East_Campus_Middle_School_Curriculum_Guide by uwcsea

Middle School Academic Curriculum Guide 2011/2012

Introduction

Overview

The UWC movement makes education a force to unite people, nations and cultures for peace and a sustainable future.

This guide focuses on the academic and outdoor education elements of our learning programme. It contains an overview of the curriculum offerings for the school year 2011/2012.

UWC South East Asia educates individuals to embrace challenge and take responsibility for shaping a better world. The learning programme at UWCSEA consists of five interlinking elementsâ&#x20AC;&#x201D;academics, activities, outdoor education, pastoral and service programmesâ&#x20AC;&#x201D;that provide our students with a holistic, values-based education. The academic programme provides students with a stimulating and challenging experience that is differentiated to allow for differing learning styles.

As students progress to the Middle School, they refine the core interdisciplinary skills initiated in the Primary School. They have more subject specialist teachers guiding them in fundamental subjectspecific skills required for higher studies. Students are still exposed to a broad and balanced range of subjects, with the opportunity to develop in all relevant areas; from physical, technical, creative, numerate and deductive, rational and experimental, to empathic and evaluative. This founding academic year at our East Campus provides a unique platform for us to focus on identifying the strengths, weaknesses and varied backgrounds of our student population. This has allowed us to design an academic programme that best meets the needs of our current students. It is also designed to ensure that the students, both next year and thereafter, are able to transition smoothly into High School and the IGCSE programme. We hope that parents and students appreciate the depth of our commitment to offering age-appropriate, varied and challenging experiences for our students. The arts and exploratory programmes provided throughout the grade levels give our Middle School students opportunities to explore areas of interest, try new challenges and expand their experience. The Humanities, English, Science, Mathematics, Physical Education and Language (Spanish, Chinese and French) courses are being delivered through research-based teaching practices that support the different learning styles of our students. Currently, we have a team of experienced international school educators collaborating to define and develop College-wide Kâ&#x20AC;&#x201C;12 standards for all subject areas. This goal is to ensure a cohesive curriculum that offers linked progression between the curricula in the different schools. As a result of this work, some of the course offerings detailed here may be adapted or further refined in the future, to ensure that we continue to develop a curriculum that focuses on the process of learning, is challenging and reflects our mission, vision and values.

Middle School schedule The Middle School week is allocated in 20 blocks (periods). Each block consists of two 40-minute periods. Sixteen of these will be allocated to the same subjects all year; the remaining four are allocated to exploratory learning modules. Mathematics, Science, Humanities, English

PE, Languages other than English (LOTE)

Exploratory subjects: Tech 101, Digital Literacy, Environment, Outdoor Education

Art, Drama, System Design

Music

Weekly schedule

Biweekly schedule

Weekly schedule

Each subject 2.5 blocks every week

Each subject averages Two blocks every week all year, on a 2.5 blocks each week on rotational basis a bi-weekly schedule Each block consist of two Tech 101 40-minute periods Grades 6 and 8 first six weeks for all students Week 1 - PE 3 blocks, Digital Literacy, Environmental LOTE 2 blocks studies and Outdoor Education Week 2 - PE 2 blocks, 10 weeks each on rotation LOTE 3 blocks Dates for each rotation: Grade 7 15 August - 23 September (Tech 101) Week 1 - LOTE 3 blocks, 26 September - 16 December PE 2 blocks 9 January - 23 March Week 2 - PE 3 blocks, 27 March - 15 June LOTE 2 blocks

Each subject has two One block every blocks every week on a 12 week all year week rotation Dates for each rotation: 15 August - 18 November 21 November - 9 March 12 March - 15 June

Example Middle School 20 period week (G7/G8) Time

Period

Monday

Tuesday

Wednesday

8:10 - 8:30

Thursday

Friday

Science

English/ Humanities

LOTE

Math/ Science

Math

Drama/Art/ Systems Design

LOTE or PE

English

Explore module

Registration and tutorial

8:30 - 9:10

9:10 - 9:50

Math

Explore module

9:50 - 10:10

Humanities

Morning break

10:10 - 10:50

10:50 - 11:30

LOTE

English

11:30 - 12:15

Lunch

12:15 - 12:55

12:55 - 1:30

Humanities

Science

1:30 - 1:45

Afternoon break

1:45 - 2:25

2:25 - 3:00

Drama/Art/ Systems Design

Music

3:10 - 4:30

Activities, Sport & Service (Middle School students predominantly in this slot)

4:30 - 6:00

Activities, Sport & Service

Full-year subjects

Bi-weekly schedule

English and Humanities (History and Geography) will be offered for five periods per week. Music is also offered on a full-year timetable, as continuous timetabling supports a progression of learning, allowing students to explore many aspects of musical learning.

Physical Education (PE) and Languages Other Than English (LOTE) will receive an average of 2.5 periods a week. One week, a student will have PE for three periods; the next, LOTE for three periods. Middle School LOTE provision is as outlined in the table.

Exploratory These courses are shorter in length but meet more often than they otherwise would in a typical school timetable, allowing for a more flowing progression in learning and authentic, meaningful assessment.

Art, Drama and Systems Design The three subjects under the Learning Module approach will have two periods per week for a 12-week block of learning allocated. This will allow more in-depth focus and meaningful assessment for these subjects.

Language Chinese beginners Chinese continuation Chinese advanced Spanish beginners

English as a Second Language (ESOL) will be offered in place of LOTE for students requiring additional support to develop their English skills.

Spanish continuation French beginners French continuation

English English is a core curriculum subject and during Middle School is develops from an integrated course with History and Geography (Humanities) in Grade 6 to a distinct course in Grade 8. The key English skills are covered in all units: reading, writing, speaking and listening. Students frequently partake in role play activities and oral presentations. Students also learn about research and study skills and the drafting and editing process.

Assessment All four areas of English skills are assessed regularly using a variety of formative and summative assessment activities, including quizzes, reflective journal entries, creative writing, presentations, performances, debates, research assignments, articles and essays.

Grade 6 In Grade 6, English is taught as an integrated course along with History and Geography (Humanities) by one teacher for 10 periods (five blocks) a week. Reading, writing, speaking and listening skills are woven into Humanities units (see later section). Students also study literature texts in their own right.

During Grade 7, students develop significantly in their reading and writing skills and engage in a variety of exciting speaking and listening activities. Emphasis is also placed on the consolidation of literacy skills. Spelling, syntax, grammar and vocabulary are addressed in a manner that is interesting and stimulating. Further skills in research, drafting and editing are also taught. As with all years, the learning experiences offered cater for a range of learning styles. The course is structured into units which allow parity across classes in terms of common assessment tasks, but also flexibility between teachers in terms of choice of texts and activities devised. The units of study include: autobiography creative story writing literacy essay text in context journalism Shakespeare play - comedy

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Grade 8

The English programme in Grade 6 provides a foundation of skills and knowledge that will be expanded and consolidated throughout the Middle School years and beyond. The learning experiences offered cater for a range of learning styles. The Grade 6 English course content includes: a study of a wide variety of novels, with these novels frequently linking to the Humanities course content an introduction to Shakespeare in preparation for their study of several extracts from some of his plays a unit on poetry looking specifically at poetic devices such as simile, metaphor, onomatopoeia and alliteration poetry analysing a wide range of non-fiction texts and media texts an emphasis on developing literacy skills and reading

In Grade 8, students study English for five periods a week with one teacher and develop skills that will prepare them for the demands of English Literature and Language at IGCSE level. It is a year in which their interest and enthusiasm for literature is widened; they become more aware of different literary media and experience the challenge of writing in a greater variety of analytical and expressive styles. An ever increasing emphasis is also placed upon their own independent and autonomous learning as a means of developing greater confidence and ability as speakers, listeners, readers and writers.

Grade 7

During Grade 8, students develop significantly in their writing, analytical and oral skills. They should be increasingly accurate with their spelling, syntax, grammar and vocabulary in order to express sophisticated analytical ideas. Essay writing should become more fluid and creative writing more complex. Students should feel increasingly eloquent in speaking and listening activities. Despite the increase in expectation, the learning experiences offered always cater for a range of learning styles and ability.

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In Grade 7, students study English for five periods a week with one teacher. The English programme in Grade 7 looks towards the skills required for Grade 8 and IGCSE. It is an important step, as for the first time in the Middle School programme, students will study English as a subject in its own right. The course is innovative and creative and is designed to foster an enthusiasm for this important core subject. Students are exposed to a broad range of prose, poetry and drama, from classic to contemporary works. They also study media and non-fiction texts. Students become increasingly aware of texts as authorial constructions and develop their analytical skills to discuss plot, setting, character, theme and language. Students have the chance to develop their independent reading tastes. Teachers guide students to read widely in terms of genre, authors and periods. Students are encouraged to share recommendations and generate excitement for particular works.

Students have the chance to develop their independent reading tastes. Teachers guide students to read widely in terms of genre, authors and periods, and students are encouraged to share recommendations and generate excitement for particular works. By the end of the year, all students are expected to have read some classic fiction.

The course is structured into units which allow parity across classes in terms of common assessment tasks, but also flexibility between teachers in terms of choice of texts and activities devised. The units of study include: literacy essay poetry travel writing text in context media Shakespeare play - tragedy

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English for Speakers of Other Languages (ESOL) Middle School English for Speakers of Other Languages (ESOL) prepares students to enter mainstream English by improving all four language skills (reading, writing, listening and speaking) and by addressing their language needs in all their learning environments. ESOL provides instruction in reading, writing, listening and speaking, as well as in grammar, to ensure that students receive the exposure, support and extrinsic instruction in English language to be successful in all facets of school life. Students learn to manipulate language in order to use appropriate form in a variety of writing and speaking situations. In addition, reading and listening incorporate global, local and digital literacy and blend literary studies with comprehension in many subject areas. Grammar and language structure are analysed in detail so that students have the tools to build the skills and confidence they need in academic writing and in all areas of communication, including reading comprehension. This is augmented by a varied reading programme where students can explore texts and respond to them. Curriculum work and homework are supported in the ESOL classroom regularly. Students are encouraged to share homework and to bring projects or assignments into the classroom. The ESOL teacher is in regular contact with subject teachers to provide support in the ESOL classroom where students may need access to language areas.

Assessment Assessment takes place regularly and is based on content, vocabulary, language skills and communicative competence.

French To develop the ability to use the language effectively for purposes of practical communication at a level appropriate to age, ability and experience, students develop a basis of the language skills and attitudes required for leisure, for work and for further studies. Students will also gain insights into the culture and civilization of those countries where the language is spoken.

Assessments Students’ competency in French is assessed through a variety of formative and summative assessments, including classroom observations, performance tasks, year end examination, self evaluations and peer assessments. In addition, the Bien dit! Assessment Program provides multiple tools to help differentiate the way students express what they have learned.

Grade 6 Units 1–2 Bien dit! 1A forms the basis of our programme in Grade 6. Students learn or revise greetings and learn how to speak about themselves while working on their speaking and listening skills. The objective is to have students become more familiar with French grammar and verbs (feminine and masculine, irregular verb avoir/être and subject pronouns), and with talking about themselves. Cultural activities precede alternate chapters in the textbook, and cultural notes in each chapter deepen students’ knowledge about French speaking countries, their products, practice and perspectives. Unit 3 The main focus of our course is still oral and listening skills. Students learn different topics: physical description, family, pets and dates. Students start being exposed to the real joy of French verbs and agreements between nouns and adjectives. Family as well as French school is the main focus of the cultural aspect of the course. Units 4–5 Students are introduced to more complex French verbs, developing their communication. Students mainly work on developing oral and listening skills to help build their confidence when speaking French. In addition, they cover the topics of school and leisure activities, and spend time reinforcing past vocabulary.

Grade 7 Units 1–2 Bien dit! 1B forms the basis of our programme. Students have the opportunity to review grammar and vocabulary from year one in a liaison chapter. They are also introduced to new verbs and tense, which enable students to have genuine casual conversations. They have opportunities to engage in a large variety of aural and oral activities dealing with food and shopping and discussions around the two topics. Cultural activities precede alternate chapters in the textbook, and cultural notes in each chapter deepen students’ knowledge about French-speaking countries, their products, practice and perspectives. Unit 3 During this term, students will be engaged in activities dealing with giving or refusing permission, telling how often they do things, discussing what they can/are allowed to do, when and how, describing their home life. Units 4–5 Students focus on developing their language skills to have short conversations in French. While learning the proper use of past and present tense, students are also be exposed to travelling to cities in other parts of the world. 5

Spanish Grade 8 Units 1–3 Bien dit! 2 forms the basis of our programme. To start their third year, students revise basics. All these aspects are practiced in communication topics like sharing information about personal information, families, pets, friends or everyday life and shopping. Cultural activities precede alternate chapters in the textbook, and cultural notes in each chapter deepen students’ knowledge about French-speaking countries, their products, practice and perspectives. Units 4–5 Students describe their morning routine. They also learn to exchange information about their school life and learn various ways to express their emotions. Their will also wonder what happened. Units 6–7 Students begin to learn new tense (the imperfect) and use this in context speaking about their past or their experience in Chiang Mai (Grade 8 Expedition). In addition, students cover the future tense and engage in activities that allow them to use all four tenses (past, present, imperfect and future) that they have learned. This increase in complexity is reflected in their writing papers. They also learn to exchange information about their childhood and describe life in the country and in the city.

Please note:

• In addition to the textbook used in the classroom, students will have access to related materials through the Internet. This should help to increase the time spent working with the language and the quality of homework activities. Teachers differentiate their instruction. They recognise that students are at different points at their learning journeys, grow at different rates and need different kinds and amounts of support to reach their goals.

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The focus of the Spanish programme is to provide the specific tools for students to learn the language effectively. Students engage in an interactive programme from the start which leads them from structured practice to open-ended communication. This helps them achieve accuracy and fluency in their communication. The Spanish programme is structured to enable students to acquire a deeper understanding of the language and culture.

Assessment At the end of each unit, students are assessed on the four competences of the language which are: reading, writing, listening and speaking.

Grade 6 Students study five units throughout the year. Unit 1 Students have the opportunity to reinforce the language skills they have learnt during the Primary years. They study and revise how to greet someone, to do self introduction (which includes which countries they are from and their date of birth) and express time, date and day appropriately. They are also able to describe the different seasons in countries. Units 2–3 Students learn how to describe people and things, talk about what they and others like or dislike, use gender and adjective agreement, talk about everyday activities and learn how to conjugate present tense verbs. Units 4–5 Students study school events and places, and learn how to have conversations involving making plans and giving invitations. Students also learn how to describe people and family relationships, talk about where they and others live, and about responsibilities. In grammar, they continue to study verbs and prepositions. They also study the possessive adjectives and make sentences using negative statements.

Grade 7 Students have a unit of revision, and learn five new units. Unit 1 Students learn about different types of food. They learn how to take orders and make polite requests, offer help and give instructions in a restaurant. In grammar, they learn the differences in the verb to be (ser y Estar) and direct objects and object pronouns.

Chinese Unit 2 Students learn about daily routine, feelings and how to stay fit and healthy. In this unit, they learn verbs that are used with reflexive pronouns; at the same time, they continue learning about object and reflexive pronouns with commands. Unit 3 Students learn about shopping. They learn how to give opinions, say where they went and what they did. They also learn demonstrative adjectives and comparisons and past tense of regular verbs. Units 4–5 Students learn how to talk about plans and past holidays as well as give and ask for information related to trips. In grammar, students learn the present progressive.

Grade 8 Units 1–2 Students review how to describe people and family relationships and how to ask about people, routines and activities. They express likes and dislikes, offer help and talk about chores and talk about plans and places. Students also continue working with the present tense of regular and irregular verbs. Unit 3 Students learn about occupations, household maintenance and have the opportunity to expand their vocabulary to have meaningful conversations. In grammar, they learn the differences between verbs (Saber y Conocer) and expressions. They also learn about infinitives, indirect objects and indirect object pronouns. Units 4–5 Students learn how to ask for directions, give directions and ask for clarifications. They also learn how to respond appropriately to situations and give advice. In grammar, they learn the impersonal pronouns se. Students continue working with the preterite form of different verbs, and they also learn how to use the past participle with adjectives. Unit 6 Students learn how to tell someone to hurry, remind someone to do something, express interest and disinterest and talk about how long something has been going on. In grammar, they continue learning about past tense verbs and more verbs used with reflexive pronouns. They also learn the future tense of verbs.

The Middle School Chinese programme supports improvement in communication skills and development of greater understanding of Chinese culture. A variety of resources and texts are used according to the needs of the students. Details of curriculum work, support materials and homework can be found on Studywiz in specified group folders. All students studying Chinese are expected to check Studywiz regularly to consolidate their learning.

Assessment Assessments take place regularly and are based on content, vocabulary, language skills and communicative competence.

Grade 6 Grade 6 Chinese Beginner/Continuation Students learn to apply a range of linguistic structures to express their own ideas in oral and written forms and identify patterns and features in Chinese. Technology is used to support students’ learning and understanding of the Chinese language. In addition, students build their knowledge of Chinese-speaking communities and their culture. The units covered the year are: personal identification self introduction countries and language family personal and social life hobbies occupations and work places

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Grade 6 Chinese Advanced Students have the opportunity to learn how to express their own ideas in Chinese. In addition, they explore linguistic patterns and structures in Chinese to convey information. Students learn to select, summarise and analyse information and ideas through various themes, tasks and activities using literary and non-literary texts. They also build their understanding of the nature of languages as systems, by describing and comparing linguistic features across languages. The units covered this year are: personal identification appearance personal and social life hobbies school life and school facilities daily routine weather and holidays

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Grade 7 Grade 7 Chinese Beginner/Continuation This course focuses on developing students’ skills in communicating in Chinese. They expand their vocabulary and continue to improve their grammar. In addition, students have opportunities to be more aware of the Chinese culture and compare it to their own. Technology is used in a variety of ways to help support student learning. The units covered this year will be: personal identification countries and language self-introduction and family personal identification appearance

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Drama • personal and social life ––hobbies ––school life and school facilities ––daily routine ––weather and holidays Grade 7 Chinese Advanced Students have the opportunity to learn how to express their own ideas in Chinese. In addition, they explore linguistic patterns and structures in Chinese to convey information. Students learn to select, summarise and analyse information and ideas through various themes, tasks and activities using literary and non literary texts. They also continue to develop their reading and writing skills. Students have opportunities to develop analytical, critical and original thinking skills using a variety of texts. The units covered this year are: personal and social life everyday articles gifts life at home everyday activities health and fitness eating shopping

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Grade 8

Drama in the Middle School is designed to develop student ability in the following areas: dramatic performance skills inter-personal skills individual confidence and focus performance analysis skills

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All Drama exploratory courses are improvisation-based (spontaneous and rehearsed) and deliberately do not incorporate script work. The units aim to expose students to many forms of stimuli and encourage them to explore a range of theatrical and dramatic conventions to heighten their development as a performer. All students are encouraged to work cooperatively and meaningfully with others and to respond and evaluate their own work. The skills that form the basis of this course are refined and developed in future Drama and Theatre units.

Assessment Performance skills Students are assessed on their ability to learn and apply performance skills in classroom activities throughout the course. Ensemble Performance Students are assessed on their performance in the Ensemble Performance at the conclusion of the course. In this work, students should demonstrate an ability to apply the skills taught throughout the course in a new performance piece. Students are assessed individually on their work in this task.

Grade 8 Chinese Beginner/Continuation Students work on further expanding their vocabulary and improving their grammar in Chinese. Students also learn about the similarities and differences between the Chinese culture and their own culture. Throughout the year, technology is used to support language learning and understanding. The units covered this year are: personal identification appearance occupations and personality personal and social life daily routine, school life and school facilities everyday activities shopping weather and holidays travelling/asking directions seasons

Ensemble analysis assignment

Grade 8 Chinese Advanced Students have the opportunity to learn how to express their own ideas in Chinese. In addition, they explore linguistic patterns and structures in Chinese to convey information. Students also learn to select, summarise and analyse information and ideas through various themes, tasks and activities using literary and non-literary texts. Students also continue to further develop and refine their skills in reading and writing. The units covered this year are: personal identification appearance personality personal and social life daily routine household chores school events everyday activities eating out 8

Grade 7

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Students will be assessed on their ability to reflect upon and analyse their own work in the Ensemble Performance task. Students will be asked to discuss their progress and achievement in both the development and presentation of the performance. This is a written task completed in class time.

Grade 6 Introduction to performance skills: synchronisation mime exposition conflict tension sound mood

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Introduction to character building: stock characters and stereotypes melodrama contrast character transformation narrative construction

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Grade 8 The art of comedy: mime exaggeration parody and satire slapstick mask and disguise Commedia Dell’Arte

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Music The Music programme divides into three key areas: the class curriculum, the ensemble programme and instrumental teaching programme (ITP).

Grade 7

The ensemble programme offers many different opportunities for specialist and non-specialist musicians. Currently, it includes the following Middle School groups: MS String Orchestra, MS Band, MS Samba Band, MS African Ensemble, MS Choir and MS Advanced Recorder Group.

Understanding chords and harmony In this unit, students develop skills on keyboards and guitars in order to understand how to build and manipulate chords. They explore triads, inversions, voicings and chord progressions.

The ITP offers instrumental or voice lessons on a one-to-one basis. We offer a wide range of instruments and will develop this further over the coming years. The class curriculum focuses on key aspects of making and understanding music in practical music-making lessons.

Assessment The class curriculum divides into units of work that take approximately 6â&#x20AC;&#x201C;7 weeks each. At the end of each unit of work, students are awarded grades to reflect their attainment and effort, through a summative assessment. Units focus on four key aspects of Music - composition, group performance, listening and appraising, and music and society. Students are regularly asked to be involved in their own assessment, reflecting on their progress and development.

Grade 6 Students study six different units of work with three different teachers: Instruments Alive! In this unit, students experience playing a range of classroom instruments. They learn how to treat them and look after them; they learn a little about how they sound and how to get good sound from them; they learn a little technique. Instruments include: kalimbas, keyboards, guitars, djembes and marimbas. Composing using a variety of instruments In this unit, students have the chance to develop composition ideas in a variety of ways by using the instruments they have learnt how to use in the previous unit. They develop ways to use structure and texture in their work.

Students study six different units of work with three different teachers:

The Blues In this unit, students learn about the historical and cultural background of the Blues. They learn about structure, texture, improvisation, chord progressions and melody through practical exploration of traditional 12 bar blues. Discovering melody using major scales and intermediate vocal sight reading In this unit, students continue their prior study of melody and the use of whole and half-step intervals to create major scales in all keys. They extend their learning to the singing and performance of vocal music, and vocally sight read melodies with step-wise as well as larger intervals. Understanding melody and harmony through composition with Garageband In this unit, students compose a melody, either vocally or on the instrument they already play, record their composition into Garageband and create an arrangement, using basic concepts of harmony to add loops and tracks to their composed melodies. Ostinato project In this unit, students develop skills in group performance and composition using rhythmic, melodic and chordal ostinati patterns. Through listening and practice, students develop their understanding of texture and how a composition is layered using a variety of different ostinati patterns. Composing using ostinati patterns In this unit, students continue to use ostinati with the addition of music technology to create an original composition. Students learn keyboard skills so that they can compose and play their own patterns into Garageband. They also continue to learn about structure, texture and timbre throughout this unit.

Developing knowledge about chords In this unit, students learn how to build and manipulate simple chords on the keyboard. They develop understanding about how chords work together and develop skills in playing chord progressions. Students also develop reading skills. Developing IT skills on Garageband In this unit, students learn the relevant computer skills so that they can play and record MIDI sequences using Garageband and a MIDI controller. They then apply this new knowledge to create a four-part piece. Developing vocal technique and introducing vocal sight reading In this unit, students develop the skills needed for age-appropriate singing, including breath support, posture and listening skills. They also begin to vocally read music at sight, using the understanding of pitch and step-wise intervals to sing melodies in major tonalities. Exploring culture through music In this unit, students listen to and sing a variety of music from different cultures and study the traditions, history and diversity of those cultures through their music. They then create an original piece in collaborative group work where they represent the style of a particular cultureâ&#x20AC;&#x2122;s music in instrumental and vocal performance. 9

Visual Arts Grade 8 Students study six different units of work with three different teachers: African polyrhythm In this unit, students develop practical skills and technique on djembes and other percussion instruments. They learn about African concepts of rhythm such as timeline and polyrhythm, then use these ideas to develop compositions that explore rhythm, texture, structure and dynamics. Understanding chords and harmony (2) In this unit, students develop skills on keyboards and guitars in order to understand how to build and manipulate chords, and how chords relate to melody and tonality. They also explore triads, inversions, voicings and chord progressions. Review to advanced vocal technique and sight reading This unit addresses the differentiation of musical backgrounds of our students with attention given to their individual needs in the development of good vocal technique. Emphasis is placed on understanding of basic to advanced vocal music reading skills. Special attention is given to the boy’s changing voice as well as the development of vocal support, the beginning of vibrato and correct use of breath for all students. Film scoring with iMovie and Garageband— creating mood with music In this unit, students create their own movie, including dialogue and a film score, using the editing and compositional tools of iMovie and Garageband. Their goal is to use music as the creative influence of the mood of their film. The elements of melody, harmony and form are inherent as the students explore a wide variety of creative musical forms in this project. Ground bass project In this unit, students develop skills in group performance and composition of music that is composed over a ground bass. Through listening and practice, students develop their understanding of texture and how a composition is built over a ground bass and fits with the other melodies and parts. Students use tuned percussion instruments and develop their keyboard skills as part of this unit. Creating contemporary dance music using technology In this unit, students use their knowledge from the previous unit and compose original dance music on Garageband. Students also extend their understanding of melody, texture and form as they add and edit melodies, loops and tracks to create an exciting piece of dance music in a variety of contemporary genres.

The learning scope of the Visual Arts courses in the Middle School is shown below. Each grade level has the same focus but their projects are differentiated appropriately based on grade level.

Art ideas

• students generate art that communicates ideas • studying art theory in relation to art making • studying art history in relation to work performed in the studio • studying themes and ideas that are prevalent in art • studying art terms and words • understanding how cultural perspectives shape their art Art skills and processes

• students use the skills, techniques, processes and conventions of art • planning and organising effectively to define and set goals • negotiating and making decisions • experimenting with spontaneous and structured activities • choosing appropriate forms for the expression of ideas, thoughts and feelings in a creative manner • demonstrating a range of techniques and skills • finding original and inventive solutions • developing ideas for the performance of a final art work • presenting work for exhibitions Art responses

• students use their aesthetic understanding to respond to, reflect on and evaluate art • using a workbook throughout the creative cycle • reflecting upon, evaluating, assessing and appraising work to support and promote creative development • using feedback and discussion on artwork to support creative development

Art in society

• students understand the role of art in society as well as the roles of the artist, the critic and the general public • studying art history in relation to the times and broad contextual issues • studying art-related themes and ideas that are prevalent in society • understanding how cultural perspectives shape art in society Assessment Assessment is based on the student’s research, application of the research, reflection and evaluation of progress and commitment to meeting the course processes and outcomes, based on the grade level.

Humanities Grade 6

Grade 6

The history focus of the art project for Grade 6 is the painting of Mona Lisa by Leonardo da Vinci. The course looks at what makes the Mona Lisa so famous. The artwork is looked at in terms of its historical and societal context. Breakthroughs in art and painting pioneered by Leonardo da Vinci is identified, discussed in class and recorded by the student.

Students begin with the opportunity to develop meaningful links and connections between their English and Humanities subjects, as many of the ‘core’ English skills are taught through the Humanities topics. During the year, students use these core English skills to assist them to investigate further into the big ideas in Humanities through the investigation of the UWC movement, natural disasters, development, peace and conflict. Students learn the key skills of collaboration, peer and self-evaluation and the importance working within a mixed ability group.

The curriculum is delivered with a balance of theoretical study and studio practice. Students create at least one piece of artwork loosely inspired by the Mona Lisa and use their books to record technical tests and information regarding the Mona Lisa. Assessment of the art book and studio work is ongoing in regular classes with good examples and best practice being highlighted during the class itself. Students are regularly informed of what is expected for the final assessment, which occurs at the end of the course. The lead up to this assessment allows students to address developmental areas in their study to improve their grades.

Grade 7 The history focus of the art project for Grade 7 is Pop Art. The course looks at what makes Pop Art so interesting and why it is important in art. The artwork is looked at in terms of its historical and societal context. Breakthroughs in art and painting pioneered by Pop art are identified, discussed in class and recorded by the student. The curriculum is delivered with a balance of theoretical study and studio practice. Students create at least one piece of artwork loosely inspired by Pop Art and use their books to record technical tests and information regarding Pop Art. Assessment of the art book and studio work is ongoing in regular classes with good examples and best practice being highlighted during the class itself. Students are regularly informed of what is expected for the final assessment, which occurs at the end of the course. The lead up to this assessment allows students to address developmental areas in their study to improve their grades.

Grade 8 The history focus of the art project for Grade 8 is the painting of Van Gogh. The course looks at what makes Van Gogh so famous. His artwork is examined terms of its historical and societal context. Breakthroughs in art and painting pioneered by Van Gogh are identified, discussed in class and recorded by the student. The curriculum is delivered with a balance of theoretical study and studio practice. Students create at least one piece of artwork loosely inspired by Van Gogh and use their books to record technical tests and information regarding the work of Van Gogh. Assessment of the art book and studio work is ongoing in regular classes with good examples and best practice being highlighted during the class itself. Students are regularly informed of what is expected for the final assessment, which occurs at the end of the course. The lead up to this assessment allows students to address developmental areas in their study to improve their grades.

Throughout the year, the study of literature is a central part of the course, and students are exposed to a wide range of material including poetry, drama, fiction and non-fiction. Texts are chosen to reflect the multicultural background of our students, their reading abilities, likes and dislikes, as well as the big ideas in Humanities. In the first half of the term, students, through their understanding of the Kurt Hahn motto of “There is more in you than you think,” examine how the characters in their class novel overcome difficult situations and apply this to there own personal growth. In the second half of the term, students use their understanding of the effects of natural disasters to write emotively in a variety of genre. Students are given the opportunity to go through the writing process using a variety of genre (descriptive, expository, journals and letters, narrative, persuasive and poetry). In the first half of the term, we focus on the UWC movement. Students identify what makes UWC schools special places to learn, their geographical location and the historical background of the individual schools. Students develop an understanding of what service means to them, the College and the community. In the second half of the term, students identify and consider the impact of the long and short term effects of natural disasters in more economically developed and less economically developed countries, through the study of a range of case studies. The course offers an exciting approach to the study of contemporary global issues, reflecting on the past, examining the present and preparing for the future.

Grade 7 The purpose of the Grade 7 Humanities course is to expand our understanding of the world by examining the various elements that have impacted our lives. It offers students the opportunity to begin a more global study of the earth’s people and environment by concentrating on understanding the various elements of the Humanities, with an emphasis on building critical thinking and analytical skills. Students are encouraged to question and seek answers about events from the past using evidence to support their ideas and to develop and foster an interest in and enjoyment of history and geography. We start the year by devoting time to providing students with the skills required for success in Humanities. Our first unit, The Humanities Toolbox, is an introduction to the interpretive nature of the subject. This skills-based unit requires students to focus on historical analysis skills, chronology, creating timelines and evaluating and using a variety of sources. Students also develop spatial awareness and map skills including the creation of maps and models, as well as investigating human, physical and environmental geography. The understanding and development of these skills is essential, as they are applied to all our subsequent units.

Mathematics The second half of the term is dedicated to a focus on the Middle East with our unit Respecting Diversity and Understanding Differences. This unit establishes a chronological framework within which to explore and analyse the cultural and scientific developments of this region. By examining the geography and history of the Middle East, students explore some of the tensions associated with the religious and cultural differences in this region and their impact on the world throughout history. The other units are The Triumphs and Tragedies of War: Singapore in WWII; The Vietnamese Identity in the Modern World; My Global Footprint: Tourism and Me.

Grade 8 The focus of Humanities in Grade 8 is to recognise and analyse multiple points of view in order to explain the ideas and actions of individuals and groups throughout history. In a ‘nutshell,’ the big idea that students are examining throughout the year will be: the things people do and the reasons why to do them. It offers students the opportunity to better understand the earth’s people and environment by applying critical thinking and analytical skills to historical and geographical situations. The year begins with identifying the skills historians and geographers use to analyse and understand the world around them. Students then use and apply these skills to identify with our school, the UWC movement and Kurt Hahn’s philosophy on education. Our next unit investigates the concepts of Terrorism Throughout History. The unit explores the complex issues of the causes of terrorism and possible strategies of how to deal with terrorists, connecting these issues to the modern day in the context of the UWC movement. The remainder of the term is spent preparing for the Chiang Mai trip. Students study the location, culture and physical geography of Thailand, as well as a focus on settlement and rivers. The course is designed to allow students to gain a global perspective on the diversity of nature and cultures in the world, which is at the heart of the UWC movement. We encourage students to appreciate that the essence of Humanities is an understanding of the interaction between human beings, their unique cultures and their planet.

Grade 6 The Grade 6 Mathematics programme seeks to build on and develop student knowledge and skills learned in Junior School largely through a inquiry-based curriculum. Students are challenged through the following strands of Mathematics: number, algebra, statistics, probability, geometry and discrete mathematics (problem solving). Where possible, students are also be encouraged to link their learning with real-life problems and applications. Students are given every opportunity to extend their knowledge and are encouraged to challenge themselves through a variety of assessment tasks including unit tests, presentations, in-class investigations and research. Summative assessment tasks follow the UWCSEA rubric for attainment and effort (found in the student planner). Students receive regular feedback from both formative and summative assessment tasks in order to monitor and guide their learning.

Grade 7 The Grade 7 Mathematics programme provides the opportunity for students to build on previous knowledge and extend their learning through the following strands of mathematics: number, algebra, statistics and probability, geometry and discrete mathematics (problem solving). The programme is largely inquiry-based with opportunities for students to apply their mathematical knowledge to real-life situations such as understanding what it means to be ‘financially literate.’ Students use International Mathematics #2 as the framework for their learning with supplemental texts and manipulatives used as and when necessary throughout the programme. Students are encouraged to develop their mental computation skills in addition to the use of calculators when appropriate. Assessment is through a varied range of tasks comprising of unit tests, in-class investigations, longer-term projects, mental arithmetic quizzes and check up activities. Each summative assessment task follows the UWCSEA rubric for attainment and effort (found in the student planner). Students receive regular feedback from both formative and summative assessment tasks in order to monitor and guide their learning.

Grade 8 The Mathematics programme continues to develop basic skills in arithmetic, and to introduce and develop concepts in algebra. The basic skills are an essential foundation for developing more complex understanding and skills. Algebra is used to investigate other areas of mathematics such as geometry, functions and linear graphing, transformations, probability and proportionality. Throughout the year, students have opportunities to develop problem-solving skills in order to apply their learning to solve real-world problems. Students are offered avenues for extension in each of the units of study. This ensures that all students are challenged and have the opportunity to develop their math skill and understanding accordingly. Assessment is through a varied range of tasks comprising of unit tests, in-class investigations, longer-term projects, check up activities and extension assignments. Each summative assessment task follows the UWCSEA rubric for attainment and effort (found in the student planner). Students receive regular feedback from both formative and summative assessment tasks in order to monitor and guide their learning.

Science Grade 6

Grade 8

The programme builds on the students’ previous exposure to scientific inquiry encountered in the Primary School curriculum. This is the first time that science is taught as a separate subject, so great emphasis is placed on embedding science within a context relevant to their lives. Scientific skills are introduced where appropriate and scientific investigation is formalised with respect to the design of experiments with several key variables involved. Scientific writing is developed with teacher support and the use of templates to help guide students through the writing of scientific reports. The units of study include: what a waste—solids, liquids and gases tissues and transplants—cells, tissues, microscopy forces and their effects acids and alkalis energy and sustainable living—energy resources and renewable energy solar system and beyond—Earth in space and the solar system human reproduction bubbles, bangs and burning—chemical reactions

The Grade 8 Science programme focuses on developing students’ skills in investigation and experimentation while learning some fundamental concepts in physics, biology and chemistry. The units of study include, but are not limited to, scientific method, force and motion, structure of matter, chemical interactions and genetics.

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Assessment is through a varied range of tasks comprising of unit tests, mini quizzes, extension projects and investigations involving one or all of the following assessment areas: design/planning, measuring and recording, data manipulation and conclusion and evaluation. Summative assessment tasks which are investigations follow the investigation assessment rubric which Science teachers provide to students. Non-investigative summative assessment tasks follow the UWCSEA rubric for attainment and effort (found in the student planner). Students receive regular feedback from assessment tasks in order to monitor and guide their learning.

The programme is designed to maximise opportunities for students to participate in inquiry-type activities. Throughout the year, students participate in several authentic tasks aimed at giving students a chance to apply standard-driven knowledge and skills to solve realworld challenges. In addition, students are given opportunities to develop skills in collaboration, critical thinking and investigation. Students are assessed on their ability to demonstrate the skills and understanding of a process by completing an assigned task. In the authentic assessment model, the same authentic task used to measure the student’s ability to apply knowledge and skills, is also the vehicle for student learning. For example, when presented with a realworld problem to solve, students learn in the process of developing a solution, teachers will facilitate the process and students’ solutions becomes an assessment of how well students can meaningfully apply the concepts. The attainment level and effort rubric found in the student planner are used for reporting students’ success. Students may also be given mini quizzes and tests, but these are mainly used to provide quick feedback to help them monitor their own learning. Parents also regularly receive informal progress reports from teachers to inform them of their child’s progress in Grade 8 Science.

Grade 7 The emphasis is to develop conceptual understanding of scientific phenomena by introducing concepts through contexts which are relevant to the students’ lives wherever possible. Investigations are carried out which extend and build upon the skills and techniques learned in Grade 6. The units of study include: food and digestion elements, mixtures and compounds sound ecological relationships respiration heating and cooling microbes and disease geology

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System Design

Digital Literacy

Grade 6

The Digital Literacy programme is based on the follow goals of the UWCSEA iLearn programme, where students deploy technology to improve learning and develop skills through: flexible progression critical thinking unhindered innovation collaborative learning

Food Technology in Grade 6 provides a foundation of skills, techniques and knowledge in food preparation. Students learn how to work hygienically and safely in the food lab. The units of study include nutrition-healthy diet pyramid, design, food product design, meal and menu planning. Food Technology teaches students about a balanced diet and how to eat healthily. Students gain an insight into how food is produced commercially. In Food Technology, the focus is science, technology and society. Students are assessed on research tasks set out in their workbook and on their ability to demonstrate expected skills and techniques in the practical lessons. The attainment level and effort rubric found in the student planner are used for reporting students’ success in this course.

Grade 7 Food Technology in Grade 7 focuses on developing students’ knowledge, skills and understanding of food properties, processes, preparation and nutrition. Students learn to evaluate food choices in a range of contexts and to consider technological, cultural, economic, social and environmental factors. The units of study include food preparation, nutrition and consumption that have been integrated with content from at least four focus areas. Students develop skills in the selection, preparation and presentation of food that is nutritionally balanced, culturally and socially significant and safe to consume. Students are assessed on their ability to demonstrate the skills of a process by completing an assigned task. In addition, students are assessed continuously in practical work. The attainment level and effort rubric found in the student planner are used for reporting students’ success in this course.

Grade 8 Systems Design is an intensive 12-week programme to develop each individual’s capability to combine practical skills with knowledge and understanding. The units of study include Food Science, Nutrition, Hygiene, Food Production, Design Development and Processing. Grade 8 students gain an insight into how food is produced commercially, researched, developed, manufactured and marketed. The curriculum in Food Technology helps students to understand the physical, chemical, nutritional, biological and sensory properties of foods and how to exploit these properties when designing and making food products. Students are given a design brief and assessed on their ability to design and make their own prototype for a ‘New Food Product.’ Students are assessed continuously on their ability to demonstrate the practical skills and concepts taught. The attainment level and effort rubric found in the student planner is used for reporting students’ success in this course.

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We utilise research and recommendations from the ISTE NETSStudent standards, Partnership for 21st century skills and resources from Common Sense Media.

Grade 6 Grade 6 students take ‘Tech 101’ for six weeks followed by ‘Growing Up Digital,’ one of their rotating 10-week modular blocks. They focus on using digital tools to organise themselves, communicate effectively, collaborate with others and foster creative innovation as they explore topics of safety and security, digital citizenship, along with research and information literacy. Our approach to teaching digital literacy is by presenting students with authentic, problem-based challenges and allowing them to select appropriate tools and techniques to complete them. Students learn a particular skill as it is needed in context of a task. They also engage in scenario-based activities where they not only need to deploy technology, but critically analyse a situation and apply ethical approaches as well.

Grade 7 Grade 7 students take ‘Tech 101’ for six weeks followed by ‘Growing Up Digital,’ one of their rotating 10-week modular blocks. As they continue to explore the topics of safety and security, digital citizenship, along with research and information literacy, they extend their use of digital communication, collaboration, creativity and organisational tools. Students demonstrate increasing independence in their choices and technology deployment within our authentic, problem-based approach. Also, as they begin to utilise more social networking tools, they learn how to maximise the potential of these tools while minimizing distractions that come from multitasking.

Grade 8 By the time students reach Grade 8, they are typically more immersed in digital interactions. Grade 8 students take ‘Tech 101’ for six weeks followed by ‘Growing Up Digital,’ one of the rotating 10-week modular blocks. We continue to examine the topics of safety and security and digital citizenship, but place more emphasis on research and information literacy since students are likely to be engaged in increasingly rigorous and authentic research tasks. Students are nearing full independence in their choices and technology deployment to create new works, work collaboratively and communicate effectively. Explorations of computational thinking and the design cycle move these students on their way to becoming competent technology users in the service of learning.

Physical Education Physical activity touches everyone’s life to some degree. The advantages of involvement in such an activity are many and varied. Health, social, mental and physical benefits can all be associated with active participation at a range of levels. UWCSEA is based on a philosophy of international understanding and cooperation; the International Baccalaureate educates the whole person. The department is able to promote the ideals of the UWC movement and the College specifically, by providing opportunities for all students to benefit from physical activity. Mass participation provides friendly, fun competition for all students in a wide range of sports. The development of teamwork, leadership, cooperation and organisational skills are central to this, as is establishing a pure sense of fun from being actively involved in a sport. These skills are enhanced by those students who wish to pursue sport to a higher level through the Activities or Representative Sports programmes. Heightened levels of confidence and self esteem are seen through this higher-level participation, as is focusing on realistic targets. The department recognises the many benefits associated with participation in a physical activity and tries to cover all interest groups. By offering opportunities at a variety of levels, we aim to bring these benefits to all our students. The Physical Education programme in the Middle School has three major objectives: 1. to continue to encourage a positive disposition towards physical activities so that they may be pursued voluntarily in later life 2. to begin to encourage depth of skill, knowledge and experience by introducing specialisation in certain physical domains 3. to continue to encourage important aspects of personal and social development

Grades 6–8 overview Grade 6 (four-week blocks of 10 lessons)

Grade 7 (four-week blocks of 10 lessons)

Grade 8 (four-week blocks of 10 lessons)

Basketball

Football and Touch

Aquatics

Aquatics and Water Polo

Fitness

Badminton and Volleyball

Softball

Kayaking and Climbing

Outdoor Education Grade 6 The focus of study is the five-day residential trip to Pulau Tioman in Malaysia. Students are introduced to a variety of challenging adventurous activities, such as kayaking, sailing, trekking and snorkelling. The concept of Challenge of Choice is introduced as a framework within which each child can operate by choosing at which level they wish to engage in an activity (e.g., choosing a challenging height to jump off a jetty into the sea). Hard skills such as those that fall under watercraft, navigation, campcraft and injury prevention/treatment are dealt with through the relevant activities. For example, a student ‘can follow a general

heading when sailing in pairs.’ Although students are not formally assessed in Outdoor Education, there is a focus on enduring understanding through developing: a sense of team and others (e.g., assisting others with tasks) an understanding of self (e.g., taking care to maintain tidy living quarters) an appreciation for environmental awareness/stewardship (e.g., partaking in a beach clean up and getting involved in a voluntary turtle project)

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Students also complete High Ropes and Climbing Wall sessions where they continue to develop a range of both hard and soft skills.

Grade 7 Students complete a five-day trip to Pulau Sibu in Malaysia, where they sea kayak over 20km over three days and spend at least two nights under canvas. Hard skills such as those mentioned above are given more attention with regards to completing a sea kayaking expedition, which is definitely a challenge of perseverance for most students. Students demonstrate an understanding of being accountable for others and the importance of contributing to a team (e.g., aiding others in the event of a capsize or setting up camp). Grade 7 students also learn about the impact of effective decision making and action versus consequence (e.g., taking part in group decisions such as departure times which can affect how an expedition may run). There is also a strong element of planning and time management as students take responsibility for their own kayak groups (supported on the water) and cooking their own meals. An enduring understanding is developed through a similar focus as in Grade 6, but with a heightened intensity. Grade 7 students often find this one of the most challenging of the school expedition trips, and it is often during our debrief at the end of the trip, that they discover how much progress they have made in the space of a week. Students also continue to refine hard and soft skills back at school (e.g., can safely operate a Gri Gri belay device at the climbing wall).

Grade 8 The feature trip of Grade 8 is a trip to northern Thailand where students spend nearly two weeks in and around Chiang Mai. One half of the trip is spent on ‘botanic week’ where students spend their time analysing local crafts/customs, demographic and environmental issues. Days tend to be split into formal classroom study and fieldwork practice or collation of data, which then ties directly into work back at school. The other part of the week is spent on adventure, which comprises raft training, trekking, camping and a white water rafting journey from A to B. Once again, similar themes are explored but with more intensity and under more challenging conditions. Students spend five nights under canvas and are fully responsible for piloting their own raft down a river, whilst also having to plan and cook meals as part of a larger group. Students at this age deal with conflict management and can give appropriate feedback to members of their group in order for growth or improvement. During this journey, students also interact and help local children, during service projects in local hill-tribe villages. Grade 8 students are also taught to recognise the importance of SMART goals and their relevance in this situation. Students often demonstrate that they can make appropriate decisions considering different aspects of choices (e.g., raft group choices and river reading skills). Like other grades, Grade 8 students are also challenged with expanding their personal comfort levels and hard skills, not only on expedition, but also back at school (e.g., can attach themselves independently to the ropes course belay system).

United World College of South East Asia East Campus 1 Tampines Street 73 Singapore 528704 T +65 6305 5344 middleschooleast@uwcsea.edu.sg www.uwcsea.edu.sg

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