Secondary Story Headline CURRICULUM GUIDE 2014-2016 INTERNATIONAL COMMUNITY SCHOOL DR. GREGORY MONCADA, PRINCIPAL LAKE WASHINGTON SCHOOL DISTRICT DR. TRACI PIERCE, SUPERINTENDENT The International Community School program provides continuity of learning experiences, rigorous academics, and a small school climate that supports the joint efforts of the teaching/learning community. ICS places emphasis on: Literacy in the Arts, Humanities, International Studies, Science, Math, and World Languages Developing Global Awareness Personal Attributes and Ethics Inspiring Intellectual Risk Taking Working in Partnership with Students CURRICULUM GUIDE 2014-2016 Inside This Issue Dimensions of Learning Dimensions of Learning Learning acquisitions—When designing instructional activities to lead students toward deep understandings, ICS staff incorporates these Learning Acquisitions 1 specific dimensions of learning. Assessment 1 Comparing—identifying and articulating similarities and differences Curriculum/Course Load Policy 2 among items The Academic Program Classifying—grouping items into definable categories on the basis of their attributes Art 3 Humanities 4 Inductive Reasoning—inferring unknown generalizations or principles from information or observations International Studies 6 Deductive Reasoning—using generalizations/principles to infer unstat- Mathematics 9 ed conclusions about specific information or situations Spanish 9 Error Analysis—identifying and articulating errors in your own think- ing or in that of others Science 12 STEM 14 Constructing Support—providing support for statements and building systems of support for assertions Student Services Abstracting—identifying and articulating underlying themes or general Library 15 patterns in information or situations Counseling 15 Analyzing Perspectives—identifying and articulating your personal STAMP 15 perspectives on issues as well as others’ perspectives Tutoring 15 Co-curricular Programs Assessment—When designing culminating unit performance assess- ments, ICS staff evaluate the students’ use of the complex reasoning Instrumental Music 15 processes of decisionThis -storymaking, can investigation,fit 75-Caption125 words. experimentalde- inquiry, Choir 15 problem-solving, invention, and systemsscribing analysis. pic- Staff tie student work to real-life situationsSelecting and pictures contexts. or graphics is an ture or graph- Focus Week 15 important part of adding content to Decision Making—generating and applyingic. criteria to select from Camp 16 your newsletter. among seemingly equal alternatives Yearbook 16 Think about your article and ask your- Investigation—suggesting and defending ways to clear up confusions Drama 16 about ideas or eventsself if the picture supports or enhanc- es the message you’re trying to con- Associated Student Body 17 Experimental Inquiryvey.— Avoidgenerating selecting and testingimages explanationsthat ap- of ob- served phenomena Technology 17 pear to be out of context. Problem Solving—overcoming constraints or limiting conditions that Taste of ICS 17 Microsoft Publisher includes thou- are in the way of pursuing goals Model United Nations 17 Invention—providing support for statements and building systems of Key Club 17 support for assertions Future Business Leaders of America 18 Systems Analysis—identifying and articulating underlying themes or National Honor Society 18 general patterns in information or situations Science National Honor Society 18 National Art Honor Society 18 Students need the essential Mock Trial 18 From Teacher’s Manual: Dimen- process and skills of thinking sions of Learning. Robert J Honors & Achievements 19 Marzano, et al. Mid-Continent and learning in order to Regional Educational Labora- develop conceptual ideas and tory. 1992. Permission granted. essential understandings. From Teacher’s Manual: Dimen- Dimensions of Learning sions of Learning. Robert J Mar- provides steps for teaching, zano, et al. Mid-Continent Regio- learning acquisitions and www.lwsd.org/school/ics nal Educational Lab. 1992. Permission granted. performance assessment. 1 International Community School Curriculum and Load Policy Grade Six through Ten Beginning with grade 6 and during In keeping with the ICS the first five years at ICS, students are philosophy of offering enrolled in the six core courses. These students rigorous are the “6 for 5” years . six classes for curriculum combined with five years. It is during these years that high standards, students students master the fundamentals, ex- adhere to certain tend their learning to application, and curriculum and course complete various requirements for high school graduation. load guidelines. (THE BLOCK) HUMANITIES, INTERNATIONAL STUDIES, AND THE ARTS CORE CLASSES: MATH, SCIENCE, AND SPANISH Grade Eleven Junior status means that a student has successfully completed this The junior year is the “block plus two” year and begins a student’s transition from high specific course work: school to college. Students in grade 11 with 1. Level 4 Honors Humanities junior status enroll in the block courses and Biology, then have the option of choosing the 2. Level 4 Honors IS remaining course options: Math, Science, 3. Level 4 Honors Art Spanish, or elective. The focus starts to shift to both the required and recommended course 4. Honors Chemistry work published by colleges and universities. 5. Honors Advanced Algebra 6. Level 4 Honors Spanish Grade Twelve The senior year is tailored to fit Note: Graduation standards are the individual needs of each ICS sen- continuously updated as per ior according to two main standards: state and local requirements. graduation requirements and col- Any revision in standards after lege or university recommendations and requirements. Schedules and publication of this guide will be course loads at this level vary from posted on the ICS web site. senior to senior; however, seniors are required to take four classes on site at ICS. 2 CURRICULUM GUIDE 2014-2016 The Academic Program The academic program at ICS is a challenging seven year course of studies in six academic areas: The Arts, Humanities, International Studies, Mathematics, Science and World Language. Our fundamental concepts include: Small student population (approximately 450 students, Grades 6—12) with a community atmosphere Close, long-term relationships between students and teachers An emphasis on depth of understanding rather than breadth of offerings Rigorous curriculum that emphasizes interconnected learning and skill development organized around essential themes Opportunities for foreign exchange and travel Promotion to more advanced levels tied to performance and mastery Arts emphasized as a full partner in the curriculum An expectation that students will set their own high standards and meet them. Art Introduction to Arts dents to explore the Exploration of the Arts discipline of the arts Prerequisite: None which include: art his- tory, art criticism, aes- This is an exploratory course for stu- thetics, and art pro- space, texture, and value), and introduces dents to understand the importance of the duction. Level 1 focuses on the ele- arts (visual arts, music, theatre, and the principles of organization (balance, con- ments of art (color, form, line, shape, dance) in our lives and as the basis of un- trast, emphasis/dominance, harmony, derstanding world cultures. The arts pro- movement/rhythm, proportion, repetition/ vide an entrance into the visual language pattern, unity, and variety). Students also of society. Students will be active in learn- explore the creative process and establish ing the elements and principles of the 4 cooperative studio skills. domains of the arts by participating in Integration: Ancient Cultures, Egypt whole body projects and learning to ex- press themselves. They will learn to work Level 2 Multicultural Art collaboratively in a shared studio environ- Artistic Styles and Cultural Traditions ment, establishing a basis for the next 6 Prerequisite: Level 1 years of the arts at ICS. The visual arts will act as the core of our studies as we Using the foundations developed from journey through the other domains of art. Level 1, and continuing to focus on the prin- Integration: Prehistoric Art ciples of organization, Level 2 begins to ex- pand the students’ understanding of culture, Level 1 Art Foundation asking the essential question: How do the Basic Concepts, Skills and Processes arts shape and reflect culture and history? Prerequisite: None Integration: History Day presentation Boards (Graphic Design), NW Native American Cultures, This is the foundation course for stu- Pacific Rim, and Non-Western cultures. 3 International Community School Level 3 Honors Art complex problem solving opportunities Level 1 Humanities Art’s Roots in the Ancient World within the arts. Students also have the Foundations of Civilizations Prerequisite: Level 2 chance to take their arts into the communi- Prerequisite: None ty in some way. The focus of Level 3 is on the study of Level 1 combines English language and the beginning of Western arts as seen in the Level 6 Art: Advertising composition study with a thematic approach arts and architecture of Classical Greece, Prerequisite: None to literature. Students begin language study Rome, and Byzantine eras. Studio projects Students will gain a deep understand- by learning parts of speech, verb forms and tenses, and patterns of phrases and clauses. are directly related to this historical study; ing of the advertising industry and the bringing forth