MS Program Guide SY1617

Table of Contents
ISM Core Values and Mission

ISM School-Wide Student Goals
An Overview: The Middle School
Assessment and Grading for Learning
English Language Arts
Content/Skills
Instructional Practices
English Language Arts Honors
Journalism
Mathematics
Content/Skills
Courses
Mathematics Honors
Science
Content/Skills
Safety
Social Studies
Content/Skills
Be the Change
Modern Languages
Content/Skills
Resources
Physical Education
Content/Skills
Resources
Wellness
Content/Skills
4
5
6
9
11
12
12
12
13
14
14
14
14
15
16
16
17
17
18
19
20
20
21
22
22
23
24
25
26
27
28
Information Technology
Content/Skills
Robotics
Instructional Materials
Resources
Fine & Performing Arts
Visual Art
Drama
Music
Dance
Student Advisory Program
Classroom Without Walls
Support Services
Counseling
English-as-a-Second-Language
Learning Support
Middle School Library
Content/Skills
Print Resources
Electronic Resources
Clubs and Activities
After-School Activities
Athletics and Activities
Middle School Activities Program
Sports Activities
Non-Sporting Activities
Service Learning
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30
31
31
31
32
32
33
36
36
37
38
39
39
40
41
43
43
43
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ISM CORE VALUES AND MISSION
ISM Core Values

and Mission
We are an independent, international school with a structure, style and traditions that emanate from the
United States and with a curriculum and methodology that reflect the best in worldwide educational research
and practice. Our school is diverse and dynamic, and our students have the highest aspirations for their
education and future lives.
Core Values
Integrity, Service, Merit
Mission
To build a vibrant and enterprising learning community in which all strive to:
t
t
t
t
t
t
t
Accentuate learning, growth, perseverance and self-awareness as life-long values.

Nurture creativity and originality as precursors for critical and reflective thought and action.
Succeed collectively as well as individually, achieving our personal best in all aspects of school life.
Maintain a healthy balance in the time devoted to work, rest and recreation.
Involve our community in sustaining and safeguarding our environment.
Interact through honest, respectful and open communication.
Acknowledge and celebrate our differences and encourage empathy, compassion, understanding
and respect for human dignity.
t Live our lives positively, joyfully and ethically.
* Adopted by the Board of Trustees on 26 October 2015
Integrity, Service, Merit

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Middle School Program Guide
ISM SCHOOL-WIDE STUDENT GOALS
ISM School-Wide
Student Goals
In order to fulfill the schools mission and to provide a framework for the organization of instructional program, we
want all members of the school community to be:
1. Effective Communicators: who can interact through a range of modes of communication and for a variety of
2.
3.
4.
5.
purposes.
Knowledgeable and Skilled Learners: who continually acquire useful knowledge and skills while developing
understanding(s) across a broad and balanced range of contexts.
Self-directed and Balanced Individuals: who strive to achieve their personal best and understand the
importance of intellectual, physical and emotional balance.
Inquiring and Reflective Problem Solvers: who can think critically and creatively to make informed decisions
and then take appropriate action.
Responsible, Caring and Ethical Contributors: who can empathize and be tolerant of differences and are
committed to make a positive impact on their communities and environment.
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6 AN OVERVIEW: THE MIDDLE SCHOOL
An Overview:
The Middle School
iddle School at International School Manila is a time when students are

transitioning from childhood to their adolescent years. This is an exciting and
challenging time for both the students themselves and the adults in their lives
supporting them through this journey. We believe in the following characteristics that
are supported throughout our Middle School program.
We are: developmentally responsive, taking into consideration the nature of young

adolescents as the foundation on which all decisions are made; challenging, recognizing
that every student can learn and everyone is held to high expectations; empowering,
providing all students with the knowledge and skills they need to take control of
their lives; equitable, advocating for every students right to learn and providing
challenging and relevant learning opportunities; internationally minded, being aware
of the importance of acknowledging and benefiting from the cultural diversity that
exists in our community and how we use this to broaden perspectives and tolerance.
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AN OVERVIEW: THE MIDDLE SCHOOL 7
The Middle School comprises four grade levels, Grade 5 through Grade 8. The age range is from ten to
fourteen.
In general, all Middle School students are required to take English, Social Studies, Mathematics, Science,
Modern Language, Physical Education, Wellness and individual Elective options. At Grades 5 and 6 all
students take one semester of Art and one semester of Drama, along with music elective choices. In Grades
7 and 8 students can take a year-long elective and one semester or three semester choices.
REQUIRED COURSES
GRADE 5
Year-long
Band
Chorus
Strings
Semester-long
Chorus
General Music
Adventure-Based Games
IT iLearn
Mathematics
Science
Social Studies
Modern Language
Physical Education Wellness
ELECTIVE COURSES
GRADE 6
GRADE 7 and GRADE 8
Semester-long
Year-long
Year-long
ArtMud
Band
Band
ArtSculpt
Chorus
Chorus
ArtStudio
Strings
Strings
ArtiSan
Be The Change
Semester-long
Blueprint for Success
Chorus
Chorus
General Music
Dance Remix
Team Sports
Dance Revolution
IT iDesign
DigiArt
Drama Storm the Stage
Drama Improv
Drama Musical Theater
Drama Technical Theater
Fun, Fast and Fit
Journalism
Innovation Tech
Music Madness
Robotics
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8 AN OVERVIEW: THE MIDDLE SCHOOL
The four core areas of the Middle School curriculum English, Mathematics, Science and Social
Studies collaborate to align the programs and ensure ongoing opportunities for student transfer of
understandings and skills between the different content areas from Grades 5 to 8.
Each set of content Standards and Indicators has been aligned vertically between the divisions of
the school and guides the instruction at each grade level in the core area courses. Additionally, the
collaboration between each content area ensures that students move towards achieving the ISM
school-wide student goals of becoming inquiring and reflective problem solvers, knowledgeable and
skilled learners, effective communicators, self-directed and balanced individuals and responsible,
caring and ethical contributors.
At the heart of each course are rich concepts that anchor student learning and guide the assessment
of Standards and Indicators. These concepts are the focus of each unit of study within the core areas.
They also reinforce the interconnectedness of content and skills by encouraging students to transfer
what they are learning in one class to what they are learning in another. The following are the concepts
at each grade level:
GRADE 5
GRADE 6
GRADE 7
GRADE 8
Organization
Structures
Identity
Systems
Patterns
Relationships
Innovation
Transformation
Adaptation
Cause and Effect
Interaction
Power
Change
Discovery
Truth
Interconnectedness
In addition to the concepts, there is a set of school-wide Transdisciplinary Skills which are a set of
broad, essential skills that transcend subject areas. These include communication, connection and
collaboration, critical thinking and problem-solving, research, personal management and reflection.
These skills are incorporated into the learning experiences in each course and are a part of the
assessment process.
A final component of our Dispositions is the set of lifelong behaviors we want to cultivate in students.
They are rooted in common values that will help a student learn how to contribute positively to the
school community and society at large. These include being responsible, ethical, caring, creative,
balanced and self-directed.
Both within departments and across grade levels, teachers collaborate with one another to support
instruction for students within these frameworks. The opportunities for Middle School students to
transfer their learning experiences make for a richer, more rigorous academic program and solidify
the long-term development and reinforcement of their understandings.
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ASSESSMENT AND GRADING FOR LEARNING 9
Assessment and Grading

for Learning
Principles of Assessment
t Effective assessment improves student learning. Assessment for improved student learning and deep
understanding requires a range of assessment practices to be used with three overarching purposes:
1. Assessment FOR learning occurs when teachers use inferences about student progress to inform
their teaching (formative);
2. Assessment AS learning occurs when students reflect on and monitor their progress to inform
future learning goals (formative);
3. Assessment OF learning occurs when teachers use evidence of student learning to make judgments
on student achievement against goals and standards (usually summative but can also be used as
formative when followed by further instruction).
t Effective assessment recognizes learning differences. Learning is a complex process that is multi-dimensional,
integrated and revealed in student performance over time. Students learn differently and at different paces
and are assessed in ways that show their learning in the best light.
t Effective assessment measures what is truly valued. Assessment is based on a vision of the kinds of learning we
value most and how students might best achieve these.
t Effective assessment is valid. Assessment tools and processes are aligned to standards and directly measure
what they are intended to measure.
t Effective assessment is fair and ethical. Assessment is based on clear statements of purpose, standards and
criteria against which success will be measured. Students have a clear understanding of what is expected of
them. Assessments are non-discriminatory, culturally appropriate and allow for diversity in learning styles
t Effective assessment is efficient and feasible. Assessment tasks are clear, appropriate and well structured. They
are achievable in a reasonable time frame mainly within the classroom. They are designed to allow teachers
to give timely feedback to students.
t Effective assessment promotes learner self-reliance. Student involvement in the nature and timing of
assessment tasks promotes self-reliance. There are ample opportunities for students to monitor their
learning through self-assessment.
t Effective assessment is authentic and contextual. Assessments encourage students to engage in the thoughtful
application of knowledge and skills to real issues and problems.
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10 ASSESSMENT AND GRADING FOR LEARNING
Purposes of Assessment
The primary purpose of assessment is to improve student learning by:
t HJWJOHstudents the opportunity to demonstrate their learning, experience success and increase self-reliance
by understanding their own progress, setting realistic goals and planning the next stages of their learning;
t FOBCMJOHteachers to determine degrees of prior knowledge before starting new learning, ascertain degrees
of understanding at various stages of the learning process, identify and support learning differences and
learning styles, and monitor and modify teaching strategies and content;
t QSPWJEJOHparents with the opportunity to be partners in the learning process and give them information to
assist their child in planning for the future, both in the immediate and long term;
t QSPWJEJOHcurriculum leaders with the data necessary for effective curriculum evaluation and revision;
t QSPWJEJOH PUIFS learning institutions with the data necessary for admissions and grade/year placement
decisions and giving accurate information on what the child knows and is able to do, including strengths
and areas needing support.
Grading for Learning

At ISM, we believe that grades should reflect the level of understanding and achievement towards determined
standards and that student behaviors (effort, participation, adherence to class rules, etc.) should be included
separately. Therefore, the grade in each subject area will consist of two separate grading categories. These include
Achievement and Learning Habits and both will be reported in the semester report.
Within the Achievement and Learning Habits categories, grades will be reported on in subcategories to provide
further information to parents and students regarding strengths and areas for growth. Within the Achievement
category, students will be assessed on Knowledge and Understanding (What do you know?), Transfer of Learning
(How can you apply what you know?), and Communication of Learning (How can you communicate about what
you know?). Within the Learning Habits category, students will be assessed on Organization, Engagement, and
Collaboration.
Grades will be reported on a scale of 7-1 with 7 and 6 representing Exemplary Achievement and Learning Habits,
5 and 4 representing Proficient Achievement and Learning Habits, 3 and 2 representing Developing Achievement
and Learning Habits and a 1 representing Emerging Achievement and Learning Habits.
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ENGLISH LANGUAGE ARTS
11

he Middle School English Language Arts program encourages students to
build upon their fundamental knowledge of language and communication
while exploring their own strengths and areas for improvement as readers,
writers, speakers, and listeners. A strong emphasis is placed on applying appropriate
strategies as readers and thinkers to make meaning from texts; students use these
same strategies to craft written, visual, or oral pieces that are sophisticated and
accessible to a targeted audience. Students explore the patterns and structures of text
in order to transfer their skills between different literacy contexts such as informational
and creative writing, fictional and non-fictional pieces, and visual modes and oral
discussions. Students are challenged to use figurative and non-figurative language
in their compositions and express themselves in ways that show understanding and
complexity.
Students explore patterns and structures

in text to help them transfer their skills
between literacy contexts.
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12 ENGLISH LANGUAGE ARTS
Content/Skills
The English Language Arts program is skills-based each students inclination and passion for reading and
and revisits the fundamental components of reading, writing. Self-reflection is a critical component of each
writing, speaking, and listening at each grade level in the course because it allows students to set and revisit
Middle School. The curriculum varies the complexity of personal growth goals as an ongoing aspect of their
texts and genres to build the sophistication of students communication development.
thinking each year and prepares them for the learning
English Language Arts Honors
ahead.
The aims and objectives of the English Honors program

Overarching essential questions encourage students to at ISM are:
think about communication as a part of their everyday
lives. These questions help focus each students
t To broaden and deepen student appreciation
attention on why English Language Arts is studied as
of literature by engaging in a study of
a part of the core curriculum. Students revisit these

questions throughout each unit of study. At the end of
each unit, these questions are used to guide reflection
on a students understanding of the unit of study.
challenging literary texts.

t To foster a greater sense of the artistry and
artfulness of language and writing.
t To extend each students English skills beyond
the regular English curriculum.
Why read? How do I grow as a reader?
t To foster a deeper understanding of how
Why write? How do I grow as a writer?
communication skills enrich and enhance the
Why speak? How do I grow as a speaker?
learning experience across the curriculum.
Why listen? How do I grow as a listener?
Students are viewed as individual learners who need
developmentally
appropriate
and
differentiated
instructional strategies throughout the year. During

each unit, students are encouraged to explore different
texts through the metacognitive reading strategies
and share their ideas with peers in small and whole
group discussions. They utilize their own learning
styles as they explore and analyze texts from different
perspectives. Independent writing and reading are
vital components of each course in order to encourage
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ENGLISH LANGUAGE ARTS 13
The English Honors program is offered in Grades 7 and 8 and caters to students who are able to incorporate more
sophisticated points of view, contexts, and levels of critical analyses into their use of communication skills. In
planning and implementing the curriculum, alternative texts, supplementary resources and additional assessment
tasks are identified that give students a wider range of opportunities to showcase their thinking and learning
within each unit of study. Honors students are expected to be self-directed, reflective and creative thinkers who
excel in this context.
A process has been established for the selection of students in the Honors program, which is communicated to all
parents and students at the beginning of each school year.
Journalism
In the Introduction to Journalism elective course, students learn about and experience what it means to be a
journalist. They practice gathering information, conducting interviews, and expressing their opinions in print,
electronic and video media. The composition of text in each of these types of media as well as the methods for
producing each type of publication is explored. The goal of the course is to give interested students an authentic
experience in communicating with an audience and purpose in mind while creating an awareness of a journalists
professional duties and responsibilities.
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14 MATHEMATICS
Mathematics
he Middle School Mathematics Department believes that all students have the
capacity to learn mathematics at a high level. We endeavor to move students along
the learning continuum while challenging and supporting them as they develop the
dispositions, skills, knowledge and understanding to effectively use and apply mathematics
inside and outside of the classroom.
Content/Skills
The ISM Mathematics curriculum is designed to provide students with the
Standards for Mathematical Practices:
opportunity to focus deeply on the major work of each grade. This focus
helps students gain strong foundations, including a solid understanding
1. Make sense of problems and persevere
of concepts, a high degree of procedural skill and fluency, and the ability to
in solving them.
apply the mathematics they know to solve problems inside and outside of
2. Reason abstractly and quantitatively.
the classroom. Our curriculum is a coherent body of knowledge made up of
3. Construct viable arguments and critique
interconnected concepts with articulated progressions from grade to grade so
the reasoning of others.
that students can build new understanding onto foundations built in previous
4. Model with mathematics.
years.
5. Use appropriate tools strategically.

6. Attend to precision.
We seek to develop varieties of expertise in our students though emphasis on
7. Look for and make use of structure.
The Standards for Mathematical Practices. These practices rest on important
8. Look for and express regularity in
processes and proficiencies with longstanding importance in mathematics
repeated reasoning.
education. These elements support a students ability to learn and apply more
demanding mathematics concepts and procedures while calling on students
to practice applying mathematical ways of thinking to real-world issues and
Instructional practices in the Middle
challenges. They prepare students to think and reason mathematically.
School
Mathematics
program
are
student-centered and designed to pursue
Courses
conceptual
The Grade 5 Mathematics course focuses on number and operations in

base ten, operations and fractions, and measurement and data. Specifically,
students will understand place value, perform operations with decimals,
perform operations with fraction, and understand the concept of volume.
skills and fluency, and application with
understanding,
equal intensity.
procedural
Instructional decisions
are informed through ongoing formative

assessment to ensure that all students
continually build skills and have access to

The Grade 6 Mathematics course focuses on ratios and proportional rich curricular content.
relationships, the number system, and expressions and equations.
Specifically, students will use ration reasoning to solve problems, divide
fractions by fractions, extend previous understanding of numbers
to the system of rational numbers, solve one-variable equations and
inequalities, and analyze quantitative relationships between dependent
and independent variables.
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MATHEMATICS 15
The Grade 7 Mathematics course focuses on ratios and proportional relationships, the number system, and
expressions and equations. Specifically, students will use proportional relationships to solve real-world and
mathematical problems, use operations with fractions to add, subtract, multiply, and divide rational numbers,
and solve real-life and mathematical problems using numerical and algebraic expressions and equations.
The Grade 8 Mathematics course focuses on expressions and equations, functions, and geometry. Specifically,
students will work with radicals and integer exponents, understand proportional relationships, lines, and linear
equations, solve linear equations and pairs of simultaneous linear equations, understand geometrical congruence
and similarity, apply the Pythagorean Theorem, and solve real-world mathematic problems involving volume of
cylinders, cones and spheres.
Mathematics Honors
In Grades 7 and 8, we offer courses for students who qualify for a more rigorous program than standard-level
mathematics.
The accelerated curriculum of the Mathematics Honors program challenges advanced learners
who demonstrate superior aptitude in reasoning and problem solving to use higher-order thinking skills.
The aims and objectives of the Math Honors program are:
t To broaden and deepen student appreciation of mathematics by engaging and extending students with more
demanding material, problem-solving and enrichment beyond the challenges provided in the standard math
curriculum.
t To provide students with the opportunity to see and apply mathematical skills and concepts in everyday life,
thereby making evident the fundamental importance of mathematics in the world around them.
t To develop inquisitive and active problem solvers who regularly use higher level thinking skills.
t To expand student understanding and appreciation of the nature of mathematical thinking.
Honors students are expected to apply concepts and make connections to new situations, demonstrate superior reasoning
and problem-solving abilities, be independent and desire challenges beyond the scope of a standard mathematics classroom.
The Grade 7 Mathematics Honors course focuses on algebraic reasoning, inductive reasoning, introduction to functions,
polynomials, rational expressions and equations, geometry, and statistics and probability. Specifically, students will extend
basic algebraic reasoning skills, develop their inductive reasoning skills and explore famous mathematical patterns, investigate
the concepts of relations and functions, perform operations with polynomials, perform operations with rational expressions
and solve equations containing rational expressions, investigate congruence and similarity of polygons, investigate and apply
the Pythagorean Theorem, develop their statistical problem solving skills and expand their understanding of measures of
central tendency.
The Grade 8 Mathematics Honors course focuses on algebraic reasoning, geometry, introduction to functions, systems
of equations, quadratic functions, and statistics and probability. Specifically, students will solve equations and inequalities
with fractional terms, explore the Pythagorean Theorem and its applications, investigate the properties and relationships in
geometry, examine the concepts of relations and functions, solve systems of equations with two variables and graph systems
of inequalities, factor quadratic functions and solve quadratic equations and calculate simple and compound probability.
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16 SCIENCE
Science
he Science program at ISM fosters in students a sense of wonder and curiosity
about themselves and the changing world around them. Using the scientific
process, students are encouraged to think critically, solve problems, evaluate
evidence and make supported conclusions. Students develop knowledge, skills
and understanding through active inquiry and meaningful investigation to make
connections with scientific concepts and principles.
Content/Skills
Throughout Middle School Science, students develop their understanding of concepts in
scientific inquiry, life science, physical science, earth science, space science and technology.
These units of study are carefully aligned to Science Standards and Indicators from Kindergarten
to Grade 12 in an integrated, sequential and developmentally-appropriate manner. The essential
skills of Science include designing and conducting investigations accurately and safely, making
observations and inferences, predicting, measuring, organizing and displaying quantitative
data, using detailed evidence in supporting conclusions, and evaluating the investigation
along with the ISM school-wide Transdisciplinary Skills.
In Grade 5, students will use the scientific process
to conduct and design investigations while learning
about rocks and minerals, Earths changing surface,
about natural selection, forces and motion, density,
earthworms and composting, and sound and light.
heat transfer and the solar system.
about matter, cells, ecosystems, magnets, circuits,
about human body systems, physical and chemical
plate tectonics and Earths history.
reactions, simple machines, pollution and ecology.
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SCIENCE
Instructional practices in the Science classroom are differentiated and aligned with the essential
learning outcomes for each unit. Students of all abilities gain a coherent understanding of the
living, physical and material components of the world around them while engaged in the
scientific process. Through fun and meaningful exploration in hands-on, minds-on, inquirybased methodology, students are immersed in a variety of situations and experiences. During
a typical day in any Middle School Science classroom, one may observe teacher and studentled discussions, laboratory and fieldwork investigations, individual and small-group instruction,
various projects being carried out, a diverse assortment of assessments being taken and the
integration of a wide range of technology.
Safety
Student safety is paramount when participating in scientific activities. The Middle School
Science Department will direct students to wear goggles, aprons, rubber gloves and/or
facemasks when necessary. Guidelines for appropriate behavior while in the Science laboratory
will be implemented and adhered to. Furthermore, students are expected to enter the Science
laboratory with closed-toed shoes (such as PE shoes or sneakers); flip-flops and sandals present
a safety hazard and are not acceptable footwear.
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18
SOCIAL STUDIES
Social Studies
he Middle School Social Studies program integrates studies in the social
sciences - history, cultural studies, geography, current events, sociology
and anthropology. The course is based on the intended learnings of ISM
that include subject-specific Standards and Indicators and Transdisciplinary Skills. In
Social Studies classes, students are encouraged to go beyond the surface of problems,
to ask questions, to reflect, to make connections, to develop and test theories, to
experiment with new ideas, to analyze problems, to debate hot topics, and to create
meaningful and useful products. Social Studies students are given opportunities to
become engaged in their own education, to take responsibility for learning and to
develop concerns that transfer beyond the confines of the classroom.
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SOCIAL STUDIES 19
Content/Skills
The Social Studies curriculum emanates from school-wide Standards that include such key ideas as patterns of
continuity and change, the causes and effects of interactions among societies, the influence of physical and human
geography on people and places over time, and the influence and structure of social, economic and governmental
systems. Units of study are developed around rich concepts that are common to the core subject areas in the
Middle School. Each unit in Middle School Social Studies is developed around unit understandings and essential
questions. Students work to uncover the answers to the essential questions over the course of a unit in order to
achieve deep understanding of concepts.
In Grade 5, students study topics such as the organizational structures of ancient civilizations,
mapping geographical patterns, the age of exploration, and perspectives on the causes and
outcomes of change in our world.
In Grade 6, students study topics such as government and social structures in society,
relationships between people and the environment, the impact of the past on the present,
the movement of people and population demographics and early humans and the Neolithic
Revolution.
In Grade 7, students study topics such as features of culture, innovations in societies, the
social, political and economic interactions of people, the concept of truth and the reasons for
differences in perspectives.
In Grade 8, students study topics such as the justification and use of power through government
systems, political and social revolutions and human rights and global issues.
Overarching essential questions encourage students to think about Social Studies as a part of
their everyday lives. These guiding questions help students to understand why social studies is
a part of the core curriculum and directly connected to their lives. Students come back to these
questions repeatedly throughout each unit of study. Overarching essential questions include:
t How does the study of the world help us to understand our place in it?
t How does the study of the past help us to understand the present and prepare for
the future?
t How is Social Studies about me?
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20
SOCIAL STUDIES
Instructional practices in the Social Studies classroom vary in accordance with learning objectives. They range
from traditional whole-class presentations to small-group activities and individualized instruction. Cooperative
learning activities complement teacher-led discussions, writing workshops, individual research projects, smallgroup instruction, hands-on activities and simulations. The use of technology is regularly integrated into the Social
Studies program.
Be The Change
Be The Change is a semester-long elective course for students in Grades 7 and 8. The goal of
the Be The Change course is to cultivate a sense of empathy and compassion in students for all
members of the local and global community and the planet we share. Students develop selfawareness through an opportunity to discover, discuss and reflect on a variety of problems.
Students examine their actions and responses to uncover their passions and find ways to affect
change through active global citizenry.
Students develop self-awareness through an opportunity

to discover, discuss and reflect on a variety of problems.
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MODERN LANGUAGES
Modern Languages
he Middle School Modern Languages program seeks
to provide an environment where students feel
confident to take risks while exploring the complex
process of acquiring a new language. The Modern Languages
courses are carefully sequenced from Middle School to High
School. Functional themes and situations are mastered first,
followed by more academic themes in the High School.
The program focuses on the interpersonal, interpretive and
presentation modes of communication. Throughout the
program, the language-study process is used as a vehicle to
discover connections between the target languages culture
and the students own culture and language. Assessment is
carried out through a variety of listening, speaking, reading
and writing tasks. Communication and conversation drive our
instructional approach.
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22
MODERN LANGUAGES
Content/Skills
The Introductory Courses Level A aim to develop
communicate in oral and written forms with coherence
students confidence and ability to interact in the target
and a reasonable degree of grammatical accuracy
language through engaging students in a thematic and
within the range of themes studied.
communicative approach. The themes explored are

personal information, family and friends, school, home,
Level C courses aim to provide students with the skills
city, free time and entertainment, hobbies and sports,
necessary to begin analyzing, debating and interacting in
shopping, health and food. These themes and in-class
the target language at an intermediate level. Vocabulary
learning experiences are closely linked to students
and advanced grammar continue to be introduced
interests and awareness of the world. Vocabulary and
through the same instructional approach designed to
grammar structures are learned in context to further
engage students in the language learning process. The
students ability to interact in the target language. By the
themes studied are expanded to encourage discussion and
end of these courses, students will have acquired skills
interaction with authentic materials of the target culture
to communicate in oral and written forms with some
and language. By the end of the Level C course, students
coherence and a reasonable amount of grammatical
are expected to use the language with grammatical
accuracy within the range of themes studied.
accuracy and to express themselves spontaneously during

class.
Level B courses follow the same instructional approach

as the introductory courses. The aim is to build upon
Upon completion of Grade 6 and Grade 8, students
basic grammar and vocabulary to further students
will be evaluated based on in-class performance and
abilities to express themselves and support their
placed in the most suitable level for the following year.
opinions in the target language. The same themes as
Students from Grade 6 will usually be placed in Level
Level A are used as the context to develop students
A or B. Students from Grade 8 will usually be placed in
confidence and fluency with the basic language,
High School Level 2 or 3.
grammar, concepts and vocabulary. By the end of

these courses, students will have acquired skills to
Resources
The ISM Modern Languages Department is equipped with a variety of materials used to
engage students in the target language and culture. The materials include iPads, subscriptions
to websites, audio-visual equipment, books, movies, music, games and mini-whiteboards.
Lesson resources are created by our Modern Languages teachers in order to provide the most
appropriate, relevant and engaging learning experiences for our students. These resources are
shared with students via Google Drive and teachers blogs.
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PHYSICAL EDUCATION
23
Physical Education
hysical Education is an important part of the total educational program. The ISM Middle School
Physical Education program provides each student with the opportunity to participate in a
comprehensive curriculum of activity.
The program has two primary focal points. The first is to equip students with levels of motor skills that enable
safe, satisfying participation in lifelong activities. They will acquire the language and knowledge they need to
participate successfully. The second focal point is to equip students with the knowledge and skills essential to
monitoring and managing their own health-related levels of fitness.
Students participate in physical activities that allow them to develop an understanding of the physical
abilities of themselves and others. Students become aware of the social benefits of physical activity through
participation. The program promotes the spirit of cooperation, leadership, fair play and friendly competition.
Students receive instruction in skill development, the application of rules and strategies in the following
different movement forms: health-related fitness activities, aerobic exercise, team sports, individual and dual
sports, gymnastics, outdoor pursuits, aquatics, dance, and recreational games. Ongoing assessment includes
both written and performance-based skill evaluations.
Our mission is to empower all students to sustain regular, lifelong physical activity as a foundation for a
healthy, productive and fulfilling life.
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24
PHYSICAL EDUCATION
In addition to the core Physical Education program, students in Middle School at ISM also have the opportunity
to choose from a variety of PE based electives:
Content/Skills
Adventure-Based Games
In Grades 5 and 6, students develop their understanding
For Grade 5 students, this semester-long elective
of sports and fitness-related concepts through
course is aimed at developing: personal confidence,
participation in numerous competitive and non-
cooperation in a group, increased levels of agility and
competitive situations. The focus is on the continued
coordination, develop a self-joy in ones physical self and
development of basic skills that can be incorporated
in being with others. Students will have the opportunity
into a variety of activities instead of specific sports. Team
to engage in activities that have an element of surprise,
and individual values are also developed as students
that challenge, have a risk and are FUN and SAFE. They
evaluate their interactions with others on a regular
will be guided through activities that will enhance their
basis. Additionally, students have the opportunity to
team-building, problem-solving and communication
select Adventure-Based Games or Team Sports elective
skills. They will experience being leaders, followers
courses for one semester.
and observers and learn how to perform such roles

effectively so that the group can reach its goal.
In Grade 7 and 8, students have the opportunity to

transfer their knowledge into more realistic sports and
Team Sports
game situations. They also gain a greater understanding
For Grade 6 students, this semester-long elective
of their social responsibility, fitness development and
course is aimed at those who wish to further their
knowledge of rules through participation in competitive
abilities in a wide variety of team sports such as
team and individual activities, evaluation and feedback
Basketball, Soccer, Water Polo, Touch Rugby, Volleyball,
sessions together with research projects. Students have
Flag Football and Floor Hockey, among others. By
the opportunity to select Fun, Fast and Fit elective for
playing fun and competitive games against opponents,
one semester.
students will explore advanced skills and tactics.

Through teamwork, communication and cooperation,
Grade 5 and 6
the students will make collaborative efforts to devise
Motor Skill Development in the courses:
and incorporate existing skills, tactics and strategies

to gain an advantage over and to pressure opponents.
t Invasion Skills
This will be a very active course that will promote high
t Movement Skills
levels of activity and fitness with an aim to develop a
t Aquatic Skills
positive attitude towards lifelong participation in sports
t Net Skills
and exercise.
t Striking and Fielding Skills

Overarching Themes:
t Teamwork
t Cooperation
t Competition
t Communication
t Healthy Lifestyles
www.ismanila.org
PHYSICAL EDUCATION
The Grade 7 and 8 Physical Education program will provide the opportunity for students to incorporate the motor
skills developed in Grades 5 and 6 into cooperative and competitive situations and games. The focus will change
to increased participation in enjoyable and physically demanding lessons. Students will develop skills and team
tactics, together with their social interaction, leadership, personal management and communication skills.
Grade 7 and 8
Activities will include the following (and potentially others):
t Basketball, Soccer, Touch Rugby, Hockey
t Climbing, Gymnastics, Fitness, Track & Field
t Swimming, Survival, Water Polo
t Volleyball, Pickleball, Table Tennis, Badminton
t Softball, Cricket
Fun, Fast and Fit

This is a fun PE elective created for Grade 7 and 8 students. It uses music, movement and the power of fitness to
boost energy, increase skill level and generally make you feel awesome. Best of all, there are a number of different
types of fitness activities to suit everyone. The music and activities change regularly, so theres always new stuff to
look forward to.
The aim of this course is to promote an interest in physical activity, which will lead to participation and involvement
in and out of school and throughout life. This course has been designed for individuals who have an interest
in physical activity as a lifestyle. A wide variety of activities are covered; students will be introduced to fun and
challenging activities including movement, martial arts, sports conditioning, team challenges, dance, yoga and
pilates. Students will develop the spirit of success both as individuals and as a group while feeling motivated to
work harder each time. The course will focus on the importance of an active lifestyle and the benefits of regular
physical activity. Students will be provided with the opportunity to develop their own fitness lessons and will be
expected to maintain a high level of effort and participation.
Resources
ISM houses some of the best sports facilities in the Philippines. Throughout the Physical Education program,
students have access to two floodlit synthetic turf sports fields, a six-lane running track, three indoor gyms, three
swimming pools, eight covered tennis courts, a nine-line climbing facility, a fitness suite, two air-conditioned fitness
rooms, a fully equipped Olympic gymnastics area and a covered utility area.
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25
26 WELLNESS
Wellness
SM expects each of its students to work towards becoming knowledgeable,
respectful and responsible citizens. In keeping with these aims, the Middle
School Wellness program seeks to inform students about issues related to
their personal health and to assist them in developing the skills necessary to make
good decisions about their health and safety.
Our program is based on the premise that in order to achieve

a state of wellness, students must understand the interrelated
nature of physical, mental, emotional, environmental and social
health.
By following our Wellness Standards and Indicators, students
will understand that:
t Personal choices related to health promotion and
disease prevention will enhance health.
t The influence of family, peers, culture, media,
technology and other factors affect health behaviors.
t Practicing health-enhancing behaviors can help them
avoid or reduce health risks.
t Advocating for personal, family and community
health promotes healthy behaviors and choices.
www.ismanila.org
WELLNESS
Content/Skills
The Middle School Wellness program presents health information that is developmentally appropriate
for the students at each grade level. Course topics have been carefully selected to address the particular
needs of our students at various stages of their pre-adolescence and adolescence and to assist them in
making good decisions about their own health and safety during these years.
In Grade 5, students are taught the importance
effects of inhalant abuse on the body and mind.
of a holistic approach to health that places equal
The course ends with a unit on growth and personal
emphasis on physical, mental, emotional and
development. Topics in this unit include changes
social well-being. The course begins by examining
during puberty, personal hygiene, building better
healthy eating habits, nutrition and the importance
relationships (peers, friends, family, teachers) and
of physical fitness. Students then explore various
safe use of the Internet when communicating with
health-enhancing behaviors and learn how to keep
friends online.
safe both at home and in the wider community. In

the substance abuse unit, students investigate the
In Grade 7, the course begins with personal goal
effects of caffeine on the body and mind, decision-
setting then moves into an investigation of how fast
making skills and peer pressure. The fourth unit
food and a lack of physical activity affect the body
of study looks at personal development. This unit
systems. In unit two, students focus on social health
focuses on the different body changes that occur
and the importance of developing social thinking
during puberty, the reproductive system and ways
skills to help in maneuvering through social media,
that students can develop healthy personal care
in developing conflict management strategies, in
routines.
recognizing and addressing bullying, and in coping

with unhealthy relationships. This is followed by
In Grade 6, the course is divided into four units
a drug education unit. The topics of study for this
of study, beginning with physical health. This
unit include the effects of tobacco and nicotine
physical health unit augments lessons already
on ones health, peer pressure, the role of media
presented in our Physical Education program and
in teen drug use, refusal skills, proper use of over-
provides students with information on the benefits
the-counter and prescription medications, and an
of physical fitness, as well as nutrition, healthy
exploration of natural remedies. Lastly, students
eating habits and body image. The next unit of
continue their investigation of physical health
study is emotional health. This unit investigates
by studying in-depth the reproductive systems,
the importance of making healthy decisions and
including guidelines for the care and maintenance
provides strategies for managing emotions. In
of these systems.
the substance abuse unit, the students study the
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27
28 WELLNESS
In Grade 8, students are introduced to topics that are

relevant for teens who will soon be entering High
School. As in all Wellness courses at ISM, the importance
of good decision-making based on factual information
and values is emphasized. In the first unit, students study

the most common eating disorders and the importance
Readings accompanied by lecture and class discussion
of balance in ones life. The second unit explores mental
are used to introduce and reinforce key concepts
health issues with a focus on teen depression. In the
and ideas in all Wellness courses. These practices are
substance abuse unit, students investigate the effects of
augmented by a wide variety of instructional practices
alcohol and marijuana on the body and mind, the power
including small-group activities and discussions, journal
of peer pressure and skills to deal with this pressure.
writing, and individual and group projects. Students are
The following unit of study is an investigation of ones
assessed through teacher observation, tests, quizzes,
rights over his/her body and how to protect these rights
and completion of assignments and projects.
through assertive communication. This provides the

background necessary for the last unit, human sexuality,
in which students examine teen sexuality, pregnancy
and sexually transmitted diseases.
www.ismanila.org
INFORMATION TECHNOLOGY 29
Information
Technology
T
he Middle School Information Technology curriculum

presents a variety of options, including integrated projects
in all subjects as well as optional exploratory technology
classes. This ensures growth beyond basic computer literacy and

incorporates technology as a tool in all academic as well as social
pursuits. The curriculum has been prompted by the changes in the
real world of technology and continues to be modified throughout
the Middle School years depending on technological advancement.
We believe that students thrive in an environment in which education
with technology is a seamless part of their lives. All students in Grades
7 to 12 are required to Bring Their Own Device (BYOD) to support this.
www.ismanila.org
30 INFORMATION TECHNOLOGY
Content/Skills
The Middle School Information Technology
the iterative design cycle of analysis, design,
curriculum focuses on three key areas: Web
development and testing.
Awareness, Cyber Safety and Presentation

Design. It aims to equip students with an
In Grades 7 and Grade 8, students focus on
understanding of Web 2.0 applications, to
how to leverage technology to further their
discuss appropriate online behavior, and
learning and to gain a depth of understanding
to explore fundamental skills in editing
not possible with traditional tools. Students
digital images and sounds, data collection,
collaborate when necessary within private
spreadsheet management, graphing and the
or topic-based social networks. They work in
application of multimedia presentations.
teams using collaborative tools like blogs and

wikis to develop documents and presentations.
In Grade 5, students acquire an introduction
They also learn advanced search techniques
to Web 2.0 tools such as podcasts, wikis and
and sharpen their ability to accurately and
RSS feeds via technology integration within
effectively disseminate information from
the core subject areas. Students investigate
social networks and search engines to
online educational resources, web search
accomplish their goals. Students also have
strategies and cyber safety. Students also
the opportunity to enroll in the Innovation
have the opportunity to enroll in the IT iLearn
Technology elective course that focuses on
elective, which explores wikis, blogs and
redesigning digital images, learning coding
social networks.
basics, producing films, publishing interactive

books, designing technology projects and
In Grade 6, students learn how to manage
integrating technology into everyday life.
information on the web using collaborative

tools via technology integration within the
All technological learning in Middle School
core subject areas. Online behavior and cyber
is integrated within the context of their core
safety are discussed in the context of student
subject areas with extensive support provided
web activity. Students continue to develop
by technology specialists.
their understanding of digital imagery and

multimedia presentations by using digital
cameras to capture content for their work.
Students also have the opportunity to enroll
in the IT iDesign elective, which focuses on
www.ismanila.org
INFORMATION TECHNOLOGY
Robotics
This is a problems-based course in which students will work primarily in teams to design, build
and program robots. The main hardware for the robots will be EV3 Mindstorms, which uses
both LEGO materials and computer programming software. Creativity, teamwork, and critical
thinking will be used to solve problems through the design, investigation, building, testing,
redesigning and reflecting on the process stages.
Instructional Materials
A truly strong point in instructional practices in the Middle School Information Technology
classes is the integration of computer skills across all subject areas. Middle School technology
integrators employ a variety of teaching strategies including auditory, visual and kinesthetic
approaches. Within these modalities, teachers undertake discussions of the subject matter,
demonstration lessons to augment and supplement discussions, and the performance of
hands-on activities to reinforce the first two levels. Cooperative learning activities and studentled presentations further typify the teaching-learning interaction.
Resources
Students have access to computer laboratories as well as laptop carts. The labs are connected to
the ISM networks file servers. A standard roaming electronic desktop is maintained throughout
the school, which features Windows and Mac-based software applications plus those for email
and Internet access (including webmail/email), word-processing, multimedia presentations
and lesson supplements.
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31
32 FINE & PERFORMING ARTS
Fine & Performing Arts

he Fine and Performing Arts program in the Middle School
covers four subject areas: Visual Art, Music, Drama and Dance.
It is enhanced by the diverse opportunities available within and
beyond the classroom. It seeks to emphasize the importance of process
while striving for excellence in performance or product. Recognizing
the importance of reflecting the ethnic and cultural diversity of the
schools community, the program encourages individual expression
while developing respect and appreciation for others.
Visual Art
Grades 5 and 6 - Foundations of Art
In this compulsory semester course, assignments
emphasize building basic skills and an appreciation
of the elements of art and principles of design. The
course is designed to encourage the development of
creative thinking, a respect for quality and originality,
self-confidence, visual and tactile perception, and the
ability to work independently
The
program
concentrates
on
practical
studio
production but also includes discussion of aesthetics,

art criticism and art history. Assignment units will build
Grades 7 and 8 Electives
on the structure already established and familiar to art
In the semester-long courses in Grades 7 and 8,
students in the Elementary School. During Grades 5
the assignments allow students to develop more
and 6 the two semesters of art will include increasingly
challenging work based on a theme. In order to cater
demanding assignments that cover five basic art
to individual student interests, the following semester
experiences across the year: drawing, painting, fiber
courses are offered: ARTstudio drawing, painting,
and fabric, form and construction, and printing.
print and mixed media; ARTmud clay; ARTsculpt

sculpture; ARTisan functional art and design; and
DigiART photography, graphic design and moviemaking.
www.ismanila.org
FINE & PERFORMING ARTS
Drama
Middle School Drama develops and stimulates creative thought, collaboration and teamwork,
improvisational skills and physical awareness. Our program is inclusive, enriching and geared
towards developing self-esteem, lateral thinking and problem-solving skills, all of which can be
transferred to other disciplines of the ISM Middle School curriculum.
Grade 5 and 6 Exploratory

Content/Skills
Grades 5 and 6 Middle School Drama students learn the basis of performance through
interactive and active lessons. Students develop collaborative skills as they work in wholeclass and small-group settings to explore drama in different forms. In Grade 5, students
investigate the drama building blocks through ensemble games and storytelling. In Grade
6, students further expand their skills through looking at ensemble building, improvisation
and physical comedy. In addition to being designed for students of any experience level,
both Grade 5 and 6 Drama are hands-on and practical in their approach to both onstage and
behind-the-scenes features of the theater.
Grade 5 Drama Units

Introduction to Drama
This unit is designed to introduce students to the building blocks of Drama. The student
will participate in practical activities which will develop ensemble skills, group work,
communications skills as well as the fundamentals to build a performance. Students will reflect
on their learning within class discussions and journal entries.
Storytelling
This unit is designed to give students exposure to the importance of storytelling. The students will
examine what are the elements of drama and how they are used to create scripts and characters.
They will learn how to work collaboratively to produce original plays. The students will work to
perform their final scripts to an invited audience.
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34
Grade 6 Drama Units

Ensemble Building
Physical comedy
The focus of this unit is to build a sense of community
actors to leave the voice behind and focus on body
and collaboration. The importance of being able to
and expression to communicate a message or story.
work together as a group effectively is an essential part
Students will develop physical comedy skills in class
of becoming an active citizen. Through working as an
exercises, investigate the genre of street theater, and
ensemble the students will focus and enhance their
create their own street theater performance, which
leadership skills, such as speaking in public, reading
will then be performed live to an audience. They will
non-verbals, and facilitating group work and discussion.
have opportunities to become more aware of their
This will be undertaken through exercises, collaborative
bodies and learn how to communicate intentionally
challenges, research, and reflection.
without sound, as well as collaborating in small groups
Physical comedy is a unique form of theater that allows
and reflecting upon their acting experiences in journal
Improvisation
entries and group discussions.
The ability to think on the spot and use your creativity

is a 21st Century skill. Through this unit, students will
Grade 7 and 8 Elective
examine how to challenge themselves by thinking

creatively and working collaboratively. The art of
Content and Skills Overview
improvisation will be defined, developed, and extended
Grades 7 and 8 Middle School Drama students continue
through exploring the basic building blocks of
to build upon the skills explored in Grades 5 and 6,
improvisation and applying those skills to the creative
including improvisation, collaboration, use of voice
framework of Theater Sports.
and body, and group performance. Students are able to

select four different courses to supplement their drama
needs. Each course offers them a unique viewpoint on
Theater as well as continuing to build the important life
skills of communication and collaboration.
www.ismanila.org
Grade 7 and 8 Drama Units

Storm the Stage: Theater 101
(Semester or year-long course)
Realizing Visions: Technical Theater 101

(Semester course)
Students learn the processes behind analyzing play
vision for the stage with lighting, sound, and set design.
scripts and realizing them in performance. These
The students will explore these different aspects of
processes include: physical explorations of character,
technical theater in the first part of the course and
narrative and themes; developing a performance
then specialize in areas of interest by designing and
vision;
techniques.
implementing the tech for performances. In order to
Working alongside students from Technical Theater
provide these practical opportunities for working with
101, the group will utilize all elements of the theatrical
actors, Technical Theater 101 will run alongside Storm
experience (lights, sound, costumes, props, ensemble
the Stage, Triple Threat Training and/or the Semester 2
acting) to put a show on!
Middle School musical.
Triple Threat Training:

The Art of Musical Theater (Semester course)
Theater Improv-able: Becoming a Devising 007

(Semester course)
Students explore how acting, singing and dancing work
Building on the skills learnt in Improvisation in Grade 6,
together to not only create spectacle but also drive
this unit focusses on the 21st century skills of devising.
the narrative and character development in Musical
Through creative games and fun, students will learn
Theater. After initial explorations of these skills, students
that anything can be developed into a performance.
select, choreograph, and perform ensemble scenes
One of the key concepts of the unit is that creativity,
where all three performance skills are utilized. The
collaboration and communication can be developed
course is structured so as to support both beginning
whilst having enormous amounts of fun. Through a
and experienced performers to develop both their
mix of theater games, improvisations, and devising the
individual abilities and an understanding of the power
students will create original performances that will be
of ensemble performance.
based on a theme.
rehearsal
and
performance
This course focusses on how to design and create a
www.ismanila.org
35
36
Music
violin, viola, cello or bass while the focus in band is on playing
Middle School students are exposed to music in a variety
instruments in the woodwind, brass and percussion families.
of year-long and semester-long courses offered in General
Band and String classes are taught year-long and students
Music, Choir, Band and Strings.
may enter these programs at a Beginning, Intermediate or

Advanced skill level.
General Music
Students can explore a broad range of musical topics in
All performance groups in the Music Department are
General Music. Students look at the elements of music and
highlighted at several concerts throughout the year.
experiment with different instrument groups on how these

can be employed. Students also use loop-based software to
create electronic compositions. Seventh and eighth grade
Dance
students enrolled in Music Madness further extend their
Dance offers students the chance to explore their movement
music experiences through units such as guitar, keyboard,
potential and develop spatial awareness. Throughout the
world music, musical theater, movie soundtracks, computer-
semester, different dance forms such as modern, jazz and hip
based composition and the history of rock and roll.
hop and the foundations of choreography will be explored.

Above all, this course is designed to give students the
Choir
confidence to move forward into ISMs already thriving Dance
Students may choose to develop their vocal talents by taking
program at the High School level and to inspire them to
a semester or full year of Choir. Grade 7 and 8 singers at every
experiment with different avenues of movement expression.
level of ability and stage of physical transition are encouraged
For this reason, the course is suitable for both experienced
to develop their vocal skills and musicianship in Choir.
and beginning dancers. As part of this program, the students

are given the opportunity to share, celebrate and showcase
Band and Strings
their talent through participation in school activities and
Students interested in learning to play an instrument may
dance recitals
choose to take Band or Strings. String students choose to play
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STUDENT ADVISORY PROGRAM
37
Student Advisory
Program
he Student Advisory program focuses on addressing the social and emotional needs
of Middle School students while building a sense of small-group community and
strengthening student-adult relationships. Students are placed in small groups with
a teacher-advisor. Groups generally meet twice a week to share perspectives on relevant issues,
play collaborative games, and build organizational skills. It is a time of friendship, support and
social-emotional learning. The school-wide Dispositions provide a framework for Advisory, along
with three Advisory objectives developed by faculty: self-awareness, a sense of belonging, and
time for inspiring, memorable fun. Each grade level also addresses developmentally appropriate
issues such as relationship skills, stress-reduction skills, goal-setting, decision-making and
healthy risk-taking. Time is also allotted for study skills and organization. Advisory supports
the Counseling Department and social-emotional learning that occurs throughout the Middle
School program-Wellness classes, other academic courses, and co-curricular activities-- by giving
students the opportunity to share and apply their learning to issues they are facing in the context
of a safe environment. Teacher-advisors serve as mentors and a first line of academic support for
their advisory students.
Student Advisory Specifics

t Each Advisory is made up of a maximum of thirteen students in the same grade level who
meet with an assigned advisor throughout the year.
t Advisory period takes place twice each week.
t Regular assemblies reinforce Advisory themes structured around ISMs Dispositions: caring,
responsible, self-directed, ethical/fair, creative, balanced.
t Advisory sessions include circle discussions, group sharing, collaborative games, inspiring
videos, time to get organized, and reflective activities.
t Various activities focus on community building, character strengths development, service
learning, mindfulness, study skills, self-expression and self-regulation.
t Advisory teachers serve as advocates for their students.
www.ismanila.org
38 CLASSROOM WITHOUT WALLS
Classroom
Without Walls
T
he Classroom Without Walls (CWW) program at ISM spans Grades 5 to 8 in the

Middle School. This program engages students in activities outside the school
and is linked to the academic program and Service Learning.
Students in the Middle School attend two experiential programs during the school year. These
programs offer experiences at a level appropriate to the respective grades. Some common
elements run throughout the Classroom Without Walls program for all grade levels. The
September activities focus on team-building, while the February trip focuses on fieldwork,
outdoor challenges, health and social education, community and service.
www.ismanila.org
SUPPORT SERVICES 39
Support Services
Counseling
The Middle School Counseling program is designed to help students develop holistically as
they move through the different levels of Middle School. This is accomplished by providing
consultation and support through individual and group counseling, grade-level initiatives,
crisis intervention and facilitation of communication among students, parents, teachers and
administrators. There are three Counselors in the Middle School. While working as a team, they
divide the responsibilities for individual students alphabetically by surname.
Kid Talk: The Counseling Department facilitates

this support structure to ensure that all students
receive any intervention necessary that will help
with their global functioning.
Grade Level Activities: The Counseling Team
works with each grade level and conducts
grade-level assemblies to address a variety of
issues adolescents face. A large part of these
efforts is to create positive relationships and a
congenial atmosphere at school.
Group Guidance: At different times throughout
the year, the Counselors conduct group guidance
sessions. These sessions are designed to help
students gain insight into their behaviors,
understand their attitudes, interests and
capabilities, and learn how to make intelligent
decisions. Special interest group guidance
sessions can also be suggested and requested

by students (e.g. Dealing with Stress, Developing
Studying Skills, Adjusting to Moving Away).
Individual Counseling: The Counselors are

trained to help Middle School students with
school-related problems arising from academic,
personal, social or family conflicts. Some common
problems include adjustment to school, changing
peer relationships, parent expectations and study
habits. Confidentiality is observed. Students are
free to make an appointment with any of the
Counselors when a need arises.
Parenting Groups: The Counselors arrange
workshops throughout the year to help parents
improve their parenting style and strengthen
their relationship with their child.
www.ismanila.org
40
ENGLISH-AS-A-SECOND-LANGUAGE
English-as-a-SecondLanguage (ESL) Program

earning English, but also learning in English, is a formidable task and
the ESL program at ISM is designed to help students successfully
meet this challenge. ISM offers specialized language instruction for
students whose first language is other than English.
ESL Inclusion Support

Research shows that language learning is greatly enhanced by meaningful use in authentic learning
environments. Our program ensures that students have access to the mainstream curriculum as well as
meaningful daily interactions with their English-speaking peers. In this inclusive model of teaching and
learning, language specialists and content specialists work together to ensure that all language learners
are able to access the curriculum. ESL teachers and content teachers co-plan and co-teach lessons to
explicitly integrate language and content in English, Social Studies and Science classes.
English for Academic Purposes (EAP)

In addition to support in English, Science and Social Studies classes, ESL students are enrolled in the
English for Academic Purposes (EAP) class. This is an intensive course designed to provide students with
the explicit instruction, academic language, and specialized support they need to be successful in their
core classes. The focus on academic language enables students to develop the skills, strategies, and
language they need to participate and function successfully in the mainstream classes. There is a focus
on vocabulary enrichment, academic writing, textual analysis, research and problem-solving skills that
support the concepts introduced in the core classes. The EAP class is compulsory for all ESL students and
replaces the Modern Language option.
www.ismanila.org
LEARNING SUPPORT
Learning Support
T
he Learning Support Department at International School Manila coordinates

programs and services for students with learning needs. The model is based
on the belief that students vary in their learning profiles and that individuals respond
best to educational programs that are specifically targeted to meet their individual
needs.
The Learning Support Program provides three levels of support. Levels of support are
determined on an individual basis and according to each students identified learning needs.
Determination of level of support is made by the Learning Support Resource Team (LSRT) based
upon information provided by Admissions, school reports, standardized testing, teachers and
parents. A Learning Support teacher assigned to the student in partnership with the parents
then develops a Learning Support Plan. This Plan includes specific goals for the students
improvement.
Levels of support are determined on an

individual basis and according to each
students identified learning needs.
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41
42
LEARNING SUPPORT
Level 1 (LS1)
language pathologist in a small-group setting
LS1 students receive support in the mainstream
and implemented in the mainstream classes.
classes. Each student is provided with a Learning
In the Middle School, the LS3 student also
Support Plan. The LS Plan includes individual
receives Strategy Instruction class. The LS3
goals and guidance to teachers on how to
program is not available beyond Grade 6.
implement classroom accommodations that

address the students needs. The Case Manager
Strategy Instruction is designed to provide
consistently monitors the students progress
students with strategies to improve their
and provides direct and indirect support within
individual organizational, study and self-
mainstream classes.
advocacy skills. Additionally, it provides

students with a range of strategies to use across
Level 2 (LS2)
content areas to maximize success. This class
LS2 students receive support in the mainstream
is recommended for students requiring direct
classes and in a small-group setting. Each student
support in their regular academic program.
is provided with a Learning Support Plan. The LS
Placement in Strategy Instruction will be
Plan identifies goals and specific interventions
determined by the LSRT. Strategy Instruction
for students with identified needs who may
is taught by an LS teacher and supports the
require more significant accommodations
mainstream core classes curriculum. This is
and/or modifications. These are implemented
usually in lieu of a Modern Language course.
through direct and indirect services in core

classes and in Strategy Instruction.
Level 3 (LS3)
The LS3 student may require significant
modifications and/or accommodations to the
content of the curriculum as well as direct
instruction in social skills. Social skills training
is taught by an LS teacher or a speech and
www.ismanila.org
MIDDLE SCHOOL LIBRARY 43
Middle School Library

T
he Middle School Library functions as the information hub of the Middle

School. It aims to support and enrich the curriculum, empower student
learning, promote literature and encourage students to read, write, and
research for understanding and enjoyment.
Content/Skills
Students develop and apply research skills to discover
and caters for a wide variety of abilities and interests. Fiction
ideas and information from a variety of sources, print and
is arranged by genre to enable students easier access. In
non-print, including electronic databases, websites, and
addition, we subscribe to Overdrive, an online library that
additional applications. Students learn to employ critical
allows students to check out titles and read on their own
thinking skills to seek, organize, analyze, synthesize and
devices even though they may not be in the physical library
evaluate information and ideas.
space.
The non-fiction collection features books on a wide range of
Research skills are introduced and reinforced using a
relevant topics to support the MS curriculum. Additionally,
cooperative and collaborative approach with classroom
the MS Library has collections to support English-as-a-
teachers. Librarians and teachers plan and teach together in
Second-Language (ESL) learners and Learning Support (LS)
the Library and in classrooms to ensure all students receive
students. There is also a non-English collection of popular
instruction on research procedures including questioning,
MS titles in various languages.
information seeking strategies, location and access of

resources, and how to engage with information. Learning
Electronic Resources
about credibility and plagiarism, as well as skill development
All patrons have online access to the MS Library catalog and
in note-taking and bibliography creation, gives students
the MS Library website. Our website features links to all of
skills to become more information-literate individuals.
the MS Library research databases, tutorials, MS Library

news and various sites to enhance and promote information
Print Resources
literacy. In addition, the MS Library features a collection of
The MS Library collection has been chosen to reflect the
iPads, which can be used by students for research, mobile
needs of our Middle School and wider community. The
searching, reading, applications and games.
fiction collection is regularly updated with the newest titles
www.ismanila.org
44
CLUBS AND ACTIVITIES
Clubs and Activities

MS After-School Activities (MS AFAC)
http://ms-activities.ism-online.org/
Athletics and Activities (ATAC)

http://atac.ism-online.org/
ISM offers a variety of afternoon activities for interested The ATAC Office (located by the Middle School Gym)
Middle School students. Students may enroll in either
oversees the competitive aspect of the Middle School
sport activities or mini-courses by registering with
Sports program in which students try out for teams that
the AFAC Office for after-school programs and via the compete against other schools in local seasonal sports
Middle School Activities Coordinator for intramural leagues. If a student is successful in gaining a place on
activities at the beginning of each semester or season.
a Middle School team, a high level of commitment and

dedication is expected. The Middle School competitive
All activities available to Middle School students such sports program follows the High School seasonal sports
as sports, clubs, Fine Arts offerings and workshops
structure:
are publicized through the school website with links

to the Fine and Performing Arts blog, Middle School
Activities and ATAC blogs and via MS notice boards and
publication in the parent/student bulletins during the
school year.
t 1st Season: (Aug to mid-Oct) Volleyball,

Soccer, Cross Country
t 2nd Season: (Nov to late Jan) Basketball,
Tennis, Rugby, Touch
t 3rd Season: (Feb to mid-April) Track & Field,
Baseball/Softball, Badminton, Mixed Touch
t All Year-Round Sports: Sailfish Swim Team,
Gymnastics, Wall Climbing, Tae Kwon Do,
Aikido, Judo, Table Tennis, Chess
A tryout week at the beginning of the season is used to
select students for the above teams. All Middle School
students are eligible to try out for team selection.
www.ismanila.org
CLUBS AND ACTIVITIES
Middle School Activities Program

This program is coordinated out of the AFAC Office located in the Elementary School Administration Area. The program
offers a wide variety of activities which includes recreational/non-competitive sports, languages, music, Fine Arts and
dance for students from Grades 5 to 8.
Student Ambassadors
Sports Activities
The Student Ambassadors play an active role in creating
A range of sports and activities is offered from 3:00 P.M.
an engaging environment that encourages respect and
to 4:30 P.M. This program is offered to students who
mutual appreciation among the student body. Students
want to keep active as well as develop skills and take
volunteer their time and attend weekly meetings to
part in a rotating selection of sports and activities. Fun,
prepare for upcoming activities. Student Ambassadors
low-level intramural games are a part of this program
will be involved with:
with students being able to play in mini-tournaments

and mixed-ability teams. Exact details and offerings
t
New student orientation
are available via the Middle School AFAC handbook on
t
Departing student send-off
the Middle School website. The program also includes
t
Student-led assemblies
organized activities in assembly times, lunch breaks and
t
Student-led events
other dedicated times.
t
Supporting all school activities
Dance
Student Council
A large range of different dance types are available
The Student Council is composed of elected
(exact details and offerings are available via the AFAC
representatives from all grade levels. Under the
website). Most dance courses have different levels to
supervision of faculty advisors and with the help of
cater for all abilities. Types of dance on offer include
teacher and parent chaperones, the Student Council
Ballet, Jazz, Tap and Dance Mash.
offers a variety of activities throughout the school year.

These include Middle School Parties, Spirit Week, Pep
Non-Sporting Activities
Rallies and other special events.
The activities program offers a variety of non-sporting

clubs and activities that will enhance and develop skills.
The Student Council comprises an Executive Council
These clubs (exact details and offerings are available
and two elected Grade Level Representatives from
via the AFAC website) include Digital Imagery, Born to
each of the grade levels. Additionally, there is a Student
Move, Lego League, Lego Robotics, Library Technicians,
Council Representative elected in each Advisory. This
Math Counts, MUN, Philippine Cultural Club, Salinlahi
group gathers feedback from the entire student body
(MS Yearbook), Yoga, Art and Clay.
and attends a monthly meeting.

New clubs and activities are offered every year. Please
visit the AFAC blog at the beginning of the school year
to see what is available.
www.ismanila.org
45
46 SERVICE LEARNING
Service Learning
I
n the Middle School, students have various opportunities to engage in

service learning projects that connect their passions, talents, and concerns.
Through the MS Service Learning Program students:
t
Gain a better understanding of themselves and their place in the world;
t
Develop sustainable, mutually beneficial relationships within the community;
t
Apply what they learn to real-world problems; and
t
Are empowered to make positive change in the world.
There are three layers to service in the Middle
are also opportunities for students to transfer knowledge
School: Co-curricular, Grade Level, and Curricular.
and skills developed in the classroom to real-world

problems.
Voluntary co-curricular activities such as Saturday Service

and Service Learning Clubs allow students to explore
The third layer of Service Learning takes place through
ways to make a difference in the community. Throughout
our curriculum. Various examples of service learning are
the year, students have an opportunity to participate in
embedded in class content connecting global and local
twenty Saturday Service events organized with ISM Service
issues of concern with the Middle School curriculum.
Partners, some opportunities include volunteering at an
Some examples include math classes that measure
animal shelter, interacting with disabled children at Chosen
and report on waste produced by ISM students, the Be
Childrens Village, planting trees at La Mesa Watershed,
the Change elective course, and the interdisciplinary
and visiting the Tzu Chi recycling center. These trips are
capstone project, Advocating for Change.
planned and are promoted by Service Clubs that meet

during lunch and after school. Middle School Saturday
Service Learning serves as a vehicle for experiential,
Service is open to both ISM students and their parents.
inquiry-based learning and supports our mission to

involve our community in sustaining and safeguarding
Grade level service projects, such as Classroom Without
our environment and acknowledge and celebrate
Walls (CWW) and Project Awesome, strive to strengthen
our differences and encourage empathy, compassion,
bonds within our own community and develop mutually
understanding and respect for human dignity.
beneficial relationship with partners in the community

outside our school. CWW projects include partnerships
with schools for underprivileged and disabled children,
interaction
with
indigenous
communities,
and
environmental projects such as tree planting, organic

farming, and coral reef preservation. CWW gives students
the opportunity to identify local issues, contribute to a
solution, and reflect on their experiences. These projects
www.ismanila.org
Photos are courtesy of the Admissions and Advancement Office, Claire Stevens, Cory Willey, Eugene Perez,
Francis Aylward, Ishan Pradhan and Marsha Hillman.
International School Manila

University Parkway, Fort Bonifacio Global City, 1634 Taguig, Philippines
5SVOL-JOF
t'BY

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Table of Contents

ISM Core Values and Mission

ISM CORE VALUES AND MISSION

ISM Core Values

Accentuate learning, growth, perseverance and self-awareness as life-long values.

* Adopted by the Board of Trustees on 26 October 2015

Integrity, Service, Merit

Middle School Program Guide

ISM SCHOOL-WIDE STUDENT GOALS

Middle School Program Guide

6 AN OVERVIEW: THE MIDDLE SCHOOL

iddle School at International School Manila is a time when students are

We are: developmentally responsive, taking into consideration the nature of young

Middle School Program Guide

AN OVERVIEW: THE MIDDLE SCHOOL 7

English Language Arts

Middle School Program Guide

8 AN OVERVIEW: THE MIDDLE SCHOOL

Cause and Effect

Middle School Program Guide

ASSESSMENT AND GRADING FOR LEARNING 9

Assessment and Grading

Middle School Program Guide

10 ASSESSMENT AND GRADING FOR LEARNING

Grading for Learning

Middle School Program Guide

ENGLISH LANGUAGE ARTS

English Language Arts

Students explore patterns and structures

Middle School Program Guide

12 ENGLISH LANGUAGE ARTS

English Language Arts Honors

The aims and objectives of the English Honors program

t To broaden and deepen student appreciation

attention on why English Language Arts is studied as

of literature by engaging in a study of

a part of the core curriculum. Students revisit these

challenging literary texts.

Why read? How do I grow as a reader?

t To foster a deeper understanding of how

Why write? How do I grow as a writer?

communication skills enrich and enhance the

Why speak? How do I grow as a speaker?

learning experience across the curriculum.

Why listen? How do I grow as a listener?

instructional strategies throughout the year. During

Middle School Program Guide

ENGLISH LANGUAGE ARTS 13

Middle School Program Guide

Standards for Mathematical Practices:

1. Make sense of problems and persevere

2. Reason abstractly and quantitatively.

the classroom. Our curriculum is a coherent body of knowledge made up of

3. Construct viable arguments and critique

interconnected concepts with articulated progressions from grade to grade so

the reasoning of others.

4. Model with mathematics.

5. Use appropriate tools strategically.

We seek to develop varieties of expertise in our students though emphasis on

7. Look for and make use of structure.

The Standards for Mathematical Practices. These practices rest on important

8. Look for and express regularity in

processes and proficiencies with longstanding importance in mathematics

to practice applying mathematical ways of thinking to real-world issues and