SINGAPORE AMERICAN SCHOOL MIDDLE SCHOOL PROGRAM PLANNING GUIDE 2015-16 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 PG16 LANGUAGE & ELECTIVE COURSE SELECTION PG18 6TH GRADE CORE COURSES COURSE PG19 OVERVIEW WORLD LANGUAGE PG10 PG21 ELECTIVE YEAR LONG COURSES PG24 7TH GRADE CORE COURSES COURSE PG28 ELECTIVE SEMESTER COURSES OVERVIEW PG25 WORLD LANGUAGE ELECTIVE COURSE SELECTION PG19 PG30 PG27 ELECTIVE YEAR LONG COURSES PG33 8TH GRADE ELECTIVE SEMESTER COURSES COURSE PG34 OVERVIEW ELECTIVE COURSE SELECTION PG28 PG37 GENERAL INFORMATION 1 6360 6427 8th Grade Counselor 6360 6411 Miriam Sim Mark Swarstad [email protected] [email protected] Principal’s Secretary Principal’s 6363 3405 6360 6428 6360 6050 Grant Walker MS Activities & [email protected] Ben Robertaccio Chris Raymaakers Athletics Director [email protected] MS Deputy Principal [email protected] 7th Grade Counselor 6360 6429 6363 3405 6360 6432 Carla Abrams Cindy Gilbert [email protected] MS Psychologist [email protected] Chris Beingessner MS Deputy Principal 6th Grade Counselor [email protected] Secretary 6360 6412 6363 3405 MS Principal Zana Mamat [email protected] Lauren Mehrbach Lauren Deputy Principal’s Deputy Principal’s MISSION 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 VISION The Middle School Program Planning Guide provides students and their families with concise students and their families 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]

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. VITAL FEW VITAL 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), growing in social skills and study habits, and developing strong and supportive peer relationships. SUPPORT FOR STUDENTS FOR SUPPORT

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

¢ INTER-DISCIPLINARY TEAMS The Middle School has over 900 students. To assist students in making connections with their 5 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 part of the Middle an integral or PLCs are Communities Learning Professional The Middle School years are one of exploration and experimentation with activities that can become The Middle School years are robust selection of a strives to offer extent, the MS Activities office this positive lifetime habits. To clubs, intramurals and select sports for our students. include academic enrichment, service, and sporting opportunities. Clubs typically The club offerings open to all levels of ability and interest. meet once a week and are ‘next step’ after MS students have been exposed to a a structured are The intramural sport offerings a variety of sessions, both are multitude of physical activities in the Physical Education classes. There to play a sport of their individual and team sports, allowing students to have a weekly opportunity interest. 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 are and tools utilized in the program strategies, protocols and effective The efficient of their and follow through help middle school students set the stage for success in the management and purposeful the anchor for the thoughtful provides platform of organization daily tasks. The strong planning of task completion and time management. The Learning Support program is designed to provide individualized academic assistance for students individualized is designed to provide The Learning Support program in the Learning Once enrolled program. guidance to be successful in the SAS academic who require placed on an Individualized Educational Support Plan (IESP) which students are Support Program, classes, the core learning. Using assignments and material from outlines their goals and supports their reading, writing, math and executive functioning skills such as students build on specific academic pre- frequently are skills Furthermore, etc.). organization, skills (time management, goal setting, is to help the student the program The goal of to help solidify comprehension. taught and re-taught achievement, as well as the skills and strategies for future achieve academic success while developing independence in their learning. increased deliver this support, SAS employs the following services: To classroom. support within the regular Support teacher provides Inclusion Classes/Pull In: The Learning parallel teaching, complementary teaching, team teaching This model includes supportive teaching, instruction. and small group/individual specific instruction provides The Learning Support Teacher Learning Support Classes/Pull out: more In this setting, teachers can provide classroom. outside the regular individually or in small groups skill development, assignment completion, organization, and individualized support with basic direct assistance in developing related students receive and monitoring of task demands. Additionally, learning. for their future academic and learning skills necessary The Singapore American School recognizes technology serves as a dynamic tool for learning that technology serves as a dynamic recognizes American School The Singapore in the Middle The 1:1 Laptop Program and creativity. collaboration connectivity, optimizes productivity, integrating information technology to laptops with the goal of further student access School increases in our enhanced learning opportunities provides curriculum. The program and literacy into our digital citizenship. of responsible the development and promotes classrooms organizational and professional models. Within the Middle School, there are many PLCs, each focusing many PLCs, each models. Within are professional and there the Middle School, organizational on to focus bring teachers together goal of PLCs is to The subject area. grade level and on a specific of learning. the optimization assessment, and curriculum, ACTIVITIES AND ATHLETICS STRATEGIC LEARNING LEARNING SUPPORT 1 TO 1 LAPTOP PROGRAM s) (PLC COMMUNITIES LEARNING PROFESSIONAL ¢ ¢ ¢ ¢ ¢

SUPPORT FOR STUDENTS 6 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 MS 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 library is open Monday through Friday from 7:30 am to 4:00 pm. Parents and visitors are most welcome and are encouraged to use our facilities and resources. Mobile devices are allowed in the library provided users do not disturb other patrons. The SAS student ID serves as a library card for checkouts at the Circulation Desk. We have a book return slot for after hours and 24 hour online resources.

Food & Beverages: Are only allowed during specially designated occasions. Loan Policy: Students may borrow up to ten items at a time for a 3 week loan period.

We want our library to be a place where students can make “Connections”. Visitors can connect with literature through our wide variety of print materials in fiction and nonfiction works. They can connect online through our website, eBook collections and online databases. They can also connect physically as we serve as a hub for clubs, guest speakers, workshops and other events.

Our aim is for the library to be an innovation hub and a learning hub. It is place for cross curricular experimentation and collaboration. In order to facilitate all forms of learning we currently offer the following settings:

• The “Collaborative Side” which can seat up to 80 students at work tables and comfortable lounge chairs. STUDENTS FOR SUPPORT • The “Living Room” which offers a small informal seating for 8-10 individuals in a naturalistic setting. • The “Tigers Lair” which serves as a homebase and as a small group meeting or reading room. • The “Audio Studio” where students can experiment with musical and acoustic productions all through headphones and state of the art musical equipment. • The “Quiet Side” which can seat up to 85 students in a relaxed informal setting. • The “Central Connection” which serves as a meeting room for groups ranging from 4 or 5 people on up to as many as 50 individuals. • The “Visual Studio” which has digital and video cameras, green screens and high intensity lights to accommodate student work on visual or artistic projects.

Please let us know how we can help with your research needs or with recommendations on books and other learning resources. We love getting book recommendations and highly value your suggestions on 7 ways to improve the library.

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

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 (9th 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 in Geometry, progressions students will work through specifically, math courses. More Reasoning and and Proportional and Equations, Number System, Expressions The and Probability, will be placed in a course based on a combination of Functions. For each grade level, students recommendation. placement tests, and teacher SAS administered mathematical proficiency, the grade refer to level, please at a specific grade offered information on each of the courses For more and placed in the course which best reevaluated students are level sections in this guide. Every year program in the Middle School Mathematics for progression meets their needs. Below is a reference WORLD LANGUAGE MATH ¢ ¢

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

MIDDLE SCHOOL PROGRAM ARTICULATION 8 MIDDLE SCHOOL PROGRAM ARTICULATION 9 8 8 8 8 novice novice FRENCH Int. High Int. Int. High Int. SPANISH SPANISH SPANISH GRADE 8 GRADE 8 intermediate intermediate 7 7 7 7 novice novice FRENCH Int. High Int. Int. High Int. SPANISH SPANISH SPANISH GRADE 7 GRADE 7 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 novice novice FRENCH Int. High Int. Int. High Int. SPANISH SPANISH SPANISH GRADE 6 GRADE 6 intermediate intermediate MID 8 8 8 8 8 8 High novice CHINESE CHINESE CHINESE CHINESE CHINESE CHINESE GRADE 8 Novice High Novice Near Native intermediate intermediate intermediate intermediate intermediate 7 7 7 7 7 MID novice CHINESE CHINESE CHINESE CHINESE CHINESE GRADE 7 Novice High Novice Near Native Chinese intermediate intermediate All course placement beyond first year Chinese teacher SAS Novice requires recommendation. 6 6 6 6 novice CHINESE CHINESE CHINESE CHINESE GRADE 6 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 next to the advancing before the benchmarks to reach students for it is necessary and or multi-year), long 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 Spanish, and for Chinese, progression articulation is a quick reference in this guide. Below sections French: Near Native Novice High Novice Intermediate 6TH GRADE COURSE OVERVIEW 6TH 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 and informative. Students also focus on developing 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 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 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

¢ 6TH GRADE CORE COURSES (REQUIRED)

6TH GRADE COURSE OVERVIEW 10 6TH GRADE COURSE OVERVIEW 11

The MS PE/Health program develops an understanding and passion for lifelong wellness. WithThe MS PE/Health program Middle sophisticated game players, able to become more they are cognitive ability, School students growing solve and develop their self-awareness. set long term goals, problem students develop By exposing students to a variety of challenges and opportunities for success, each skills. In the PE portion of the course, physical literacy and personal and social responsibility pattern, concept-strategy cluster of 3 activities focuses on an understanding of a specific movement element. Activities include team and individual sports, and a personal and social responsibility concepts of students explore aquatics, fitness and lifetime sports. In the Health portion of this class, relationships, puberty and substances. of wellness, fitness, nutrition, healthy choices in the areas a course of study that In addition, during the health portion of this class, students will experience a healthy lifestyle. Sixth Grade focuses on the concepts of wellness, making healthy choices and living and Resilience and Hygiene/Puberty. Fitness, Nutrition, Stress units include: Wellness, Sixth grade Science curriculum is designed to hone basic Science skills and knowledge, stimulate Sixth grade Science curriculum is designed in the world around them, and provide opportunities for students’ natural curiosity, build interest Students study life, physical and earth science to investigate students to apply scientific processes. water, electricity and chemistry. Highlights of student measurement of matter, microorganisms, with chemical and physical changes in class and at learning include investigating and experimenting of single celled organisms and connecting that to real world home, viewing the microscopic world project. Some learner outcomes addressed throughout the year issues via the water service-learning to find volume of an irregular object; differentiating between include: measuring displaced water researching and conducting a chemical and physical changes; creating parallel and series circuits; and service learning project centered around global water issues. 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 (1) connecting ratio and rate to whole number multiplication as identified by the State Standards: areas (2) completing understanding ratio and rate to solve problems; and division and using concepts of the notion of number to the system of rational numbers, which of division of fractions and extending and equations; and (4) using expressions and interpreting, includes negative numbers; (3) writing, thinking. developing understanding of statistical The Social Studies curriculum in sixth grade focuses on the development of ancient civilizations. of ancient focuses on the development in sixth grade Studies curriculum The Social Mesopotamia, civilizations including of ancient world and geography explore the culture Students students also Social Studies. The or strands of characteristics Greece using common Egypt, and focus is on the of lenses. The through a variety ancient civilizations the skills to analyze develop An in- between cultures and our lives today. each culture as well as connections contributions from to religions gives the students opportunities of archaeology and the five major depth examination around them. discover the world their activities in which they communicate in a variety of engaging culminating Students participate an ancient technology skills. Highlights include research, writing, speaking and new learning through houses of worship. Greek Activity Day, and tours of local Egyptian museum, PHYSICAL EDUCATION & HEALTH 6 EDUCATION & HEALTH PHYSICAL MATH 6+ SCIENCE 6 MATH 6 SOCIAL STUDIES 6 SOCIAL STUDIES ¢ ¢ ¢ ¢ ¢

This year-long course is designed for students who have little or no experience with the language. This year-long meaningful students with the necessary skills to understand and create Spanish (Novice) provides Listening This course focuses on Interpersonal communication in a supportive and rich environment. is Novice High. exit target and Speaking. The proficiency tasks in straightforward Novice High speakers can manage a number of uncomplicated communicative heavily on learned phrases (memorized personal meaning by relying social situations. They can express for questions or requests to simple, direct of these, as well as respond language) or recombinations information. This course is designed for students who have reached Novice Mid in Interpersonal Listening and Novice Mid in Interpersonal Listening for students who have reached This course is designed tasks in of uncomplicated communicative High speakers can manage a number Speaking. Novice learned meaning by relying heavily on situations. They can express personal straightforward social direct these, as well as respond to simple, language) or re-combinations of phrases (memorized Speaking, on Interpersonal Listening and for information. This course focuses questions or requests High. The proficiency exit target for Interpretive Reading is and the proficiency exit target is Novice over a period of one year. Novice Mid. This target is mostly achieved This course is designed for students who have little or no experience with the language.It provides provides with the language.It little or no experience students who have is designed for This course early on in meaningful communication from necessary skills to understand and create students with the and on Interpersonal Listening and Speaking, environment. This course focuses a supportive and rich one year. usually achieved over a period of target is Novice Mid. This target is the proficiency exit SPANISH 6 (NOVICE) SPANISH CHINESE 6NN CHINESE 6 (INTERMEDIATE) CHINESE 6 (NOVICE HIGH) CHINESE 6 (NOVICE CHINESE 6 (NOVICE) This course is part of the Near Native track. It is designed to serve those students who are able to This course is part of the Near Native required for oral communication in the language and basic demonstrate foundational skills especially through different experiences and involvement. This course understanding of the Chinese culture oral communication fluency and accuracy, however, the main focuses on further developing students’ reading comprehension and writing proficiency. The proficiency emphasis is on developing students’ Mid. Students who successfully meet the target will be exit target for all four skills is Intermediate prepared for the next level. to SAS will be assessed All courses beyond Novice require teacher recommendation. New students before (online) or upon their arrival. This course is for students who have reached Novice High or above in Interpersonal Listening and This course is for students who have accommodation, and in the context of new culturally rich Speaking. Through differentiation and and support students in the proficiency building process. thematic units each year, teachers engage Listening and Speaking, and the proficiency exit target for This course focuses on Interpersonal is Intermediate Low/Mid. The proficiency exit target for Interpersonal Listening and Speaking Low, and Presentational Writing (typing) is Novice High. These Interpretive Reading is Intermediate of one/two years. targets are mostly achieved over a period

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

6TH GRADE COURSE OVERVIEW 12 6TH GRADE COURSE OVERVIEW 13 This multi-year course (extended into Grades 7 and 8 as needed) is for students who have reached This multi-year course (extended into Listening and Speaking. Intermediate Mid proficiency in Interpersonal and in the context of new culturally rich thematic units Through differentiation and accommodation, students in the proficiency building process. While this each year, teachers engage and support and Speaking, both Interpretive (listening, reading) and course focuses on Interpersonal Listening are also formally developed and assessed. The proficiency exit Presentational (writing) communication is Intermediate High. This target is most commonly achieved target in all modes of communication over a period of two/three years. to successfully handle uncomplicated tasks and social situations Intermediate High speakers are able related to their school, recreation, particular interests, and areas requiring an exchange of information an increasing ability to express their own ideas about some of competence. They also demonstrate events/issues, matters of public and community interest), and to topics beyond themselves (current in their daily lives. They can narrate and describe in all major resolve problems they might encounter of paragraph length, most of the time. time frames using connected discourse teacher recommendation. New students to SAS will be assessed All courses beyond Novice require before (online) or upon their arrival. This multi-year course (extended into Grades 7 and 8 as needed) is for students who have reached who have reached is for students 7 and 8 as needed) into Grades course (extended This multi-year In some cases, and Speaking. Listening in Interpersonal Low proficiency Novice High/Intermediate teacher recommendation. admitted upon students can be Novice Mid units rich thematic of new culturally and in the context and accommodation, differentiation Through This course building process. students in the proficiency teachers engage and support each year, Mid. is Intermediate exit target the proficiency Listening and Speaking, and focuses on Interpersonal years. achieved over a period of two/three is most commonly This target of uncomplicated communicative to successfully handle a variety able speakers are Intermediate Mid their own thoughts and maintain They can express social situations. tasks in straightforward about their lives and themselves. and answering a variety of questions conversations by asking assessed New students to SAS will be recommendation. teacher Novice require All courses beyond arrival. (online) or upon their before FRENCH 6 SPANISH 6 (INTERMEDIATE HIGH) SPANISH SPANISH 6 (INTERMEDIATE) SPANISH Novice High speakers can manage a number of uncomplicated communicative tasks in straightforward Novice High speakers can manage a number of uncomplicated communicative on learned phrases (memorized social situations. They can express personal meaning by relying heavily questions or requests for language) or recombinations of these, as well as respond to simple, direct information. Year 1: Novice High This course focuses on Interpersonal Listening and Speaking in the Novice and Intermediate levels, and This course focuses on Interpersonal Listening and Speaking in the Novice student. As a general reference, the proficiency target varies according to the point of departure of each of years of language study: the following are by-the-end-of-year targets according to the number Through a highly differentiated language environment, and with a prominent use of supporting language Through a highly differentiated language environment, and with a prominent they are at in their proficiency technology, teachers engage and support students at whatever stage building process. ¢ their French learning journey, as This multi-level course is designed both for students wishing to begin well as students wishing to further their proficiency in the language. ¢ ¢

Beginning Strings will provide opportunities for students to learn the basics of string technique. Beginning Strings will provide Students will learn to play one of the following instruments: Violin, Viola, will Cello, Bass. Students to perform in some Students will be required notation and understand music theory. also learn to read **Prerequisite: Completion of Beginning Band or recommendation of instructor based on completion Completion of Beginning Band or recommendation **Prerequisite: of audition material. year band to third Intermediate Band is designed to meet the needs of the developing second playing correct their technical abilities on their instruments while reinforcing student. Students increase The band performs at public techniques and exploration of musical styles, composers, and periods. and evening concerts rehearsals Attendance at occasional after-school concerts during the school year. Financial commitments include instrument rental/ grade. and is part of the student’s is required concert of approved and purchase the year, of instrument accessories throughout purchase purchase, a commitment of a minimum of 10-15 minutes of daily practice outside class. If requires Band attire. to host participating students students will be requested SAS hosts a band exchange during the year, schools. other from Beginning Band offers the student the opportunity to learn the basic skills required to play a band Beginning Band offers the student produce tones correctly, and listen for balance and instrument. Students learn to read music, Students will learn one of the following instruments: intonation as part of a performing group. or Trombone. Percussion, piano, and guitar are not options in Flute, Clarinet, Trumpet, Euphonium, public concerts during the school year. Attendance at occasional Beginning Band 6. Bands perform at concerts is required and is part of the student’s grade. Financial after-school rehearsals and evening purchase, purchase of instrument accessories throughout the commitments include instrument rental/ attire. Band requires a commitment of a minimum of 10-15 year, and purchase of approved concert If SAS hosts a band exchange during the year, students will be minutes of daily practice outside class. from other schools. requested to host participating students BEGINNING STRINGS 6 INTERMEDIATE BAND 6 BEGINNING BAND 6

¢ ¢ ¢ 6TH GRADE ELECTIVE YEAR LONG COURSES (OPTIONAL)6TH GRADE ELECTIVE YEAR LONG Intermediate High speakers are able to successfully handle uncomplicated tasks and social situations uncomplicated tasks and social speakers are able to successfully handle Intermediate High and areas of school, recreation, particular interests, of information related to their requiring an exchange some topics to express their own ideas about also demonstrate an increasing ability competence. They well as to resolve public and community interest), as (current events/issues, matters of beyond themselves major time frames can narrate and describe in all encounter in their daily lives. They a problem they might of the time. of paragraph length, most using connected discourse Years 4-7: Intermediate High in Interpersonal Speaking and Listening, Interpretive Listening and Reading, and Listening, Interpretive Listening High in Interpersonal Speaking Years 4-7: Intermediate years. achieved over a period of two/three Writing. This target is most commonly and Presentational Intermediate Mid speakers are able to successfully handle a variety of uncomplicated communicative communicative of uncomplicated handle a variety are able to successfully Mid speakers Intermediate maintain conversations own thoughts and can express their situations. They social tasks in straightforward and themselves. about their lives variety of questions and answering a by asking Years 2-4: Intermediate Mid. This target is most commonly achieved over a period of two/three years. over a period commonly achieved This target is most Intermediate Mid. Years 2-4:

6TH GRADE COURSE OVERVIEW 14 6TH GRADE COURSE OVERVIEW 15 **Prerequisite: Recommendation of instructor based on audition. audition. on based instructor of Recommendation **Prerequisite: school concerts, and will be required to attend occasional after school rehearsals in preparation preparation in school rehearsals to attend occasional after school concerts, and will be required Essentials of for Strings 1 and Alfred 1, All Suzuki Volume for these events. Method books include of accessories of instrument, purchase or purchase Financial Commitment will include rental Theory. students will be the year, If SAS hosts a music festival during of concert attire. and purchase other schools. to host participating students from requested Intermediate Strings is open to sixth grade students who have been studying strings for at least least at for strings studying been have who students grade sixth to open is Strings Intermediate 1 or more years. Auditions and recommendations will be conducted by the MS strings teacher. teacher. strings MS the by conducted be will recommendations and Auditions years. more or 1 Students in this course are playing and reading notation, developing further their string technique. technique. string their further developing notation, reading and playing are course this in Students Primarily they are aiming to develop their ensemble playing skills. Students will use some parts of of parts some use will Students skills. playing ensemble their develop to aiming are they Primarily Suzuki School Vol. 1 and Alfred Essentials of Music Theory as their theory method book. Students Students book. method theory their as Theory Music of Essentials Alfred and 1 Vol. School Suzuki are required to attend occasional after school rehearsals and evening performances. Financial Financial performances. evening and rehearsals school after occasional attend to required are commitments include instrument rental/purchase, purchase of instrument accessories, and purchase purchase and accessories, instrument of purchase rental/purchase, instrument include commitments of concert attire. If SAS hosts a music festival during the year, students will be requested to host host to requested be will students year, the during festival music a hosts SAS If attire. concert of participating students from other schools. other from students participating CHOIR 6 INTERMEDIATE STRINGS 6 ¢ ¢ BREAKOUT CHOIR GRADE 6: in large and small Singers learn how to read music, sing in unison, two and three part harmonies and music groups. Singers are introduced to vocal technique and production, music-reading, at occasional after- theory. Singers perform at public concerts during the school year. Attendance summative. A few of school rehearsals and evening concerts is required and is part of the singer’s festival, Grade 6-12 Choral the many performance opportunities available include; solo/ensemble Students who continue Festival, Winter and Spring Concerts and different one-off performances. and eighth grades will their participation in choir during both semesters and on into the seventh in International Schools have the opportunity to audition for the prestigious Association of Music other auditioned talented (AMIS) International Honor Choir which travels abroad to perform with all required rehearsals and singers from around the world. Students are expected to participate in to purchase choir attire performances during school time and after school. Singers will be expected will be requested to host for performances. If SAS hosts a music festival during the year, students participating students from other schools.

Technology 6 is an introductory project based class that helps bring engineering to life for students. Technology 6 is an introductory project based class that helps bring engineering of short activities to Students will learn how to use the Design Thinking Process through a series desired student learning design, build, and test low resolution prototypes. Emphasis is on our school having fun! outcomes: communication, collaboration, critical thinking, creativity, and In Digital Media, sixth grade students will experiment and create with various media platforms to gain In Digital Media, sixth grade students will experiment and create with various taught in the class include skills to use in not only digital media classes, but core classes as well. Skills filmmaking skills to create stop-motion, creating music in Garageband, special effects, and basic are taught from a novice custom movie trailers. All skills and applications (like iMovie and Garageband) level, so no previous experience is required. Information Technology 6 is a project based class where students will utilise a Design Thinking Process students will utilise a Design Thinking Process based class where 6 is a project Information Technology game coding. An of computing: graphics, animation and simple areas main three explore to creatively complex problems. apply their learning to more to increasingly students requires integrated approach This class focuses to enable digital creation. tools as professionals Students utilize the same software and coding simple creating on a balance of both simple animation and how they can be applied when maintain a web portfolio via computer games. Utilizing mainly “cloud” technology tools students will their work. to share their blog in order Movement 6 invites students to experience the world of dance through sports movement, hip hop, sports movement, hip hop, the world of dance through Movement 6 invites students to experience This course focuses on the athleticism required dancing, and contemporary dance styles. break and technique. balance, coordination, flexibility, students’ strength, for movement and improving process the creative and performance basics through choreography students study Additionally, in the with an informal presentation Movement 6 culminates and the use of team building projects. classroom. 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 discover creative solutions to visual problems. Drawing, painting, and photography Drawing, painting, and photography to visual problems. solutions creative In Art 6 students discover developing ideas The drawing section emphasizes in Art 6. will explore the main units students are two other units. A variety of expanding those ideas throughout an art workbook and through for art. Basic geometric forms, learning the basic visual vocabulary used while are dimensional media exhibition An ongoing just some of the topics covered. and composition are symbols, design elements An Art to art works. opinions related students to critique and develop will be used to allow program of activities. It is a personal record of sketchbook, scrapbook, and journal is a compilation Workbook Art 6. their experience in TECH 6 DIGITAL MEDIA 6 DIGITAL IT 6 MOVEMENT 6 MOVEMENT DRAMA 6 ART 6

¢ ¢ ¢ ¢ ¢ 6TH GRADE ELECTIVE TRIMESTER COURSES (OPTIONAL) COURSES ELECTIVE TRIMESTER 6TH GRADE ¢

6TH GRADE COURSE OVERVIEW 16 6TH GRADE COURSE OVERVIEW 17

Exploratory Cooking 6 is an introduction to cooking. Students improve their confidence in the kitchen their improve to cooking. Students Exploratory Cooking 6 is an introduction variety at home. Please be advised that students work with a that can be replicated and learn recipes may want to consider other elective (i.e. nuts) and thus students with food allergies of food products options. The Grade 6 Strategic Learning course is designed to help Middle School students set the stage help Middle School students set the Learning course is designed to The Grade 6 Strategic follows a day and beyond. The program challenges they face in their academic for success in the that helps students: and planning of organization protocol regimented supplies. the purposeful management of their • Get Ready with tasks and activities. for their academic and extracurricular • Make a Plan of action Coach/ Advocate. with the • Check In to conference Execute the Plan to completion. • And, finally, with the necessary on the ground sixth grade students get their feet helps protocol This foundational vision and direction with the appropriate plan of action and proceed a manageable traction to create for the task at hand. teachers, the Strategic Learning ‘Coach’ collaborates with When necessary and/or appropriate, a network of support and feedback. to coordinate counselors and parents The transition from Intermediate School to Middle School is unique. It involves going from one teacher going from is unique. It involves to Middle School School Intermediate from The transition periods, PowerSchool passing class schedules, rotating planners, Lockers, to many. and classroom academic program. on top of the regular much to manage laptops are grades and

COOKING 6 STRATEGIC LEARNING 6 STRATEGIC LEARNING ¢ ¢ Cooking Strategic Learning Choir French 6 French Choir French IT Digital Media Tech Beginning Strings Intermediate Strings Spanish 6 (Novice) Spanish 6 (Intermediate) Spanish 6 (Intermediate High) Spanish Strings Art Drama Movement Trimester Electives Trimester Beginning Band Intermediate Band Chinese 6 (Intermediate) Chinese 6NN Chinese 6 (Novice) Chinese 6 (Novice High) courses below. courses below. Chinese Band

SELECTION #3 – TRIMESTER ELECTIVES Students must select either 3 or 6 of the elective courses offered below. 3 of the elective • If you have selected either of the Band, Strings, or Choir courses – Select – Select 6 of the elective • If you have not selected either of the Band, Strings, or Choir courses

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

¢ ¢ ¢ 6TH GRADE LANGUAGE AND ELECTIVE COURSE SELECTION ELECTIVE COURSE LANGUAGE AND 6TH GRADE

6TH GRADE COURSE OVERVIEW 18 7TH GRADE COURSE OVERVIEW 19 The goal of the Middle School Language Arts program is to empower students to be effective is to empower students to be effective Arts program The goal of the Middle School Language lessons to listeners, and speakers. Each grade level team of teachers tailors its writers, readers, rigor and continuity by academic needs of its students. They ensure meet the age-appropriate and methods within an aligned scope and sequence in grades using common language, practices, grades and builds on the skills students developed in the previous eight. The program six through them for the future. prepares 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 domains--narrative, argumentative, activities. the workshop and related skills 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, When sharing ideas and work, students use technology (i.e. Google docs, small as speakers and listeners through etc.) to collaborate and publish. At the same time, they grow whole class discussions and presentations. and group 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 7TH GRADE COURSE OVERVIEW 7TH GRADE COURSE 7TH GRADE CORE COURSES (REQUIRED) ¢

Math 7+ is an extension of the Math 7 curriculum. Math 7+ also introduces students to Math 7+ is an extension of the Math 7 curriculum. Math 7+ also introduces the Math 8 program. from additional topics/standards Math 7 is the grade-level appropriate class for students who have completed Math 6. Math 7 is the grade-level appropriate critical areas: (1) analyzing proportional relationships Instructional time will focus on three (2) Apply and extend previous understandings and use them to solve real-world problems; numbers; (3) Use of operations with fractions to add, subtract, multiply and divide rational real-world problems properties of operations to generate equivalent expressions and solve using numerical and algebraic equations. focus areas: (1) In addition, students will develop a deeper understanding of the following between draw, construct and describe geometrical figures and describe the relationships (3) make inferences them; (2) solve problems involving angles, area, surface area and volume; (4) use models to about populations and draw informal comparisons between populations; determine and compare the probabilities of simple and compound events. This course focuses on global issues, current events, and world geography. Units include This course focuses on global issues, Population Data Analysis and Trends, Escaping the Government and Economic Systems, a Multicultural World. Geography skills and current events Poverty Cycle, and Globalization in focus on building skills that students can take with are embedded into each unit. Activities skills are taught through mini-lessons which are then them beyond the classroom. These including: group work, multimedia presentations, research applied using a variety of activities analysis, and writing assignments. Technology projects, role-playing, simulations, perspective is used regularly to enhance the program. MATH 7+ MATH 7 SOCIAL STUDIES 7

¢ ¢ ¢

7TH GRADE COURSE OVERVIEW 20 7TH GRADE COURSE OVERVIEW 21 This course is for students who have reached Novice High in Interpersonal Listening and Speaking. This course is for students who have reached Novice High in Interpersonal culturally rich thematic units Through differentiation and accommodation, and in the context of new process. This course each year, teachers engage and support students in the proficiency building target for Interpersonal focuses on Interpersonal Listening and Speaking, and the proficiency exit for Interpretive Reading Listening and Speaking is Intermediate Low/Mid. The proficiency exit target These targets are mostly is Intermediate Low, and Presentational Writing (typing) is Novice High. achieved over a period of one/two years. This course is designed for students who have reached Novice Mid in Interpersonal Listening and This course is designed for students manage a number of uncomplicated communicative tasks in Speaking. Novice High speakers can relying heavily on learned straightforward social situations. They can express personal meaning by respond to simple, direct phrases (memorized language) or re-combinations of these, as well as Listening and Speaking, questions or requests for information. This course focuses on Interpersonal for Interpretive Reading is and the proficiency exit target is Novice High. The proficiency exit target Novice Mid. This target is mostly achieved over a period of one year. This course is designed for students who have little or no experience with the language, and it provides who have little or no experience with the language, and it provides This course is designed for students early on in meaningful communication from understand and create students with the necessary skills to Speaking, and This course focuses on Interpersonal Listening and a supportive and rich environment. is mostly achieved over a period of one year. is Novice Mid. This target exit target the proficiency The MS PE/Health program develops an understanding and passion for lifelong wellness. With an understanding and passion develops program The MS PE/Health Middle game players, sophisticated more able to become they are ability, cognitive School students growing and develop their self-awareness. solve problem set long term goals, for success, students develop to a variety of challenges and opportunities By exposing students In the PE portion of the course, each skills. responsibility physical literacy and personal and social understanding of a specific movement pattern, concept-strategy cluster of 3 activities focuses on an sports, element. Activities include team and individual and a personal and social responsibility concepts of In the Health portion of this class, students explore aquatics, fitness and lifetime sports. relationships, puberty and substances. of wellness, fitness, nutrition, healthy choices in the areas Science 7 engages students in the study of life and earth sciences. The curriculum will explore plate plate will explore The curriculum and earth sciences. in the study of life engages students Science 7 investigations and field study through observation and emphasizes and minerals rocks tectonics, Through changes over time. and geological biological Students will explore ecology. of our local diversity of rainforest the abundance and surveys on students will conduct of ecosystems investigations study of primates. The students undertake a naturalistic in our school forest. plants and animals with life on Earth respects relationship a responsible how students explore the curriculum Throughout systems. natural honor and protect and involves decisions that the diversity of ecosystems CHINESE 7 (INTERMEDIATE ) CHINESE 7 (NOVICE HIGH) CHINESE 7 (NOVICE CHINESE 7 (NOVICE) PHYSICAL EDUCATION & HEALTH 7 & HEALTH EDUCATION PHYSICAL SCIENCE 7 ¢ ¢ ¢ 7TH GRADE WORLD LANGUAGE (OPTIONAL) ¢ ¢

This multi-year course (extended into Grade 8 and High School as needed) is for students who have This multi-year course (extended into Grade 8 and High School as needed) and Speaking. in Interpersonal Listening Intermediate Mid proficiency reached This multi-year course (extended into Grade 8 and High School as needed) is for students who have This multi-year course (extended into Grade 8 and High School as needed) in Interpersonal Listening and Speaking. In some Novice High/Intermediate Low proficiency reached cases, Novice Mid students can be admitted upon teacher recommendation. and accommodation, and in the context of new culturally rich thematic units differentiation Through This course building process. engage and support students in the proficiency teachers each year, is Intermediate Mid. exit target focuses on Interpersonal Listening and Speaking, and the proficiency years. is most commonly achieved over a period of two/three This target able to successfully handle a variety of uncomplicated communicative Intermediate Mid speakers are their own thoughts and maintain social situations. They can express tasks in straightforward lives and themselves. conversations by asking and answering a variety of questions about their New students to SAS will be assessed teacher recommendation. All courses beyond Novice require or upon their arrival. (online) before This year-long course is designed for students who have little or no experience with the language, and course is designed for students who This year-long meaningful communication in a to understand and create students with the necessary skills it provides Speaking, and the This course focuses on Interpersonal Listening and supportive and rich environment. is Novice High. exit target proficiency a number of uncomplicated communicative tasks in straightforward Novice High speakers can manage heavily on learned phrases (memorized relying personal meaning by social situations. They can express for or requests questions direct to simple, of these, as well as respond language) or recombinations information. 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. enhancement of students’ reading comprehension and writing however, the main focus will be on provided with a variety of opportunities to participate in discussion skills. Students in this course will be life experience in the target language. The proficiency exit target of simple social issues related to their Mid. Students who successfully meet the target will be prepared for all four skills is solid Intermediate for the next level. teacher recommendation. New students to SAS will be assessed All courses beyond Novice require before (online) or upon their arrival. This course is for students who have reached Intermediate Low in Interpersonal Listening and in Interpersonal Intermediate Low who have reached is for students This course uncomplicated handle a variety of to successfully speakers are able Intermediate Mid Speaking. own thoughts can express their situations. They social tasks in straightforward communicative and a variety of questions about their lives by asking and answering and maintain conversations exit and Speaking, and the proficiency focuses on Interpersonal Listening themselves. This course exit target Mid solid. The proficiency Listening and Speaking is Intermediate target for Interpersonal Novice High Presentational Writing (typing) is is Intermediate Low solid, and for Interpretive Reading of one/two years. are mostly achieved over a period solid. These targets SPANISH 7 (INTERMEDIATE HIGH) SPANISH SPANISH 7 (INTERMEDIATE) SPANISH SPANISH 7 (NOVICE) SPANISH CHINESE 7 (NN) CHINESE 7 (INTERMEDIATE MID) CHINESE 7 (INTERMEDIATE

¢ ¢ ¢ ¢ ¢

7TH GRADE COURSE OVERVIEW 22 7TH GRADE COURSE OVERVIEW 23 This multi-level course is designed both for students wishing to begin their French learning journey, learning journey, both for students wishing to begin their French This multi-level course is designed the language. in their proficiency as well as students wishing to further use of supporting and with a prominent language environment, a highly differentiated Through at in their engage and support students at whatever stage they are teachers language technology, building process. proficiency Listening and Speaking in the Novice and Intermediate levels, This course focuses on Interpersonal of each student. As a general to the point of departure varies according target and the proficiency to the number of years of language according targets by-the-end-of-year the following are reference, study: 1: Novice High Year a number of uncomplicated communicative tasks in Novice High speakers can manage on learned heavily personal meaning by relying social situations. They can express straightforward to simple, direct as well as respond of these, phrases (memorized language) or recombinations for information. questions or requests years. is most commonly achieved over a period of two/three Mid. This target 2-4: Intermediate Years able to successfully handle a variety of uncomplicated communicative Intermediate Mid speakers are their own thoughts and maintain social situations. They can express tasks in straightforward lives and themselves. conversations by asking and answering a variety of questions about their Listening and High in Interpersonal Listening and Speaking, Interpretive 4-7: Intermediate Years is most commonly achieved over a period of two/ This target Writing. Reading, and Presentational years. three situations able to successfully handle uncomplicated tasks and social Intermediate High speakers are and areas particular interests, to their school, recreation, an exchange of information related requiring their own ideas about some ability to express of competence. They also demonstrate an increasing as well events/issues, matters of public and community interest), topics beyond themselves (current lives. They can narrate and describe in all they might encounter in their daily a problem as to resolve of the time. major time frames using connected discourse of paragraph length, most Through differentiation and accommodation, and in the context of new culturally rich thematic units units rich thematic culturally of new context and in the accommodation, and differentiation Through While this building process. in the proficiency support students engage and teachers each year, Reading and Listening and Interpretive Speaking, both Listening and on Interpersonal course focuses in all target exit The proficiency and assessed. also formally developed are Writing Presentational over a period achieved is most commonly This target Intermediate High. communication is modes of years. of two/three tasks and social situations successfully handle uncomplicated able to speakers are Intermediate High and areas particular interests, their school, recreation, to related an exchange of information requiring about some their own ideas ability to express also demonstrate an increasing of competence. They to and interest), matters of public and community events/issues, (current topics beyond themselves and describe in all major in their daily lives. They can narrate they might encounter problems resolve length, most of the time. connected discourse of paragraph time frames using assessed New students to SAS will be recommendation. teacher Novice require All courses beyond arrival. (online) or upon their before FRENCH 7 ¢

**Prerequisite: Completion of Beginning Strings or equivalent. **Prerequisite: played musical opportunities for students who have already Grade 7 Intermediate Strings provides students will continue to violin, viola, cello or bass for at least one or two years. During this course, of the following method books may be any work on left hand and bowing techniques. Instruction from 1. Students will also 1, Essential Elements Book 1, All for Strings Theory Workbook used -Suzuki Vol Students are pieces at public concerts during the school year. begin performing selections of orchestral and evening performances. If SAS hosts a music to attend occasional after school rehearsals required other schools. to host participating students from students will be requested festival during the year, **Prerequisite: Completion of Intermediate Band or recommendation of instructor based on completion of Intermediate Completion Band or recommendation **Prerequisite: of audition material. advanced band student who shows a dedication and passion for Advanced Band is designed for the given the opportunity to perform to excel. Students are instrumental music and who is committed range of styles and historical periods. Bands a wide music from advanced and technically challenging to attend occasional required perform in a variety of school and community concerts. Students are of the grade for the course. Financial part and evening performances which are after school rehearsals the throughout of instrument accessories purchase commitments include instrument rental/purchase, a commitment of a minimum of Band requires Advanced concert attire. of approved and purchase year, students will during the year, 20 minutes of daily practice outside class. If SAS hosts a band exchange other schools. to host participating students from be requested **Prerequisite: Completion of Beginning Band or recommendation of instructor based on completion of Beginning Band or recommendation Completion **Prerequisite: of audition material. band Intermediate second- or third-year Band is designed to meet the needs of the developing playing correct their technical abilities on their instruments while reinforcing students. Students increase styles, composers and periods. Bands performtechniques and the exploration of musical a variety in to attend occasional after school rehearsals required Students are of school and community concerts. grade for the course. Financial commitments include part of the and evening performances which are of and purchase the year, of instrument accessories throughout purchase purchase, instrument rental/ of daily practice a commitment of a minimum of 15 minutes Band requires concert attire. approved to host students will be requested during the year, outside class. If SAS hosts a band exchange other schools. participating students from Beginning Band offers the student the opportunity to learn the basic skills required to play a band to play a band basic skills required to learn the student the opportunity Band offers the Beginning group. as part of a performing play an instrument to read music, and Students learn instrument. or Tuba. Cornet, Trombone, Euphonium on Flute, Clarinet, Saxophone, Trumpet/ Students will start with piano background as determined instruments is given to students Preference for Percussion at during the school year. Attendance audition. Bands perform at public concerts by a competency grade. is required and is part of the student’s rehearsals and evening concerts occasional after-school purchase of instrument accessories include instrument rental/ purchase, Financial commitments of a attire. Band requires a commitment and purchase of approved concert throughout the year, the year, If SAS hosts a band exchange during of daily practice outside class. minimum of 15 minutes from other schools. to host participating students students will be requested ADVANCED STRINGS 7 ADVANCED INTERMEDIATE STRINGS 7 ADVANCED BAND 7 ADVANCED BEGINNING BAND 7 BEGINNING BAND INTERMEDIATE BAND 7

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

7TH GRADE COURSE OVERVIEW 24 7TH GRADE COURSE OVERVIEW 25 In Drama 7 students explore the power of the verbal and non-verbal sides of drama while learning In Drama 7 students explore the power of the verbal and non-verbal sides theater including tableau, to take creative risks. The semester will begin with a focus on physical attention with their face and movement, masks and mime. Students learn how to hold an audience’s will then switch focus to verbal body. Students perform both scripted and improvised scenes. Students will discover the joys of communication as part of a unit on improvisation and theatre sports. Students drama. taking risks and extending themselves in the creative endeavor that is INTERMEDIATE WORLD VOICES (SEMESTER I, SEMESTER II): INTERMEDIATE in part harmony of music. Singers sing in unison, two and three genres Singers learn about different for solo opportunities. Singers learn intermediate and small ensembles and may audition groups large Singers perform at public concerts and music theory. music-reading, vocal technique and production, and evening concerts is rehearsals at occasional after-school Attendance during the school year. summative. and is part of the singer’s required festival, Grade 6-12 A few of the many performance opportunities available include; solo/ensemble Students who performances. one-off Choral Festival, Winter Concerts and different and Spring the eighth grade will have continue their participation in choir during both semesters and on into (AMIS) Association of Music in International Schools the opportunity to audition for the prestigious from to perform with other auditioned talented singers International Honor Choir which travels abroad and performances rehearsals required expected to participate in all world. Singers are the around for choir attire or purchase during school time and after school. Singers will be expected to rent to host be requested students will performances. If SAS hosts a music festival during the year, other schools. participating students from Drawing, painting, polymer modeling clay, photography, 2D-Design, and #D Design using KEVA 2D-Design, and #D Design using KEVA photography, clay, Drawing, painting, polymer modeling section emphasizes developing in Art 7. The drawing the main units students will explore planks are other units. A variety of two- those ideas throughout an art workbook and expanding ideas through the basic visual vocabulary for used while studying media are dimensional and three-dimensional for solving design problems. approaches technical and creative art. Students in Art 7 will be taught just clay modeling, and construction are historic movements, Inanimate objects, abstraction, repetition, to work with various materials students the opportunity The course offers some of the topics covered. will include planks and digital cameras. The 2D-Design section KEVA such as ink, acrylic paint, clay, be used for will traditional design methods. An ongoing exhibition program units in photography,and works. An art workbook is a compilation of to art related students to critique and develop opinions of art experiences in Art 7. record sketchbook, and scrapbook. It is a personal **Prerequisite: Recommendation of instructor based on completion of audition material. audition of completion based on instructor of Recommendation **Prerequisite: students who all seventh grades opportunities for musical provides 7 Advanced Strings The Grade has for the student who is designed This course requirements. met the audition have successfully ensemble technique to develop higher technique and wants good skills and developed already periods a variety of musical from of musical styles perform in a range Students music literature. through books. The primary method They use a variety of method experience. for concert and sightreading used. Students are several other method books Strings 2 but instruction from book used is All for They of musical styles and musical periods. a range from and perform rehearse will also sightread, required Students are during the school year. assemblies and public concerts will perform in school SAS hosts a music festival and evening performances. If after school rehearsals to attend occasional other schools. students from to host participating students will be requested during the year, DANCE 7 DANCE DRAMA 7 CHOIR 7 ART 7 ¢ ¢ ¢ 7TH GRADE ELECTIVE SEMESTER COURSES (OPTIONAL)7TH GRADE ELECTIVE ¢

Cooking 7 focuses on improving self-confidence and skills while working in the kitchen preparing self-confidence and skills while working in the kitchen preparing Cooking 7 focuses on improving during this course. Please and cooking meals. Important life skills will be taught and emphasized (i.e. nuts) and thus students with food be advised that students work with a variety of food products may want to consider other elective options. allergies Music Creation 7 is a technology-based music composition course. Students will learn about musical Music Creation Students will compose, music with a critical ear. and how to listen to popular form and structure platform for the course is arrange and edit music for a variety of settings and uses. The software for this course, and the ability to play a musical instrument, is is no prerequisite GarageBand. There not required. The Grade 7 Strategic Learning course is designed to help Middle School students set the stage The Grade 7 Strategic Learning course follows a in their academic day and beyond. The program for success in the challenges they face and planning that helps students: of organization protocol regimented of their supplies. • Get Ready with the purposeful management and extracurricular tasks and activities. • Make a Plan of action for their academic with the Coach/ Advocate. • Check In to conference the Plan to completion. Execute • And, finally, with the helps seventh grade students get their feet on the ground This foundational protocol vision and with the appropriate a manageable plan of action and proceed necessary traction to create for the task at hand. direction the Strategic Learning ‘Coach’ collaborates with teachers, When necessary and/or appropriate, and feedback. a network of support to coordinate counselors and parents Technology 7 students will learn about, and use the Design Thinking Process to learn more about Technology 7 students will learn about, learning format. Time will be spent learning about basic hand invention & innovation in a project base with tech gadgets will also help them create low to medium tools and machines in the lab. Tinkering is on our school desired student learning outcomes: resolution prototype inventions. Emphasis thinking, creativity, and having fun! communication, collaboration, critical In this course, students will learn how to create with a variety of multimedia platforms that include with a variety to create In this course, students will learn how and filmmaking. Photoshop, With each unit, students will learn skills that range digital photography, In addition to talent and interests. to suit each student’s tailored basic to advanced that are from will also learn how to brand themselves and showcase their working with various multimedia, students audience. with a broader with not only their peers, but work in portfolios to share Information Technology 7 is a project based class where students will utilise a Design Thinking Process students will utilise a Design Thinking 7 is a project based class where Information Technology coding. An graphics, animation and simple game three main areas of computing: to creatively explore more complex students to apply their learning to to these three areas will require integrated approach students creation. With a focus on animation, software tools enabling digital problems and to utilize create simple own critical thinking as they initially communicate and apply their will be asked to create, Utilizing creation as the begin to learn to code. and later apply this to game stop-motion animations to share a web portfolio via their blog in order tools students will maintain mainly “cloud” technology their work. Dance 7 is an elective offering that will cover a variety of dance styles, the elements of dance, of dance, the elements styles, of dance a variety that will cover offering elective 7 is an Dance students explore and in groups, working individually fitness basics. By of movement, and qualities to choreograph have the opportunity Students performance principles. concepts and choreographic with a The course culminates informal setting. their pieces in an work and perform their own Studio. in the Theatre performance COOKING 7 MUSIC CREATION 7 STRATEGIC LEARNING 7 TECH 7 DIGITAL MEDIA 7 DIGITAL IT 7

¢ ¢ ¢ ¢ ¢ ¢

7TH GRADE COURSE OVERVIEW 26 7TH GRADE COURSE OVERVIEW 27 Strategic Learning Music Creation Cooking French 7 French French IT Digital Media Tech Intermediate Strings Advanced Strings Spanish 7 (Novice) Spanish 7 (Intermediate) High) Spanish 7 (Intermediate Strings Spanish Choir Drama Dance Art Beginning Band Intermediate Band Advanced Band Chinese 7NN Chinese 7 (Novice) High) Chinese 7 (Novice Chinese 7 (Intermediate) Chinese 7 (Intermediate Mid) – Do not select any of the elective courses listed below. – Do not select any of the elective courses – Select 2 of the elective courses below. – Select 4 of the elective courses below. Semester Electives Band Chinese SELECTION #1 – LANGUAGE SELECTION #1 – course, a student wish to take a language the courses below is optional. Should Selection of any of 1 of the courses listed below. they may only take

SELECTION #3 – SEMESTER ELECTIVES determine how many to To below. elective courses offered to select either 0, 2 or 4 of the Students are to the following: select, please refer AND either of the Band or Strings courses • If you have selected a Language course OR either of the Band or Strings courses • If you have selected a Language course or Strings courses • If you have selected neither a language course NOR any of the Band SELECTION #2 – YEAR LONG ELECTIVES is optional. Should a student wish to take Band or Strings, they Selection of any of the courses below below. may only take 1 of the courses listed 7TH GRADE ELECTIVE COURSE SELECTION COURSE GRADE ELECTIVE 7TH 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 8TH GRADE COURSE OVERVIEW 8TH 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 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

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

8TH GRADE COURSE OVERVIEW 28 8TH GRADE COURSE OVERVIEW 29 Through sport, movement and health education, our program will develop an understanding and passion Through sport, movement and health education, our program will develop and by providing opportunities for lifelong wellness. We believe in exposure to a variety of challenges responsibility that will extend for success, students will develop physical literacy and personal and social beyond the gymnasium, playing field and classroom. and enjoys the benefits of It is our goal to develop a reflective, physically literate person who understands participate confidently in diverse lifelong wellness. We aim to develop socially responsible students who for students to develop forms of physical activity. We provide a range of opportunities and experiences important collaborative, creative and communication skills. sports, aquatic skills, fitness With this in mind, curriculum offerings in PE include team and individual assessment, floor and lifetime sports. Units include badminton, lacrosse, basketball, fitness/conditioning swimming, water polo, tennis, hockey, soccer, softball, track and field, table tennis, flag football/rugby, volleyball, Ultimate Frisbee and Project Adventure/Climbing Wall. a course of study that In addition, health classes are taught concurrently, and students will experience follow their values and living focuses on the concepts of wellness, nutrition and making decisions that drugs is also included in 8th a healthy lifestyle. Discussion of use/abuse of tobacco, alcohol, and illegal risks of sexual activity. grade Health, along with a unit on human growth, development and the Grade 8 Science is a laboratory and activity-based curriculum where students develop an understanding activity-based curriculum where Grade 8 Science is a laboratory and students will make connections the course, them. Throughout to the world around of how science relates science disciplines. During units different between the that allow them to see the interrelationships will examine and investigate diverse topics such as chemical in Physical and Life Science, students issues in the field and the ethical ramifications of current cellular processes transfers of energy, reactions, High School level students for that prepares a solid foundation of genetics. Grade 8 Science will provide for the year include: investigating mechanisms and processes science courses. Major Student Outcomes of matter within the framework of the particle determining the nature of organisms; involved in heredity and cyclic rotational, of elements; investigating linear, and properties the structure investigating theory, than can be used to put objects or systems into motion. motion and the familiar forces Math 8+ covers the recommended standards for Algebra I, as well as Math 8 standards not otherwise Math 8+ covers the recommended and extend understanding of linear and exponential relationships completed. The critical areas deepen and by applying linear models to data that exhibit a linear trend. by contrasting them with each other analyzing, solving, and using quadratic functions. Students who Students also engage in methods for a similar course are eligible for enrollment in this accelerated course. have met standards for Math 7+ or recommendations will also be considered. This course provides an Standardized test scores and teacher and Algebra II in high school. excellent foundation for Geometry Math 8 is designed to prepare students for high school algebra. Instructional time will focus on three time will focus on three high school algebra. Instructional students for to prepare Math 8 is designed and equations, including modeling expressions about reasoning (1) formulating and critical areas: of and solving linear equations and systems data with a linear equation, an association in bivariate and using functions to describe quantitative grasping the concept of a function linear equations; (2) similarity, using distance, angle, space and figures -dimensional two- and three (3) analyzing relationships; Theorem. Pythagorean and understanding and applying the and congruence, Grade eight Social Studies students examine significant ideas, issues, events, and individuals in United in United and individuals events, issues, ideas, significant examine students Studies eight Social Grade politics, development of explore the century. Students to the twenty-first from colonization States history in civics, conceptual understandings States to deepen in the United and economy society, culture, will be challenged of the past, students these events While learning about and economics. geography, role In taking on the to the future. with consideration to the present connections to make meaningful educated and reasoned sources to make perspectives and consider multiple students will of historians, referencing, include effective research, inference will also refine essential skills that decisions. Students thinking. note taking, and critical PHYSICAL EDUCATION & HEALTH 8 EDUCATION & HEALTH PHYSICAL SCIENCE 8 MATH 8+ MATH 8 SOCIAL STUDIES 8 SOCIAL ¢ ¢ ¢ ¢ ¢

This multi-year course (extended into high school as needed) is for students who have reached who have reached This multi-year course (extended into high school as needed) is for students in Interpersonal Listening and Speaking. Intermediate Mid solid proficiency and accommodation, and in the context of new culturally rich thematic units differentiation Through While this building process. engage and support students in the proficiency teachers each year, Reading and Presentational course focuses on Interpersonal Listening and Speaking, both Interpretive exit target also formally developed and assessed. The proficiency communication are (typing) Writing in exit target proficiency in Interpersonal Listening and Speaking is Intermediate High, while the These targets Low. is Intermediate Writing Reading is Intermediate Mid, and Presentation Interpretive years. commonly achieved over a period of two/three most are situations able to successfully handle uncomplicated tasks and social Intermediate High speakers are of and areas particular interests, to their school, recreation, an exchange of information related requiring their own ideas about some topics ability to express competence. They also demonstrate an increasing and to resolve events/issues, matters of public and community interest), beyond themselves (current they might encounter in their daily lives. They can narrate and describe in all major time problems frames using connected discourse of paragraph length, most of the time. This course is for students who have reached Intermediate Low in Interpersonal Listening and Speaking. This course is for students who have to successfully handle a variety of uncomplicated communicative Intermediate Mid speakers are able They can express their own thoughts and maintain tasks in straightforward social situations. a variety of questions about their lives and themselves. This conversations by asking and answering and Speaking, and the proficiency exit target for Interpersonal course focuses on Interpersonal Listening Mid solid. The proficiency exit target for Interpretive Reading Listening and Speaking is Intermediate High solid. These targets are is Intermediate Low solid, and Presentational Writing (typing) is Novice mostly achieved over a period of one/two years. This course is for students who have reached Novice High in Interpersonal Listening and Speaking. This course is for students who have and in the context of new culturally rich thematic units Through differentiation and accommodation, students in the proficiency building process. This course each year, teachers engage and support Speaking, and the proficiency exit target for Interpersonal focuses on Interpersonal Listening and Low/Mid. The proficiency exit target for Interpretive Reading is Listening and Speaking is Intermediate Writing (typing) is Novice High. These targets are mostly achieved Intermediate Low, and Presentational over a period of one/two years. This course is designed for students who have reached Novice Mid in Interpersonal Listening and Novice Mid in Interpersonal Listening for students who have reached This course is designed tasks in of uncomplicated communicative High speakers can manage a number Speaking. Novice learned meaning by relying heavily on situations. They can express personal straightforward social direct these, as well as respond to simple, language) or re-combinations of phrases (memorized Speaking, and on Interpersonal Listening and for information. This course focuses questions or requests High. The proficiency exit target for Interpretive Reading is Novice the proficiency exit target is Novice over a period of one year. Mid. This target is mostly achieved This course is designed for students who have little or no experience with the language, and it provides and it provides with the language, little or no experience students who have is designed for This course early on in a meaningful communication from necessary skills to understand and create students with the and the on Interpersonal Listening and Speaking, environment. This course focuses supportive and rich year. achieved over a period of one is Novice Mid. This target is mostly proficiency exit target CHINESE 8 (INTERMEDIATE HIGH) CHINESE 8 (INTEMEDIATE) CHINESE 8 (INTEMEDIATE) CHINESE 8 (NOVICE HIGH) CHINESE 8 (NOVICE CHINESE 8 (NOVICE)

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

8TH GRADE COURSE OVERVIEW 30 8TH GRADE COURSE OVERVIEW 31 This multi-year course (extended into HS as needed) is for students who have reached Novice High/ have reached This multi-year course (extended into HS as needed) is for students who in Interpersonal Listening and Speaking. In some cases, Novice Mid Intermediate Low proficiency students can be admitted upon teacher recommendation. and accommodation, and in the context of new culturally rich thematic units differentiation Through This course building process. engage and support students in the proficiency teachers each year, is Intermediate Mid. exit target focuses on Interpersonal Listening and Speaking, and the proficiency able to successfully handle a variety of uncomplicated communicative Intermediate Mid speakers are their own thoughts and maintain social situations. They can express tasks in straightforward lives and themselves. This conversations by asking and answering a variety of questions about their years. most commonly achieved over a period of two/three is target (online) or New students to SAS will be assessed before teacher recommendation. All courses require upon their arrival. This year-long course is designed for students who have little or no experience with the language. It This year-long course is designed for skills to understand and create meaningful communication in a provides students with the necessary course focuses on Interpersonal Listening and Speaking, and the supportive and rich environment. This proficiency exit target is Novice High. tasks in straightforward Novice High speakers can manage a number of uncomplicated communicative on learned phrases (memorized social situations. They can express personal meaning by relying heavily questions or requests for language) or recombinations of these, as well as respond to simple, direct information. SPANISH 8 (INTERMEDIATE) SPANISH SPANISH 8 (NOVICE) SPANISH CHINESE 8NN ¢ ¢ All courses beyond Novice require teacher recommendation. New students to SAS will be assessed All courses beyond Novice require before (online) or upon their arrival. ¢ and designed for students who have successfully completed This course is part of Near Native Track language proficiency and understanding of Chinese culture 7NN or are able to demonstrate equivalent will be provided with opportunities not only to have small required for 7NN. Students in this course or express personal opinions with detailed supporting facts. or whole class discussion, but to debate of writing styles for students to imitate in order to produce written Students will be exposed to a variety The proficiency exit target for Interpersonal Listening and pieces of their own with expected quality. Low; while Interpretive Reading and Presentational Writing is Speaking is Intermediate High/Advance Students who successfully meet the target will be prepared for the Intermediate Mid/Intermediate High. next level.

This multi-level course is designed both for students wishing to begin their French learning journey, as learning journey, both for students wishing to begin their French This multi-level course is designed language. in the proficiency well as students wishing to further their use of supporting and with a prominent language environment, a highly differentiated Through at in their engage and support students at whatever stage they are teachers language technology, building process. proficiency Listening and Speaking in the Novice and Intermediate levels, This course focuses on Interpersonal of each student. As a general to the point of departure varies according target and the proficiency to the number of years of language according targets by-the-end-of-year the following are reference, study: 1: Novice High Year tasks in straightforward Novice High speakers can manage a number of uncomplicated communicative heavily on learned phrases (memorized personal meaning by relying social situations. They can express for questions or requests to simple, direct of these, as well as respond language) or recombinations information. years. is most commonly achieved over a period of two/three Mid. This target 2-4: Intermediate Years able to successfully handle a variety of uncomplicated communicative Intermediate Mid speakers are their own thoughts and maintain social situations. They can express tasks in straightforward lives and themselves. conversations by asking and answering a variety of questions about their Listening and High in Interpersonal Listening and Speaking, Interpretive 4-7: Intermediate Years is most commonly achieved over a period of two/three This target Writing. Reading and Presentational years. situations able to successfully handle uncomplicated tasks and social Intermediate High speakers are and areas particular interests, to their school, recreation, an exchange of information related requiring their own ideas about some ability to express of competence. They also demonstrate an increasing as well events/issues, matters of public and community interest), topics beyond themselves (current lives. They can narrate and describe in all they might encounter in their daily a problem as to resolve of the time. major time frames using connected discourse of paragraph length, most This multi-year course (extended into HS as needed) is for students who have reached Intermediate Intermediate who have reached needed) is for students into HS as course (extended This multi-year and Speaking. Interpersonal Listening in Mid proficiency units rich thematic of new culturally and in the context and accommodation, differentiation Through While this building process. students in the proficiency teachers engage and support each year, and Reading and Listening both Interpretive Interpersonal Listening and Speaking, course focuses on in all exit target and assessed. The proficiency also formally developed are Writing Presentational is Intermediate High. modes of communication tasks and social situations successfully handle uncomplicated able to speakers are Intermediate High and areas particular interests, their school, recreation, to related an exchange of information requiring about some their own ideas ability to express also demonstrate an increasing of competence. They to and interest), matters of public and community events/issues, (current topics beyond themselves and describe in all major in their daily lives. They can narrate they might encounter problems resolve is most of paragraph length, most of the time. This target time frames using connected discourse years. two/three commonly achieved over a period of or (online) New students to SAS will be assessed before recommendation. teacher All courses require upon their arrival. FRENCH 8 SPANISH 8 (INTERMEDIATE HIGH) 8 (INTERMEDIATE SPANISH

¢ ¢

8TH GRADE COURSE OVERVIEW 32 8TH GRADE COURSE OVERVIEW 33 **Prerequisite: Completion of Intermediate Strings 7 or equivalent. **Prerequisite: The Grade 8 Intermediate Strings is designed to meet the needs of the developing 2nd and 3rd develop them on their year string student. Students will work on skills and techniques that further 2. By the Theory Workbook instrument. Method books include All for Strings 2, and All for Strings students will be able to shift, perform simple double stops, vibrato and spiccato, end of the year, pieces at public concerts martele, and staccato. Students will also perform selections of orchestral after school concerts during to attend occasional required Students are during the school year. to host students will be requested If SAS hosts a music festival during the year, the school year. other schools. participating students from **Prerequisite: Completion of Intermediate Band or recommendation of instructor based on **Prerequisite: Completion of Intermediate completion of audition material. advanced second- or third-year band student who shows a Advanced Band is designed for the music and who is committed to excel. Students are given the dedication and passion for instrumental a wide range of styles and opportunity to perform advanced and technically challenging music from concerts. Students are required historical periods. Bands perform in a variety of school and community which are part of the grade to attend occasional after school rehearsals and evening performances purchase of instrument for the course. Financial commitments include instrument rental/purchase, Advanced Band requires a accessories throughout the year, and purchase of approved concert attire. If SAS hosts a band exchange commitment of a minimum of 20 minutes of daily practice outside class. from other schools. during the year, students will be requested to host participating students **Prerequisite: Completion of Beginning Band or recommendation of instructor based on completion **Prerequisite: Completion of Beginning of audition material. the needs of the developing second- or third-year band Intermediate Band is designed to meet abilities on their instruments while reinforcing correct students. Students increase their technical of musical styles, composers and periods. Bands perform playing techniques and the exploration concerts. Students are required to attend occasional after in a variety of school and community which are part of the grade for the course. Financial school rehearsals and evening performances purchase, purchase of instrument accessories throughout commitments include instrument rental/ concert attire. Band requires a commitment of a minimum of 15 the year, and purchase of approved If SAS hosts a band exchange during the year, students will be minutes of daily practice outside class. from other schools. requested to host participating students Beginning Band offers the student the opportunity to learn the basic skills required to play a band to play a band basic skills required to learn the student the opportunity Band offers the Beginning group. instrument as part of a performing learn to read music and play an instrument. Students or Tuba. Cornet, Trombone, Euphonium on Flute, Clarinet, Saxophone, Trumpet/ Students will start with piano background as determined instruments is given to students Preference for Percussion at concerts during the school year. Attendance audition. Bands perform at public by a competency grade. is required and is part of the student’s rehearsals and evening concerts occasional after-school purchase of instrument accessories include instrument rental/ purchase, Financial commitments of a attire. Band requires a commitment and purchase of approved concert throughout the year, during the If SAS hosts a band exchange minutes of daily practice outside class. minimum of 10-15 students from other schools. be requested to host participating year, students will INTERMEDIATE STRINGS 8 ADVANCED BAND 8 ADVANCED INTERMEDIATE BAND 8 BEGINNING BAND 8 BEGINNING BAND ¢ ¢ ¢ ¢ 8TH GRADE ELECTIVE YEAR LONG COURSES (OPTIONAL) LONG COURSES ELECTIVE YEAR 8TH GRADE ADVANCED STRINGS 8 STRINGS 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 and duets, blocking, directing include: theater terms, basic acting skills, characterization, monologues actors to help them and script work. Students will have several opportunities to work with professional of various sizes and and scripted scenes in groups their craft. Students perform improvised improve critical feedback. Within students will learn to push effective a safe environment will learn how to offer the risks, which will enhance their skills and level of confidence on and off themselves to take creative stage. HARMONIX GRADE 8 CHOIR: and four part of music. Singers sing in unison, two, three genres Singers learn about different learn and small ensembles and may audition for solo opportunities. Singers groups harmony in large sight singing and ear training. Strong and production, intermediate to advanced vocal technique during the school year. emphasis on exploring vocal technique. Singers perform at public concerts and is part of the and evening concerts is required rehearsals Attendance at occasional after-school using characteristics of compositions and create summative. Singers will investigate, improvise singer’s of music. A few of the many performance opportunities available styles and periods different from include; solo/ensemble festival, Grade 6-12 Choral Festival, Winter and different and Spring Concerts Students who continue their participation in choir during both semesters and performances. one-off Association of Music on into high school choir will have the opportunity to audition for the prestigious to perform with other abroad in International Schools (AMIS) International Honor Choir which travels in all required expected to participate the world. Singers are around auditioned talented singers from or and performances during school time and after school. Singers will be expected to rent rehearsals students will be festival during the year, for performances. If SAS hosts a music choir attire purchase other schools. to host participating students from requested Drawing, Painting, 2D-Design, Photography, LEGO Architecture and Fashion design are the main units and Fashion design are LEGO Architecture Drawing, Painting, 2D-Design, Photography, of in Art 8. The Drawing and 2D-design sections emphasize the development students will explore all other units. A variety throughout then expanded are an art workbook; these ideas ideas through such subjects as wall murals, used to explore media are of two- dimensional and three-dimensional journalism, and Architecture. abstract painting, Emphasis, photo still-life, fashion design, color theory, An gouache, digital cameras, Lego, and textiles will be explored. Materials such as graphite, pastels, ongoing exhibition and critique their work. An art workbook is a compilation will be used for students to display program of art experiences in Art 8. a personal record of sketchbook, and scrapbook. It is **Prerequisite: Recommendation of instructor based on completion of audition material. on completion of instructor based Recommendation **Prerequisite: who have grades students for all eighth musical opportunities provides 8 Advanced Strings The Grade already the student who has is designed for This course requirements. met the audition successfully music through higher ensemble technique skills and technique and wants to develop developed good periods for concert a variety of musical Students perform a range of musical styles from in literature. All for Method books used are use a variety of method books. experience. They and sightreading . They will also perform and Bowing. of musical styles in a range Expression Strings 3 and Orchestral perform as specified; and exercises complete theory and listening a variety of musical periods; from to attend required Students are school year. and public concerts during the in school assemblies evening performances. and a music festival during the If SAS hosts rehearsals occasional after school other schools. students from to host participating students will be requested year, DRAMA 8 CHOIR 8 ART 8

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

8TH GRADE COURSE OVERVIEW 34 8TH GRADE COURSE OVERVIEW 35 Music Creation 8 is a technology-based music composition course. Students will learn about musical Music Creation 8 is a technology-based music composition course. Students Students will compose, form and structure and how to listen to popular music with a critical ear. platform for the course is arrange and edit music for a variety of settings and uses. The software play a musical instrument, is GarageBand. There is no prerequisite for this course, and the ability to not required. The Grade 8 Strategic Learning course is designed to help Middle School students set the stage The Grade 8 Strategic Learning course is designed to help Middle School follows a The program for success in the challenges they face in their academic day and beyond. and planning that helps students: of organization protocol regimented • Get Ready with the purposeful management of their supplies. activities. • Make a Plan of action for their academic and extracurricular tasks and with the Coach/ Advocate. • Check In to conference the Plan to completion. Execute • And, finally, with the necessary helps eighth grade students get their feet on the ground This foundational protocol vision and direction with the appropriate a manageable plan of action and proceed traction to create for the task at hand. the Strategic Learning ‘Coach’ collaborates with teachers, When necessary and/or appropriate, and feedback. a network of support to coordinate counselors and parents Technology 8 is a project based class where students will use the Design Thinking Process to build Process students will use the Design Thinking class where based 8 is a project Technology to build upon their Students will have an opportunity world problems. in the lab to real prototypes is on our school Emphasis prototypes. make higher resolution skills learned in TECH 6 & TECH 7 to and collaboration, critical thinking, creativity, student learning outcomes: communication, desired having fun! In Digital Filmmaking, students will dive deep into the art of filmmaking through the study of various In Digital Filmmaking, students will the music video. With the study of each genre, student will learn film genres such as silent, horror, and scriptwriting, cinematography, directing, editing, and sound skills essential to filmmaking such as will produce an independent film project to showcase their design. To conclude the course, students students will experiment with special effects and soundtrack filmmaking skills. Along with filmmaking, will be required to use their own YouTube channel to creation to enhance their films. All students feature and promote their films. Information Technology 8 is a project based class where students will utilise a Design Thinking Process students will utilise a Design Thinking 8 is a project based class where Information Technology and more graphics, animation and both simple three main areas of computing: to creatively explore to apply their three areas will require students An integrated approach to these complex game coding. With a focus tools enabling digital creation. problems and to utilize software learning to more complex share their will design, create and then and computational thinking, students on game development with a will learn structured programing with each other and the world. Student’s own game creations tools style. Utilizing mainly “cloud” technology usability and good programming focus on simplicity, order to share their work. a web portfolio via their blog in students will maintain Dance 8 covers a variety of dance styles: jazz, ballet, hip hop, ethnic, modern, tap, and improvisation. and improvisation. ethnic, modern, tap, ballet, hip hop, dance styles: jazz, covers a variety of Dance 8 In addition, and fitness concepts. of movement, of dance, qualities study the elements Students The principles. production and technical performance, choreography, collaborate to explore students Studio. Theatre in the informal dance performance/production with an course culminates MUSIC CREATION 8 STRATEGIC LEARNING 8 TECH 8 DIGITAL FILM 8 DIGITAL IT 8 DANCE 8 DANCE ¢ ¢ ¢ ¢ ¢ ¢

Cooking 8: International Cooking students are expected to read more advanced recipes and perform and perform advanced recipes more expected to read students are 8: International Cooking Cooking that Please be advised the world. around from regions various meals from steps to complete multiple may want allergies students with food nuts) and thus (i.e. of food products work with a variety students other elective options. to consider COOKING 8

¢

8TH GRADE COURSE OVERVIEW 36 8TH GRADE COURSE OVERVIEW 37 Strategic Learning Music Creation Cooking French 8 French French

IT Digital Film Tech Intermediate Strings Advanced Strings Spanish 8 (Novice) Spanish 8 (Intermediate) Spanish 8 (Intermediate High) Strings Spanish Choir Drama Dance Art Beginning Band Intermediate Band Advanced Band Chinese 8 (Intermediate) Chinese 8 (Intermediate Mid) Chinese 8 (Intermediate High) Chinese 8NN Chinese 8 (Novice) High) Chinese 8 (Novice – do not select any of the elective courses listed below. – 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 courses • If you have selected a Language course AND either of the Band or Strings 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 Please follow the directions below to assist with elective course selection. This page is to be used 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 8TH GRADE ELECTIVE COURSE SELECTION ELECTIVE COURSE 8TH GRADE NOTES NOTES NOTES NOTES SINGAPORE AMERICAN SCHOOL

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)