email protected] Ben Robertaccio Lauren Mehrbach Lauren th MS Administrative [email protected] 6 [email protected]

MISSION each student an exemplary American educational American School is committed to providing The Singapore experience with an international perspective.

VISION A world leader in education Cultivating exceptional thinkers for the future Prepared Students and their families are responsible for completing all registration online. Access to the online course online. Access to the online completing all registration for responsible families are Students and their ‘eNews’. via email and in the weekly SAS with families be shared selection tool will Students and their families are asked to review the program planning guide carefully. This booklet outlines the This booklet planning guide carefully. the program to review asked families are Students and their Students and their students may choose to take (electives). to take and the courses required courses students are courses for which the appropriate and counselors regarding teachers advice from encouraged to seek families are to register. The Middle School Program Planning Guide provides students and their families with concise information about students and their families Guide provides Planning Program The Middle School a tool to help students and parents this booklet serves as During the course selection process, the Middle School. of study. programs individual regarding make important decisions GENERAL INFORMATION GENERAL We value high standards and commit ourselves to providing opportunities for mastery of MIDDLE SCHOOL academic skills and the lifelong pursuit of excellence while maintaining a balanced life. We strive to provide a supportive environment, which will enhance the students’ self esteem, PHILOSOPHY personal and academic development. We The SAS Middle School Philosophy serves as the encourage the entire SAS community to be our cornerstone for decision-making as it relates to partners in this endeavor. students and programs. The Middle School is a place where… We recognize that our students reflect diverse cultural backgrounds. Therefore, we foster We recognize that middle school students are in international awareness and understanding, a transitional stage of development and we value encouraging our students to develop global their uniqueness. Each middle school student responsibility and citizenship through our has intrinsic value and is responsible for her or curriculum and social opportunities. his choices and actions.

STRATEGIC ANCHORS resources and efforts School’s American operational imperatives that guide the Singapore three are There leader in education. These vital few are: in achieving excellence as a world class of Excellence • A Culture of Possibilities • A Culture Each Child of for the Welfare Care of Extraordinary • A Culture The school’s curriculum and the Desired Student Learning Outcomes (DSLOs) serve as the direction and direction Outcomes (DSLOs) serve as the Student Learning curriculum and the Desired The school’s School DSLOs are: American The Singapore academic programs. school’s substance for the & Innovation • Creativity • Communication • Collaboration • Critical Thinking • Character • Cultural Competence Knowledge • Core DESIRED STUDENT LEARNING OUTCOMES DESIRED STUDENT LEARNING • Compassion • Honesty • Fairness • Responsibility • Respect CORE VALUES CORE cultures values of core recognized as are five values that has identified of Global Ethics The Institute approach School’s American Singapore the basis for the values are The five core the world. throughout faculty, staff, among students, for all relationships serve as the foundation Education and to Character values are: These core and parents. administrators,

MIDDLE SCHOOL PHILOSOPHY 4 SUPPORT FOR STUDENTS

There are many purposeful programmatic features in the SAS Middle School that are aimed at supporting and assisting the Middle School student.

¢ ADVISORY A key component of the Middle School is the advisory or Advisory program. All students are part of a Advisory group of approximately twelve students. This group meets at the start of every school day and is supervised by a single teacher. The Advisory philosophy encourages a close professional relationship between the student and at least one adult in the school. Advisory also serves to keep students connected; learning about weekly events, planning for Classroom Without Walls (CWW), STUDENTS FOR SUPPORT growing in social skills and study habits, and developing strong and supportive peer relationships.

¢ SCHOOL COUNSELING The Middle School strives to create a safe, inclusive and supportive school community. The Middle School Counseling Office is a critical part of this process. There are three counselors and one psychologist that work as a team to support students through the complexities of adolescence. Each grade level has an assigned counselor who ‘loops’ with the students; moving with a group of students through the middle school – sixth grade to seventh and then seventh to eighth. In this way, counselors form strong and trusting relationships with students and families.

5 ¢ INTER-DISCIPLINARY TEAMS The Middle School has over 900 students. To assist students in making connections with their classmates and teachers, each grade level is divided into three teams or ‘sides’. Each team has just over 100 students. These teams are often referred to as A, B, and C sides. Each side has a team of teachers assigned to it. This inter-disciplinary teaching team supports the academic, social and emotional needs of all students. Professional Learning Communities or PLCs are an integral part of the Middle School School of the Middle part an integral are PLCs or Communities Learning Professional Strategic Learning is an elective course aimed to support student learning needs. Students will Strategic Learning is an elective course these units, students will work Through complete units in planning, prioritization, and organization. on short- to complete tasks, build time management strategies, follow-through roadmaps to create 7 and 8, for students who term goals, and develop healthy homework habits. In Strategic Learning the above skills, course may cover additional study skill strategies such as note-taking, have mastered in which students dynamics. The course concludes with a goal-setting project test-taking, and group of focus, make steps to achieve their goal and self-advocate, gather evidence, and will choose an area their progress. on reflect The Learning Support program is designed to provide individualized academic assistance for individualized academic assistance program is designed to provide The Learning Support School staff in the SAS academic program. additional support to be successful students who require an Individualized Education Support Plan (IESP) to track and collaborates with families to develop area of need (reading, writing, math or behavior). Supports for monitor a student’s progress in the to meet their specific learning need and foster success students are individualized and designed are provided both support in their current classes as well throughout all their classes. Students deficits with the goal of increased independence in their as targeted instruction for their learning enroll students to be a collaborative determination between learning. SAS prefers the decision to (teachers, school psychologist and divisional administrator). parents, students and school personnel may recommend a Learning Support class to ensure a student is There are instances when the school able to make expected annual progress. deliver this support, SAS employs the following service: To instruction individually specific provides Support Teacher Learning Support Classes: The Learning direct more can provide In this setting, teachers classroom. outside the regular or in small groups and skill development, assignment completion, organization, and individualized support with basic academic assistance in developing related students receive monitoring of task demands. Additionally, learning. future and learning skills necessary for their The Singapore American School recognizes technology serves as a dynamic tool for learning that technology serves as a dynamic recognizes American School The Singapore in the Middle The 1:1 Laptop Program and creativity. collaboration connectivity, optimizes productivity, integrating information technology to laptops with the goal of further student access School increases in our enhanced learning opportunities provides curriculum. The program and literacy into our digital citizenship. of responsible the development and promotes classrooms organizational and professional models. Within the Middle School, there are many PLCs, each focusing many PLCs, each models. Within are professional and there the Middle School, organizational on to focus bring teachers together goal of PLCs is to The subject area. grade level and on a specific of learning. the optimization assessment, and curriculum, STRATEGIC LEARNING LEARNING SUPPORT 1 TO 1 LAPTOP PROGRAM s) (PLC COMMUNITIES LEARNING PROFESSIONAL ¢ ¢ ¢ ¢

SUPPORT FOR STUDENTS 6 ¢ ACTIVITIES AND ATHLETICS The Middle School years are one of exploration and experimentation with activities that can become positive lifetime habits. To this extent, the MS Activities office strives to offer a robust selection of clubs, intramurals and select sports for our students. The club offerings include academic enrichment, service, and sporting opportunities. Clubs typically meet once a week and are open to all levels of ability and interest.

The intramural sport offerings are a structured ‘next step’ after MS students have been exposed to a multitude of physical activities in the Physical Education classes. There are a variety of sessions, both individual and team sports, allowing students to have a weekly opportunity to play a sport of their interest.

The representative sport program follows the seasons of play established by the Athletic Conference of Singapore International Schools (ACSIS), with SAS participating in Volleyball, Basketball, Soccer, Badminton, Swimming, and many other sports enjoyed by MS students.

¢ CLASSROOM WITHOUT WALLS The Middle School Classroom Without Walls (CWW) program extends student learning beyond those experiences gained at school. The primary goal is for students to build positive relationships, trust, and cooperation with their peers and teachers by facing unique challenges and experiences outside of the classroom. Through these challenges and experiences, students will be given opportunities to grow as individuals and to build self-esteem.

Students will further develop their own environmental awareness and cultural sensitivity through participating in activities specific to each trip. Once students return to the classroom, the lessons learned at CWW will support and enhance student learning throughout the balance of the school year.

¢ LIBRARY MEDIA CENTER The Middle School Library supports the school’s mission of cultivating exceptional thinkers that are prepared for the future by facilitating the effective, creative, and ethical use of both print and digital resources as well as fostering a lifelong love of reading.

Our library space includes our constantly updated print collection, our maker space design studio, audio and video recording rooms, virtual reality stations, collaborative breakout spaces, and large group meeting areas to host visiting authors and grade level celebrations of learning.

All SAS community members are welcome in the Middle School Library, so stop in and check out our wonderful space.

Checkouts: 21 days (10 print books, 6 ebooks/audiobooks) Hours: Monday-Friday (7:30am- 4:15pm) SUPPORT FOR STUDENTS FOR SUPPORT

¢ SERVICE LEARNING The Middle School values service learning opportunities and strives to provide meaningful ways for students and teachers to move together with deliberate thought and action toward a common purpose that has reciprocal benefits. Across the grade levels, each service learning project or experience is unique, but focuses on relevant service that is linked to the curriculum.

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8 8+ MATH MATH GRADE 8 7 7+ MATH MATH GRADE 7 MATH 6 6+ MATH MATH GRADE 6 5 GRADE

The middle school World Language program offers three different languages: Chinese, different three offers Language program The middle school World designed as second track, all courses are the Near Native Chinese Apart from Spanish, and French. is to develop Language program (or other) language acquisition courses. The goal of the World The oral proficiency. a focus on and language skills through cultures understanding of the respective grade) is based on the transition into the middle school (any grade) and into the high school (ninth to external reference as determined by our language teachers with language proficiency student’s assessments. The Middle School Math program continues to build on students’ number and operation skills while continues to build on students’ number Math program The Middle School level skills needed in high school abstract reasoning foundation for the more beginning to lay the Statistics in Geometry, progressions students will work through specifically, math courses. More Reasoning and and Proportional and Equations, Number System, Expressions The and Probability, will be placed in a course based on a combination of Functions. For each grade level, students recommendation. placement tests, and teacher SAS administered mathematical proficiency, the grade refer to level, please at a specific grade offered information on each of the courses For more and placed in the course which best reevaluated students are level sections in this guide. Every year program in the Middle School Mathematics for progression meets their needs. Below is a reference WORLD LANGUAGE MATH ¢ ¢

Singapore American School is committed to offering innovative programming supported by relevant by relevant supported programming innovative to offering School is committed American Singapore part of a curriculum as and modifies this goal, SAS evaluates achieve To and instruction. curriculum and has been revised the Math curriculum of this process, As a result cycle. review curriculum structured changes worth programmatic are develop, there and to grow continues Language program as the World understanding of the course diagrams that follow for a better to the articulation noting. Please refer in these curricular areas. and progression offerings MIDDLE SCHOOL PROGRAM ARTICULATION PROGRAM SCHOOL MIDDLE

MIDDLE SCHOOL PROGRAM ARTICULATION 8 MIDDLE SCHOOL PROGRAM ARTICULATION 9 8 8 8 8 8 Low HIGH novice FRENCH SPANISH GRADE 8 SPANISH SPANISH SPANISH GRADE 8 Advanced Advanced intermediate intermediate intermediate intermediate 7 7 7 7 7 HIGH novice FRENCH FRENCH novice GRADE 7 SPANISH SPANISH SPANISH GRADE 7 intermediate intermediate French intermediate intermediate SPANISH All course placement beyond first year Spanish teacher SAS Novice requires recommendation. 6 6 6 6 HIGH novice FRENCH novice GRADE 6 SPANISH SPANISH SPANISH GRADE 6 intermediate intermediate intermediate 8 8 8 8 8 HIGH MID low novice CHINESE CHINESE CHINESE CHINESE CHINESE GRADE 8 Near Native intermediate intermediate Intermediate Intermediate Intermediate Intermediate 7 7 7 7 7 HIGH MID low novice CHINESE CHINESE CHINESE CHINESE CHINESE GRADE 7 Near Native Chinese intermediate intermediate Intermediate Intermediate Intermediate Intermediate All course placement beyond first year Chinese teacher SAS Novice requires recommendation. 6 6 6 6 6 MID HIGH low novice CHINESE CHINESE CHINESE CHINESE CHINESE GRADE 6 Near Native Intermediate Intermediate Intermediate Intermediate Interpersonal listening and speaking skills are a key component of our program and are the primary focus primary the and are program of our component a key are skills and speaking listening Interpersonal to students continue courses, while Intermediate High courses. In the and Intermediate in our Novice the development is given to attention skills, increasing listening and speaking their interpersonal develop writing) (speaking and presentational and and reading) (listening of interpretive and assessment mode of communication. course, and goals by language, proficiency specific are There communication. course (year- by the end of each being targeted level to the proficiency refer and design Course names to the next advancing before the benchmarks to reach necessary for students and it is long or multi-year), to allow students designed Intermediate High) are courses (e.g., Intermediate and level. The multi-year new culturally-rich goals, while they experience their proficiency need to reach to take the time they - years. a period of two - perhaps, three thematic units over to the grade level each grade level, please refer at of the courses offered information on each For more Chinese, Spanish, and for articulation progression Below is a quick reference sections in this guide. French: Intermediate Intermediate 6TH GRADE COURSE OVERVIEW 6TH GRADE COURSE Throughout their grade 6 year, students are involved in interdisciplinary units based on involved in interdisciplinary students are their grade 6 year, Throughout During and responsibility. sustainability, community, central concepts such as identity, and apply problems, consider real-world these units, students make connections, subject areas. transferable skills across ENGLISH LANGUAGE ARTS 6

Math 6 will build on students’ work from elementary school. Instructional time will focus on four critical elementary school. Instructional time will focus on Math 6 will build on students’ work from ratio and rate to whole number multiplication (1) connecting identified by the State Standards: as areas (2) completing understanding and division and using concepts of ratio and rate to solve problems; of rational numbers, which of division of fractions and extending the notion of number to the system and equations; and (4) and using expressions includes negative numbers; (3) writing, interpreting, developing understanding of statistical thinking. The goal of the Middle School Language Arts program is to empower students to be effective writers, is to empower students to be effective Arts program The goal of the Middle School Language their narrative, information and argumentative listeners, and speakers. Students develop readers, meaning, craft and instructional frameworks of structure, a workshop-based approach writing through literature students explore As readers, Standards. to the ELA Common Core and language, related As circles. whole class novels, and literature interactive read-alouds, independent reading, through reading understandings, and compare critical and analytical thinkers, they construct meanings, shared their identities as lifelong readers. experiences to their own lives and other texts while strengthening whole class discussions and small group as speakers and listeners through At the same time, they grow the and they focus on developing language skills and vocabulary throughout and presentations, activities. Units of study for Grade 6 may include personal narrative, literary workshop and related and teen advocacy. analysis, mythology, MATH 6

¢ ¢ 6TH GRADE CORE COURSES (REQUIRED)

6TH GRADE COURSE OVERVIEW 10 6TH GRADE COURSE OVERVIEW 11 In Social Studies 6, students will explore concepts of identity and community, systems and In Social Studies 6, students will explore perspectives within cultural, historical, and personal contexts. interdependence, sustainability, and students will develop the essential skills of social scientists: Working through the cycle of inquiry, sources, and communicating conclusions and taking asking questions, gathering and evaluating students will deepen their understanding of how individual and informed action. At the same time, and the environment. group decisions can impact society In Science 6, students will use the Next Generation Science Standards (NGSS). The NGSS identify In Science 6, students will use the Next crosscutting concepts, and core ideas in science that all K–12 scientific and engineering practices, provide a strong science education that equips students with the students should master. The NGSS and solve complex problems — the skills needed to ability to think critically, analyze information, STEM fields. In Science 6, the major topics of study include: pursue opportunities within and beyond Function and Information Processing; Heat Energy and Earth Systems; Human Body Structure, Chemical Reactions. In Phys Ed 6, students will participate in six clusters of activities focused on developing movement activities focused on developing movement will participate in six clusters of In Phys Ed 6, students understandings students develop tactical concept understanding. Furthermore, competence and leadership and safety, risk and collaboration, fair play, attributes through about personal social study that students experience a course of the Health portion of this class, communication. During Health issues with the objective of lifelong social, emotional and mental wellness examines physical, understandings. Math 6+ will build on students’ work from elementary school. Instructional time will focus on four time will school. Instructional elementary work from will build on students’ Math 6+ rate to whole number ratio and (1) connecting by the State Standards: as identified critical areas (2) completing to solve problems; of ratio and rate and using concepts and division multiplication system of rational of number to the the notion fractions and extending of division of understanding and expressions and using interpreting, negative numbers; (3) writing, numbers, which includes students thinking. Math 6+ also introduces developing understanding of statistical equations; and (4) 7 program. the Math from to operations of integers SOCIAL STUDIES 6 SCIENCE 6 PHYS ED 6 PHYS MATH 6+ ¢ ¢ ¢ ¢ Play Video Play Video Play Video Play Play Video Play Video Play

This course is designed for students with little or no Chinese language skills to start their journey to language skills to start their for students with little or no Chinese This course is designed to on providing students the experience and explore the culture. It focuses acquire the language culture. very basic concepts of Chinese Chinese language skills and to understand acquire very basic friends and mainly about themselves, family, topics will be presented for students, A few themes and knowledge students will gain basic basic language skills in oral communication, school. While acquiring will gain Chinese characters (Hanzi). Learners (Pinyin) and the formation of about Chinese phonetics interpersonal Hanzi. Expected exit target for the 100+ most commonly used Chinese facility in reading prepared for successfully meet the target will be Novice 3/4 (N-3/N-4)). Students who oral proficiency is the next level. CHINESE 6 (NEAR NATIVE) CHINESE 6 (INTERMEDIATE HIGH) CHINESE 6 (INTERMEDIATE MID) CHINESE 6 (INTERMEDIATE LOW) CHINESE 6 (NOVICE) The Near Native track has been designed for students who are Heritage learners. This semester The Near Native track has been designed for students who are Heritage and accuracy, with a strong students focused on further developing their oral communication fluency appropriate topics emphasis is on developing literacy skills. Students have studied developmentally including describing under the themes of Personal and Public Identity and Family and Community, with neighbors. Students personal appearance and personality, plus communication and interactions We also learned Chinese idioms. are able to read the stories with pinyin and summarize what they read. This multi-year course is designed for students who are able to demonstrate Intermediate M (I-3/I-4) This multi-year course is designed for students who are able to demonstrate with an emphasis on interpersonal oral proficiency. Four language skills will be further developed – talking in paragraphs. They continuing to raise students’ oral interpersonal communication proficiency life; living environment; school will continue to develop their literacy skills. Themes will include: healthy proficiency is Intermediate life and famous personalities. Expected exit target for interpersonal oral who successfully meet High (I-5), for interpretive reading/writing is Intermediate Mid (I-3). Students 2 - 3 years for students to the target will be prepared for the next level. This course will usually take successfully meet the expected exit goals and move to next level. This multi-year course is designed for students who are able to demonstrate Intermediate Low (I-1) or This multi-year course is designed for Students will be provided with opportunities to delve deeper into above interpersonal oral proficiency. and culture using thematic units to develop their communication different aspects of Chinese tradition They will learn to create with the language and to ask skills to learn to deal with real life situations. the daily life needs. Developing students’ basic literacy skills and answer simple questions to meet will include but not limited to learning about Singapore. will be part of the focus as well. Themes oral proficiency is Intermediate 3 (I3), interpretive reading/ Expected exit target for interpersonal Low. This course will usually take 2 - 3 years for students to and presentational writing is Intermediate goals and move to the next level. successfully meet the expected exit This course is designed for students who demonstrate Novice 3(N-3) or Novice 4 (N-4) interpersonal This course is designed for students developing their oral communication skills and start to oral proficiency. Students will continue characters (Hanzi), develop reading comprehension at the systematically learn to recognize Chinese with written form of Hanzi in a more systematic way. The main sentence level and become familiar about oneself, but further into school life, student's personal themes and topics will still evolve more as well as travel. Expected exit target for interpersonal oral life after school and on the weekends, interpretive reading/listening is Novice 4 (N-4). Students who proficiency is Intermediate Low (I-1), prepared for the next level. successfully meet the target will be

¢ ¢ ¢ ¢ 6TH GRADE WORLD LANGUAGE (REQUIRED) WORLD LANGUAGE 6TH GRADE ¢

6TH GRADE COURSE OVERVIEW 12 6TH GRADE COURSE OVERVIEW 13 Spanish 6 (Intermediate High) is for students who have reached I4 in Interpersonal Listening and Spanish 6 (Intermediate High) is for second (or other) language acquisition course. Students Speaking. This course is designed as variety of culturally rich thematic units where Interpretive Reading advance their proficiency through a integrated. The performance exit target by mode is I5* as and Presentational Writing are formally and supported by external testing. These targets are most determined by the classroom teacher two to three years. commonly achieved over a period of Spanish 6 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ who have reached Spanish 6 (Intermediate) is for students of culturally rich thematic units. a variety through Speaking. Students advance their proficiency and other) language acquisition course. The skills of reading This course is designed as second (or oral communication. The Intermediate course focuses integrated in as much as they foster writing are is I4* as determined by the and the performance exit target on Interpersonal Listening/Speaking, is most commonly achieved over a testing. This target teacher and supported by external classroom years. period of two to three Spanish 6 (Novice) is for students who have no experience with the language, and for students who are who are with the language, and for students is for students who have no experience Spanish 6 (Novice) students with the The Novice course provides of N4. exit target the performance still working toward the focus is on where environment communication in a supportive meaningful create necessary skills to by the classroom is N4* as determined target The performance exit Interpersonal Listening/Speaking. by external testing. teacher and supported French 6 (Novice) is for students who have no experience with the language, and for students who are for students who the language, and experience with who have no (Novice) is for students French 6 the students with course provides of N4. The Novice exit target toward the performance still working is on where the focus environment in a supportive communication skills to create meaningful necessary the classroom target is N4* as determined by The performance exit Interpersonal Listening/Speaking. by external testing. teacher and supported SPANISH 6 (INTERMEDIATE HIGH) SPANISH SPANISH 6 (INTERMEDIATE) SPANISH SPANISH 6 (NOVICE) SPANISH FRENCH 6 (NOVICE) ¢ ¢ ¢ ¢ Play Video Play Play Video Play Video Play

Intermediate Strings is open to sixth grade students who have been studying strings for at least 1 or or 1 least at for strings studying been have who students grade sixth to open is Strings Intermediate Beginning String 6 offers the student the opportunity to learn the basic skills required to play a string Beginning String 6 offers the student one of the following instruments: Violin, Viola, Cello, Bass. instrument. Students will learn to play and experience being part of a performing ensemble. Course Students learn to read music notation method. Financial commitments include instrument rental , content is delivered through the Suzuki attire. Strings requires a commitment of a minimum of 10 minutes and purchase of approved concert are required to attend occasional after-school rehearsals of daily practice outside of class. Students a part of the grade for the course. If SAS hosts a music festival/ and evening performances which are will be requested to host participating music students from visiting exchange during the year, students schools. Choir 6 is a performance based course designed to develop healthy vocal technique and production.Choir 6 is a performance based course octavos, sing in unison, two and three part harmonies, and in largeSingers will learn how to read choral to solfege sight singing, rhythm reading and music theoryand small groups. Singers are introduced writing and will create a short song. Singers will perform at a varietyskills. Singers are introduced to song year and classroom solo singing summatives. Attendance atof public concerts throughout the school evening concerts is required and is part of the singer’s summative.occasional after school rehearsals and their own choir attire for performances. All are welcome, noSingers will also be expected to purchase If SAS hosts a music festival/exchange during the year, studentsprevious singing experience is required. music students from visiting schools. will be requested to host participating Band 6 teaches the importance of being a contributing member of a community. Students learn Students learn of a community. member of being a contributing the importance Band 6 teaches is required. experience in music and no previous a band instrument required to play basic skills as part and listen for balance and intonation read music, produce tones correctly, Students learn to selected through the method book, carefully Course content is delivered of a performing ensemble. rental and/ commitments include instrument and basic music theory. Financial concert band repertoire, attire. year, and purchase of approved concert of accessories throughout the or purchase, purchase outside of minutes of daily individual practice of a minimum of 10-15 Band requires a commitment rehearsals and evening performances required to attend occasional after-school class. Students are the year, a music festival/exchange during the grade for the course. If SAS hosts which are a part of students from visiting schools. to host participating music students will be requested more years. Auditions and recommendations will be conducted by the MS strings teacher. Students Students teacher. strings MS the by conducted be will recommendations and Auditions years. more in this course are playing and reading notation, developing further their string technique. Primarily Primarily technique. string their further developing notation, reading and playing are course this in they are aiming to develop their ensemble playing skills. Students will use some parts of Suzuki School School Suzuki of parts some use will Students skills. playing ensemble their develop to aiming are they Vol. 1 and Alfred Essentials of Music Theory as their theory method book. Students are required to to required are Students book. method theory their as Theory Music of Essentials Alfred and 1 Vol. attend occasional after school rehearsals and evening performances. Financial commitments include include commitments Financial performances. evening and rehearsals school after occasional attend instrument rental/purchase, purchase of instrument accessories, and purchase of concert attire. If SAS SAS If attire. concert of purchase and accessories, instrument of purchase rental/purchase, instrument hosts a music festival during the year, students will be requested to host participating students from from students participating host to requested be will students year, the during festival music a hosts other schools. other STRINGS 6 (INTERMEDIATE) STRINGS 6 (BEGINNING) CHOIR 6 BAND 6

¢ ¢ ¢ ¢ 6TH GRADE ELECTIVE YEAR LONG COURSES (OPTIONAL) COURSES YEAR LONG GRADE ELECTIVE 6TH

6TH GRADE COURSE OVERVIEW 14 6TH GRADE COURSE OVERVIEW 15 Play Video Play Video Play Video Play Play Video Play In Digital Media 6, students will experiment and create with various media platforms to gain skills to In Digital Media 6, students will experiment and create with various media in the class include sound use in not only digital media classes, but core classes as well. Skills taught skills. All skills and design and soundtracking, graphic design, and basic to intermediate filmmaking is required. applications are taught from a novice level, so no previous experience In Culinary Arts 6, students will be introduced to the fundamentals of cooking by focusing on to the fundamentals of cooking by focusing on In Culinary Arts 6, students will be introduced replicated at home. recipes that can be their confidence in the kitchen and learning some improving (i.e. nuts) and thus students Please be advised that students will work with a variety of food products may want to consider other elective options. with food allergies Coding 6 is an introductory Computer Science (CS) course that empowers students to create create Computer Science (CS) course that empowers students to Coding 6 is an introductory communication, critical thinking, a medium for creativity, and engage with CS as authentic programs and fun. With simple computer and create a focus on computational thinking students will analyse concepts. The that supports all high level programming games, utilising a block based language students the opportunity to see providing throughout, course has the “maker” ethos embedded elements of Computer theoretical alongside the more and participate in the physical act of creation (sequence, selection, iteration and objects) students Science. Utilising the main coding structures while including models for input, output, and processing will investigate the logic of programming required. skills are programming development life-cycle. No previous utilising the software In Art 6, students will explore drawing, painting, polymer clay figures, and photography. The photography. and clay figures, drawing, painting, polymer In Art 6, students will explore an art workbook and expanding those ideas ideas through drawing section emphasizes developing used while learning the basic visual media are other units. A variety of two dimensional throughout just some forms, symbols, design elements and composition are vocabulary for art. Basic geometric will be used to allow students to respond, An ongoing exhibition program of the topics covered. as a will maintain an Art Workbook to art works. Students critique and develop opinions related experience in Art 6. of their personal record 6TH GRADE ELECTIVE TRIMESTER COURSES (OPTIONAL)6TH GRADE ELECTIVE TRIMESTER DIGITAL MEDIA 6 DIGITAL CULINARY ARTS 6 CULINARY CODING 6 ART 6 ¢ ¢ ¢ ¢ Play Video Play Video Play Play Video Play Play Video Play

Tech 6 students began the trimester by learning the basics of a simple three dimensional modeling Tech 6 students began the trimester by learning the basics of a simple export, convert, and finally 3D software program called TinkerCad. Students learned how to design, activities in the lab, students print their models using Ultimaker printers. Through a series of formative tool skills. The trimester learned low resolution prototyping skills, as well as basic hand & power to collaborate in teams to culminated in our cardboard challenge project. Students were challenged use the Design Thinking process to design and prototype cardboard games. Strategic Learning 6 is an introductory course where students will complete units that will help them students will course where Strategic Learning 6 is an introductory their ways to classify different beyond. Students will explore be successful in Middle School and habits, priorities, style. They will establish digital organization learning and find their personal studying and set goals. In addition, students will also learn strategies self-discipline, and the ability to identify the while in class or studying at home. Throughout obstacles and distractions on how to overcome tasks, building time management to complete roadmaps creating students will practice trimester, and homework on short-term goals, and developing healthy organization strategies, following-through of which students will choose an area in habits. The trimester concludes with a goal-setting project At course end, on their progress. focus, take steps to achieve their goal, gather evidence, and reflect that they can use throughout the students will have a Digital Portfolio of their personalized learning Middle School. Movement 6 invites students to experience the world of dance through sports movement, hip hop, sports movement, hip hop, the world of dance through Movement 6 invites students to experience This course focuses on the athleticism required dancing, and contemporary dance styles. break and technique. balance, coordination, flexibility, students’ strength, for movement and improving process the creative and performance basics through choreography students study Additionally, in the with an informal presentation Movement 6 culminates and the use of team building projects. classroom. The Learning Support program is designed to provide individualized academic assistance for students individualized academic assistance program is designed to provide The Learning Support Support SAS academic program. Learning support to be successful in the who require additional to track Education Support Plan (IESP) with families to develop an Individualized teachers collaborate and Supports for students are individualized progress in the area of need. and monitor a student’s Students success throughout their classes. their specific learning needs and foster designed to meet of increased targeted instruction with the goal in their current classes as well as are provided support psychologist school personnel (teachers, school their learning. Parents, students and independence in to best serve an appropriate program work collaboratively to determine and divisional administrator) the school may recommend a Learning Support class to ensure the student. There are instances when a student is able to experience success. Drama 6 is an introduction to drama. In this course, students focus on improving self-confidence and self-confidence focus on improving course, students to drama. In this is an introduction Drama 6 to tell stories their face and body they learn to use physical theater skills. Through communication to hold the to use their voice Students learn how in a group. how to work successfully as well as pull students where production in a small classroom trimester culminates attention. The audience’s stage. characters on body to create voice and expressions, their use of facial together TECH 6 STRATEGIC LEARNING 6 MOVEMENT 6 MOVEMENT LEARNING SUPPORT 6 DRAMA 6 DRAMA

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6TH GRADE COURSE OVERVIEW 16 6TH GRADE COURSE OVERVIEW 17 Strategic Learning 6 6 Tech Strings 6 (Beginning) Strings 6 (Intermediate) Spanish 6 (Novice) Spanish 6 (Intermediate) Spanish 6 (Intermediate High) Strings Spanish Digital Media 6 Drama 6 Movement 6 Choir 6 French 6 (Novice) French Choir French Culinary Arts 6 Art 6 Coding 6 Trimester Electives Trimester Band 6 Chinese 6 (Intermediate High) Chinese 6 (Near Native) Chinese 6 (Novice) Chinese 6 (Intermediate Low) Chinese 6 (Intermediate Mid) courses below. courses below. Band Chinese SELECTION #3 – TRIMESTER ELECTIVES Students must select either 3 or 6 of the elective courses offered below. 3 of the elective • If you have selected either of the Band, Strings, or Choir courses – Select – Select 6 of the elective • If you have not selected either of the Band, Strings, or Choir courses

Please follow the directions below to assist with language and elective course selection. The actual below to assist with language and elective course selection. Please follow the directions courses will take place online. Access to the online course sign up and selection of sixth grade with families via email. selection tool will be shared SELECTION #1 – LANGUAGE offerings, unless otherwise arranged with administration. Students must take one of the language Elective courses are offered over two time frames; both year long and trimesters (12 weeks). Year weeks). Year both year long and trimesters (12 over two time frames; offered Elective courses are Strings, Beginning Strings, Intermediate Beginning Band, Intermediate Band, long courses include they will be placed in an Band or Strings elective course, If students choose a year long and Choir. completed levels. Trimester or previously by teacher recommendation level as determined appropriate and Video. IT, Learning, Tech, Drama, Movement, Cooking, Strategic courses include Art, Chinese, Spanish, and French are offered as language options in the Middle School. Students must take Middle School. options in the as language offered are Spanish, and French Chinese, If on a daily basis. year and meets school runs the entire Each course language offerings. one of the tests will help placement SAS administered in a language course, than one level offered is more there fit for each student. to determine best SELECTION #2 – YEAR LONG ELECTIVES is optional. Should a student wish to take Band, Strings or Choir, Selection of any of the courses below courses listed. they may only take 1 of the year long COURSE SELECTION ELECTIVES LANGUAGE ¢ ¢ ¢ 6TH GRADE LANGUAGE AND ELECTIVE COURSE SELECTION COURSE AND ELECTIVE GRADE LANGUAGE 6TH 7TH GRADE COURSE OVERVIEW 7TH GRADE COURSE

Math 7 is the grade-level appropriate class for students who have completed Math 6. Instructional time Math 7 is the grade-level appropriate class for students who have completed (2) Apply and extend previous will focus on three critical areas: (1) Analyze proportional relationships, divide rational numbers, and understandings of operations with fractions to add, subtract, multiply and solve algebraic equations. (3) Use properties of operations to generate equivalent expressions and mathematical thinking, and For all of these areas, an emphasis will be made on clearly communicating a deeper understanding application to solving real-world problems. In addition, students will develop figures and describe the of the following focus areas: (1) Draw, construct and describe geometrical surface area and volume, (3) relationships between them, (2) Solve problems involving angles, area, compare the probabilities of An introduction to linear functions, and (4) Use models to determine and simple and compound events. The goal of the Middle School Language Arts program is to empower students to be effective writers, is to empower students to be effective Arts program The goal of the Middle School Language their narrative, information and argumentative listeners, and speakers. Students develop readers, meaning, craft of structure, and instructional frameworks a workshop-based approach writing through literature explore students As readers, Standards. to the ELA Common Core and language, related As circles. and literature whole class novels, interactive read-alouds, independent reading, through reading and compare understandings, construct meanings, shared critical and analytical thinkers, they their identities as lifelong readers. experiences to their own lives and other texts while strengthening whole class discussions and small group as speakers and listeners through At the same time, they grow the and they focus on developing language skills and vocabulary throughout and presentations, fiction, realistic activities. Units of study for Grade 7 will include memoir, workshop and related and dystopian literature. informational writing, poetry, argument, research-based MATH 7 ENGLISH LANGUAGE ARTS 7

¢ 7TH GRADE CORE COURSES (REQUIRED) ¢

7TH GRADE COURSE OVERVIEW 18 7TH GRADE COURSE OVERVIEW 19 In Social Studies 7, students will work to develop the essential skills of social scientists: developing In Social Studies 7, students will work and evaluating sources, communicating conclusions, and taking claims, asking questions, gathering will explore a range of geographic, economic, and societal action. Through units of study, students and cycles. Each unit will contexts through the conceptual lenses of systems, change over time, interdisciplinary activities begin with a shared inquiry topic, followed by simulations, projects, and may include poverty, that focus on student choice and personalized learning. Specific contexts and current events. globalization, demography, government forms, sustainable development, In Science 7, students will use the Next Generation Science Standards (NGSS). The NGSS identify In Science 7, students will use the Next crosscutting concepts, and core ideas in science that all K–12 scientific and engineering practices, provide a strong science education that equips students with the students should master. The NGSS and solve complex problems — the skills needed to ability to think critically, analyze information, STEM fields. In Science 7, the major NGSS Topics include: pursue opportunities within and beyond and Energy, Plate Tectonics and Geoscience processes, Plants and Ecology, Cycles in Matter Human Impact on our Environment. Weather related processes as well as In Physical Education and Wellness 7, students will participate in six clusters of activities that each In Physical Education and Wellness and tactical concept understandings. Furthermore, focus on developing a movement competence and social respect through collaboration, fair play, risk students will develop skills around personal During the Wellness classes in this course, students will and safety, leadership and communication. that examines current physical, social, emotional and mental experience a wholistic course of study investment in personal wellness. health issues that will lead to the ongoing Math 7+ is the grade-level appropriate class for students who have completed Math 6+. completed Math students who have class for appropriate is the grade-level Math 7+ (2) Use relationships, proportional (1) Analyze critical areas: on three time will focus Instructional and (3) equations, and solve algebraic equivalent expressions to generate of operations properties made on clearly emphasis will be an areas, For all of these graphically. linear functions Represent In addition, problems. real-world application to solving thinking, and mathematical communicating construct and (1) Draw, following focus areas: a deeper understanding of the students will develop problems relationships between them, (2) Solve describe the and figures describe geometrical about populations and draw (3) Make inferences and volume, surface area involving angles, area, the models to determine and compare between populations, and (4) Use informal comparisons students to additional introduce compound events. Math 7+ will also of simple and probabilities numbers and the Pythagorean such as working with irrational the Math 8 curriculum, from standards Theorem. SOCIAL STUDIES 7 SCIENCE 7 PHYS ED 7 PHYS MATH 7+ ¢ ¢ ¢ ¢ Play Video Play Video Play Video Play Play Video Play

This multi-year course is designed for students who are able to demonstrate Intermediate This multi-year course is designed for students who are able to demonstrate developed with M (I-3/I-4) interpersonal oral proficiency. Four language skills will be further proficiency – an emphasis on continuing to raise students’ oral interpersonal communication Themes will include: talking in paragraphs. They will continue to develop their literacy skills. exit target healthy life; living environment; school life and famous personalities. Expected reading/writing is for interpersonal oral proficiency is Intermediate High (I-5), for interpretive prepared for the next Intermediate Mid (I-3). Students who successfully meet the target will be meet the expected exit level. This course will usually take 2 - 3 years for students to successfully goals and move to next level. This multi-year course is designed for students who are able to demonstrate Intermediate This multi-year course is designed for students who are able to demonstrate with opportunities Low (I-1) or above interpersonal oral proficiency. Students will be provided using thematic units to delve deeper into different aspects of Chinese tradition and culture They will learn to develop their communication skills to learn to deal with real life situations. meet the daily life to create with the language and to ask and answer simple questions to as well. Themes will needs. Developing students’ basic literacy skills will be part of the focus for interpersonal include but not limited to learning about Singapore. Expected exit target writing is oral proficiency is Intermediate 3 (I3), interpretive reading/and presentational successfully meet the Intermediate Low. This course will usually take 2 - 3 years for students to expected exit goals and move to the next level. This course is designed for students who demonstrate Novice 3(N-3) or Novice 4 (N-4) This course is designed for students will continue developing their oral communication interpersonal oral proficiency. Students to recognize Chinese characters (Hanzi), develop reading skills and start to systematically learn and become familiar with written form of Hanzi in a more comprehension at the sentence level topics will still evolve more about oneself, but further systematic way. The main themes and after school and on the weekends, as well as travel. into school life, student's personal life oral proficiency is Intermediate Low (I-1), interpretive Expected exit target for interpersonal Students who successfully meet the target will be prepared reading/listening is Novice 4 (N-4). for the next level. This course is designed for students with little or no Chinese language skills to start their language skills to start their for students with little or no Chinese This course is designed explore the culture. It focuses on providing students journey to acquire the language and Chinese language skills and to understand very basic the experience to acquire very basic themes and topics will be presented for students, mainly concepts of Chinese culture. A few school. While acquiring basic language skills in oral about themselves, family, friends and knowledge about Chinese phonetics (Pinyin) and the communication, students will gain basic Learners will gain facility in reading the 100+ most formation of Chinese characters (Hanzi). exit target for interpersonal oral proficiency is Novice commonly used Chinese Hanzi. Expected meet the target will be prepared for the next level. 3/4 (N-3/N-4)). Students who successfully CHINESE 7 (INTERMEDIATE HIGH) CHINESE 7 (INTERMEDIATE MID) CHINESE 7 (INTERMEDIATE LOW ) CHINESE 7 (NOVICE)

¢ ¢ ¢ 7TH GRADE WORLD LANGUAGE 7TH GRADE WORLD ¢

7TH GRADE COURSE OVERVIEW 20 7TH GRADE COURSE OVERVIEW 21 Play Video Play Spanish 7 (Intermediate High) is for students who have reached I4 in Interpersonal Listening and Spanish 7 (Intermediate High) is for students who have reached course. Students Speaking. This course is designed as second (or other) language acquisition Reading Interpretive thematic units where a variety of culturally rich through advance their proficiency by mode is I5* as formally integrated. The performance exit target are Writing and Presentational most are teacher and supported by external testing. These targets determined by the classroom years. commonly achieved over a period of two to three Spanish 7 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ Spanish 7 (Intermediate) is for students who have reached a variety of culturally rich thematic units. through Speaking. Students advance their proficiency and The skills of reading This course is designed as second (or other) language acquisition course. integrated in as much as they foster oral communication. The Intermediate course focuses writing are is I4* as determined by the on Interpersonal Listening/Speaking, and the performance exit target is most commonly achieved over a teacher and supported by external testing. This target classroom years. period of two to three Spanish 7 (Novice) is for students who have no experience with the language, and for students who are have no experience with the language, and for students who are Spanish 7 (Novice) is for students who with the students of N4. The Novice course provides the performance exit target still working toward the focus is on where meaningful communication in a supportive environment necessary skills to create is N4* as determined by the classroom performance exit target Interpersonal Listening/Speaking. The testing. teacher and supported by external French 7 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ at least reached 7 (Intermediate) is for students who have French of culturally rich thematic units. a variety through Speaking. Students advance their proficiency and other) language acquisition course. The skills of reading This course is designed as second (or oral communication. The Intermediate course focuses integrated in as much as they foster writing are is I4* as determined by the and the performance exit target on Interpersonal Listening/Speaking, is most commonly achieved over a testing. This target teacher and supported by external classroom years. period of two to three French 7 (Novice) is for students who have no experience with the language, and for students who are are the language, and for students who who have no experience with 7 (Novice) is for students French students with the The Novice course provides of N4. exit target the performance still working toward the focus is on where environment communication in a supportive meaningful create necessary skills to is N4* as determined by the classroom performance exit target Interpersonal Listening/Speaking. The testing. teacher and supported by external This course is part of Near Native Track and designed for students who have successfully completed completed who have successfully designed for students Native Track and is part of Near This course culture of Chinese and understanding language proficiency equivalent able to demonstrate 6NN or are proficiency; oral communication of students’ on continuous development for 6NN. It focuses required and writing reading comprehension of students’ be on enhancement the main focus will however, in discussion of opportunities to participate this course will be provided with a variety skills. Students in target for in the target language. Expected exit related to their life experience of simple social issues and 5 (I-4/I-5), for interpretive reading proficiency is Intermediate 4/ Intermediate interpersonal oral will be who successfully meet the target is Intermediate 3/4 (I-3/I-4)). Students presentational writing level. prepared for the next SPANISH 7 (INTERMEDIATE HIGH) SPANISH SPANISH 7 (INTERMEDIATE) SPANISH SPANISH 7 (NOVICE) SPANISH FRENCH 7 (INTERMEDIATE) FRENCH 7 (NOVICE) CHINESE 7 (NEAR NATIVE) CHINESE 7 (NEAR ¢ ¢ ¢ ¢ ¢ ¢

Advanced 7 Strings class is designed to meet the needs of students who have been studying strings Advanced 7 Strings class is designed aiming to develop their and bass). Students in this course are for at least 3 years (2 years for cello class. Students use a variety of method books orchestra playing as a pathway to high school orchestral Renaissance era to the Modern era. ranging from pieces of literature many different and run through tutoring outside of class. Students also perform additional receive Students electing this course usually to attend occasional after school required Students are year. in public concerts during the school will be students hosts a music festival during the year, and evening performances. If SAS rehearsals other schools. to host participating students from requested Grade 7 Intermediate Strings provides opportunities for students who have already played violin, viola, students who have already opportunities for Grade 7 Intermediate Strings provides work on specific string and bow During this course, students will cello or bass for at least one year. 1. They All for Strings Workbook 1 and theory assignments from Suzuki Vol techniques, songs from pieces at public concerts during the school year. of orchestral will also begin performing selections and evening performances. If SAS occasional after school rehearsals to attend required Students are to host participating students from students will be requested hosts a music festival during the year, Completion of Beginning Strings or equivalent. other schools. Prerequisite: Band 7 teaches the importance of being a contributing member of a community. Band 7 is designed Band 7 is designed member of a community. importance of being a contributing Band 7 teaches the players. band skill set, usually second-year demonstrate mastery of the beginning for students who can instruments to develop technical skills on their course continue Students in this performance-based selected the method book, carefully through Course content is delivered ensemble playing. through and/ include instrument rental Financial commitments theory. and basic music concert band repertoire, concert attire. of approved and purchase the year, of accessories throughout purchase or purchase, practice outside of class. of 10 minutes of daily individual a commitment of a minimum Band requires which are and evening performances rehearsals to attend occasional after-school required Students are will students festival/exchange during the year, for the course. If SAS hosts a music a part of the grade visiting schools. music students from to host participating be requested STRINGS 7 (ADVANCED) STRINGS 7 (INTERMEDIATE) BAND 7

¢ ¢ 7TH GRADE ELECTIVE YEAR LONG COURSES (OPTIONAL) LONG COURSES ELECTIVE YEAR 7TH GRADE ¢

7TH GRADE COURSE OVERVIEW 22 7TH GRADE COURSE OVERVIEW 23 In Dance 7, students will explore a variety of dance styles. By working individually and collaborating In Dance 7, students will explore a variety of dance styles. By working individually fitness basics, with others, students will learn elements of dance, qualities of movement, have the opportunity to choreographic concepts, and performance principles. Students will also will learn skills that choreograph and perform their own dance pieces. Within each unit, students dance experience and range from novice to advanced that are tailored to each student's past technical ability - so no previous dance experience is required. In Culinary Arts 7, students will focuses on improving self-confidence and skills while working in the self-confidence In Culinary Arts 7, students will focuses on improving and cooking meals. Important life skills will be taught and emphasized during this kitchen preparing (i.e. nuts) and thus products course. Please be advised that students will work with a variety of food may want to consider other elective options. students with food allergies Coding 7 is an introductory Computer Science (CS) course that empowers students to create Coding 7 is an introductory Computer CS as a medium for creativity, communication, critical thinking, authentic programs and engage with create simple computer and fun. With a focus on computational thinking students will analyse and that supports all high games from the golden age of Video Arcades, utilising a block based language throughout, providing level programming concepts. The course has the “maker” ethos embedded alongside the more students the opportunity to see and participate in the physical act of creation (sequence, selection, theoretical elements of Computer Science. Utilising the main coding structures including models iteration, objects, and events) students will investigate the logic of programming life-cycle in creating both for input, output, and processing, while utilising the software development skills are required. assigned and self directed coding projects. No previous programming Choir 7 is a performance based course designed to develop healthy vocal technique and production. designed to develop healthy vocal technique and production. Choir 7 is a performance based course Singers sing in selected choral repertoire. of music through genres Singers learn about different and may audition for and small ensembles groups part harmony in large unison, two and three and music theory sight singing, rhythm reading solo opportunities. Singers learn intermediate Singers will perform writing opportunity. music and lyrics during the song skills. Singers will create singing summatives. solo and classroom the school year at a variety of public concerts throughout is part of the and concerts is required and evening rehearsals Attendance at occasional after school for performances. their own choir attire purchase summative. Singers will also be expected to singer’s music would be an ability to read singing experience is required, welcome. While no previous All are to host requested students will be during the year, beneficial. If SAS hosts a music festival/exchange visiting schools. participating music students from elective during the online to take Choir 7 as a year-long Please note that students can also choose process. course registration In Art 7, students will explore drawing, painting, ceramic clay, photography, and elements and and elements photography, painting, ceramic clay, drawing, will explore In Art 7, students art workbook an developing ideas through The drawing section emphasizes principles of 2D-Design. dimensional and three- other units. A variety of two- ideas throughout and expanding those for art. Students in Art 7 will studying the basic visual vocabulary used while are dimensional media Acrylic painting technique, solving design problems. for approaches and creative be taught technical of the just some and construction are voice, historic movements, clay modeling, abstraction, artistic critique and will be used for students to respond, program An ongoing exhibition topics covered. and Art Portfolio as a Students will maintain a sketchbook to art works. related develop opinions 7. of their experience in Art personal record DANCE 7 DANCE CULINARY ARTS 7 CULINARY CODING 7 CHOIR 7 ART 7 ¢ ¢ ¢ ¢ ¢ 7TH GRADE ELECTIVE SEMESTER COURSES (OPTIONAL) COURSES ELECTIVE SEMESTER 7TH GRADE

Tech 7 students spent the first half of the semester learning about the following: how to use basic hand Tech 7 students spent the first half of the semester learning about the coding and building basics. tools, machines, simple electrical circuits, Makey Makey, and LEGO EV3 the SAS Design Thinking During the second half of the semester, students worked in teams using own whimsical chain reaction process, and the skills they learned earlier in the semester to create their critical thinking, creativity, and inventions in the lab. Emphasis was on communication, collaboration, having fun! In Strategic Learning 7, students will complete units to improve executive function challenges while executive function challenges while complete units to improve In Strategic Learning 7, students will these units, skills. Through prioritization, and organizational continuing to develop their planning, various executive functions and how to use their individual students will work to understand the to initiate tasks, complete tasks, roadmaps their challenges. They will create to help overcome strengths homework on short-term goals, and develop healthy build time management strategies, follow-through of study these skills, the course may cover additional areas habits. For students who have mastered strategies. The semester concludes dynamics such as sustained attention, active listening, and group of focus, take steps to achieve their in which students will choose an area with a goal-setting project In the end, students will have a Digital Portfolio of on their progress. goal, gather evidence, and reflect classes. learning strategies that they can use for future The Learning Support program is designed to provide individualized academic assistance for students The Learning Support program is designed successful in the SAS academic program. Learning Support who require additional support to be develop an Individualized Education Support Plan (IESP) to track teachers collaborate with families to the area of need. Supports for students are individualized and and monitor a student’s progress in needs and foster success throughout their classes. Students designed to meet their specific learning classes as well as targeted instruction with the goal of increased are provided support in their current students and school personnel (teachers, school psychologist independence in their learning. Parents, to determine an appropriate program to best serve and divisional administrator) work collaboratively the school may recommend a Learning Support class to ensure a the student. There are instances when student is able to experience success. In Drama 7, students explore the power of the verbal and nonverbal sides of drama while learning and nonverbal sides of drama while explore the power of the verbal In Drama 7, students tableau, on physical theater including The semester will begin with a focus to take creative risks. face and an audience’s attention with their and mime. Students learn how to hold movement, masks and improvised scenes. Students will then switch focus to verbal body. Students perform both scripted improvisation and theatre sports. Students will discover the joys of communication as part of a unit on in the creative endeavor that is drama. taking risks and extending themselves In Digital Media 7, students will learn how to create with a variety of multimedia mediums that include mediums a variety of multimedia with create will learn how to Media 7, students In Digital and filmmaking. graphic design, skills that students will learn With each unit, digital photography, to In addition talent and interests. to suit each student’s tailored are to advanced that basic range from their how to brand themselves and showcase multimedia, students will also learn working with various 7 is a audience. Digital Media their peers, but with a broader with not only to share work in portfolios essential to success. are and organization responsiblity, time management, class where project-based though social media and will be shared weeks, and finished products last about 1-2 Most projects campus. around TECH 7 STRATEGIC LEARNING 7 LEARNING SUPPORT 7 DRAMA 7 DIGITAL MEDIA 7 DIGITAL

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7TH GRADE COURSE OVERVIEW 24 7TH GRADE COURSE OVERVIEW 25 Strings 7 (Intermediate) Strings 7 (Advanced) Digital Media 7 Strategic Learning 7 7 Tech Spanish 7 (Novice) Spanish 7 (Intermediate) Spanish 7 (Intermediate High) Strings Spanish Dance 7 Culinary Arts 7 Drama 7 Choir 7 French 7 (Novice) French 7 (Intermediate) French Choir French French Art 7 Choir 7 Coding 7 Band 7 (Beginning) Band 7 Chinese 7 (Intermediate Mid) Chinese 7 (Intermediate High) Chinese 7 (Near Native) Chinese 7 (Novice) Low) Chinese 7 (Intermediate – Do not select any of the elective courses listed below. – Do not select any of the elective courses – Select 2 of the elective courses below. – Select 4 of the elective courses below. Semester Electives Band Chinese SELECTION #1 – LANGUAGE SELECTION #1 – course, a student wish to take a language the courses below is optional. Should Selection of any of 1 of the courses listed below. they may only take

SELECTION #3 – SEMESTER ELECTIVES determine how many to To below. elective courses offered to select either 0, 2 or 4 of the Students are to the following: select, please refer AND either of the Band or Strings courses • If you have selected a Language course OR either of the Band or Strings courses • If you have selected a Language course or Strings courses • If you have selected neither a language course NOR any of the Band SELECTION #2 – YEAR LONG ELECTIVES is optional. Should a student wish to take Band or Strings, they Selection of any of the courses below below. may only take 1 of the courses listed 7TH GRADE ELECTIVE COURSE SELECTION ELECTIVE COURSE 7TH GRADE as is to be used selection. This page elective course below to assist with the directions Please follow using the online courses are selected programming. All grade course planning seventh a guide when via email. tool will be shared with families Access to the online course selection course selection tool. 8TH GRADE COURSE OVERVIEW 8TH GRADE COURSE

Math 8+ is the grade-level appropriate class for students who have successfully completed Math 7+. Math 8+ is the grade-level appropriate class for students who have successfully Math 8 standards not otherwise This course covers the recommended standards for Algebra I, as well as and exponential relationships completed. The critical areas deepen and extend understanding of linear data that exhibit a linear trend. by contrasting them with each other and by applying linear models to functions. This course Students also engage in methods for analyzing, solving, and using quadratic provides an excellent foundation for Geometry and Algebra II in high school. Math 8 is the grade-level appropriate class for students who have completed Math 7. This course is class for students who have completed Math 7. This Math 8 is the grade-level appropriate critical areas: time will focus on three students for high school algebra. Instructional designed to prepare and equations, including modeling an association about expressions (1) formulating and reasoning systems of linear equations; in bivariate data with a linear equation, and solving linear equations and (3) quantitative relationships; (2) grasping the concept of a function and using functions to describe using distance, angle similarity and congruence, space and figures analyzing two- and three-dimensional Theorem. and understanding and applying the Pythagorean The goal of the Middle School Language Arts program is to empower students to be effective writers, The goal of the Middle School Language develop their narrative, information and argumentative readers, listeners, and speakers. Students and instructional frameworks of structure, meaning, craft writing through a workshop-based approach Core Standards. As readers, students explore literature and language, related to the ELA Common read-alouds, whole class novels, and literature circles. As through independent reading, interactive construct meanings, shared understandings, and compare reading critical and analytical thinkers, they texts while strengthening their identities as lifelong readers. At experiences to their own lives and other and listeners through small group and whole class discussions and the same time, they grow as speakers throughout the workshop presentations, and they focus on developing language skills and vocabulary essay, social justice, graphic and related activities. Units of study for Grade 8 will include the application writing projects. novels, journalism, narrative nonfiction, and the independent reading and MATH 8+ MATH 8 ENGLISH LANGUAGE ARTS 8

¢ ¢ ¢ 8TH GRADE CORE COURSES (REQUIRED) 8TH GRADE CORE COURSES (REQUIRED)

8TH GRADE COURSE OVERVIEW 26 8TH GRADE COURSE OVERVIEW 27 During the first semester, students were challenged to analyze history from a variety of perspectives in During the first semester, students were challenged to analyze history The Multicultural America order to develop the critical thinking skills that are essential for historians. and Immigration. The unit included Colonization, Native American Culture, Westward Expansion, Federalism, and the Three United States Government unit included the American Political System, scaffolding techniques, Branches of Government. The Dual Language Immersion (DLI) course included in order to gauge such as vocabulary development and guided reading, during the first semester course content through students’ comfort and ability levels in academic Spanish. Accessing the their ability to explore, activities that were personalized to their specific language level increased were completed in English learn, and take risks as language learners. While all summative assessments to build essential literacy during the first semester, key activities were conducted in Spanish in order to prepare for complete and speaking skills. The second semester will build on these skills in order semester by investigating a immersion in Spanish from January through April. Students finished the (CER) in order to write an current issue in American democracy using claims, evidence, and reasoning argument about their chosen issue. During the first semester, students were challenged to analyze history from a variety of perspectives During the first semester, students skills that are essential for a National History Day (NHD) in order to develop the critical thinking simulations, a variety of Document Based Question (DBQ) student. This was accomplished through The United States Government Unit included the American essays, discussions, and presentations. Branches of Government, and Comparative Politics related Political System, Federalism, the Three students presented a proposal of their project and created to their NHD topic. Additionally, NHD Students wrote a DBQ essay about their own topics which they extensive annotated bibliographies. papers. The semester concluded with students planning and then developed into longer historical students will continue to beginning to develop their projects and process papers. Next semester, contest. develop and revise their projects to prepare for the SAS NHD Qualifying contest scheduled for the Special Note for 2020-21: There is currently no South Asia NHD Affiliate a NHD project, they will upcoming school year. While students enrolled in this class will complete change, and a South currently be unable to enter the NHD National contest. Should circumstances as described above. Asia NHD Affiliate contest scheduled, students will be able to participate During the first semester, students were challenged to analyze history from a variety of perspectives During the first semester, students skills that are essential for historians. This was accomplished in order to develop the critical thinking discussions, and writing. The Multicultural America unit through simulations, a variety of readings, Culture, Westward Expansion, and Immigration. The United included Colonization, Native American American Political System, Federalism, and the Three Branches States Government unit included the the semester by investigating a current issue in American of Government. Finally, students finished and reasoning (CER) in order to write an argument about their democracy using claims, evidence, chosen issue. Grade 8 Science is a laboratory and activity-based curriculum where students develop an where students develop an a laboratory and activity-based curriculum Grade 8 Science is them. Throughout the first semester, how science relates to the world around understanding of and inquiry, forming explanations, science skills such as measurement, students refined basic the particle with a focus on energy transfer and transitioned to studies in chemistry modeling, and then nature of matter. In Physical Education and Wellness 8, students will participate in six clusters of activities that each focus that each in six clusters of activities will participate 8, students Education and Wellness In Physical Furthermore, students understandings. tactical concept competence and a movement on developing play, risk and safety, collaboration, fair respect through and social skills around personal will develop will experience this course, students classes in During the Wellness and communication. leadership mental health issues emotional and physical, social, that examines current course of study a wholistic in personal will lead to the ongoing investment decision-making skills that with the goal of improving wellness. SOCIAL STUDIES 8 WITH SPANISH DUAL LANGUAGE IMMERSION SOCIAL STUDIES 8 WITH SPANISH SOCIAL STUDIES 8 WITH NHD SOCIAL STUDIES 8 SCIENCE 8 PHYS ED 8 PHYS ¢ ¢ ¢ ¢ ¢ Play Video Play Video Play Play Video Play Video Play Video Play

This course is part of Near Native Track and designed for students who have successfully completed This course is part of Near Native Track and designed for students who of Chinese culture 7NN or are able to demonstrate equivalent language proficiency and understanding not only to have small required for 7NN. Students in this course will be provided with opportunities detailed supporting facts. or whole class discussion, but debate or express personal opinions with to produce written pieces of Students will be exposed to a variety of writing styles to imitate in order oral proficiency is Intermediate their own with expected quality. Expected exit target for interpersonal is Intermediate 4/5 5/ Advanced Low (I-5/AL), for interpretive reading and presentational writing the next level. (I-4/I-5). Students who successfully meet the target will be prepared for This multi-year course is designed for students who are able to demonstrate Intermediate M (I-3/I-4) This multi-year course is designed for students who are able to demonstrate with an emphasis on interpersonal oral proficiency. Four language skills will be further developed – talking in paragraphs. continuing to raise students’ oral interpersonal communication proficiency life; living environment; They will continue to develop their literacy skills. Themes will include: healthy oral proficiency is school life and famous personalities. Expected exit target for interpersonal Mid (I-3). Students who Intermediate High (I-5), for interpretive reading/writing is Intermediate will usually take 2 - 3 years successfully meet the target will be prepared for the next level. This course next level. for students to successfully meet the expected exit goals and move to This multi-year course is designed for students who are able to demonstrate Intermediate Low (I-1) or This multi-year course is designed for Students will be provided with opportunities to delve deeper into above interpersonal oral proficiency. and culture using thematic units to develop their communication different aspects of Chinese tradition They will learn to create with the language and to ask skills to learn to deal with real life situations. the daily life needs. Developing students’ basic literacy skills and answer simple questions to meet will include but not limited to learning about Singapore. will be part of the focus as well. Themes oral proficiency is Intermediate 3 (I3), interpretive reading/ Expected exit target for interpersonal Low. This course will usually take 2 - 3 years for students to and presentational writing is Intermediate goals and move to the next level. successfully meet the expected exit This course is designed for students who demonstrate Novice 3(N-3) or Novice 4 (N-4) interpersonal Novice 3(N-3) or Novice 4 (N-4) interpersonal for students who demonstrate This course is designed developing their oral communication skills and start to oral proficiency. Students will continue characters (Hanzi), develop reading comprehension at the systematically learn to recognize Chinese with written form of Hanzi in a more systematic way. The main sentence level and become familiar about oneself, but further into school life, student's personal themes and topics will still evolve more as well as travel. Expected exit target for interpersonal oral life after school and on the weekends, interpretive reading/listening is Novice 4 (N-4). Students who proficiency is Intermediate Low (I-1), prepared for the next level. successfully meet the target will be This course is designed for students with little or no Chinese language skills to start their journey to start their journey skills to or no Chinese language students with little is designed for This course the experience to students It focuses on providing explore the culture. language and acquire the culture. very basic concepts of Chinese Chinese language skills and to understand acquire very basic friends and mainly about themselves, family, topics will be presented for students, A few themes and knowledge students will gain basic basic language skills in oral communication, school. While acquiring will gain Chinese characters (Hanzi). Learners (Pinyin) and the formation of about Chinese phonetics interpersonal Hanzi. Expected exit target for the 100+ most commonly used Chinese facility in reading prepared for successfully meet the target will be Novice 3/4 (N-3/N-4)). Students who oral proficiency is the next level. CHINESE 8 (NEAR NATIVE) CHINESE 8 (INTERMEDIATE HIGH) CHINESE 8 (INTEMEDIATE MID) CHINESE 8 (INTEMEDIATE LOW)CHINESE 8 (INTEMEDIATE CHINESE 8 (NOVICE)

¢ ¢ ¢ ¢ ¢ 8TH GRADE WORLD LANGUAGE (OPTIONAL) LANGUAGE GRADE WORLD 8TH

8TH GRADE COURSE OVERVIEW 28 8TH GRADE COURSE OVERVIEW 29 This course is for Grade 8 students who have reached an I5 in Interpersonal Listening/Speaking and by an I5 in Interpersonal Listening/Speaking This course is for Grade 8 students who have reached This is a one-year course designed to develop advanced level language skills. teacher recommendation. students with Low provides While the focus continues to be on oral language development, Advanced culturally rich thematic units. their literacy levels through additional opportunities to improve Spanish 8 (Intermediate High) is for students who have reached I4 in Interpersonal Listening and students who have reached Spanish 8 (Intermediate High) is for second (or other) language acquisition course. Students advance Speaking. This course is designed as and Reading Interpretive a variety of culturally rich thematic units where through their proficiency determined by mode is I5* as integrated. The performance exit target formally are Writing Presentational commonly achieved most are teacher and supported by external testing. These targets by the classroom years. over a period of two to three Spanish 8 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ who have reached Spanish 8 (Intermediate) is for students of culturally rich thematic units. This a variety through Speaking. Students advance their proficiency and writing language acquisition course. The skills of reading course is designed as second (or other) communication. The Intermediate course focuses on integrated in as much as they foster oral are is I4* as determined by the classroom the performance exit target Interpersonal Listening/Speaking, and of two is most commonly achieved over a period testing. This target teacher and supported by external years. to three Spanish 8 (Novice) is for students who have no experience with the language, and for students who are with the language, and for students is for students who have no experience Spanish 8 (Novice) with the The Novice course provides students the performance exit target of N4. still working toward the focus is on in a supportive environment where create meaningful communication necessary skills to the classroom target is N4* as determined by The performance exit Interpersonal Listening/Speaking. by external testing. teacher and supported French 8 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ at least N4 in Interpersonal who have reached is for students 8 (Intermediate) French units. This rich thematic a variety of culturally through their proficiency Students advance Speaking. and writing reading The skills of acquisition course. (or other) language designed as second course is on course focuses The Intermediate oral communication. as much as they foster integrated in are by the classroom as determined is I4* exit target and the performance Listening/Speaking, Interpersonal over a period of two is most commonly achieved by external testing. This target teacher and supported years. to three SPANISH 8 (ADVANCED LOW) 8 (ADVANCED SPANISH SPANISH 8 (INTERMEDIATE HIGH) SPANISH SPANISH 8 (INTERMEDIATE) SPANISH SPANISH 8 (NOVICE) SPANISH FRENCH 8 (INTERMEDIATE) FRENCH ¢ ¢ ¢ ¢ ¢ STRINGS 8 (ADVANCED)

In Art 8 students will explore drawing, painting, 2D-Design elements and principles, photography, drawing, painting, 2D-Design elements and principles, photography, In Art 8 students will explore the development of ceramic clay and 3D- Design. The drawing and 2D-design sections emphasize other units. A variety all then expanded throughout an art sketchbook; these ideas are ideas through as architecture, such subjects used to explore media are of two- dimensional and three-dimensional abstract painting, emphasis, and photo journalism. Materials such still-life, fashion design, color theory, An textiles will be explored. as graphite, pastels, acrylic paint, DSLR digital cameras, ceramic clay and will be used for students to display and critique their work. Students will ongoing exhibition program of their experience in Art 8. maintain an Art sketchbook, and portfolio as a personal record Advanced 8 Strings is designed to meet the needs of students who have been studying strings Advanced 8 Strings is designed to meet aiming to develop their and bass). Students in this course are for at least 3 years (2 years for cello encouraged to electing this course are class. Students Orchestra playing as a pathway to High School class. Students will be able to perform with a range of techniques continue private tutoring outside of simple double stopping, spiccato, martele, staccato, and up to including but not limited to shifting, a variety of musical periods; in a range of musical styles from 2 octave scales. They will also perform perform in school assemblies and public as specified; and complete theory and listening exercises and to attend occasional after school rehearsals required Students are concerts during the school year. to host students will be requested a music festival during the year, evening performances. If SAS hosts other schools. participating students from Grade 8 Intermediate Strings provides opportunities for students who have already played violin, viola, students who have already opportunities for Grade 8 Intermediate Strings provides designed to meet the needs of usually for two years. This class is cello or bass for at least one year, Strings 2, and year string student. Students will work on parts of All for the developing 2nd and 3rd pieces at public 2. They will also perform selections of orchestral All for Strings Theory Workbook and to attend occasional after school rehearsals required Students are concerts during the school year. to host students will be requested a music festival during the year, evening performances. If SAS hosts other schools. participating students from Band 8 teaches the importance of being a contributing member of a community. Band 8 is designed Band 8 is designed of a community. member of being a contributing the importance Band 8 teaches third-year players. band skill set, usually the intermediate mastery of who can demonstrate for students instruments to develop technical skills on their course continue Students in this performance-based selected through the method book, carefully playing. Course content is delivered through ensemble rental and/ commitments include instrument and basic music theory. Financial concert band repertoire, attire. year, and purchase of approved concert of accessories throughout the or purchase, purchase of class. of individual daily practice outside of a minimum of 10 minutes Band requires a commitment which are rehearsals and evening performances to attend occasional after-school Students are required students will festival/exchange during the year, for the course. If SAS hosts a music a part of the grade visiting schools. participating music students from be requested to host ART 8 STRINGS 8 (INTERMEDIATE) BAND 8

¢ 8TH GRADE ELECTIVE SEMESTER COURSES (OPTIONAL) ¢ ¢ ¢ 8TH GRADE ELECTIVE YEAR LONG COURSES (OPTIONAL) COURSES YEAR LONG GRADE ELECTIVE 8TH

8TH GRADE COURSE OVERVIEW 30 8TH GRADE COURSE OVERVIEW 31 In Digital Design 8, students will explore and refine their skills and knowledge of photography and In Digital Design 8, students will explore and refine their skills and knowledge the foundations and skills of graphic design. The first portion of the semester will focus on studying portfolio. The second photography, culminating in various projects that will featured in an online such as Photoshop and portion of Digital Design will focus on graphic design using Adobe applications products that are authentic to Illustrator. Projects will take students' creativity and apply them to final where time management and what graphic designers are asked to produce. This is a project-based class knowledge of photography or organization are essential. Students are not required to have any prior graphic design or own their own equipment to take this class. In Dance 8, students will continue to develop a variety of dance styles. By working individually and In Dance 8, students will continue to develop a variety of dance styles. of movement, dance fitness, collaborating with others, students will learn elements of dance, qualities to enhance dance principles production devices, and the use of technical theatre choreographic and perform their own dance performances. Students will also have the opportunity to choreograph tailored pieces. Within novice to advanced that are will learn skills that range from each unit, students dance experience is - so no previous past dance experience and technical ability to each student’s required. In Culinary Arts 8, students will learn how to make complete meals from various regions around the In Culinary Arts 8, students will learn find, read, and perform more advanced recipes that are comprised world. Students will be expected to that students will work with a variety of food products (i.e. nuts) and of multiple parts. Please be advised want to consider other elective options. thus students with food allergies may Coding 8 is an introduction to Computer Science (CS) course that aims to demystify Computer Science Coding 8 is an introduction to Computer that it is a medium for creativity, communication, critical thinking, for 8th grade students and show them students will analyse and create increasingly challenging and fun. The course is designed whereby language that supports all high level programming concepts, computer games, utilising a block based thinking. The goal of the course is to learn the theory of and focuses on logical and computational has the “maker” ethos embedded throughout, providing students programming and as such the course in the physical act of creation alongside the more theoretical the opportunity to see and participate the main coding structures (sequence, selection, iteration, elements of Computer Science. Utilising the logic of programming including models for input, objects, and events) students will investigate the software development life-cycle. No previous programming output, and processing while utilising skills are required. Choir 8 is a performance based course designed to develop advanced vocal technique and production. and production. vocal technique to develop advanced course designed a performance based Choir 8 is sing in unison, Singers selected choral repertoire. through of music genres about different Singers learn for solo and may audition and small ensembles groups large part harmony in and four two, three theory and music rhythm reading advanced sight singing, intermediate to Singers learn opportunities. music and and publish Singers will create and performance. on vocal skills emphasis a strong skills with the at a variety of public concerts throughout writing unit. Singers will perform lyrics during the song school in class. Attendance at occasional after summative vocal solo juries school year and perform Singers will also summative. of the singer’s and is part is required and evening concerts rehearsals welcome. While no previous for performances. All are choir attire their own be expected to purchase a music festival/ would be beneficial. If SAS hosts music to read an ability is required, singing experience visiting participating music students from to host students will be requested the year, exchange during schools. the online elective during 8 as a year-long can also choose to take Choir Please note that students process. course registration DIGITAL DESIGN 8 DIGITAL DANCE 8 DANCE CULINARY ARTS 8 CULINARY CODING 8 CHOIR 8 CHOIR ¢ ¢ ¢ ¢ ¢

Tech 8 students spent the first portion of the semester learning through formative design tasks how Tech 8 students spent the first portion of the semester learning through process. During the second to use lab tools and machines, materials, and the SAS Design Thinking semester to work in teams portion of the semester, students used what they learned earlier in the desired student learning solving on school related problem or project. Emphasis was on our school outcomes: communication, collaboration, critical thinking, creativity. In Strategic Learning 8, the students will focus on preparing for High School by practising how to In Strategic Learning 8, the students study habits and balance. Throughout the semester, the manage their workload, develop healthy minimize multi-tasking, enhance study skills, note- students will learn how to avoid distractions, students will also continue to develop the skills of planning, taking, and test-taking strategies. The work to create roadmaps to prioritization, and organization. Throughout the semester, students will on short-term goals, initiate tasks, complete tasks, build time management strategies, follow-through these skills, the course may and develop healthy homework habits. For students who have mastered control, task initiation, cover additional topics such as response inhibition, working memory, emotional semester concludes with a sustained attention, flexibility, metacognition, and stress tolerance. The steps to achieve their goal, goal-setting project in which students will choose an area of focus, take have a Digital Portfolio of gather evidence, and reflect on their progress. In the end, students will learning strategies that they can use in high school and beyond. The Learning Support program is designed to provide individualized academic assistance for students The Learning Support program is designed successful in the SAS academic program. Learning Support who require additional support to be develop an Individualized Education Support Plan (IESP) to track teachers collaborate with families to the area of need. Supports for students are individualized and and monitor a student’s progress in needs and foster success throughout their classes. Students designed to meet their specific learning classes as well as targeted instruction with the goal of increased are provided support in their current students and school personnel (teachers, school psychologist independence in their learning. Parents, to determine an appropriate program to best serve and divisional administrator) work collaboratively the school may recommend a Learning Support class to ensure the student. There are instances when a student is able to experience success. In Drama 8, students will learn the focus and skills necessary to breathe life into a character. Themes to breathe life into a character. will learn the focus and skills necessary In Drama 8, students and and Masks, Characterization, Monologues Basic Acting Skills, Movement include: Theater Terms, opportunities to work with professional Script Work. Students will have several Duets, Blocking and in groups improvised and scripted scenes improve their craft. Students perform actors to help them feedback. Within a safe environment will learn how to offer effective critical of various sizes and and level of risks, which will enhance their skills to push themselves to take creative students will learn confidence on and off the stage. In Digital Film 8, students will dive deep into the art of filmmaking through various projects that expose projects that expose through various the art of filmmaking dive deep into Film 8, students will In Digital editing, and directing, scriptwriting, cinematography, filmmaking such as skills essential to students 3-4 weeks, therefore last around film assignments class where This is a project-based sound design. for success in Digital are essential and responsibility skills, organization, time-management excellent to showcase their film project an independent students will produce the course, Film. To conclude soundtrack experiment with graphic design and with filmmaking, students will filmmaking skills. Along their films. creation to enhance TECH 8 STRATEGIC LEARNING 8 LEARNING SUPPORT 8 DRAMA 8 DIGITAL FILM 8 DIGITAL

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8TH GRADE COURSE OVERVIEW 32 8TH GRADE COURSE OVERVIEW 33 Strings 8 (Intermediate) Strings 8 (Advanced) Drama 8 Strategic Learning 8 8 Tech French 8 (Intermediate) French French French Strings

Digital Design 8 Digital Film 8 Dance 8 Choir 8 Spanish 8 (Novice) Spanish 8 (Intermediate) High) Spanish 8 (Intermediate Spanish 8 (Advanced Low) Choir Spanish Culinary Arts 8 Art 8 Choir 8 Coding 8 Band 8 Band 8 (Beginning) Chinese 8 (Intermediate High) Chinese 8 (Near Native) Chinese 8 (Novice) Low) Chinese 8 (Intermediate Mid) Chinese 8 (Intermediate – do not select any of the elective courses listed below. – do not select any of the elective courses – select 2 of the elective courses below. – Select 4 of the elective courses below. Semester Electives Band Chinese SELECTION #1 – LANGUAGE SELECTION #1 – course, a student wish to take a language the courses below is optional. Should Selection of any of 1 of the courses listed below. they may only take SELECTION #3 – SEMESTER ELECTIVES determine how many to To below. elective courses offered to select either 0, 2 or 4 of the Students are to the following: select, please refer AND either of the Band or Strings courses • If you have selected a Language course courses • If you have selected a Language course OR either of the Band or Strings or Strings courses • If you have selected neither a language course NOR any of the Band SELECTION #2 – YEAR LONG ELECTIVES is optional. Should a student wish to take Band or Strings, they Selection of any of the courses below below. may only take 1 of the courses listed 8TH GRADE ELECTIVE COURSE SELECTION COURSE GRADE ELECTIVE 8TH as a is to be used selection. This page elective course below to assist with the directions Please follow the online course are selected using All courses grade course selection. planning eighth guide when via email. shared with families tool will be online course selection tool. Access to the selection NOTES NOTES NOTES NOTES 40 WOODLANDS STREET 41 SINGAPORE 738547 WEB: WWW.SAS.EDU.SG TEL: (65) 6363 3404

CPE Registration Number: 196400340R Registration Period: 22 June 2017 to 21 June 2023 Accredited by the Western Association of Schools and Colleges (WASC)