April 2015 Dear Students and Parents, Welcome to the American International School of Johannesburg! The purpose of this booklet is to introduce you to our planned Program of Studies for the 2015-16 academic year. The Middle School strives to ensure that each student achieves his or her educational and personal potential. Our learning community works hard to do so in the context of the extensive cognitive, social, emotional and physical development that a student will experience during these early years of adolescence. The Program of Studies reflects high expectations for academic achievement. The program also represents a deep understanding of the importance of a caring and supportive learning environment during these middle years. We aim to provide structure and clear boundaries in our learning program, while at the same time, encouraging exploration. Our goal is to take advantage of the intellectual power of this group of learners and their drive to belong, while appreciating the different gifts and needs of the individual. On the following pages you will find descriptions of the core classes, elective courses and exploration opportunities. Students enroll in eight courses that meet across a rotating two-day schedule. Five of the eight are required: Physical Education, English, Math, Science, and Social Studies. The three other courses are Electives, some that take place for one full year and others for one trimester, in the areas of World Languages, Visual and Performing Arts, Technology Education and other special interest areas. Health education is also a required elective for all Middle School students. The means for developing your child’s academic program for 2015-16 is the course registration card and this Program of Studies booklet. The Middle School Counselor, Kendel Leet, and I will facilitate this process in collaboration with the students, teachers and parents. Should you have any questions about the registration process, please call, e-mail or visit the Middle School administrative office. Sincerely, Andrew Ferguson Kendel Leet Middle School Principal Middle School Counselor

AMERICAN INTERNATIONAL SCHOOL OF JOHANNESBURG

Vision Statement

Together we dare to imagine, inspire to succeed, and courageously make a difference.

Mission Statement

We are a diverse, international community providing a balanced and nurturing learning program that fosters personal growth, provides meaningful opportunities for achievement, and promotes positive contributions to society.

Core Beliefs

We believe that...

Honesty and integrity are fundamental Inspired teaching and learning are essential for exemplary achievement and growth A strong community is built through participation, communication, collaboration and mutual

respect Contributing positively to society is our responsibility Respect for diversity encourages open-mindedness and empathy A culture of continuous improvement and accountability is critical to success Creativity, adaptability and innovation empower us to thrive in a changing world

MIDDLE SCHOOL COURSES REQUIRED COURSES

Physical Education - Grades 6-8

Language Arts - Grades 6-8

Mathematics - Grades 6-8

Social Studies - Grades 6-8

Science - Grades 6-8

Health - One Trimester Grade 7/8

Drama & Health - Trimester Grade 6

Introduction to Design & Technology & Art Exploration - Trimester Grade 6

Forensics & STEM (Science, Technology, Math, & Engineering) - Trimester Grade 6

English Language Learning - Grades 6-8; Placement determined by ELL Department

Learning Support (LS) – Placement determined by the Child Study Team (CST). ELECTIVE AND EXPLORATION COURSES FULL YEAR COURSES PERFORMING ARTS Band 6 Band 7 Band 8 Choir 6 Choir 7 Choir 8 Drama 6 – Theater Exploration WORLD LANGUAGES Spanish Beginner Spanish Pre-Intermediate Spanish Intermediate French Beginner French Pre-Intermediate French Intermediate TRIMESTER COURSES PERFORMING ARTS Drama 7 - Improvisation Drama 8 – From Page to Stage Drama 8 – Devised Theater Drama 8 – Theater for Social Change Drama 8 – Theater for Young Audiences

VISUAL ARTS Grade 7 Drawing and Painting Grade 7 Ceramics Grade 7 Fiber Arts Grade 8 Drawing and Painting Grade 8 Sculpture Grade 8 Mixed Media INFORMATION TECHNOLOGY Grade 8 Design, Code, Create, & Play Grade 8 Multimedia Production Grade 7 Digital Design DESIGN TECHNOLOGY Grade 8 Design Technology Grade 8 Robotics Grade 7 Design Technology Grade 7 Electronics EXPLORATORY COURSE WORK Grade 8 Global Issues Network Grade 8 Speech & Debate Grade 7 Poetry Grade 7 Journalism

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LANGUAGE ARTS PHILOSOPHY We at the American International School of Johannesburg (AISJ) believe that our role as educators is to develop and reinforce the literacy learning that begins in a child’s home and community. The foundation of our balanced literacy program is a multicultural, standards-based K-12 curriculum emphasizing comprehensive skill development in four primary areas: reading, writing, listening and speaking. Through a wide range of assessments, our curriculum encourages the consistent growth of critical and creative thinking, quality communication, independence and reflection at developmentally appropriate levels. AISJ advocates a student-centered, collaborative and cross-curricular approach in support of balanced literacy. Diverse opportunities are provided for students to experience and process language created for a variety of purposes and audiences. Such an approach, we believe, will best prepare and empower them to become responsible, lifelong learners and competent, compassionate, effective communicators. English Language Arts Standards: Standard 1: Learners understand that the application of reading skills and strategies empower us to comprehend a variety of texts. Standard 2: Learners understand that the application of writing skills and strategies empower us to create a variety of texts Standard 3: Apply listening and speaking skills and strategies to communicate effectively Standard 4: Learners understand that conventions enable us to communicate effectively COURSE DESCRIPTIONS LANGUAGE ARTS 6

Language Arts focuses on communication, both oral and written. Language arts skills are integrated into all areas of the Middle School curriculum, however; the Language Arts class is specifically dedicated to promoting excellent overall of communication skills of reading, writing, speaking and listening.

In writing assessment middle school uses The Six Traits +1 model of writing, a model that focuses on six traits of writing competency: 1) Organization 2) Ideas and Content, 3) Voice, 4) Word Choice, 5) Sentence Fluency, 6) Conventions plus the skill of Presentation. A writing process approach to written work is also used, providing students with a process that takes them through pre-writing, drafting, revising, editing, and publishing stages to a final writing sample. Students experience plenty of opportunities to write for different purposes in a variety of styles: descriptive, narrative, persuasive, comparison and contrast, and cause and effect.

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Through speeches, oral readings, debates, panel presentations, and class discussions, the students become comfortable with and proficient in speaking publicly. It is expected that students will integrate technology as a support for presentations; knowing how to speak and use multimedia simultaneously and effectively is important and at one focus of the language arts Middle School program.

The Literature program promotes the development of critical reading and analytical skills as Middle School students become capable of analyzing literary text with greater sophistication. The program gives the students a rich and varied offering of literature including classical and contemporary titles. Teachers provide opportunities for reflection and discussion of the aesthetics and meaning of literature relative to individual and universal themes. Vocabulary development, exposure to different literary genres, and opportunities to examine interesting and complex issues and challenges embedded in literature are the main goals of The American International School of Johannesburg’s Middle School language arts program.

LANGUAGE ARTS 7 In 7th grade language arts, reading, writing, and communication skills are taught in an integrated reading and writing workshop format. Students read novels, short stories, and real world documents to increase their reading comprehension, vocabulary development, and word analysis skills. Literary analysis skills focus on characterization, theme, point of view, and close reading. Students are also engaged in varied forms of writing such as narrative, expository, analytical, and persuasive. The writing process is utilized and writing is taught and evaluated using specific traits: ideas and content, organization, sentence fluency, word choice, voice and conventions. Grammar instruction is integrated into the writing instruction. Students also increase their skills in listening and speaking through delivering oral presentations and holding active classroom discussions. LANGUAGE ARTS 8 In 8th grade Language Arts, students will explore a variety of fiction and non-fiction texts, and they will also plan, revise, edit, and publish several pieces of writing. Reading and writing units in grade 8 are based on the following concepts: conflict, change, challenge, courage. Students will also refine speaking and listening skills while also polishing writing conventions in order to communicate effectively. Conflict:

Students will read and analyze short stories to determine the root of most literary conflict

Students will review major literary elements Students will write and publish their own short-short story Change: Students will read and analyze dystopian novels/stories with a focus on characters, setting and

conflict. Students will write an analytical literary essay with a focus on character development Challenge: Students will read and analyze narrative non-fiction texts in which real people experience or face

and overcome challenges Students will write and publish a narrative that will focus on the concept of challenge

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Courage: Students will read and analyze poems with a focus on courage Students will be writing their own poems that will express their own or others experiences of courage INDEPENDENT READING: Students will be expected to read an independent text each night for at least 30-45 minutes or aim to read 180 minutes a week. Students have a free choice in what they read for independent reading, but very often they are guided in their decisions. They will be keeping track of their reading through the use of a reading log. At times, other texts will take precedents of a student independent book, but the expectation of nightly reading will remain.

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MATHEMATICS PHILOSOPHY The philosophy of the AISJ mathematics program is to provide our diverse learners with:

a solid mathematical background

a nurturing learning environment which fosters an appreciation for mathematics and

opportunities for discovery and risk taking

an ability to communicate their understanding

a belief that there is a mathematician within them

the ability to make connections to the world around them

opportunities to develop logical and analytical reasoning skills

Through this, we empower our learners to successfully apply their skills in a variety of contexts with confidence and perseverance. AISJ Math Standards: Standard 1: Number and Algebra Learners understand that numbers and algebra represent and quantify our world and can be used to solve problems Standard 2: Measurement and Data Learners understand that objects and events have attributes that can be measured and compared using appropriate tools. Data analysis can help us interpret and make predictions about our world Standard 3: Geometry Learners understand that geometry models and quantifies structures in our world and can be used to solve problems. COURSE DESCRIPTIONS MATH 6 The grade six mathematics course is designed to offer opportunities for discovery and risk-taking as students interact with mathematical situations that occur in the world around them. Students will build both their procedural and conceptual fluency when working with whole numbers, fractions, decimal numbers, and negative numbers. Students will develop analytical thinking and communication skills as they learn how to select and use a variety of strategies to solve problems and share their mathematical thinking with others. In grade six students will be empowered to successfully apply these taught skills in a variety of contexts with confidence and perseverance. The units of study for the grade six mathematics course are as follows:

Fractions & Decimals

Ratios & Rates

Rational Numbers

Expressions, Equations, & Inequalities

Statistics

Geometry

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MATH 7 The goal of the Grade 7 math course is to encourage students to understand how math functions to improve the world around them. Students are taught to problem solve in a real world context and be able to communicate their thinking to others. These goals are accomplished through four critical areas of study: (1) developing understanding of proportional relationships; (2) developing understanding of expressions and linear equations; (3) solving problems involving geometric constructions; and (4) gaining an understanding of probability. MATH 7 ESSENTIALS The Math 7 Essentials course will closely follow the curriculum in Math 7 while recognizing that some material from previous years may need revision and may adjust for a more moderate pace of learning. **Note: Placement in Math 7 or Math 7 Essentials is based upon teacher recommendation. MATH 8 Mathematics is essentially about identifying and representing relationships. Students use equations as a tool to represent relationships in the world, and to solve for unknown parts of those relationships using and manipulating formulas. We focus particularly on the equation y = mx + b as representing a linear relationship. Student explore the concept of slope as ratio, often indicating a rate of two quantities in relationship, and the y intercept as often representing a starting point of data. Students compare two relationships through discovering their intersection point by applying a variety of strategies. Students also focus primarily on analyzing real world data for the purpose of prediction. Students differentiate between causation and correlation, and investigate data interpretation in terms of scatterplots, trend lines and outliers. MATH 8 ESSENTIALS: The Math 8 Essentials course will closely follow the curriculum in Math 8 while recognizing that some material from previous years may need revision and may adjust for a more moderate pace of learning. **Note: Placement in Math 8 or Math 7 Essentials is based upon teacher recommendation.

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SOCIAL STUDIES PHILOSOPHY The philosophy of the AISJ Social Studies program is to have students acquire both core knowledge and a firm grasp of reasoning and practice in inquiry and research. Students should become concerned and committed global citizens, and appreciate the contributions various groups have made to advance civilization. Students should develop an understanding and appreciation of the uniqueness of social sciences. AISJ Social Studies Standards: Standard 1: Time, Continuity and Change Learners understand patterns of change and continuity, relationships between people and events through time, and various interpretations of these relationships. Standard 2: Connections and Conflict Learners understand the causes and effects of interaction among societies, including trade, systems of international exchange, war, and diplomacy Standard 3: People, Places and Environment Learners will understand the interactions and relationship between human societies and their physical environment Standard 4: Culture Learners understand cultural and intellectual developments and interactions among and within societies. Standard 5: Society and Identify Learners understand social systems and structures and how these influence individuals. Standard 6: Governance and Citizenship Learners understand why societies create and adopt systems of governance and how these systems address human needs, rights, and citizen responsibilities. Standard 7: Production, Distribution, and Consumption Learners understand fundamental economic principles and ways in which economies are shaped by geographic and human factors Standard 8: Science, Technology, and Society Learners understand how societies have influenced and been influenced by scientific developments and technological developments COURSE DESCRIPTIONS SOCIAL STUDIES – Grade 6 The Grade 6 Social Studies course focuses on the overall concept of Change. Students study about ongoing changes that have occurred throughout human history and the relationship between people, their environment and events through time. Course topics include the rise of Early Humans, Early Human Migration Patterns, the Development of Early Civilizations, and how humans are adapting to Changes in our Climate. A variety of skills will be developed as students are introduced to the Research Process and learn to think critically through inquiry, analysis, observation and inference. Students will learn to locate,

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organize, and process information as well as document sources. Students will also continue developing their written, reading and oral communication skills and explore a range of media options to present their ideas and information. Technology is integrated throughout the course through lessons, research and presentations. SOCIAL STUDIES – Grade 7 7th Grade Social Studies is a fun and exciting year of learning about the Middle Ages, the world today, and our connections to it. In developing our skills in inquiry, research and communication, the topics we study include: The Five Themes of Geography, the Rise of Islam in the Middle East, Patterns of Change and Continuity in West Africa, Innovation and Invention in Medieval China, and the Impact of Political and Social Systems in Medieval Western Europe. Throughout the year we discuss current events and in the second half we develop action plans within Service Learning projects to raise awareness about a global social issue. 7th grade Social Studies is filled with all kinds of activities to help broaden perspectives, improve 21st century skills, and preparation to be effective global citizens! SOCIAL STUDIES - Grade 8 The 8th grade Social Studies course increases the depth of understanding of global issues and addresses the essential question: “What does it mean to be a responsible global citizen?” This question will be used to shape the exploration of the concept of government and citizenship and its connection to global citizenship; the history and application of human rights with a focus on the Conventions of the Rights of the Child; the study of Conflict and Connections examining the origins of conflict and the application of transitional justice methods; and the study of trade with an emphasis on free trade and fair trade. Students will have an opportunity to demonstrate their learning in a variety of authentic ways. They will come to understand the significance of global issues and the role they can play in addressing them. In all units, research and communication skills, the use of technology, collaborative study and problem solving will be stressed.

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SCIENCE PHILOSOPHY The philosophy of the AISJ science program is to develop our diverse community of students into life-long learners who are able to recognize problems, conduct investigations and offer reasoned solutions attaining academic excellence in science as well as contributing to the global community and environment. AISJ Science Standards: Standard 1: Life Science Learners understand that living things are organized groups of related parts that function together and have characteristics and properties Standard 2: Physical Science Learners understand that non-living systems have characteristics and properties. Standard 3: Earth and Space Science Learners understand Earth’s structure and place in the universe, alongside associated atmospheres and environments Standard 4: Science as Inquiry Learners understand that combining inquiry processes and scientific knowledge, with scientific reasoning and critical thinking, develop their understanding of science COURSE DESCRIPTIONS: SCIENCE – Grade 6

Grade 6 Science is an integrated course designed to be a “hands on” class in order to promote independence and encourage interest in the fields of science. Students will learn through lab experiments, projects, class discussions and other appropriate activities. Technology is integrated throughout the course through the use of computers, video and laboratory equipment. The main units covered are: the nature of science; energy; weather and climate, and cells and organisms. Students are introduced to the fundamentals of science as a field of study and also as a process. The skills of inquiry, making observations and inferences, creating and conducting fair and reliable tests/ experiments, and using the tools of measurement are all explored and developed. Students will continue to apply these skills throughout the year at home, in lab and classroom settings.

SCIENCE – Grade 7 The Grade 7 Science course continues to focus on working within the discipline of science to spark interest in a wide variety of science themes. The specific topics of studies are developing science process skills through a unit on the nature of science; the structure, properties, and chemical changes within matter; ecology and environment with a focus on marine ecosystems and the processes that shape and impact the Earth’s lithosphere. Through hands-on activities and labs, students explore these topics while developing skills of observation, analysis, modeling and evidence-based argumentation. Technology is integrated throughout the course through the 1 to 1 laptop program, video and laboratory equipment. The goal for the year is for students to develop a greater appreciation of the world and their role within this complex system. They will be able to analyze issues or problems

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from both a scientific and engineering perspective in order to construct explanations and design solutions. SCIENCE – Grade 8

The Grade 8 Science course is designed to be a “hands on” class to encourage interest in the fields of science. Students will learn through lab experiments, projects, class discussions and other appropriate activities. Technology is integrated throughout the course through the use of computers, video and laboratory equipment. The main units covered are the Nature of Science; Unity & Diversity (Inheritance, natural selection and variation, biological evolution); Force & Motion; Electricity & Magnetism; Waves and their applications (optics & sound); Solar System (role of gravity, seasons, lunar phases); Geologic Time. Students are introduced to the fundamentals of science as a field of study and also as a process. The skills of inquiry, making observations and inferences, creating and conducting fair and reliable tests/ experiments, using the tools of measurement are all explored and developed. Students will continue to apply these skills throughout the year in lab and classroom settings.

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PHYSICAL EDUCATION The philosophy of the American International School of Johannesburg (AISJ) Physical Education program is to give students the skill and confidence to pursue a lifetime commitment to fitness and enjoyment of a range of physical activities. AISJ will endeavor to ensure that students develop positive and supportive relationships with their peers and exhibit good sportsmanship at all times. AISJ will use its Physical Education program to further develop and strengthen student’s self-image, self-worth, and leadership capacity. The program will use a variety of activities from around the globe to ensure that all students have meaningful and fulfilling learning experiences in their PE classes, regardless of their physical ability, gender, or nationality. AISJ Physical Education Standards:

Standard 1: Learners demonstrate competency in motor skills and movement patterns needed to perform a variety of physical activities

Standard 2: Learners demonstrate understanding of movement concepts, principles, strategies and tactics as they apply to the learning and performance of physical activities Standard 3: Learners exhibit responsible personal and social behavior that respects self and others in physical activity settings

Standard 4: Learners achieve and maintain a health-enhancing level of physical fitness COURSE DESCRIPTIONS Grade 6 The Middle School Physical Education program gives students the opportunity to explore and participate in a range of sports and activities from around the world. The intention is for students to develop a lifelong love of sport and physical activity and to understand the benefits of an active and balanced lifestyle. The grade 6 physical education course is designed as a ‘taster’ of many different activities for students to engage in. Students will study many units of work including team sports, individual and lifetime sports, creative movement, aquatics, games, and fitness. Examples of units include softball, lacrosse, basketball, volleyball, soccer, touch rugby, aquatics, 5km training, acrogymnastics, cricket, and track and field, among other potential units dependent on resources and availability. The objective of the grade 6 course is for students to be able to have an introduction to a variety of sports in which they will further explore in grades 7 and 8. In grade 6 PE students are assessed on their personal fitness, skill development, and movement concepts and principles. Assessment in completed through practical performance and game play, rubrics, observation, video analysis, and self and peer assessment. Grade 7/8 Year 2 The Middle School Physical Education program gives students the opportunity to explore and participate in a range of sports and activities from around the world. The intention is for students to develop a lifelong love of sport and physical activity and to understand the benefits of an active and balanced lifestyle.

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Grade 7 and 8 students participate in mixed classes with students from both grades. Students in grade 7 and 8 PE take what they studied in grade 6 PE and learn about those activities in greater depth. Students in grade 7/8 PE Year 2 study half of the topics covered in grade 6 PE. Units include fitness, basketball, aquatics, touch rugby, cricket, floor hockey, lacrosse, racquet sports, 5km training, and ultimate Frisbee, among other potential units dependent on resources and availability. The objective of grade 7/8 PE Year 2 is to dive deeper into the short units they experienced in grade 6 to master some of the fundamental skills and more deeply understand game or concept strategies, tactics, and ideas. In grade 7/8 PE Year 2 students are assessed on their personal fitness, skill development, and movement concepts and principles. Assessment in completed through practical performance and game play, rubrics, observation, video analysis, and self and peer assessment. Year 2 of 7/8 PE changes every other year, for example a student could do ‘Grade 7/8 PE Year 3’ in grade 7 or grade 8, but would then take ‘Grade 7/8 PE Year 2’ in the opposite year. Grade 7/8 Year 3 The Middle School Physical Education program gives students the opportunity to explore and participate in a range of sports and activities from around the world. The intention is for students to develop a lifelong love of sport and physical activity and to understand the benefits of an active and balanced lifestyle. Grade 7 and 8 students participate in mixed classes with students from both grades. Students in grade 7 and 8 PE take what they studied in grade 6 PE and learn about those activities in greater depth. Students in grade 7/8 PE Year 3 study half of the topics covered in grade 6 PE. Units include fitness, softball, volleyball, aquatics, soccer, 5km training, yoga, track and field, and golf, among other potential units dependent on resources and availability. The objective of grade 7/8 PE Year 3 is to dive deeper into the short units they experienced in grade 6 to master some of the fundamental skills and more deeply understand game or concept strategies, tactics, and ideas. In grade 7/8 PE Year 3 students are assessed on their personal fitness, skill development, and movement concepts and principles. Assessment in completed through practical performance and game play, rubrics, observation, video analysis, and self and peer assessment.

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ENGLISH LANGUAGE LEARNING COURSE DESCRIPTION: ELL Support: ELL Support class provides content area support (i.e., Language Arts, Math, Social Studies, Science), vocabulary development, and study skills instruction to students who are at the beginning or intermediate levels of English proficiency. Within the classroom setting, we encourage the use of Mother Language to enhance learning, to value identities, and to celebrate diversity of cultures.

Pull-Out Program: Pull-out classes are separate, self-contained ELL classes. A whole language approach integrates all four modes of English. Students are also supported in academic study skills and culture adjustment. These small classes provide a secure environment to allow experimentation and development of the student’s language skills.

Inclusion in Mainstream Classes:

In the inclusion program, the ELL teacher works closely with the classroom teacher to support the language aspect of the subject area content. The ELL teacher helps students to develop their English while working with grade-level content materials. This allows students to participate fully in their classroom activities while receiving ELL instruction and support. This grouping of ELL and mainstream students, also allows students to interact more fully in the English language. When a student can participate fully in class without outside support, they will have an opportunity to exit the ELL program.

Learning Support (LS) MIDDLE SCHOOL LEARNING SUPPORT (LS) Learning Support: The Learning Support classroom provides a continuum of services where students are fully involved in lessons and have opportunities to interact meaningfully with teachers and other students. Within the Learning Support class, research-based strategies are explicitly taught, which utilize strengths to achieve educational goals. In addition, students’ progress is measured and instructional decisions are based upon assessment outcomes and individual needs. Learning Support teachers are allied professionals to the content teachers and provide a collaborative and supportive learning environment. In the Learning Support classroom, students are also provided with strategies and tools to self-advocate and to take ownership for learning. The Middle School Child Support Team (CST) is comprised of the learning support teachers, classroom teachers, administrators, and counselors. The CST determines student enrollment in Middle School Learning Support Services. Once a student is identified as needing learning support, the SST may, if deemed appropriate, recommend an external psycho-educational assessment, or administer additional testing internally in order to better assist the student’s educational needs. To be enrolled in LSS, a student may have an identified learning disability, or one or more significantly weak academic areas. When a student is enrolled in LSS, the student’s learning support teacher develops an Educational Plan. This plan is designed to provide the student with direct support in curricular areas, as well as to teach compensatory strategies geared toward independent learning. Each student’s individualized goals are reviewed annually, and revised as needed.

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Learning Support Services may be provided via a pullout class, in-class support (termed inclusion), collaboration between teachers, or any combination thereof. Written parental permission must be received prior to any psycho-educational assessment, or placement in Learning Support Services.

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ELECTIVES AND EXPLORATIONS For students, the three years of Middle School are an important period of time in their life for exploration. The AISJ Middle School provides educational opportunities and explorations that range from power tools to the internet, from drama to French, and from art to poetry. We are proud of our program that is designed to provide the widest variety of exploration classes geared to the energy and interests of 11-14 year olds. To this end, we encourage our students to take this three year opportunity to “explore”- to try an art class even though they feel they have little talent, to explore their interest in music, whether it be in band, choir, or to try on drama for size, to explore poetry or speech and debate, or use technology to produce a video. We encourage you to read on and carefully explore the classes offered in Middle School. Please be aware that the vast majority of students are able to enroll in one of their choices in each Exploration block. We believe that students are offered a wide and varied course of studies; therefore, course changes are not permitted once schedules are completed. THE GRADE SIX EXPLORATORY EXPERIENCE ►FORENSICS ►DESIGN TECHNOLOGY ►HEALTH ►STEM ►ART EXPLORATION ►DRAMA Program Concept: All students who enter the AISJ Middle School at Grade 6 are introduced to six exploratory experiences in their first year. This ensures that individuals who make a commitment to the study of a World Language and a full-year music elective in Grade 6 will still share in similar experiences that may focus their elective interests in Grades 7 or 8. FORENSICS & HEALTH EDUCATION – One Trimester FORENSICS - Grade 6 Middle School Forensic Science is an inquiry-based, laboratory elective. Students will spend a significant amount of their class time engaged in hands-on learning activities as they try to solve a series of “unsolved cases”. This course will explore different aspects of forensic science including; DNA and heredity and their uses in identification, tissue structure and rates of decay, skeletal identification, pattern injury recognition, chromatography, projectile trajectory, forensic botany, as well as other procedures and principles of crime scene investigation. Through virtual and hands-on labs, and analysis of fictional crime scenarios, students learn about forensic tools, technical resources, forming and testing hypotheses, proper data collection, and responsible conclusions

STEM (SCIENCE, TECHNOLOGY, ENGINEERING, & MATHEMATICS) - Grade 6

In this course, students will participate in highly interactive, hands-on, group activities built around real-world STEM (science, technology, engineering, and math) concepts. Each engineering design challenge activity will help students understand NASA’s latest cutting edge technology developments. This unit requires students to work closely as a team of designers and researchers to emphasize collaborative learning, critical and analytical thinking, problem solving using the Engineering Design Process, effective communication and creativity. Through these activities students grow in confidence and curiosity while gaining critical 21st Century skills

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DESIGN TECHNOLOGY & ART EXPLORATION – One Trimester INTRODUCTION TO DESIGN & TECHNOLOGY - Grade 6

Students will develop their problem-solving, designing, and model-building skills in this six-week exploratory course. As they work through the Design Process their projects will culminate in hands-on activities. The students will deepen their understanding of scientific and engineering principles associated with the construction and testing of static structures, including weight bearing towers and bridges.

ART EXPLORATION – Grade 6

This six-week introductory course designed for six grade students incorporates art activities which center on using a variety of media to help guide students to explore basic art concepts. The major emphasis in student learning is on color theory, craftsmanship and understanding and recognizing what makes a strong composition. During this six-week course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

HEALTH & DRAMA – One Trimester HEALTH – Grade 6

The Grade 6 Health course is all about the Health Triangle, which reminds us about the different aspects of our health. Physical health is all about our bodies and the daily choices we make, concerning nutrition, exercise and sleep. Mental and Emotional health is all about our thoughts and feelings, which make us who we are. We focus on building a healthy self-esteem and learning how to express our emotions in a healthy way. Social health is all about relationships and we focus on school issues, such as Peer Pressure and Bullying. Students are guided with new knowledge and encouraged to inquire to develop new understanding as well as reflecting on their own lives and experiences. Application of their learning and problem solving is also an integral part of the lessons. All Reporting Outcomes are based on Knowledge and Understanding (including research, critical thinking, making connections and knowledge recall) as well as Communication and Presentation (including aesthetics, writing, oral communication and personal presentation). DRAMA BASICS – GRADE 6 This 15-class course will introduce students to the basics of drama and performance. Students will use their imaginations to explore physical action, character, and basic storytelling. Theater games, ensemble and trust building exercises, mime, and movement will be used to activate creativity, create characters, and explore stories. The focus on this course is to explore students’ imaginations and increase confidence.

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HEALTH EDUCATION PROGRAM CONCEPT Wellness is the approach to good health that encompasses physical, mental, emotional, environmental and social well-being. The goal of health education at AISJ is to assist students in developing a greater awareness of and take an active role in their own personal health as well as the health of their community. To do so requires that students be provided with factual, topical, and relevant information regarding health topics and with the tools to utilize this information in their daily life. The program recognizes and appreciates the diversity of the school community. The need to respect others and their cultures is stressed. Students are encouraged to explore their own values and the values of others, within the context of familial and cultural beliefs. Another basic tenet of our program is that a positive self-image helps students to make healthy decisions. The curriculum promotes self-esteem and creates opportunities for independent thinking which in turn directs students toward a happier and healthier lifestyle. Overreaching standards that have threads in the health curriculum are:

The student describes the relationship among nutrition, eating behaviors and health.

The student identifies and describes factors which endanger her/his health.

The student describes how the body grows, develops and functions.

The student describes the impact that tobacco, alcohol and other drugs have on individuals, families and society.

The Grade 7 Health: This course will focus on understanding ‘Risk Behavior’ in the different areas of our lives and the impact of cumulative risks. As each topic is covered, students reflect on possible negative risks and their outcomes and whether there are any possible positive risks, we can take. Topics include, Nutrition, “Who am I?” (What factors contribute to our personalities), Body Image and Eating Disorders, Substance Abuse, Male and Female Reproduction. Students are guided with new knowledge and encouraged to inquire to develop new understanding as well as reflecting on their own lives and experiences. Application of their learning and problem solving is also an integral part of the lessons. All Reporting Outcomes are based on Knowledge and Understanding (including research, critical thinking, making connections and knowledge recall) as well as Communication and Presentation (including aesthetics, writing, oral communication and personal presentation). The Grade 8 Health: This course will focus on unpacking various life choices and their consequences. We investigate the Fast Food phenomenon and the possible health consequences, when we lose nutritional balance. Students will learn about the seriousness of Clinical Depression and the tragic increase of Teen Suicide. Students will uncover the myths and truths and the signs and symptoms to recognize, in order to help friends and family, who may be suffering from this Mental Illness. There will be honest discussions about the epidemic of Substance Abuse among teens today, focusing on the “Gateway” Drugs, such as Alcohol and Marijuana. While learning about Male and Female Reproduction, students will also discover the many questions and possible scenarios they must consider, before choosing to be sexually active. And most importantly, how they can protect their health. Students are guided with new knowledge and encouraged to inquire to develop new understanding as well as reflecting on their own lives and experiences. Application of their learning and problem solving is also an integral part of the lessons. All Reporting Outcomes are based on Knowledge and Understanding (including research, critical thinking, making connections and knowledge recall) as well as Communication and Presentation (including aesthetics, writing, oral communication and personal presentation).

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PERFORMING ARTS

PHILOSOPHY Drama is both an art form and a medium for learning and teaching. It can develop the whole person — emotionally, physically, intellectually, imaginatively, aesthetically, and socially — by giving form and meaning to experience through performance. It fosters positive group interaction as students learn to make accommodations in order to pursue shared goals. The dramatic growth parallels the natural development of the student. This growth is fostered in an atmosphere that is non-competitive, cooperative, supportive, joyful yet challenging. The overall goal of drama is to foster a positive self-concept in students by encouraging them to explore life by the assumption of roles and by the acquisition of dramatic skills. The imaginative exploration involves setting up a dramatic situation, “acting out” that situation, communicating within that situation and reflecting on the consequences. It is this reflection that provides the knowledge for self-development. As a student progresses through the dramatic forms of expression at the secondary level, greater emphasis is placed upon the development of the individual as a creator, performer, writer, historian, critic and patron. Here, the self-development and socialization processes of the student are extended by developing an appreciation of theater as a traditional art form. AISJ Drama Standards: Standard 1: Learners develop an understanding of the cooperative nature of theater or dramatic media Standard 2: Learners develop acting skills in ensemble acting work. Standard 3: Learners create and produce original characters and/or extracts from scenes, plays or dramatic media Standard 4: Learners understand how informal and formal theater creates and communicates meaning Standard 5: Learners understand the context in which theater is performed today and the influence of cultural perspectives Standard 6: Learners evaluate the quality of acting COURSE DESCRIPTIONS A variety of Drama courses are available throughout the academic year. Standards which focus these courses include:

The student understands and demonstrates the cooperative nature of theater

The student uses acting skills in ensemble acting work.

The student creates and produces original characters, scenes and plays

The student understands how informal and formal theater creates and communicates meaning.

The student designs and produces formal and informal productions.

The student understands the context in which theater is performed today, as well as in the past, and in other cultures.

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THEATER EXPLORATION – GRADE 6 This year-long course will introduce students to a wide variety of theater styles and techniques. The first trimester will focus on established theater techniques and styles, such as chorus, masks, and physical theater. The second trimester builds on these theater foundations, allowing students to bring their unique voices into the classroom through the study of creative drama, performance art, and Forum theater. In the final trimester, students will devise an original play that they will write, design, and perform. Length of course: 1 year Prerequisite: None IMPROVISATION – GRADE 7 This class will introduce students to improvisation, or performance without (any or much) preparation. Students will explore characters, situations, and contexts through games and exercises aimed at tickling the imagination and spurring collaboration. Students will work collaboratively to improvise scenes that stories, culminating in a final performance. Length of course: 1 Trimester Prerequisite: None FROM PAGE TO STAGE – GRADE 8 This class focuses on the process of bringing a script to life. Students will learn how to read, analyze, and understand texts analytically. They will apply this knowledge to creating characters, designing sets, props, and costumes, and developing the physical life of the play. Students will be in the role of director, performer, designer, and technician during this course. Length of course: 1 Trimester Prerequisite: None ACTORS ENSEMBLE – GRADE 8

DEVISED THEATER In this course, students will delve into their own thoughts, experiences, and ideas to create original theater. Students will work individually and collaboratively to create moments, scenes, and eventually a whole play from scratch. Students will work with movement, memory, fiction and nonfiction texts, and improvisation to generate material. This course will culminate with a devised theater performance. Length of course: 1 trimester

THEATER FOR SOCIAL CHANGE This course will ask the questions: What social issues am I passionate about? What do I want to change in the world? How can theater help create that change? How can theater make a difference in our local and AISJ communities? Students will develop theater pieces that address the issues that they care deeply about and that challenge audience participants to think critically about the issues presented. Students will develop and lead conversations and activities with audience members in addition to their performance. Length of course: 1 trimester

THEATER FOR YOUNG AUDIENCES In this class, students will produce a play for young audiences. They will design and create all elements of the production including sets, props, costumes, lighting, and sound, and well as performing in and directing the play. Students will also be introduced to dramaturgy; they will

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develop educational resources and exercises to be taught to audience members. In addition to their final performance, students in this class will become teachers and workshop leaders for their audience members. Length of course: 1 Trimester

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BAND AND CHOIR PROGRAM - GRADES 6, 7 and 8

PHILOSOPHY

Music at AISJ fosters an environment of supported, positive risk-taking. Students experience the value

of quality commitment and can discover the power of imagination through the study of music (choral,

instrumental, and general). Music enables its participants to express themselves within both an

individual and group context as they learn to bring order and discipline to their technical skills.

Positive group interactions in a non-competitive environment will allow each student to progress through

the performance and preparation experience. Increased emphasis is placed on individuality, creation,

interpretation and expression while developing the ‘whole’ person.

Year-long courses are available for students interested in learning to play a band or sing in a choir. Goals that guide these electives include:

Development of Music Literacy

Production of a characteristic tone

Technical development on an instrument

Completion of the first year method book

Performance in at least one full-ensemble concert

Development of routine practice habits

Appreciation of group dynamics and performances of others while working collaboratively

Care and maintenance for their instrument

Development of ensemble skills

Development of musical expression

Development of a sense of personal satisfaction from playing an instrument Band is a performance-based class focused on developing the instrumental technique, music literacy, and performance skills of each student. The class period is designed to teach students instrument specific technique, ensemble skills, develop musical literacy, and to cover a wide range of band repertoire in preparation for various performance opportunities available throughout the year. Students will understand what the components of good instrumental technique are and how to apply them, develop their individual practice skills, work on solo, small group, and large ensemble music, and engage in various musical reading and writing activities to develop literacy. In the band program, students realize what it means to contribute to and be part of a team as well as discover their own individual music talent. Choir courses are available for students interested in learning to read and sing a variety of music with the ultimate goal of performing with a Middle School Choir. Standards that guide these choir electives include:

The student reads music.

The student develops necessary aural skills.

The student produces a proper musical tone.

The student contributes productively to a musical ensemble.

The student properly cares for his instrument.

The student demonstrates an understanding of audience etiquette. Choir is a performance-based class focused on developing the individual performance skills, vocal technique and music literacy of each student. The class period is designed to teach students how to

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warm-up their voices as well as their bodies to prepare for rehearsals and performances, and to cover a wide range of choral repertoire whilst developing rehearsal and music reading skills. Students will understand what the components of good vocal technique are and how to apply it, students will read and perform rhythm, pitch, dynamics and articulation, students will start creating music by learning how to write simple rhythmic and melodic patterns and become aware of ensemble member skills as well as develop their musical ear. In the choir course students realize what it means to contribute and be part of a team as well as discover their own individual music talent.

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VISUAL ARTS PHILOSOPHY The AISJ Visual Arts program will ensure that all of our students construct a vital relationship with the arts to assist them in living lives rich in meaning and expression. A truly educated person will have, and be enriched through, the development of artistic knowledge and skills.

We believe that an effective visual arts program should be a “doing” program, focused on growth, and supporting student awareness and appreciation of the influence that the arts have on society and cultures. It should also assist in the development and improvement of a students’ problem solving abilities, critical thinking skills, and necessary “habits of the mind” while demonstrating frequent and powerful interdisciplinary connections.

COURSE DESCRIPTIONS

Grade 6 – ART EXPLORATION

This six-week introductory course designed for six grade students incorporates art activities which center on using a variety of media to help guide students to explore basic art concepts. The major emphasis in student learning is on color theory, craftsmanship and understanding and recognizing what makes a strong composition. During this six-week course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas

Grade 7 - ART

CERAMICS

This trimester course is designed for students who have an interest in working with clay to create functional and non-functional pottery. Students will learn basic hand-building techniques, and learn how to use clay tools and equipment in a safe and responsible manner. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques, and processes. Throughout the course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

DRAWING AND PAINTING

This trimester course is designed for students who have an interest in drawing and painting. Students will focus on developing a high level of craftsmanship in their work, using a variety of media and techniques. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques and processes. Throughout the course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

FIBER ARTS AND CRAFTS

This trimester course is designed for students who have in interest in design and decoration on fabric, using a variety of media and hands-on processes to create pillows, scarves, aprons or wall hangings. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques, and processes. Throughout the course, students will participate

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in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

Grade 8 – ART

DRAWING AND PAINTING

This trimester course is designed for students who have an interest in drawing and painting. Students will focus on developing a high level of craftsmanship in their work, using a variety of media and techniques. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques and processes. Throughout the course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

If students would like the opportunity to work in greater depth and exploration, they can choose to do take 2 consecutive trimesters of Drawing and Painting. (Recommended for Grade 8 students trimester 2 and 3)

SCULPTURE

This trimester course is designed for students who are interested in constructing 3-D sculptural forms using a variety of materials such as cardboard, paper-mache, plaster and found objects. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques and processes. Throughout the course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

MIXED MEDIA

This trimester course is designed for students who have an interest in investigating multiple ways of incorporating printmaking, drawing, and painting into a variety of mixed media works of art. Emphasis in student learning will center on developing a strong foundation in understanding the elements and principles, techniques, and processes. Throughout the course, students will participate in class discussions, develop creative problem solving skills and connect key concepts between the visual arts and other subject areas.

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WORLD LANGUAGES PHILOSOPHY The philosophy of the AISJ World Languages department is to assist all students in developing listening, speaking, writing and reading skills and an appreciation of the culture of the target language. Through the use of a variety of materials, teaching styles and enrichment activities students will be able to communicate and positively connect in our changing world. AISJ World Language Standards:

Communication:

Standard 1: Speaking

Learners engage in conversations, provide information, express feelings and emotions, and exchange opinion.

Standard 2: Listening

Learners understand and interpret spoken language on a variety of topics.

Standard 3: Reading

Learners understand information and ideas on a variety of topics to a range of audiences.

Standard 4: Writing

Learners write and present information on a variety of topics to a range of audiences.

Standard 5: Culture

Learners understand that there is a relationship between the language and culture of the target language.

Middle School Basic Information and Requirements All non-ELL-Middle school students will select either French or Spanish. It is a “new language acquisition” program divided in three levels. Students come to the World Languages classroom with a range of literacy and language skills, as well as varying cultural backgrounds and experiences. Placement is at the discretion of the teachers based upon data; which may include placement tests, interviews, reports, etc. Upon arrival in Middle School students will be re-evaluated to ensure they are still placed in their optimal language level. Native/near-fluent students will be scheduled in the alternative language to ensure the most challenging World Language course is taken. If a student is native/near-fluent in both French and Spanish they will be placed in the language that would provide the most challenging course for them. At the end of each middle school year, students may continue within the same level or change to a new one, depending on their readiness levels. MS SPANISH or FRENCH BEGINNER Beginner level assumes emerging or no previous study of French or Spanish. This course introduces the student to their chosen language and culture in an active, fun and meaningful way. Emphasizing interpersonal communication, this course will equip students with familiar everyday expressions and basic phrases aimed at the satisfaction of concrete needs. Students will learn to introduce themselves, ask and answer questions about personal details, describes likes and dislikes and negotiate various

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social and public situations. In addition, students will become familiar with the people and places around the world where they will one day be able to use their newly gained language skills. MS SPANISH or FRENCH PRE-INTERMEDIATE The Pre-Intermediate level is designed for students who have previous language experience that meets the standards of our MS Beginner class. They are encouraged to develop greater fluency speaking and expressing themselves. This course is designed to provide students with a stronger grounding in their new language. Focusing on students interpersonal skills, students will be able to practice communicating simple and routine tasks requiring a simple and direct exchange of information on familiar and routine matters. Grammar and vocabulary will be presented and practiced within an authentic context, and additional emphasis will be placed on the unique practices of the target culture. MS SPANISH or FRENCH INTERMEDIATE The Intermediate level is suitable for students who have acquired a good basis in French/Spanish and are becoming independent users. The purpose of this course is to begin to equip students with the tools they will need to function at the independent level of language use in a variety of social, private, and public situations. Students will continue to develop their interpersonal, interpretative, and presentational skills in the target language, allowing them to interact spontaneously and with a degree of fluency, understand the main ideas of more complex texts, and produce and present clear detailed oral and written presentations on a range of subjects, including their areas of individual interests. Students will be given ample opportunity to manipulate and create with the language, focusing more in depth on the structural aspects of the language. Examining authentic products of the target culture, students will have opportunities to think about and discuss the perspectives of people throughout the world who communicate in the target language Typical course flow for MS World Languages grade 6 through 8

Course flow for grade 6 students who enter at the Pre-Intermediate Level**

**The highest level that grade 6 students may enter is Pre-Intermediate

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INFORMATION TECHNOLOGY The application of the Technology standards encourages and supports the design, implementation and assessment of learning experiences to engage students and to improve learning. AISJ students use technology to analyze, learn, and explore. Digital age skills prepare students to work, live and contribute to the social and civic fabric of their communities evaluating the skills and knowledge needed to live effectively and productively in an increasingly technological world. AISJ Integrated Technology Standards: Standard 1: Creativity and Innovation Learners demonstrate creative thinking, construct knowledge, and develop innovative products and processes using technology. Standard 2: Communication and Collaboration Learners use digital media and environments to communicate and work collaboratively, including at a distance, to support individual learning and contribute to the learning of others. Standard 3: Research and Information Fluency Learners apply digital tools to gather, evaluate, and use information Standard 4: Critical Thinking, Problem Solving, and Decision Making Learners use critical thinking skills to plan and conduct research, manage projects, solve problems, and make informed decisions using appropriate digital tools and resources Standard 5: Digital Citizenship Learners understand human, cultural, and societal issues related to technology and practice legal and ethical behavior. Standard 6: Technology Operations and Concepts Learners demonstrate a sound understanding of technology concepts, systems, and operations COURSE DESCRIPTIONS GRADE 7 DIGITAL DESIGN This course focuses on learning the skills and techniques of digital photography, Photoshop, and magazine layout and design. Students will be given the opportunity to create and publish a grade 7 magazine that promotes the life and times of grade 7 students here at AISJ. Students will learn how to use digital cameras, take quality photos, create photo stories, capture news through photographs, make cartoons, and experiment with digital images in Photoshop. The skills and knowledge learned in this class will benefit students for a lifetime. GRADE 8 MULTIMEDIA PRODUCTION This course focuses on learning the skills and techniques of digital video and sound, flash animation, and website design. Students have the opportunity to communicate their ideas, feeling, and perspectives in creative ways using these multimedia tools. Students will create short movie clips, sound bites, and animations that highlight and promote life as a middle school student here at AISJ. In addition, students will develop a multimedia presentation that teaches AISJ students about Internet safety and digital citizenship. The skills and knowledge learned in this class will benefit students for a lifetime.

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GRADE 8 DESIGN, CODE, CREAT, AND PLAY This subject does not require any prior programming experience and we work at various levels to suit the individual’s skill. We progress through activities that improve your ability to write in a language that the computer will understand. Students have the opportunity to test and learn different coding languages before choosing to create a game or activity. We solve problems requiring the use of critical thinking skills, effective time management and using trial and error. We will also look into basic designs that may be used to print on our 3D printer. Students design a culminating activity to teach Elementary students. DESIGN AND TECHNOLOGY PHILOSOPHY The study of Technology in the Middle School encourages and supports the design, implementation and assessment of learning experiences to investigate the natural world. Students’ use a hands-on approach to analyze, inquire, explore and problem solve, through the use and development of various technologies, while learning skills that prepare them to work, live and contribute to society. DESIGN TECHNOLOGY – GRADE6, 7, & 8 In keeping with the middle school’s philosophy that nurtures curiosity, passion and exuberance, Design Technology is a truly exploratory course. The purpose of Design Technology is to allow the students to experiment and conceptualize through an experiential process which allows them to be inventive and creative. I guide the students through a design process that includes: a design brief, research, initial ideas, final design, making of a prototype and evaluation. ELECTRONICS – GRADE 7 Electronics in Middle school is an experiential elective which helps students discover how electronics technology works. They build circuits that beep and buzz, flash lights and sometimes blow up and make one jump with fright. It is fun and we learn by our mistakes. When things don’t work as they should; welcome to the wonderful world of trouble-shooting. ROBOTICS – GRADE 8 Our robotics elective is all about thinking. NXT LEGO is a way of making this (what all students want) FUN. Robotics in middle school is an engaging program to apply some STEM (Science Technology Engineering and Math) concepts utilizing the LEGO MINDSTORMS—NXT Robots in an active inquiry-based way. PICAXE Robotics (for those students who have done Grade 7 Electronics) The students will be given the opportunity to use PICAXE micro-controllers. They will explore the concepts of data-transfer and electronic control by means of inputs and outputs. They will build a data-transfer jack, and an experimental circuit. They will programmed a PICAXE chip using BASIC programming language. They will use modified servos to give continuous rotation in either direction and control them by means of an infrared remote controller.

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EXPLORATORY COURSE WORK SPEAKING WITH PURPOSE – GRADE 8 This trimester-long introductory course is designed to provide students with public speaking experiences so that they gain the skills and the confidence required to speak in front of an audience, no matter what the size or purpose. Students develop an understanding of basic communication and presentation principles of public speaking strategies through a variety of speaking assignments.

1) Speech of Self-Introduction 2) Demonstration Speech 3) Informative Speech with PowerPoint 4) Sales Talk 5) Public Oral Reading 6) Story Telling 7) Extemporaneous 8) Persuasive 9) Oral interpretation 10) Impromptu 11) Debates/Fishbowls.

The class will also look at various speeches on YouTube and analyze what makes a successful speech. GLOBAL ISSUES NETWORK – GRADE 8 The focus of the Global Issues Network (GIN) is to help students realize that they can make a difference by empowering them to work internationally to develop solutions for global issues. These issues are delineated in the book, High Noon – 20 Global Problems 20 Years to Solve Them, written by J.F. Rischard, and include: water shortages, global warming, environmental degradation, poverty, illiteracy, fisheries depletion, peacekeeping, and ecosystems loss. In this course, students will be encouraged to think systematically about contemporary world issues and to take action to improve the human condition. Students will collaborate with their peers to investigate these issues and then to share their knowledge using technology with the rest of AISJ and at a regional conference. POETRY – GRADE 7 Poetry is a point of confluence where life and literacy intersect. It is the language of the mind, a cure for the mundane, and a tool of the imagination. Poetry is also a diverse medium, embodying both rigid custom and unbridled freedom. Poets may equally choose to draw from lived experience or exaggerated fantasy. Throughout the course, we will read and analyze work ranging from the Romantics to the Imagists. Students will hone their ability to read between the lines and dissect a text. They will learn to interpret poetry, developing robust critical thinking skills. In addition to reading and analysis, classes will be spent writing, peer-editing, and, ultimately, presenting original work. Finally, student work will be presented to the AISJ community on a biannual basis via weebly.com.

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JOURNALISM – GRADE 7 In Journalism, students will gain real world experience as a journalist; Students will have the opportunity to explore the many different kinds of jobs in journalism: writing, editing, photography and publishing. Students will create and publish the AISJ Middle School newspaper.