Middle SCHOOL PROGRAM GUIDE 2017-18 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 SEMESTER 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 PG29 8TH GRADE ELECTIVE SEMESTER COURSES COURSE PG30 OVERVIEW ELECTIVE COURSE SELECTION PG26 PG33 GENERAL INFORMATION 1 6360 6411 6360 6429 Zana Mamat Carla Abrams Grade Counselor [email protected] [email protected] th Principal’s Secretary Principal’s 8 6360 6427 6363 3405 6360 6050 Grant Walker Mark Swarstad Grade Counselor MS Activities & [email protected] th Chris Raymaakers Athletics Director [email protected] 7 [email protected] MS Deputy Principal 6360 6428 6363 3405 6360 6432 Cindy Gilbert Grade Counselor Ben Robertaccio MS Psychologist [email protected] th Chris Beingessner 6 MS Deputy Principal [email protected] [email protected] Secretary 6360 6412 6363 3405 MS Principal Didi Krishnan Lauren Mehrbach Lauren Deputy Principal’s Deputy Principal’s The Singapore American School is committed to providing each student an exemplary American American School is committed to providing The Singapore educational experience with an international perspective. A world leader in education Cultivating exceptional thinkers for the future Prepared MISSION VISION The Middle school Program Planning Guide provides students and their families with concise students and their families with Guide provides Planning Program The Middle school serves as a this booklet selection process, the Middle school. During the course information about of study. individual programs make important decisions regarding and parents tool to help students This booklet planning guide carefully. the program to review asked families are Students and their take the courses students may choose to to take and required students are outlines the courses teachers and counselors encouraged to seek advice from and their families are (electives). Students courses for which to register. the appropriate regarding online. Access to the online completing all registration for responsible families are Students and their families via email and in the weekly with will be shared course selection tool SAS eNews. GENERAL INFORMATION GENERAL [email protected] [email protected]
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.
¢ HOMEBASE A key component of the middle school is the advisory or homebase program. All students are part of a homebase group of approximately twelve students. This group meets at the start of every school day and is supervised by a single teacher. The homebase philosophy encourages a close professional relationship between the student and at least one adult in the school. Homebase 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 grade and then seventh grade to eighth grade. In this way, counselors form strong and trusting relationships with students and families.
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¢ 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 of the middle an integral part or PLCs are communities learning Professional Strategic Learning is an elective course offered in the middle school aimed to support student learning Strategic Learning is an elective course offered to advocate for themselves. needs. The purpose of the course is to help middle school students learn designed to help are and tools utilized in the program strategies, protocols and effective The efficient of their daily follow through middle school students set the stage for success in the management and the anchor for thoughtful and purposeful planning provides platform of organization tasks. The strong of task completion and time management. 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. Frequently, school who require additional support to be an Individualized Education Support Plan (IESP) to track staff collaborate with families to develop the area of need (reading, writing, math or behavior). Supports and monitor a student’s progress in to meet their specific learning need and foster success for students is 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 services: To This classroom. support within the regular teacher provides Inclusion Classes: The learning support parallel teaching, complementary teaching, team teaching and model includes supportive teaching, instruction. small group/individual specific instruction individually support teacher provides 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. and learning skills necessary for their future 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, information technology to laptops with the goal of further integrating 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 :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 middle school 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 middle school 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 select 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 middle school students.
For more information please refer to the activities brochure (‘A World of Choices’), check out the Athletics and Activities link on the SAS MS web page, or contact Grant Walker, the activities and athletics coordinator at 6363-6050.
¢ 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 welcomes all members of the SAS community from 7:15 a.m. to 4:15 p.m. Monday through Friday. We currently have 23,000 print books, 8,000 eBooks and 14 online databases. Our eBook collection is undergoing rapid expansion. We also offer a wide variety of tools and resources through our Learning Design Studios which support differentiated learning through a multiple intelligences approach.
Our aim is to offer all guests a dynamic and supportive setting for exploratory learning and knowledge STUDENTS FOR SUPPORT creation. The goal of our staff is to assist students in becoming thoughtful users and creators of information.
Library members may borrow up to ten items at a time for a three-week loan period. Most of our equipment, tools and devices are intended for use within the library so our studios can remain fully functional. Food and beverages are only allowed for designated special events. You can learn more about the library by visiting our website linked to the middle school homepage, or better yet, stop by and see it for yourself.
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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 instruction in three different languages: Chinese, different instruction in three offers Language program The middle school World is to establish a basic understanding of Language program The goal of the World Spanish, and French. a focus on communicative ability. through and to develop language proficiency cultures the respective (ninth grade) is based on the The transition into the middle school (any grade) and into the high school as determined by our language teachers and external assessments. language proficiency student’s the primary focus and are a key component of our program Interpersonal listening and speaking skills are while students continue to in our Novice and Intermediate courses. In the Intermediate High courses, attention is given to the development develop their interpersonal listening and speaking skills, increasing and writing) (speaking and presentational (listening and reading) and assessment of interpretive goals by language, course, and mode of communication. specific proficiency are communication. There 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 and in geometry, progressions students will work through specifically, math courses. More and functions. reasoning and equations, and proportional system, expressions the number probability, placed in a course based on a combination of mathematical For each grade level, students will be recommendation. tests, and teacher placement SAS administered 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 re-evaluated 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 HIGH novice FRENCH GRADE 8 SPANISH SPANISH SPANISH GRADE 8 intermediate intermediate intermediate intermediate 7 7 7 7 7 HIGH FRENCH FRENCH novice GRADE 7 SPANISH SPANISH SPANISH GRADE 7 intermediate intermediate French intermediate intermediate SPANISH All course placement beyond first year All course placement beyond first year SAS Spanish teacher Novice requires recommendation. 6 6 6 6 6 HIGH novice FRENCH FRENCH novice GRADE 6 SPANISH SPANISH SPANISH GRADE 6 intermediate 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 Course names and design refer to the proficiency level being targeted by the end of each course (year- of each the end by targeted level being proficiency to the refer and design names Course to the next advancing before the benchmarks to reach necessary for students and it is long or multi-year), students designed to allow High) are and Intermediate (e.g., Intermediate multi-year courses level. The new culturally-rich while they experience goals, proficiency their to reach time they need to take the years. - three of two - perhaps, units over a period thematic to the grade level level, please refer at each grade courses offered on each of the information For more Chinese, Spanish, and for articulation progression Below is a quick reference sections in this guide. French: Intermediate Intermediate SIXTH GRADE COURSE OVERVIEW SIXTH GRADE COURSE
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 level team of teachers tailors its lessons to meet the listeners, and speakers. Each grade readers, and continuity by using common academic rigor ensure needs of its students. They age-appropriate eight. an aligned scope and sequence in grades six through language, practices, and methods within for the them grades and prepares in the previous builds on the skills students developed The program and instructional frameworks approach a workshop-based Students develop their writing through future. Standards. Core to the ELA Common craft and language, related meaning, of structure, of mentor texts, students write in a variety of genres reading and the careful this approach Through Students also focus on developing and informative. domains—narrative, argumentative, within three students activities. As readers, the workshop and related language skills and vocabulary throughout whole class novels, and interactive read-alouds, independent reading, through literature explore the units of study while through the characteristics of various genres Students explore circles. literature to reading. responses strategies and effective continuing to develop reading reading understandings, and compare As critical and analytical thinkers, they construct meanings, share their identities as lifelong readers. experiences to their own lives and other texts while strengthening blogs, videos, podcasts, etc.) When sharing ideas and work, students use technology (i.e. Google docs, small group and listeners through as speakers to collaborate and publish. At the same time, they grow range of Student learning is supported by a diverse and whole class discussions and presentations. texts, literature sets, interactive read-aloud circle including: class libraries, text sets, literature resources and various writing resources. anthologies, multi-media resources, READING & LANGUAGE ARTS 6
¢ SIXTH GRADE CORE COURSES (REQUIRED)
6TH GRADE COURSE OVERVIEW 10 6TH GRADE COURSE OVERVIEW 11 In Phys Ed 6 students will participate in a variety of team and individual sports, aquatic skills, fitness, In Phys Ed 6 students will participate on an understanding of a specific movement activities focuses three and lifetime sports. Each cluster of element. Units include badminton, pattern, concept-strategy and a personal and social responsibility softball, soccer, hockey, floor basketball, fitness/conditioning assessment, flag football/rugby, wall, Adventure/climbing swimming, tchoukball, tennis, track and field, Ultimate Frisbee and Project class, students will experience volley ball, and water polo. In addition, during the health portion of this choices, and living a healthy a course of study that focuses on the concepts of wellness, making healthy lifestyle. 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 pursue ability to think critically, analyze information, fields. In Science 6, the major NGSS topics include: the history opportunities within and beyond STEM structure, function and information processing, and waves and of earth and it's systems, human body electromagnetic radiation. Math 6+ is an extension of the Math 6 curriculum. Math 6+ also introduces students to additional 6 curriculum. Math 6+ also introduces Math 6+ is an extension of the Math Math 7 program. the from topics/standards Math 6 will build on students’ work from elementary school. Instructional time will focus on four critical elementary school. Instructional students’ work from Math 6 will build on whole number multiplication (1) connecting ratio and rate to State Standards: as identified by the areas understanding (2) completing problems; concepts of ratio and rate to solve and division and using which to the system of rational numbers, and extending the notion of number of division of fractions and (4) and equations; and using expressions (3) writing, interpreting, includes negative numbers; thinking. developing understanding of statistical In Social Studies 6, students will explore the culture and geography of ancient world civilizations of ancient world culture and geography will explore the Studies 6, students In Social is The focus of civilizations. common characteristics and Greece using Egypt, such as Mesopotamia, and our lives today. between cultures as connections culture as well from each on the contributions giving the students world religions, of the five major inquiry-based study will take part in an Students units, students will Through these world around them. connect to the to discover and opportunities Students will geography, history, and economics. understandings related to civics, explore conceptual evaluating sources, and communicating inquiry skills such as asking questions, also develop essential conclusions. PHYS ED 6 PHYS SCIENCE 6 MATH 6+ MATH 6 SOCIAL STUDIES 6 SOCIAL ¢ ¢ ¢ ¢ ¢
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 of Chinese culture. very basic concepts to understand language skills and basic Chinese acquire very 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 exit target Chinese characters (Hanzi). Expected (Pinyin) and the formation of about Chinese phonetics the target Students who successfully meet proficiency is Novice 3/4 (N-3/N-4)). for interpersonal oral the next level. will be prepared for CHINESE 6 (NEAR NATIVE) CHINESE 6 (INTERMEDIATE HIGH) CHINESE 6 (INTERMEDIATE MID) CHINESE 6 (INTERMEDIATE LOW)CHINESE 6 (INTERMEDIATE CHINESE 6 (NOVICE) 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 in paragraphs. continuing to raise students’ oral interpersonal communication proficiency—talking not limited to healthy living They will continue to develop their literacy skills. Themes will include but as well in different cities and developing healthy relationship in schools, at home and in the community interpersonal oral proficiency in China and in the host country of Singapore. Expected exit target for Mid (I-3). Students who is Intermediate High (I-5), for interpretive reading/writing is Intermediate will usually take between successfully meet the target will be prepared for the next level. This course goals and move to next level. two and three years for students to successfully meet the expected exit This multi-year course is designed for students who are able to demonstrate Intermediate Low (I-1) This multi-year course is designed for Students will be provided opportunities to delve deeper into or 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 will and answer simple questions to meet will include but not limited to learning about their host country be part of the focus as well. Themes dining etiquette, and other aspects of life styles of different Singapore, its typical types of food, in other cities in China. Expected exit target for interpersonal oral groups of people in Singapore and interpretive reading/and presentational writing is Intermediate proficiency is Intermediate 3/4 (I-3/I-4), between two and three years for students to successfully meet the Low (I-1). This course will usually take level. expected exit goals and move to next 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 to oral communication skills and start will continue developing their oral proficiency. Students and (Hanzi), develop reading comprehension to recognize Chinese characters systematically learn Hanzi in a more systematic way. The main themes and topics become familiar with written form of but further into school life, sports and friendship development. will still evolve more about oneself, oral proficiency is Intermediate Low (I-1), interpretive reading/ Expected exit target for interpersonal who successfully meet the target will be prepared for the next level. listening is Novice 3 (N-3). Students This course is part of the Near Native track. It is designed to serve those students who are capable to This course is part of the Near Native track. It is designed to serve those in the language and basic demonstrate foundational skills especially required for oral communication involvement. This course understanding of the Chinese culture through different experiences and accuracy, however, the main focuses on further developing students’ oral communication fluency and proficiency. Expected exit emphasis is on developing students’ reading comprehension and writing 4 (I-3/I-4), for interpretive target for interpersonal oral proficiency is Intermediate 3/ Intermediate Mid (I-2/I-3). Students who reading is Intermediate 3 (I-3), for presentational writing is Intermediate successfully meet the target will be prepared for the next level.
¢ ¢ ¢ ¢ ¢ SIXTH GRADE WORLD LANGUAGE (REQUIRED) LANGUAGE WORLD GRADE SIXTH
6TH GRADE COURSE OVERVIEW 12 6TH GRADE COURSE OVERVIEW 13 French 6 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ at least reached 6 (Intermediate) is for students who have French of culturally rich thematic units. a variety through Speaking. Students advance their proficiency foster oral communication. The integrated in as much as they and writing are The skills of reading Listening/Speaking, and the performance exit target Intermediate course focuses on Interpersonal is most by external testing. This target teacher and supported is I4* as determined by the classroom years. commonly achieved over a period of two to three French 6 (Novice) is for students who have no experience with the language, and for students who are experience with the language, and for students who are 6 (Novice) is for students who have no French 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 Spanish 6 (Intermediate High) is for students who have reached I4 in Interpersonal Listening and Spanish 6 (Intermediate High) is for through a variety of culturally rich thematic units where Speaking. Students advance their proficiency Writing are formally integrated. The performance exit target Interpretive Reading and Presentational classroom teacher and supported by external testing. These by mode is I5* as determined by the over a period of two to three years. targets are most commonly achieved Spanish 6 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ at least N4 in Interpersonal is for students who have reached Spanish 6 (Intermediate) units. a variety of culturally rich thematic through advance their proficiency Speaking. Students The in as much as they foster oral communication. integrated are and writing The skills of reading exit target and the performance focuses on Interpersonal Listening/Speaking, Intermediate course is most testing. This target teacher and supported by external by the classroom is I4* as determined years. over a period of two to three commonly achieved Spanish 6 (Novice) is for students who have no experience with the language, and for students who are are for students who the language, and experience with who have no (Novice) is for students Spanish 6 with the students course provides of N4. The Novice target performance exit the toward still working is on the focus where environment in a supportive meaningful communication skills to create necessary the classroom determined by is N4* as exit target The performance Listening/Speaking. Interpersonal external testing. supported by teacher and FRENCH 6 (INTERMEDIATE ) FRENCH 6 (NOVICE) SPANISH 6 (INTERMEDIATE HIGH) 6 (INTERMEDIATE SPANISH SPANISH 6 (INTERMEDIATE) SPANISH SPANISH 6 (NOVICE) SPANISH ¢ ¢ ¢ ¢ ¢
In Choir 6, singers will learn how to read music, sing in unison, two and three part harmonies, and in In Choir 6, singers will learn how to read music, sing in unison, two and production, music-reading, large and small groups. Singers are introduced to vocal technique and the school year and and music theory. Singers will perform at a variety of public concerts throughout Music in International Schools will also be able to audition to perform at the prestigious Association of rehearsals and evening (AMIS) International Honor Choir. Attendance at occasional after-school also be expected to purchase concerts is required and is part of the singer’s summative. Singers will is required. their own choir attire for performances. No previous singing experience Intermediate Strings is open to sixth grade students who have been studying strings for at least Intermediate Strings is open to sixth grade students who have been studying conducted by the middle school strings will be Auditions and recommendations one year or more. notation, developing further their string and reading playing this course are Students in teacher. aiming to develop their ensemble playing skills. Students will use some technique. Primarily they are Essentials of Music Theory as their theory method book. 1 and Alfred parts of Suzuki School Volume and evening performances. Financial to attend occasional after school rehearsals required Students are and purchase of instrument accessories, purchase commitments include instrument rental/purchase, to host students will be requested If SAS hosts a music festival during the year, of concert attire. other schools. participating students from Beginning String 6 offers the student the opportunity to learn the basic skills required to play a string the student the opportunity to learn the basic skills required Beginning String 6 offers one of the following instruments: Violin,instrument. Students will learn to play Viola, Cello, Bass. Course music notation and experience being part of a performing ensemble. Students learn to read , the Suzuki method. Financial commitments include instrument rental through content is delivered 10 minutes a commitment of a minimum of Strings requires concert attire. of approved and purchase rehearsals to attend occasional after-school required are of daily practice outside of class. Students for the course. If SAS hosts a music festival/ a part of the grade and evening performances which are visiting students from to host participating music students will be requested exchange during the year, schools. Intermediate Band 6 is designed for students who can demonstrate mastery of the beginning band Intermediate Band 6 is designed for Students in this performance-based course continue to develop skill set, usually second-year players. through Course content is delivered ensemble playing. through technical skills on their instruments Financial and basic music theory. selected concert band repertoire, the method book, carefully the year, of accessories throughout purchase and/or purchase, commitments include instrument rental minutes a commitment of a minimum of 10 Band requires concert attire. of approved and purchase rehearsals to attend occasional after-school required are of daily practice outside of class. Students for the course. If SAS hosts a music festival/ a part of the grade and evening performances which are visiting students from to host participating music students will be requested exchange during the year, schools. Beginning Band 6 offers the student the opportunity to learn the basic skills required to play a the basic skills required to learn student the opportunity Band 6 offers the Beginning for balance and correctly, and listen produce tones learn to read music, Students band instrument. book, content is delivered through the method of a performing ensemble. Course intonation as part include music theory. Financial commitments concert band repertoire, and basic carefully selected of throughout the year, and purchase and/or purchase, purchase of accessories instrument rental practice of a minimum of 10 minutes of daily attire. Band requires a commitment approved concert evening after-school rehearsals and are required to attend occasional outside of class. Students If SAS hosts a music festival/exchange are a part of the grade for the course. performances which schools. music students from visiting will be requested to host participating during the year, students CHOIR 6 STRINGS 6 (INTERMEDIATE) STRINGS 6 (BEGINNING) BAND 6 (INTERMEDIATE) BAND 6 (INTERMEDIATE) BAND 6 (BEGINNING)
¢ ¢ ¢ ¢ ¢ SIXTH GRADE ELECTIVE YEAR-LONG COURSES (OPTIONAL) COURSES YEAR-LONG ELECTIVE GRADE SIXTH
6TH GRADE COURSE OVERVIEW 14 6TH GRADE COURSE OVERVIEW 15 Coding 6 is an introductory Computer Science (CS) course that empowers students to create Computer Science (CS) course that empowers students to create Coding 6 is an introductory thinking, communication, critical and engage with CS as a medium for creativity, authentic programs and fun. With simple computer thinking students will analyse and create a focus on computational concepts. The games, utilising a block based language that supports all high level programming students the opportunity to see providing course has the “maker” ethos embedded throughout, 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 Movement 6 invites students to experience the world of dance through sports movement, hip hop, Movement 6 invites students to experience the world of dance through and contemporary dance styles. This course focuses on the athleticism required dancing, break and technique. balance, coordination, flexibility, students’ strength, for movement and improving process the creative and performance basics through students study choreography Additionally, in the Movement 6 culminates with an informal presentation and the use of team building projects. classroom. Drama 6 is an introduction to drama. In this course, students focus on improving self-confidence and to drama. In this course, students focus on improving Drama 6 is an introduction to use their face and body to tell stories physical theater they learn communication skills. Through learn how to use their voice to hold the Students in a group. as well as how to work successfully students pull where production classroom attention. The trimester culminates in a small audience’s characters on stage. to create voice and body together their use of facial expressions, In Art 6 students will explore drawing, painting, digital design, and photography. The drawing The drawing and photography. drawing, painting, digital design, In Art 6 students will explore and expanding those ideas an art workbook through section emphasizes developing ideas 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 critique and An ongoing exhibition program of the topics covered. record to art works. Students will maintain an art workbook as a personal develop opinions related of their experience in Art 6. CODING 6 MOVEMENT 6 MOVEMENT DRAMA 6 ART 6 ¢ ¢ ¢ SIXTH GRADE ELECTIVE TRIMESTER COURSES (OPTIONAL)SIXTH GRADE ELECTIVE TRIMESTER ¢
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. Frequently, school who require additional support to be an Individualized Education Support Plan (IESP) to track staff collaborate with families to develop math or behavior). Supports and monitor a student’s progress in the area of need (reading, writing, need and foster success for students is individualized and designed to meet their specific learning current classes as well throughout all their classes. Students are provided both support in their independence in their as targeted instruction for their learning deficits with the goal of increased determination between learning. SAS prefers the decision to enroll students to be a collaborative and divisional administrator). parents, students and school personnel (teachers, school psychologist, class to ensure a student is There are instances when the school may recommend a learning support able to make expected annual progress. The Strategic Learning program is designed to provide students with additional time and strategies in students is designed to provide The Strategic Learning program Students in the challenges they face during the academic day and beyond. successful to be more order to help them manage their school materials, prioritize their use will focus on building specific skills with time in class to work on Students will also be provided their productivity. of time, and increase other classes as a way to implement the specific skills and strategies and assignments from projects when the instances are there this is an elective course offering, learned in Strategic Learning. While to better support student success. a Strategic Learning class in order school may recommend In Culinary Arts 6, students will be introduced to the fundamentals of cooking by focusing on to the fundamentals In Culinary Arts 6, students will be introduced at home. replicated recipes that can be learning some their confidence in the kitchen and improving (i.e. nuts) and thus students work with a variety of food products Please be advised that students will may want to consider other elective options. with food allergies Tech 6 is an introductory project-based class that helps bring engineering to life for students. Students bring engineering to life for students. project-based class that helps Tech 6 is an introductory build, a series of short activities to design, the Design Thinking Process through will learn how to use school desired student learning outcomes: prototypes. Emphasis is on our and test low resolution and having fun! critical thinking, creativity, communication, collaboration, In Digital Media 6, students will experiment and create with various media platforms to gain skills to to gain skills media platforms and create with various will experiment Media 6, students In Digital class include sound Skills taught in the classes as well. classes, but core only digital media use in not skills. All skills and filmmaking basic to intermediate graphic design, and soundtracking, design and level, so no previous from a novice are taught iMovie, and Garageband) (like Snapseed, applications experience is required. LEARNING SUPPORT 6 STRATEGIC LEARNING 6 CULINARY ARTS 6 CULINARY TECH 6 DIGITAL MEDIA 6 DIGITAL
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6TH GRADE COURSE OVERVIEW 16 6TH GRADE COURSE OVERVIEW 17 Culinary Arts 6 Strategic Learning 6 Choir 6 French 6 (Intermediate) French French 6 (Novice) French Choir French Coding 6 Digital Media 6 6 Tech Strings 6 (Beginning) Strings 6 (Intermediate) Spanish 6 (Novice) Spanish 6 (Intermediate) Spanish 6 (Intermediate High) Spanish Strings Art 6 Drama 6 Movement 6 Trimester Electives Trimester Band 6 (Beginning) Band 6 (Intermediate) Chinese 6 (Intermediate High) Chinese 6 (Near Native) Chinese 6 (Novice) Chinese 6 (Intermediate Low) Chinese 6 (Intermediate Mid) courses below. courses below. Chinese Band SELECTION #3 – TRIMESTER ELECTIVES below. Students must select either three or six of the elective courses offered three of the elective • If you have selected either of the Band, Strings, or Choir courses – Select – Select six 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 courses listed below. Please select only one. Each student must select one of the Elective courses are offered over two time frames; both year long and trimesters (12 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 course, they will be placed in an Band or Strings elective If students choose a year-long and Choir. completed levels. Trimester or previously by teacher recommendation level as determined appropriate learning, tech, and video. strategic drama, cooking, IT, courses include art, Students 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 ¢ ¢ ¢ SIXTH GRADE LANGUAGE AND ELECTIVE COURSE SELECTION COURSE ELECTIVE AND LANGUAGE GRADE SIXTH SEVENTH GRADE COURSE OVERVIEW SEVENTH GRADE COURSE
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 level team of teachers tailors its lessons to meet the listeners, and speakers. Each grade readers, and continuity by using common academic rigor ensure needs of its students. They age-appropriate eight. an aligned scope and sequence in grades six through language, practices, and methods within for the them grades and prepares in the previous builds on the skills students developed The program future. and instructional frameworks of approach a workshop-based Students develop their writing through this Through Standards. to the ELA Common Core meaning, craft and language, related structure, within three of mentor texts, students write in a variety of genres reading and the careful approach and informative. Students also focus on developing language skills domains--narrative, argumentative, activities. the workshop and related and vocabulary throughout whole interactive read-alouds, independent reading, through literature students explore As readers, the through genres the characteristics of various Students explore circles. class novels, and literature As to reading. responses strategies and effective units of study while continuing to develop reading reading understandings, and compare critical and analytical thinkers, they construct meanings, share their identities as life-long readers. experiences to their own lives and other texts while strengthening blogs, videos, podcasts, etc.) When sharing ideas and work, students use technology (i.e. Google docs, small group and listeners through as speakers to collaborate and publish. At the same time, they grow and whole class discussions and presentations. including: class libraries, text sets, Student learning is supported by a diverse range of resources and anthologies, multi-media resources, texts, literature sets, interactive read-aloud circle literature various writing resources. READING & LANGUAGE ARTS 7
¢ SEVENTH GRADE CORE COURSES (REQUIRED)
7TH GRADE COURSE OVERVIEW 18 7TH GRADE COURSE OVERVIEW 19 Math 7+ is an extension of the Math 7 curriculum. Math 7+ also introduces students to additional 7 curriculum. Math 7+ also introduces Math 7+ is an extension of the Math Math 8 program. the from topics/standards (NGSS). The NGSS identify Generation Science Standards In Science 7, students will use the Next in science that all K–12 ideas and core concepts, crosscutting scientific and engineering practices, with the science education that equips students a strong NGSS provide The students should master. to — the skills needed analyze information, and solve complex problems ability to think critically, STEM fields. In Science 7, the major NGSS topics include: pursue opportunities within and beyond and interactions, and energy. forces cycles in matter and energy, human impacts on the environment, Math 7 is the grade-level appropriate class for students who have completed Math 6. Instructional who have completed Math 6. Instructional appropriate class for students Math 7 is the grade-level to solve relationships and use them three critical areas: (1) analyzing proportional time will focus on to of operations with fractions (2) Apply and extend previous understandings real-world problems; Use properties of operations to generate and divide rational numbers; (3) add, subtract, multiply using numerical and algebraic equations. and solve real-world problems equivalent expressions draw, of the following focus areas: (1) will develop a deeper understanding In addition, students figures and describe the relationships between them; (2) solve construct and describe geometrical area and volume; (3) make inferences about populations problems involving angles, area, surface populations; (4) use models to determine and compare the and draw informal comparisons between events. probabilities of simple and compound In Social Studies 7, students will focus on global issues, current events, and world geography. events, and world issues, current will focus on global Studies 7, students In Social Trends, Escaping Analysis and Demographic Data Economic Systems, Political and Units include students will Through these units, World. in a Multicultural Cycle, and Globalization the Poverty Students history, and economics. to civics, geography, related conceptual understandings develop communicating evaluating sources, asking questions, skills such as essential inquiry will also refine action. conclusions, and taking In Phys Ed 7 students will participate in a variety of team and individual sports, aquatic skills, In Phys Ed 7 students will participate in a variety of team and individual on an understanding of a specific activities focuses fitness, and lifetime sports. Each cluster of three element. Units include movement pattern, concept-strategy and a personal and social responsibility soccer, floor hockey, badminton, basketball, fitness/conditioning assessment, flag football/rugby, Adventure/ and Project softball, swimming, tchoukball, tennis, track and field, Ultimate Frisbee portion of this class, students climbing wall, volley ball, and water polo. In addition, during the health relationships, puberty of wellness, fitness, nutrition, of healthy choices in the areas concepts explore and substances. MATH 7 SOCIAL STUDIES 7 SOCIAL PHYS ED 7 PHYS SCIENCE 7 MATH 7+ ¢ ¢ ¢ ¢ ¢
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 opportunities to Low (I-1) or above interpersonal oral proficiency. Students will be provided thematic units to delve deeper into different aspects of Chinese tradition and culture using They will learn to develop their communication skills to learn to deal with real life situations. the daily life needs. create with the language and to ask and answer simple questions to meet Themes will include Developing students’ basic literacy skills will be part of the focus as well. types of food, dining but not limited to learning about their host country Singapore, its typical in Singapore and in etiquette and other aspects of life styles of different groups of people is Intermediate 3/4 other cities in China. Expected exit target for interpersonal oral proficiency Low (I-1). This course (I-3/I-4), interpretive reading/and presentational writing is Intermediate meet the expected will usually take between two and three years for students to successfully exit goals and move to 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 who demonstrate Novice 3 (N-3) or oral communication interpersonal oral proficiency. Students will continue developing their develop reading skills and start to systematically learn to recognize Chinese characters (Hanzi), systematic way. comprehension and become familiar with written form of Hanzi in a more into school life, The main themes and topics will still evolve more about oneself, but further oral proficiency sports and friendship development. Expected exit target for interpersonal Students who is Intermediate Low (I-1), interpretive reading/listening is Novice 3 (N-3). successfully meet the target will be prepared for the next level. This course is designed for students with little or no Chinese language skills to start their This course is designed for students students It focuses on providing the culture. the language and explore journey to acquire basic very basic Chinese language skills and to understand very the experience to acquire for students, mainly A few themes and topics will be presented concepts of Chinese culture. friends, and school. While acquiring basic language skills in oral about themselves, family, knowledge about Chinese phonetics (Pinyin) and the communication, students will gain basic for interpersonal oral proficiency Expected exit target formation of Chinese characters (Hanzi). for the will be prepared successfully meet the target is Novice 3/4 (N-3/N-4)). Students who next level. CHINESE 7 (INTERMEDIATE MID) CHINESE 7 (INTERMEDIATE LOW ) CHINESE 7 (NOVICE)
¢ ¢ SEVENTH GRADE WORLD LANGUAGE (OPTIONAL)SEVENTH GRADE WORLD LANGUAGE ¢
7TH GRADE COURSE OVERVIEW 20 7TH GRADE COURSE OVERVIEW 21 French 7 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ (Intermediate) is for students who have reached 7 French a variety of culturally rich thematic units. through Speaking. Students advance their proficiency integrated in as much as they foster oral communication. The and writing are The skills of reading the performance exit target Intermediate course focuses on Interpersonal Listening/Speaking, and is most teacher and supported by external testing. This target is I4* as determined by the classroom years. commonly achieved over a period of two to three 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 a variety of culturally rich thematic units where through Speaking. Students advance their proficiency formally integrated. The performance exit target are Writing Reading and Presentational Interpretive These teacher and supported by external testing. by mode is I5* as determined by the classroom years. most commonly achieved over a period of two to three are targets Spanish 7 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ who have reached Spanish 7 (Intermediate) is for students of culturally rich thematic units. a variety through Speaking. Students advance their proficiency foster oral communication. The integrated in as much as they and writing are The skills of reading Listening/Speaking, and the performance exit target Intermediate course focuses on Interpersonal is most by external testing. This target teacher and supported is I4* as determined by the classroom years. commonly achieved over a 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 This course is part of Near Native Track and designed for students who have successfully completed for students who have successfully of Near Native Track and designed This course is part Chinese culture proficiency and understanding of demonstrate equivalent language 6NN or are able to proficiency; of students’ oral communication It focuses on continuous development required for 6NN. writing reading comprehension and focus will be on enhancement of students’ however, the main provided with a variety of opportunities to participate in discussion skills. Students in this course will be life experience in the target language. Expected exit target for of simple social issues related to their 4/ Intermediate 5 (I-4/I-5), for interpretive reading and interpersonal oral proficiency is Intermediate 3/4 (I-3/I-4)). Students who successfully meet the target will be presentational writing is Intermediate prepared for the next level. This multi-year course is designed for students who are able to demonstrate Intermediate M (I-3/I-4) M (I-3/I-4) demonstrate Intermediate who are able to for students course is designed This multi-year an emphasis on developed with skills will be further Four language oral proficiency. interpersonal in paragraphs. proficiency – talking communication oral interpersonal to raise students’ continuing to healthy living but not limited Themes will include their literacy skills. continue to develop They will cities as well in different the community at home and in in schools, healthy relationship and developing proficiency exit target for interpersonal oral host country of Singapore. Expected in China and in the who is Intermediate Mid (I-3). Students (I-5), for interpretive reading/writing is Intermediate High between next level. This course will usually take the target will be prepared for the successfully meet to next level. the expected exit goals and move for students to successfully meet two and three years FRENCH 7 (INTERMEDIATE) SPANISH 7 (INTERMEDIATE HIGH) SPANISH SPANISH 7 (INTERMEDIATE) SPANISH SPANISH 7 (NOVICE) SPANISH CHINESE 7 (NEAR NATIVE) CHINESE 7 (INTERMEDIATE HIGH) 7 (INTERMEDIATE CHINESE ¢ ¢ ¢ ¢ ¢ ¢
Grade 7 Intermediate Strings provides opportunities for students who have already played bass, cello, students who have already opportunities for Grade 7 Intermediate Strings provides work on string techniques specified During this course, students will viola or violin for at least one year. 1. They will also begin All for Strings Workbook theory assignments from 1 and in Suzuki Volume Students are during the school year. pieces at public concerts performing selections of orchestral If SAS hosts a music and evening performances. to attend occasional after school rehearsals required other schools. from to host participating students will be requested students festival during the year, Completion of Beginning Strings or equivalent. Prerequisite: Band 7 is designed for students who can demonstrate mastery of the beginning band skill set, usually mastery of the beginning band skill for students who can demonstrate Band 7 is designed performance-based course continue to develop technical skills second-year players. Students in this the method book, through ensemble playing. Course content is delivered on their instruments through Financial commitments include and basic music theory. selected concert band repertoire, carefully of and purchase the year, of accessories throughout purchase and/or purchase, instrument rental of daily practice a commitment of a minimum of 10 minutes Band requires concert attire. approved and evening rehearsals to attend occasional after-school required outside of class. Students are a part of the grade for the course. If SAS hosts a music festival/exchange performances which are visiting schools. from to host participating music students be requested students will during the year, Beginning Band 7 offers the student the opportunity to learn the basic skills required to play a the basic skills required to learn student the opportunity Band 7 offers the Beginning for balance and correctly, and listen produce tones learn to read music, Students band instrument. book, content is delivered through the method of a performing ensemble. Course intonation as part include music theory. Financial commitments concert band repertoire, and basic carefully selected of throughout the year, and purchase and/or purchase, purchase of accessories instrument rental practice of a minimum of 10 minutes of daily attire. Band requires a commitment approved concert evening after-school rehearsals and are required to attend occasional outside of class. Students If SAS hosts a music festival/exchange are a part of the grade for the course. performances which schools. music students from visiting will be requested to host participating during the year, students Advanced 7 Strings class is designed to meet the needs of students who have been studying strings Advanced 7 Strings class is designed to meet the needs of students who aiming to develop their years (two years for cello and bass). Students in this course are for at least three class. Students use a variety of method books playing as a pathway to high school orchestra orchestral era. Renaissance era to the Modern ranging from pieces of literature many different and run through perform additional tutoring outside of class. Students also Students electing this course should receive to attend occasional after school required Students are in public concerts during the school year. students will be and evening performances. If SAS hosts a music festival during the year, rehearsals other schools. to host participating students from requested STRINGS 7 (INTERMEDIATE) BAND 7 BAND 7 (BEGINNING) BAND 7 (BEGINNING) STRINGS 7 (ADVANCED)
¢ ¢ ¢ SEVENTH GRADE ELECTIVE YEAR-LONG COURSES (OPTIONAL) COURSES YEAR-LONG ELECTIVE GRADE SEVENTH ¢
7TH GRADE COURSE OVERVIEW 22 7TH GRADE COURSE OVERVIEW 23
Coding 7 is an introductory Computer Science (CS) course that empowers students to create Coding 7 is an introductory Computer Science (CS) course that empowers critical thinking, authentic programs and engage with CS as a medium for creativity, communication, 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 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, qualities of movement, fitness basics, with others, students will learn elements 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 Drama 7, students explore the power of the verbal and nonverbal sides of drama while learning In Drama 7, students explore the power will begin with a focus on physical theater including tableau, to take creative risks. The semester learn how to hold an audience’s attention with their face and movement, masks and mime. Students and improvised scenes. Students will then switch focus to body. Students perform both scripted on improvisation and theatre sports. Students will discover the verbal communication as part of a unit in the creative endeavor that is drama. joys of taking risks and extending themselves In Choir 7, singers learn about different genres of music. Singers sing in unison, two and three part Singers sing in unison, two and three of music. genres learn about different In Choir 7, singers learn and small ensembles and may audition for solo opportunities. Singers groups harmony in large Singers will perform and music theory. music-reading, intermediate vocal technique and production, and will also be able to audition to perform the school year at a variety of public concerts throughout Schools (AMIS) International Honor Choir. Association of Music in International at the prestigious and is part of the is required and evening concerts 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 beneficial. an ability to read singing experience is required, While no previous In Art 7, students will explore drawing, painting, polymer modeling clay, photography, 2D-Design, photography, clay, polymer modeling drawing, painting, will explore In Art 7, students an art through developing ideas section emphasizes The drawing planks. using KEVA and 3D-Design two-dimensional and three- other units. A variety of those ideas throughout workbook and expanding for art. Students in Art 7 will be studying the basic visual vocabulary used while are dimensional media Inanimate objects, abstraction, design problems. for solving approaches creative taught technical and just some of the topics covered. are clay modeling, and construction historic movements, repetition, to and develop opinions related will be used for students to critique program An ongoing exhibition 7. of their experience in Art personal record will maintain an art workbook as a art works. Students CODING 7 DANCE 7 DANCE DRAMA 7 CHOIR 7 ART 7 ¢ ¢ ¢ ¢ SEVENTH GRADE ELECTIVE SEMESTER COURSES (OPTIONAL) COURSES SEMESTER ELECTIVE GRADE SEVENTH ¢ DIGITAL MEDIA 7 DIGITAL
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. Frequently, school who require additional support to be Plan (IESP) to track staff collaborate with families to develop an Individualized Education Support math or behavior). Supports and monitor a student’s progress in the area of need (reading, writing, need and foster success for students are individualized and designed to meet their specific learning current classes as well as targeted throughout all their classes. Students is provided both support in their in their learning. SAS instruction for their learning deficits with the goal of increased independence between parents, students prefers the decision to enroll students to be a collaborative determination There are instances and school personnel (teachers, school psychologist, and divisional administrator). student is able to make expected when the school may recommend a learning support class to ensure a annual progress. The Strategic Learning program is designed to provide students with additional time and strategies in students is designed to provide The Strategic Learning program Students in the challenges they face during the academic day and beyond. successful to be more order to help them manage their school materials, prioritize their use of will focus on building specific skills with time in class to work on projects Students will also be provided their productivity. time, and increase learned in other classes as a way to implement the specific skills and strategies and assignments from the school may instances when are there course offering, strategic learning. While this is an elective student success. to better support a strategic learning class in order recommend In Culinary Arts 7, students will focuses on improving self-confidence and skills while working in the self-confidence and skills while working in on improving In Culinary Arts 7, students will focuses life skills will be taught and emphasized during this and cooking meals. Important kitchen preparing (i.e. nuts) and thus will work with a variety of food products course. Please be advised that students may want to consider other elective options. students with food allergies Tech 7 students will learn about, and use the Design Thinking Process to learn more about invention Thinking Process to learn more about learn about, and use the Design Tech 7 students will hand tools and will be spent learning about basic a project base learning format. Time and innovation in resolution also help them create low to medium Tinkering with tech gadgets will machines in the lab. student learning outcomes: communication, Emphasis is on our school desired prototype inventions. fun! thinking, creativity, and having collaboration, critical ¢ 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 and showcase to brand themselves also learn how students will various multimedia, working with Media 7 is a audience. Digital but with a broader not only their peers, with to share work in portfolios essential to success. are and organization responsiblity, time management, class where project-based though social media. will be shared weeks, and finished products last about 1-2 Most projects LEARNING SUPPORT 7 STRATEGIC LEARNING 7 CULINARY ARTS 7 CULINARY TECH 7
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7TH GRADE COURSE OVERVIEW 24 7TH GRADE COURSE OVERVIEW 25 Strategic Learning 7 Culinary Arts 7 French 7 (Intermediate) French French Coding 7 Digital Media 7 7 Tech Strings 7 (Intermediate) Strings 7 (Advanced) Spanish 7 (Novice) Spanish 7 (Intermediate) High) Spanish 7 (Intermediate Strings Spanish Choir 7 Drama 7 Dance 7 Art 7 Band 7 (Beginning) Band 7 Chinese 7 (Near Native) Chinese 7 (Novice) Low) Chinese 7 (Intermediate Mid) Chinese 7 (Intermediate Chinese 7 (Intermediate High) – 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 course NOR any of the Band or Strings courses • If you have selected neither a language 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 SEVENTH GRADE ELECTIVE COURSE SELECTION COURSE ELECTIVE GRADE SEVENTH 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 families via email. will be shared with selection tool to the online course tool. Access course selection EIGHTH GRADE COURSE OVERVIEW EIGHTH GRADE COURSE
The goal of the middle school Language Arts program is to empower students to be effective writers, to empower students to be effective is Arts program The goal of the middle school Language level team of teachers tailors its lessons to meet the listeners, and speakers. Each grade readers, and continuity by using common academic rigor ensure needs of its students. They age-appropriate eight. an aligned scope and sequence in grades six through language, practices, and methods within for the them grades and prepares in the previous builds on the skills students developed The program future. and instructional frameworks of a workshop-based approach Students develop their writing through this Through Standards. to the ELA Common Core meaning, craft and language, related structure, within three of mentor texts, students write in a variety of genres reading and the careful approach and informative. Students also focus on developing language skills domains—narrative, argumentative, activities. the workshop and related and vocabulary throughout whole interactive read-alouds, independent reading, through literature students explore As readers, the through genres the characteristics of various Students explore circles. class novels, and literature As to reading. responses strategies and effective units of study while continuing to develop reading reading understandings, and compare critical and analytical thinkers, they construct meanings, share their identities as life-long readers. experiences to their own lives and other texts while strengthening blogs, videos, podcasts, etc.) When sharing ideas and work, students use technology (i.e. Google docs, small group and listeners through as speakers to collaborate and publish. At the same time, they grow and whole class discussions and presentations. including: class libraries, text sets, Student learning is supported by a diverse range of resources and anthologies, multi-media resources, texts, literature sets, interactive read-aloud circle literature various writing resources. READING & LANGUAGE ARTS 8
¢ EIGHTH GRADE CORE COURSES (REQUIRED) EIGHTH GRADE CORE COURSES (REQUIRED)
8TH GRADE COURSE OVERVIEW 26 8TH GRADE COURSE OVERVIEW 27 In Phys Ed 8 students will participate in a variety of team and individual sports, aquatic skills, fitness, In Phys Ed 8 students will participate in a variety of team and individual of a specific movement and lifetime sports. Each cluster of 3 activities focuses on an understanding Units include badminton, pattern, concept-strategy and a personal and social responsibility element. soccer, softball, basketball, fitness/conditioning assessment, flag football/rugby, floor hockey, Adventure/climbing wall, swimming, tchoukball, tennis, track and field, Ultimate Frisbee and Project class, students will experience volley ball, and water polo. In addition, during the health portion of this making decisions that follow a course of study that focuses on the concepts of wellness, nutrition and alcohol, and illegal drugs their values and living a healthy lifestyle. Discussion of use/abuse of tobacco, development and the risks of is also included in 8th grade Health, along with a unit on human growth, sexual activity. In Science 8, students will use the Next Generation Science Standards (NGSS). The NGSS identify In Science 8, students will use the Next Generation Science Standards in science that all K–12 scientific and engineering practices, crosscutting concepts, and core ideas that equips students with the students should master. The NGSS provide a strong science education — the skills needed to ability to think critically, analyze information, and solve complex problems NGSS topics include: structure, pursue opportunities within and beyond STEM fields. In Science 8, the of organisms, natural function and information processing, growth, development, and reproduction reactions, forces and interactions selection and adaptations, structure and property of matter, chemical and energy. Math 8+ covers the recommended standards for Algebra I, as well as Math 8 standards not Math 8+ covers the recommended deepen and extend understanding of linear and exponential otherwise completed. The critical areas each other and by applying linear models to data that exhibit relationships by contrasting them with in methods for analyzing, solving, and using quadratic functions. a linear trend. Students also engage Math 7+ or a similar course are eligible for enrollment in this Students who have met standards for scores and teacher recommendations will also be considered. accelerated course. Standardized test II in high school. This course provides an excellent foundation for Geometry and Algebra ctional time will focus on three students for high school algebra. Instructional time will focus on three Math 8 is designed to prepare and equations, including modeling about expressions formulating and reasoning (1) critical areas: a linear equation, and solving linear equations and systems of an association in bivariate data with of a function and using functions to describe quantitative linear equations; (2) grasping the concept using distance, angle, figures -dimensional space and (3) analyzing two- and three relationships; Theorem. and understanding and applying the Pythagorean and congruence, similarity, In Social Studies 8 with NHD, students will examine United States history using project-based learning States history using project-based with NHD, students will examine United In Social Studies 8 be in class. Significant attention will units presented to related of investigation and will select areas skills of non-fiction sources. writing, and research reading, developing through placed on inquiry skills, and lead class in class, expand their research perspectives presented Students will consider guidelines. following NHD Day (NHD) project will complete a National History discussions. Students Asia Regional NHD contest (Jakarta) and NHD expenses for students who qualify for the South Travel Students will use by parents. Park) will be covered National Finals (University of Maryland—College to teach others about their topic. their NHD project In Social Studies 8, students will examine significant ideas, issues, events, and individuals in United in United events, and individuals ideas, issues, will examine significant Studies 8, students In Social development of explore the century. Students to the twenty-first from colonization States history in understanding deepen conceptual United States to economy in the culture, and politics, society, the past, students these events of learning about and economics. While history, civics, geography, to the future. with consideration to the present meaningful connections to make will be challenged to make multiple perspectives and sources of historians, students will consider In taking on the role as asking leverage essential inquiry skills such decisions. Students will also educated and reasoned and taking action. sources, communicating conclusions, questions, evaluating PHYS ED 8 PHYS SCIENCE 8 MATH 8+ MATH 8 SOCIAL STUDIES 8 WITH NHD SOCIAL STUDIES 8 WITH SOCIAL STUDIES 8 SOCIAL ¢ ¢ ¢ ¢ ¢ ¢
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) able to This multi-year course is designed for students who are skills will be further developed with an emphasis on Four language interpersonal oral proficiency. – talking in paragraphs. continuing to raise students’ oral interpersonal communication proficiency not limited to healthy living They will continue to develop their literacy skills. Themes will include but cities in schools, at home and in the community as well in different and developing healthy relationship for interpersonal oral proficiency Expected exit target in China and in the host country of Singapore. is Intermediate Mid (I-3). Students who reading/writing is Intermediate High (I-5), for interpretive for the next level. This course will usually take between will be prepared successfully meet the target years for students to successfully meet the expected exit goals and move to next level. two and three This multi-year course is designed for students who are able to demonstrate Intermediate Low (I-1) This multi-year course is designed for Students will be provided opportunities to delve deeper into or 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 will and answer simple questions to meet will include but not limited to learning about their host country be part of the focus as well. Themes dining etiquette and other aspects of life styles of different Singapore, its typical types of food, in other cities in China. Expected exit target for interpersonal oral groups of people in Singapore and interpretive reading/and presentational writing is Intermediate proficiency is Intermediate 3/4 (I-3/I-4), between two and three years for students to successfully meet Low (I-1). This course will usually take next level. the expected exit goals and move to 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 to oral communication skills and start will continue developing their oral proficiency. Students characters (Hanzi), develop reading comprehension and systematically learn to recognize Chinese Hanzi in a more systematic way. The main themes and topics become familiar with written form of but further into school life, sports and friendship development. will still evolve more about oneself, oral proficiency is Intermediate Low (I-1), interpretive reading/ Expected exit target for interpersonal who successfully meet the target will be prepared for the next listening is Novice 3 (N-3). Students level.. 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 of Chinese culture. very basic concepts to understand language skills and basic Chinese acquire very 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 exit target Chinese characters (Hanzi). Expected (Pinyin) and the formation of about Chinese phonetics the target Students who successfully meet proficiency is Novice 3/4 (N-3/N-4)). for interpersonal oral the next level. will be prepared for CHINESE 8 (NEAR NATIVE) CHINESE 8 (INTERMEDIATE HIGH) CHINESE 8 (INTEMEDIATE MID) CHINESE 8 (INTEMEDIATE LOW)CHINESE 8 (INTEMEDIATE CHINESE 8 (NOVICE)
¢ ¢ ¢ ¢ EIGHTH GRADE WORLD LANGUAGE (OPTIONAL) LANGUAGE WORLD GRADE EIGHTH ¢
8TH GRADE COURSE OVERVIEW 28 8TH GRADE COURSE OVERVIEW 29 Band 8 is designed for students who can demonstrate mastery of the intermediate band skill set, usually Band 8 is designed for students who can demonstrate mastery of the intermediate to develop technical skills on their third-year players. Students in this performance-based course continue the method book, carefully instruments through ensemble playing. Course content is delivered through include instrument selected concert band repertoire, and basic music theory. Financial commitments purchase of approved concert rental and/or purchase, purchase of accessories throughout the year, and practice outside of class. attire. Band requires a commitment of a minimum of 10 minutes of daily evening performances which are Students are required to attend occasional after-school rehearsals and during the year, students will be a part of the grade for the course. If SAS hosts a music festival/exchange requested to host participating music students from visiting schools. Beginning Band 8 offers the student the opportunity to learn the basic skills required to play a band Beginning Band 8 offers the student the opportunity to learn the basic listen for balance and intonation instrument. Students learn to read music, produce tones correctly, and the method book, carefully as part of a performing ensemble. Course content is delivered through include instrument selected concert band repertoire, and basic music theory. Financial commitments purchase of approved concert rental and/or purchase, purchase of accessories throughout the year, and practice outside of class. attire. Band requires a commitment of a minimum of 10 minutes of daily evening performances which are Students are required to attend occasional after-school rehearsals and during the year, students will be a part of the grade for the course. If SAS hosts a music festival/exchange requested to host participating music students from visiting schools. French 8 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/Speaking. at least reached 8 (Intermediate) is for students who have French reading rich thematic units. The skills of a variety of culturally through Students advance their proficiency course integrated in as much as they foster oral communication. The Intermediate and writing are is I4* as determined by and the performance exit target focuses on Interpersonal Listening/Speaking, is most commonly achieved over a testing. This target teacher and supported by external the classroom years. period of two to three 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 of culturally rich thematic units where a variety through Speaking. Students advance their proficiency by exit target formally integrated. The performance are Writing Reading and Presentational Interpretive are supported by external testing. These targets teacher and mode is I5* as determined by the classroom years. of two to three most commonly achieved over a period Spanish 8 (Intermediate) is for students who have reached at least N4 in Interpersonal Listening/ at least N4 in Interpersonal is for students who have reached Spanish 8 (Intermediate) units. The skills a variety of culturally rich thematic through advance their proficiency Speaking. Students The Intermediate much as they foster oral communication. integrated in as and writing are of reading is I4* as determined and the performance exit target Interpersonal Listening/Speaking, course focuses on over is most commonly achieved by external testing. This target teacher and supported by the classroom years. three a period of two to Spanish 8 (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 Spanish 8 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 by the classroom is N4* as determined exit target The performance Listening/Speaking. Interpersonal external testing. supported by teacher and BAND 8 FRENCH 8 (INTERMEDIATE) SPANISH 8 (INTERMEDIATE HIGH) SPANISH SPANISH 8 (INTERMEDIATE) SPANISH SPANISH 8 (NOVICE) SPANISH BAND 8 (BEGINNING) ¢ EIGHTH GRADE ELECTIVE YEAR-LONG COURSES (OPTIONAL)EIGHTH GRADE ELECTIVE YEAR-LONG ¢ ¢ ¢ ¢ ¢ STRINGS 8 (ADVANCED)
In Drama 8, students will learn the focus and skills necessary to breathe life into a character. Themes Themes life into a character. In Drama 8, students will learn the focus and skills necessary to breathe Masks, Characterization, Monologues and Basic Acting Skills, Movement and include: Theater Terms, Students will have several opportunities to work with professional Duets, Blocking and Script Work. of and scripted scenes in groups their craft. Students perform improvised actors to help them improve critical feedback. Within students effective a safe environment various sizes and will learn how to offer confidence risks, which will enhance their skills and level of will learn to push themselves to take creative the stage. on and off In Choir 8, singers learn about different genres of music. Singers sing in unison, two, three and four of music. Singers sing in unison, two, three genres In Choir 8, singers learn about different audition for solo opportunities. Singers and small ensembles and may groups part harmony in large and music theory with music-reading, learn intermediate to advanced vocal technique and production, emphasis on vocal skills and performance. Singers will perform at a variety of public concerts a strong Association of the school year and will also be able to audition to perform at the prestigious throughout school at occasional after- Attendance Music in International Schools (AMIS) International Honor Choir. be summative. Singers will also and is part of the singer’s and evening concerts is required rehearsals singing experience is for performances. While no previous their own choir attire expected to purchase music would be beneficial. an ability to read required, In Art 8 students will explore drawing, painting, 2D-Design, photography, LEGO Architecture, and LEGO Architecture, photography, drawing, painting, 2D-Design, In Art 8 students will explore an sections emphasize the development of ideas through fashion design. The drawing and 2D-design units. A variety of two- dimensional all other then expanded throughout art workbook; these ideas are still-life, fashion design, such subjects as wall murals, used to explore media are and three-dimensional Materials such as emphasis, photo journalism, and Architecture. abstract painting, color theory, An ongoing exhibition Lego, and textiles will be explored. graphite, pastels, gouache, digital cameras, and critique their work. Students will maintain an art will be used for students to display program of their experience in Art 8. workbook as a personal record Advanced 8 Strings is designed to meet the needs of students who have been studying strings for students who have been studying is designed to meet the needs of Advanced 8 Strings their aiming to develop are cello and bass). Students in this course years (two years for at least three . Students electing class. Students use All for Strings 3 to High school Orchestra playing as a pathway able to perform outside of class. Students will be to gain additional tutoring required this course are vibrato and shifting, simple double stopping, including but not limited to with a range of techniques a They will also perform in a range of musical styles from spiccato, martele, staccato, and ricochet. school as specified; and perform in theory and listening exercises variety of musical periods; complete to attend occasional after required Students are the school year. assemblies and public concerts during students will If SAS hosts a music festival during the year, and evening performances. school rehearsals other schools. from to host participating students be requested Grade 8 Intermediate Strings provides opportunities for students who have already played violin, viola, violin, viola, played who have already for students opportunities provides Strings Grade 8 Intermediate of to meet the needs class is designed for two years. This usually year, for at least one cello or bass 2, of All for Strings will work on parts student. Students year string third second and the developing at public pieces of orchestral also perform selections 2. They will Theory Workbook and All for Strings and after school rehearsals to attend occasional required Students are school year. concerts during the to host students will be requested the year, If SAS hosts a music festival during evening performances. schools. other from participating students DRAMA 8 CHOIR 8 ART 8 STRINGS 8 (INTERMEDIATE)
¢ ¢ 8TH GRADE ELECTIVE SEMESTER COURSES (OPTIONAL)8TH GRADE ELECTIVE SEMESTER ¢ ¢ ¢
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 gallery. The second portion photography, culminating in various projects that will featured in an online such as Photoshop, Illustrator, of Digital Design will focus on graphic design using Adobe applications final products that are authentic and InDesign. Projects will take students' creativity and apply them to class where time management to what graphic designers are asked to produce. This is a project-based knowledge of photography and organization are essential. Students are not required to have any prior or graphic design or own their own equipment to take this class. In Digital Film 8, students will dive deep into the art of filmmaking through various projects that In Digital Film 8, students will dive deep into the art of filmmaking through directing, editing, expose students skills essential to filmmaking such as scriptwriting, cinematography, last for about three or four and sound design. This is a project-based class where film assignments are essential for weeks, therefore excellent time-management skills, organization, and responsibility independent film project to success in Digital Film. To conclude the course, students will produce an with graphic design showcase their filmmaking skills. Along with filmmaking, students will experiment to use their own YouTube and soundtrack creation to enhance their films. All students will be required with the SAS community channel to feature and promote their films, and films will also be shared throughout the semester. Coding 8 is an introduction to Computer Science (CS) course that aims to demystify Computer Coding 8 is an introduction to Computer show them that it is a medium for creativity, communication, Science for 8th grade students and is designed whereby students will analyse and create increasingly critical thinking, and fun. The course a block based language that supports all high level challenging computer games, utilising on logical and computational thinking. The goal of the course programming concepts, and focuses and as such the course has the “maker” ethos embedded is to learn the theory of programming opportunity to see and participate in the physical act of creation throughout, providing students the of Computer Science. Utilising the main coding structures alongside the more theoretical elements and events) students will investigate the logic of programming (sequence, selection, iteration, objects, and processing while utilising the software development life-cycle. including models for input, output, required. No previous programming skills are In Dance 8, students will continue to develop a variety of dance styles. By working individually and In Dance 8, students will continue to will learn elements of dance, qualities of movement, dance fitness, collaborating with others, students principles to enhance dance production theatre devices, and the use of technical choreographic and perform their own dance the opportunity to choreograph performances. Students will also have tailored pieces. Within novice to advanced that are each unit, students will learn skills that range from experience is dance experience and technical ability - so no previous past dance to each student’s required. DIGITAL DESIGN 8 DIGITAL DIGITAL FILM 8 DIGITAL CODING 8 DANCE 8 DANCE ¢ ¢ ¢ ¢
The Learning Support program is designed to provide individualized academic assistance for students individualized is designed to provide The Learning Support program school Frequently, SAS academic program. additional support to be successful in the who require Individualized Education Support Plan (IESP) to track collaborate with families to develop an staff writing, math or behavior). Supports of need (reading, area in the progress and monitor a student’s foster success individualized and designed to meet their specific learning need and for students are as well as classes their current both support in all their classes. Students is provided throughout independence in their learning. with the goal of increased instruction for their learning deficits targeted students to be a collaborative determination between parents, the decision to enroll SAS prefers are school psychologist and divisional administrator). There students and school personnel (teachers, a student is able to a learning support class to ensure instances when the school may recommend make expected annual progress. The Strategic Learning program is designed to provide students with additional time and strategies in students with additional time is designed to provide program The Strategic Learning Students in the challenges they face during the academic day and beyond. successful to be more order to help them manage their school materials, prioritize their use will focus on building specific skills with time in class to work on Students will also be provided their productivity. of time, and increase other classes as a way to implement the specific skills and strategies and assignments from projects when the instances are there this is an elective course offering, learned in strategic learning. While to better support student success. a strategic learning class in order school may recommend In Culinary Arts 8, students will learn how to make complete meals from various regions around the around various regions meals from students will learn how to make complete In Culinary Arts 8, comprised recipes that are advanced read, and perform more be expected to find, world. Students will nuts) (i.e. work with a variety of food products Please be advised that students will of multiple parts. options. want to consider other elective may with food allergies and thus students Tech 8 is a project based class where students will use the Design Thinking Process to build prototypes prototypes to build Process the Design Thinking students will use class where based a project 8 is Tech skills to build upon their an opportunity Students will have problems. world to solve real in the lab on our school desired Emphasis is prototypes. higher resolution 7 to make 6 & Tech Tech learned in and having fun! thinking, creativity, collaboration, critical communication, outcomes: student learning LEARNING SUPPORT 8 STRATEGIC LEARNING 8 CULINARY ARTS 8 ARTS CULINARY TECH 8
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8TH GRADE COURSE OVERVIEW 32 8TH GRADE COURSE OVERVIEW 33 Culinary Arts 8 Digital Design 8 Strategic Learning 8 French 8 (Intermediate) French French
Digital Film 8 8 Tech Coding 8 Strings 8 (Intermediate) Strings 8 (Advanced) Spanish 8 (Novice) Spanish 8 (Intermediate) High) Spanish 8 (Intermediate Strings Spanish Art 8 Choir 8 Drama 8 Dance 8 Band 8 (Beginning) Band 8 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 EIGHTH GRADE ELECTIVE COURSE SELECTION COURSE ELECTIVE GRADE EIGHTH 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 40 WOODLANDS STREET 41 SINGAPORE 738547 WEB: WWW.SAS.EDU.SG TEL: (65) 6363 3404
CPE Registration Number: 196400340R Registration Period: 22 June 2011 to 21 June 2017 Accredited by the Western Association of Schools and Colleges (WASC)