MS Program Guide SY1516

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 Media Center
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
Guidelines for School Closure
29
30
31
31
31
32
32
33
36
36
37
38
39
39
40
41
43
43
43
43
43
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44
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45
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45
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ISM CORE VALUES AND MISSION
ISM Core Values

and Mission
Core Values
Mission
Integrity, Service, Merit
International School Manila is an independent, international school whose

structure, traditions and style emanate from the United States and whose
curriculum and methodology 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. Our mission
is to build a vibrant learning community in which all strive to:
Advance the value of learning, growth and self-awareness as lifelong endeavors.
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.
Live our lives positively, joyfully and ethically.
* Adopted by the Board of Trustees on 26 October 2004
Integrity, Service, Merit

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Middle School Program Guide
ISM SCHOOL-WIDE STUDENT GOALS
ISM School-Wide
Student Goals
At International School Manila, we expect students to work to the best of their ability to be:
1. Effective Communicators: Who can interact through a range of modes of
communication and for a variety of purposes.
2. Knowledgeable and Skilled Learners: Who continually acquire useful knowledge and
skills while developing understanding(s) across a broad and balanced range of contexts.
3. Self-directed and Balanced Individuals: Who strive to achieve their personal best
and understand the importance of intellectual, physical and emotional balance.
4. Inquiring and Reflective Problem Solvers: Who can think critically and creatively to
make informed decisions and then take appropriate action.
5. Responsible, Caring and Ethical Contributors: Who can empathize and be tolerant
of difference 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 benefitting 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
Math
Science
Social Studies
Modern Language
Physical Education
Wellness
ELECTIVE COURSES
GRADE 5
GRADE 6
GRADE 7 and GRADE 8
Year-long
Year-long
Year-long
Semester-long
Band
Band
Band
ArtMud
Strings
Strings
Chorus
ArtSculpt
Strings
ArtStudio
Drama
ArtiSan
Semester-long
Semester-long
Chorus
Chorus
Be The Change
General Music
General Music
Blueprint for Success
Adventure-Based Games
Team Sports
Chorus
IT iLearn
IT iDesign
Dance Remix
Dance Revolution
DigiArt
Drama
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
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).
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.
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.
Effective assessment is valid. Assessment tools and processes are aligned to standards and directly measure
what they are intended to measure.
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.
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.
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.
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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ASSESSMENT AND GRADING FOR LEARNING
Purposes of Assessment
The primary purpose of assessment is to improve student learning by:
giving students 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;
enabling teachers 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;
providing parents 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;
providing curriculum leaders with the data necessary for effective curriculum evaluation and revision;
providing other 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 unit, students are encouraged to explore different
and revisits the fundamental components of reading, texts through the metacognitive reading strategies
writing, speaking and listening at each grade level in the and share their ideas with peers in small and whole
Middle School. The curriculum varies the complexity of group discussions. They utilize their own learning
texts and genres to build the sophistication of students styles as they explore and analyze texts from different
thinking each year and prepares them for the learning perspectives. Independent writing and reading are
ahead.
vital components of each course in order to encourage

each students inclination and passion for reading and
Overarching essential questions encourage students to writing. Self-reflection is a critical component of each
think about communication as a part of their everyday course because it allows students to set and revisit
lives. These questions help focus each students personal growth goals as an ongoing aspect of their
attention on why English Language Arts is studied as communication development.
a part of the core curriculum. Students revisit these
questions throughout each unit of study. At the end of
English Language Arts Honors
each unit, these questions are used to guide reflection The aims and objectives of the English Honors program
on a students understanding of the unit of study.
Why read? How do I grow as a reader?
at ISM are:
To broaden and deepen student appreciation
Why write? How do I grow as a writer?
of literature by engaging in a study of
Why speak? How do I grow as a speaker?
challenging literary texts
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
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ENGLISH LANGUAGE ARTS 13
To foster a greater sense of the artistry and artfulness of language and writing
To extend each students English skills beyond the regular English curriculum
To foster a deeper understanding of how communication skills enrich and enhance the learning
experience across the curriculum
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 to 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 is explored as well as the
methods for producing each type of publication. 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 rational 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:
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
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
To develop inquisitive and active problem solvers who regularly use higher-level thinking skills
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
In Grade 6, students
use the scientific process
will use the scientific
to conduct and design
process to conduct and
investigations while
design investigations
learning about rocks and
while learning about
learning about natural
learning about human
minerals, earths changing
matter, cells, ecosystems,
selection, forces and
body systems, physical
surface, earthworms and
magnets, circuits, plate
motion, density, heat
and chemical reactions,
composting, and sound
tectonics and earths
transfer and the solar
simple machines,
and light.
history.
system.
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 face
masks 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-toe shoes (such as PE shoes or sneakers); flip-flops and sandals present
a safety hazard and are not acceptable footwear.
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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:
How does the study of the world help us to understand our place in it?
How does the study of the past help us to understand the present and prepare for
the future?
How is Social Studies about me?
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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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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
Physical Education
he Middle School Physical Education program is aligned

with the Elementary and High School programs. In Grades
5 and 6, students develop the basic motor skills learned in
Elementary School and begin to incorporate them into more
realistic sports situations. Students also have the opportunity to
select specific elective courses to extend their own interest in a sport
and activity. Students take part in various conditioned activities that
not only develop basic skills but also an awareness of what it takes
to be an all-round athlete. Teamwork, cooperation, competition and
communication are emphasized, along with more sports-related
aspects such as participation, fitness and a healthy lifestyle. The
Grade 7 and 8 programs continue to develop the basic motor skills
and overarching themes from Grades 5 and 6, but also begin to look
at how they can be used in formal sports situations. Students develop
an awareness of the importance of being active in everyday life.
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24
PHYSICAL EDUCATION
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 cooperation, trust and
participation in numerous competitive and non-
communication among students. These young Middle
competitive situations. The focus is on the continued
School students will have the opportunity to participate
development of basic skills that can be incorporated
in various team challenges, cooperative games and
into a variety of activities instead of specific sports. Team
initiatives. They will be guided through activities that
and individual values are also developed as students
will enhance their team-building, problem-solving
evaluate their interactions with others on a regular
and communication skills. They will experience being
basis. Additionally, students have the opportunity to
leaders, followers and observers and learn how to
select Adventured-Based Games or Team Sports elective
perform such roles effectively so that the group can
courses for one semester.
reach its goal.
In Grades 7 and 8, students have the opportunity to
Team Sports
transfer their knowledge into more realistic sports and
For Grade 6 students, this semester-long elective course
game situations. They also gain a greater understanding
is aimed at those who wish to further their abilities in a
of their social responsibility, fitness development and
wide variety of team sports such as Basketball, Soccer,
knowledge of rules through participation in competitive
Water Polo, Touch Rugby, Volleyball, Flag Football
team and individual activities, evaluation and feedback
and Floor Hockey, among others. By playing fun and
sessions together with research projects. Students have
competitive games against opponents, students will
the opportunity to select Fun, Fast and Fit elective for
explore advanced skills and tactics. Through teamwork,
one semester.
communication and cooperation, the students will make
Grade 5 and 6
Motor Skill Development in the courses:
collaborative efforts to devise and incorporate existing

skills, tactics and strategies to gain an advantage over
and to pressure opponents.
Invasion Skills
This will be a very active course that will promote high
Movement Skills
levels of activity and fitness with an aim to develop a
Aquatic Skills
positive attitude towards lifelong participation in sports
Net Skills
and/or exercise
Strike and Field Skills

Overarching Themes:
Teamwork
Cooperation
Competition
Communication
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):
Basketball, Soccer, Touch Rugby, Hockey
Climbing, Gymnastics, Fitness, Track & Field
Swimming, Survival, Water Polo
Volleyball, Pickleball, Table Tennis, Badminton
Softball, Cricket
Fun, Fast & Fit

For Grade 7 and 8 tudents this is a fun new Physical Education elective. It uses music, movement
and the power of fitness to boost your energy, increase your skill level and generally make you
feel awesome. There are a number of different types of fitness activities to suit everyone. 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. Each class will leave you feeling
fitter, more mentally energized and amped to take on the world.
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 nineline 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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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:
Personal choices related to health promotion and
disease prevention will enhance health.
The influence of family, peers, culture, media,
technology and other factors affect health behaviors.
Practicing health-enhancing behaviors can help them
avoid or reduce health risks.
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 an investigation
effects of caffeine on the body and mind, decision-
of how fast food and a lack of physical activity
making skills and peer pressure. The fourth unit
affect the body systems. In unit two, students focus
of study looks at personal development. This unit
on social health where they explore strategies and
focuses on the different body changes that occur
skills to help with conflict management, bullying
during puberty, the reproductive system and ways
and coping with unhealthy relationships. This is
that students can develop healthy personal care
followed by a drug education unit. The topics of
routines.
study for this unit include the effects of tobacco

on ones health, peer pressure, the role of media in
In Grade 6, the course is divided into four units
teen drug use, refusal skills and proper use of over-
of study, beginning with physical health. This
the-counter and prescription medications. Lastly,
physical health unit augments lessons already
students continue their investigation of physical
presented in our Physical Education program and
health by studying in-depth the reproductive
provides students with information on the benefits
systems, including guidelines for the care and
of physical fitness, as well as nutrition, healthy
maintenance of these systems.
eating habits and body image. The next unit of

study is emotional health. This unit investigates
In Grade 8, students are introduced to topics that
the importance of making healthy decisions and
are relevant for teens who will soon be entering
provides strategies for managing emotions. In
High School. As in all Wellness courses at ISM, the
the substance abuse unit, the students study the
importance of good decision-making based on
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28 WELLNESS
factual information and values is emphasized. In the first
unit, students study the most common eating disorders

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

unit, human sexuality, in which students examine teen
sexuality, pregnancy and sexually transmitted diseases.
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INFORMATION TECHNOLOGY 29
Information
Technology
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 Your Own Device (BYOD) to
support this.
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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 work primarily in teams to design, build and
program robots. The main hardware for the robots is 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 as well
as those for email and Internet access (including webmail/email), word-processing, multimedia
presentations and lesson supplements.
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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
Our program develops and stimulates creative thought, collaboration and teamwork,
improvisational skills and physical awareness. Middle School Drama 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 improvisation, play-building and group-devised
performance. In Grade 5, students investigate the use of voice and body and will be
encouraged to utilize these skills while working with masks and scripts. In Grade 6, students
further expand their skills in voice and body as well as develop new performance skills
when looking at stagecraft, puppetry and scriptwriting. 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

Mask and Mime
Students explore movement techniques, object representation, mask and mime in historical
and national theater traditions, improvisational games and theater sports, vocal techniques
and collaborative group-devised original performance.
Script and Structure

Students explore how to create a clear beginning and end to a performance. They further develop
improvisational and collaborative techniques, investigate characterization and performance for
an audience. Students continue to work with movement and vocal methods to enhance and
improve their performances.
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34
Grade 6 Drama Units

Improvisation
Grade 7 and 8 Elective

Content/Skills
Students revise and further develop their improvisational Grades 7 and 8 Middle School Drama students
skills with the goal of creating original characters and continue to build upon the skills explored in Grades 5
situations to be used in collaborative, group-devised, and 6, including improvisation, collaboration, use of
original performance.
voice and body, and group performance. This more indepth exploration of foundational principles focuses
Puppetry
Students
on the head and heart in performance, relating to

explore
conventions
and
techniques such important concepts as mood, emotion, intention
associated with various international puppetry styles and storyline development. Interactive group activities
and put their research and practical work into practice also lead toward purpose-driven play- building, which
by building puppets, which are used in a devised explores the different roles of responsibilities involved
original performance.
when creating a performance piece.
Script and Structure

Students explore sources of tension and conflict in
a narrative; they further develop improvisational
and
collaborative
techniques
and
investigate
characterization and performance for an audience.

Students continue to work with movement and vocal
methods to enhance and improve their performances.
www.ismanila.org
Grade 7 and 8 Drama Units

Creating Physical Theater
Play-Building
Students explore elements of physical performance
dimension as students learn about the various
with special attention to techniques that convey
roles involved in making a successful performance:
mood, emotion and character intention. Improvised
playwright, director, stage manager, technical director,
and collaborative activities provide students with
etc. Students explore these roles by taking on specific
opportunities to create original performances that
jobs in the context of collaborative group-devised
utilize these concepts.
projects.
Mask/Puppetry
Working the Scene
This performance unit provides an opportunity for
This final performance unit provides students with the
students to reacquaint themselves with either masks or
opportunity to work with published scenes written
puppetry, by exploring a specific performance tradition
by professional playwrights. Students are led through
from world theater. Students engage in research
the processes of understanding the writers intentions
that supports their understanding of the selected
and how to perform other peoples dramatic ideas. In
tradition. The performance piece for this unit focuses
addition, students examine the fundamental structure
on conveying mood and emotion to an audience within
of a scene and how to convey the overall dramatic
the tradition of world theater.
development of a scene in their final performance.
The opportunity for play-building takes on a new
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36
Music
Middle School students are exposed to music in a
variety of year-long and semester-long courses offered
in General Music, Choir, Band and Strings.
General Music
Students can explore a broad range of musical topics in
General Music. Students look at the elements of music
and experiment with different instrument groups on
how these can be employed. Students also use loopbased software to create electronic compositions.
Grade 7 and 8 students enrolled in Music Madness
further extend their music experiences through units
such as guitar, keyboard, world music, musical theater,
movie soundtracks, computer-based composition and
the history of rock and roll.
choose to play violin, viola, cello or bass while the focus in band
is on playing instruments in the woodwind, brass and percussion
Choir
families. Band and String classes are taught year-long and
Students may choose to develop their vocal talents
students may enter these programs at a Beginning, Intermediate
by taking a semester or full year of Choir. Grade 7 and
or Advanced skill level.
8 singers at every level of ability and stage of physical

transition are encouraged to develop their vocal skills
All performance groups in the Music Department are highlighted
and musicianship in Choir.
at several concerts throughout the year.
Band and Strings

Students interested in learning to play an instrument
may choose to take Band or Strings. String students
Dance
Dance offers students the chance to explore their movement
potential and develop spatial awareness.
Throughout the
semester, different dance forms such as modern, jazz and hip hop
and the foundations of choreography will be explored. Above all,
this course is designed to give students the confidence to move
forward into ISMs already thriving Dance program at the High
School level and to inspire them to experiment with different
avenues of movement expression. For this reason, the course
is suitable for both experienced and beginning dancers. As part
of this program, the students are given the opportunity to share,
celebrate and showcase their talent through participation in
school activities and dance recitals.
www.ismanila.org
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 socialemotional 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 risktaking. 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

Each Advisory is made up of a maximum of 13 students in the same grade level who meet
with an assigned advisor throughout the year.
Advisory period takes place twice each week.
Regular assemblies reinforce Advisory themes structured around ISMs Dispositions: caring,
responsible, self-directed, ethical/fair, creative, balanced.
Advisory sessions include circle discussions, group sharing, collaborative games, inspiring
videos, time to get organized, and reflective activities.
Various activities focus on community building, character strengths development, service
learning, mindfulness, study skills, self-expression and self-regulation.
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.
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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 philosophy that students vary in their level of ability, achievement, motivation
and interest and that individuals respond best to educational programs that provide
appropriate challenges and 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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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 LS 3 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 MEDIA CENTER 43
Middle School Media Center

T
he Middle School Media Center (MSMC) 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
of our Middle School and wider community. The fiction
Students develop and apply research skills to discover
collection is regularly updated with the newest titles and
ideas and information from a variety of sources, print and
caters for a wide variety of abilities and interests. Fiction
non-print, including electronic databases, websites, and
is arranged by genre to enable students easier access. In
additional applications. Students learn to employ critical
addition, we subscribe to Overdrive, an online library that
thinking skills to seek, organize, analyze, synthesize and
allows students to check out titles and read on their own
evaluate information and ideas.
devices even though they may not be in the physical media

center space.
Research skills are introduced and reinforced using a
The non-fiction collection features books on a wide range of
cooperative and collaborative approach with classroom
relevant topics to support the MS curriculum. Additionally,
teachers. Librarians and teachers plan and teach together in
the MSMC has collections to support ESL learners and LS
the Media Center and in classrooms to ensure all students
students. There is also a non-English collection of popular
receive instruction on research procedures including
MS titles in various languages.
questioning, information seeking strategies, location and

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

the MSMC features a collection of iPads, which can be
Print Resources
used by students for research, mobile searching, reading,
The MSMC collection has been chosen to reflect the needs
applications and games.
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44
CLUBS AND ACTIVITIES
Clubs and Activities

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.
1st Season: (Aug to mid-Oct) Volleyball,

Soccer, Cross Country
2nd Season: (Nov to late Jan) Basketball,
Tennis, Rugby, Touch
3rd Season: (Feb to mid-April) Track & Field,
Softball, Badminton, Mixed Touch
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
New student orientation
are available via the Middle School AFAC handbook on
Departing student send-off
the Middle School website. The program also includes
Student-led assemblies
organized activities in assembly times, lunch breaks and
Student-led events
other dedicated times.
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
n the Middle School, students have various opportunities to engage in
authentic service learning projects that connect their passions, talents, and
concerns. Through the MS Service Learning Program students:
Gain a better understanding of themselves and their place in the world;

Develop sustainable, mutually beneficial relationships within the community;

Apply what they learn to real-world problems; and
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
GUIDELINES REGARDING SCHOOL CLOSURE 47
Guidelines Regarding School Closure

GENERAL INFORMATION
1. The decision regarding whether ISM is to open or close
2. Storm Signal 2 Conditions
is made by the Crisis Response Team (CRT) that includes

the Superintendent, the ISM Director of Security and
2.1 If Storm Signal 2 is declared before 5:30 a.m., ISM will
the ISM Transportation Coordinator. Any school closure
close.
announcement will be issued by 5:30 a.m. At all times, the

safety of students is our priority.
2.2 An announcement to parents regarding closing of the

school will be made as soon as possible.
2. The final decision as to whether to send a child to

school during adverse conditions does of course rest with
2.3
Information will be transmitted to parents by the
the parents. It may be that the school remains open, but
Telephone Tree, Mass Text Messaging System, Bus System
travel is hazardous in some few parts of the city. In such
and Administrative Telephone Tree.
circumstances, parents should use their best judgment.

2.4 If Storm Signal 2 is declared after 5:30 a.m., ISM will
3. Should a typhoon emergency occur during a school
remain open until the end of the school day, but practices
day, teachers and administrators will do their utmost to
and activities will be cancelled, and all students must
ensure the safety of students. Teachers will carry on their
leave campus by 3:00 p.m.
normal duties and continue until normal dismissal times.

Should a typhoon signal change to a higher level or an
emergency situation develop during a school day, please

read the instructions below:
3.1 When Storm Signal 3 or higher is declared, there are

no classes.
CONTINGENCIES
REGARDING
CLOSING
DURING
TYPHOONS
3.2 If school is in session when this happens, students will

remain on campus until they are collected by parents or
their authorized representatives or until the school can

transport them home.
1. When Storm Signal 1 is declared, school will remain

open.
www.ismanila.org
48 GUIDELINES REGARDING SCHOOL CLOSURE
OTHER EMERGENCY SITUATIONS

4. In the event of severe weather conditions or other
calamity but in the absence of a declared Storm
Signal, decisions on school closure will be made by
the CRT informed by Government Agencies and the
situation on the ground. In all such cases, parents
should await information from the school, which will
provide definitive guidance on whether or not there
are classes.
RELEASING STUDENTS WHEN AN EMERGENCY

SITUATION IS DECLARED
5.1 Parents may collect their children at any time during
an emergency. To ensure proper control of departures,
pick-ups will be coordinated by each school office.
5.2 Authorized representatives will be allowed to
collect children on receipt of a confirmatory telephone
call, e-mail or written note from the parent.
www.ismanila.org
GUIDELINES REGARDING SCHOOL CLOSURE 49
re
esponse Team (CRT)

Transportation
t all times, the safety
nditions does of
avel is hazardous in
best judgment.
nistrators will do
rmal duties and
higher level or an
ons below:
as soon as possible.
Text Messaging
e end of the school

eave campus by
us until they are

ol can transport
sence of a declare
ed by Government
d await information
t there are classes.
nsure proper control

of a confirmatory
www.ismanila.org
Photos are courtesy of Eugene Perez and Office of Admissions and Advancement.
International School Manila

University Parkway, Fort Bonifacio Global City, 1634 Taguig, Philippines
Trunk Line: (632) 840.8400 Fax: (632) 840.8405
www.ismanila.org

MS Program Guide SY1516

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Table of Contents

ISM Core Values and Mission

ISM CORE VALUES AND MISSION

ISM Core Values

Integrity, Service, Merit

International School Manila is an independent, international school whose

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

GRADE 7 and GRADE 8

Blueprint for Success

Middle School Program Guide

8 AN OVERVIEW: THE MIDDLE SCHOOL

Cause and Effect

In addition to the concepts, there is a set of school-wide Transdisciplinary Skills

Middle School Program Guide

ASSESSMENT AND GRADING FOR LEARNING 9

Assessment and Grading

Middle School Program Guide

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

vital components of each course in order to encourage

English Language Arts Honors

Why write? How do I grow as a writer?

of literature by engaging in a study of

Why speak? How do I grow as a speaker?

challenging literary texts

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

Instructional practices in the Middle

challenges. They prepare students to think and reason mathematically.

student-centered and designed to pursue

The Grade 5 Mathematics course focuses on number and operations in

skills and fluency, and application with