Table of Contents

ISM Core Values and Mission ISM School-Wide Student Goals An Overview: The Middle School English Language Arts Content/Skills Instructional Practices English Language Arts Honors Introduction to Journalism Mathematics Content/Skills Instructional Practices Courses Mathematics Honors Science Content/Skills Instructional Practices Safety IDEAS (Investigating and Designing through Engineering Activities) Social Studies Content/Skills Instructional Practices Changing Our World Modern Languages Content/Skills Resources Physical Education Content/Skills Resources Wellness Content/Skills Instructional Practices 5 6 7 10 11 11 12 12 13 13 13 14 14 15 15 16 16 16 17 18 19 19 20 21 21 22 23 24 25 26 27 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 Instructional Practices Print Resources Electronic Resources Clubs and Activities After-School Activities Athletics and Activities Middle School Activities Program Sports Activities Non-Sporting Activities Service Learning Chosen Children Village GK777 Philippine Animal Welfare Society Philippine Community Foundation 28 29 30 30 30 31 31 32 35 35 36 37 38 38 39 41 43 43 43 44 44 45 45 45 46 46 46 48 49 49 50 50

ISM Core Values and Mission

ISM Core Values and Mission Integrity, Service, Merit

Core Values
Integrity, Service, Merit

Mission
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

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ISM School-Wide Student Goals

An Overview: The Middle School

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.

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 throughout our community.

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Middle School Program Guide

Middle School Program Guide

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An Overview: The Middle School

An Overview: The Middle School

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, a compulsory Exploratory and an Elective. Depending on the grade level, the semester-long exploratory courses are Art, Drama, Wellness, IDEAS and Changing Our World. These courses allow students to explore specific areas. Individual choices are provided through the elective courses. REQUIRED COURSES English Language Arts Math Modern Language GRADE 5 Art Drama Wellness GRADE 5 Year-long Band Strings Semester-long Chorus General Music Cooperative Games iLearn Band Strings Semester-long Chorus General Music Team Sports iDesign Art Drama Wellness ELECTIVE COURSES GRADE 6 Year-long Year-long Band Strings GRADE 7 and GRADE 8 Semester-long ARTstudio(General Art) DigiART (Digital Art) ARTmud (Ceramics) ARTsculpt (Sculpture) Chorus Music Madness Dance Drama Introduction to Journalism Robotics GRADE 6 Wellness IDEAS Science Physical Education EXPLORATORY COURSES GRADE 7 GRADE 8 Wellness Changing Our World Social Studies

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 Organization Patterns Form & Function Change GRADE 6 Structures Relationships Cause and Effect Discovery GRADE 7 Identity Innovation Interaction Truth GRADE 8 Systems Transformation Power 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 are the 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 makes for a richer, more rigorous academic program and solidifies the long-term development and reinforcement of their understandings.

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English Language Arts

English Language Arts

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English Language Arts

he Middle School English Language Arts program is designed to provide students with the opportunity to build upon their fundamental knowledge about language and communication and to start exploring their own strengths and areas for improvement as readers, writers, speakers and listeners. A strong emphasis is placed on the idea of applying appropriate strategies as readers and viewers to make meaning from texts and of using these same strategies to craft written, visual or oral pieces that are sophisticated and accessible to the audience. We explore patterns and structures in text to help students transfer their use of skills from one literacy context to another, be it between informational and creative pieces of writing, fictional and non-fictional pieces of written or visual text, or formal and informal oral discussions. Students should begin to move towards using figurative and non-figurative language in their composition of text, attempting to express themselves in ways that challenge them to show their understanding with more complexity.

Content/Skills
As a skills-based course, the English Language Arts program revisits the same fundamental components of reading, writing, speaking and listening throughout each grade level in the Middle School. By varying the complexity of texts and genres used as well as the sophistication of student thinking, the curriculum each year directly builds upon the learning that came before and prepares students for the learning that lies ahead. Overarching essential questions encourage students to think about communication as a part of their everyday lives. These questions help focus each students attention on why English Language Arts is studied as a part of the core curriculum. Students will come back to these questions repeatedly throughout each unit of study as questions to ponder and ask about any piece of literary or non-literary communication. At the end of each unit, these questions should be used to guide reflection on a students understandings from

Instructional Practices
Looking at students as individual learners and assessing their needs within each lesson or unit of study is the starting point for determining the instructional strategies that will be most appropriate at any time during the year. Throughout each unit, students are encouraged to explore the different types of text they will encounter by thinking metacognitively, sharing their ideas with peers in small and whole-group discussions, and utilizing their own learning styles as they explore and analyze texts from different perspectives. Independent writing and reading are a part of each course and serve to develop each students inclination and passion as a reader and writer. Self-reflection is a critical component of the course and allows students to set and revisit personal growth goals as an ongoing aspect of their communication development.

We explore patterns and structures in text to help students transfer their use of skills from one literacy context to another.

that unit of study. Why read? How do I grow as a reader? Why write? How do I grow as a writer? Why speak? How do I grow as a speaker? Why listen? How do I grow as a listener?

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English Language Arts

Mathematics

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Mathematics
English Language Arts Honors
The aims and objectives of the English Honors program at ISM are: To broaden and deepen student appreciation of literature by engaging in a study of challenging literary texts. 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. In the Honors program offered in Grades 7 & 8, the curriculum demands that students 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 will 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 will excel in this context. A process has been established for the selection of students in the Honors program, which will be communicated to all students and parents at the beginning of the second semester. How do we describe change in mathematics? How can something change and stay the same? When isnt there one answer to a math problem? How do mathematical models/representations shape our understanding of mathematics and real-world situations? How do you select the best problem-solving method? How can data be used to make reasonable predictions and informed decisions? How do you know when an answer is reasonable? How is learning math like learning a language? What can be learned from studying math?
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he Mathematics program at ISM believes in providing students with an opportunity to foster an appreciation for mathematics, critical and analytical thinking, problem-solving, computational skills and conceptual development through the process of mathematical reasoning.

Content/Skills
The ISM Mathematics curriculum is designed 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. It also provides problem-solving skills in logic and patterns. Because mathematics is sequential in nature, each of our course offerings builds upon previous courses and prepares students for future math course offerings at ISM. Overarching essential questions provide an opportunity for students to think about mathematics as a whole. The following essential questions will help guide students and encourage them to question mathematics and raise even more questions about their learning.

Instructional Practices
Instructional practices within the Mathematics course vary in accordance with the objectives and learning indicators. The instructional strategies range from traditional whole-group instruction to small group activities to individualized instruction. Activities include investigations, performance tasks, mathematical modeling, inquirybased activities and the integration of a wide range of technology.

Introduction to Journalism
In the Introduction to Journalism elective course, students will learn about and experience what it means to be a journalist. They will practice gathering information, conducting interviews and expressing their opinions in print, electronic and video media. Both the composition of text in each of these types of media as well as the methods for producing each type of publication will be explored. The goal of the course is to give interested students an authentic experience in communicating with an audience and purpose in mind, with the awareness of a journalists professional duties and responsibilities.

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Mathematics

Science

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Courses
The Grade 5 Mathematics course focuses on the areas of number sense, patterns, measurement, data management and geometry. Where appropriate, this course is integrated with Science and allows students the opportunity to make connections between the scientific and mathematical world around them. The Grade 6 Mathematics course focuses on the areas of number sense, arithmetic, geometry, measurement, data management and probability. During interdisciplinary 6th grade units, students incorporate their mathematics skills and understanding in cross-curricular projects. The Grade 7 Mathematics course develops pre-algebra and geometry concepts and skills. It includes topics in data collection and analysis, applications with fractions and percents, measurement, linear functions and geometry. The Grade 8 Mathematics course includes topics in number sense, measurement, algebra, geometry, data analysis and probability. Students solve problems requiring concrete and abstract reasoning and develop the ability to describe a situation with a variety of models.

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.

Mathematics Honors
Honors classes are offered at the 7th and 8th grade level in Middle School. The courses are designed to enrich and challenge students beyond the scope of a standard math classroom. 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.
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In Grade 5, students will use the scientific process to conduct and design investigations while learning about rocks and minerals, earths changing surface, earthworms and composting, and sound and light.

In Grade 6, students will use the scientific process to conduct and design investigations while learning about matter, cells, ecosystems, magnets, circuits, plate tectonics and earths history.

In Grade 7, students will use the scientific process to conduct and design investigations while learning about classification, natural selection, forces and motion, density, heat transfer, pressure and the solar system.

In Grade 8, students will use the scientific process to conduct and design investigations while learning about human body systems, physical and chemical reactions, simple machines, pollution and ecology.

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Science

Social Studies

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Instructional Practices
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.

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.

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.

IDEAS (Investigating and Designing through Engineering Activities)

IDEAS is a semester-long course taken by all Grade 7 students where they engineer designs in order to solve problems using Science, Mathematics and Technology. IDEAS is a non-competitive course where failure is an option. In fact, failure is critical in order for a design to ultimately be successful.(Think bridges: an engineer must know at what point the bridge will fail in order to ensure that it doesnt happen in real life.) Accordingly, students are assessed using the continuum of exemplary, proficient, developing or emerging and are encouraged to take chances without fear of being penalized. Instead of content, the intended learnings for this course will consist of the school-wide Transdisciplinary Skills of communication, critical thinking and problem-solving, connection and collaboration, personal management and reflection, and researchnot on the success of the design. Activities will vary across the engineering and scientific disciplines as well as incorporate student-generated ideas for school improvement and collaboration with our Service Learning partners.

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Social Studies

Social Studies

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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 the 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, 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?

Instructional Practices
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, small-group instruction, hands-on activities and simulations. The use of technology is regularly integrated into the Social Studies program.

Changing Our World

Changing Our World is a semester-long course taken by all Grade 8 students in addition to their regular Social Studies class. The goal of the Changing Our World 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 self-awareness 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

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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 tasks including homework, quizzes, writing exercises, oral presentations, skits, movies and interviews. Communication and conversation drive our instructional approach.

Content/Skills
The Introductory Courses (Level A) aim to develop students confidence and ability to interact in the target language through engaging students in a thematic and communicative approach. The themes explored are personal information, family and friends, school, home, city, free time and entertainment, hobbies and sports, shopping, health and food. These themes and in-class learning experiences are closely linked to students Level C courses aim to provide students with the skills necessary to begin analyzing, debating and interacting in the target language at an intermediate level. Vocabulary and advanced grammar continue to be introduced through the same instructional approach designed to engage students in the language learning process. The themes studied are expanded to encourage discussion and interaction with authentic materials of the target culture and language. By the end of the Level C course, students are expected to use the language with grammatical 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 basic grammar and vocabulary to further students abilities to express themselves and support their opinions in the target language. The same themes as Level A are used as the context to develop students confidence and fluency with the basic language, grammar, concepts and vocabulary. By the end of these courses, students will have acquired skills to Upon completion of Grade 6 and Grade 8, students will be evaluated based on in-class performance and placed in the most suitable level for the following year. Students from Grade 6 will usually be placed in Level A or B. Students from Grade 8 will usually be placed in High School Level 2 or 3. communicate in oral and written forms with coherence and a reasonable degree of grammatical accuracy within the range of themes studied.

interests and awareness of the world. Vocabulary and grammar structures are learned in context to further students ability to interact in the target language. By the end of these courses, students will have acquired skills to communicate in oral and written forms with some coherence and a reasonable amount of grammatical accuracy within the range of themes studied.

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 textbooks, audio-visual equipment, software and magazines. Our Modern Languages lab is frequently used by students to create products that demonstrate their understanding of the language and to interact with authentic materials online.

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Physical Education

Physical Education

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Physical Education

Content/Skills
In Grades 5 and 6, students develop their understanding of sports and fitness-related concepts through participation in numerous competitive and noncompetitive situations. The focus is on the continued development of basic skills that can be incorporated into a variety of activities instead of specific sports. Team and individual values are also developed as students evaluate their interactions with others on a regular basis. Additionally, students have the opportunity to select Cooperative Games or Team Sports elective courses for one semester. In Grade 7 and 8, students have the opportunity to transfer their knowledge into more realistic sports and game situations. They also gain a greater understanding of their social responsibility, fitness development and knowledge of rules through participation in competitive

Cooperative Games
For Grade 5 students, this semester-long elective course is aimed at developing cooperation, trust and communication among students. These young Middle School students will have the opportunity to participate in various team challenges, cooperative games and initiatives. They will be guided through activities that will enhance their team-building, problem-solving and communication skills. They will experience being leaders, followers and observers and learn how to perform such roles effectively so that the group can reach its goal.

Team Sports
For Grade 6 students, this semester-long elective course is aimed at those who wish to further their abilities in a wide variety of team sports such as Basketball, Soccer, Water Polo, Touch Rugby, Volleyball, Flag Football and Floor Hockey, among others. By playing fun and competitive games against opponents, students will explore advanced skills and tactics. Through teamwork, communication and cooperation, the students will make collaborative efforts to devise and incorporate existing skills, tactics and strategies to gain an advantage over and to pressure opponents. This will be a very active course that will promote high levels of activity and fitness with an aim to develop a positive attitude towards lifelong participation in sports and/or exercise.

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.

team and individual activities, evaluation and feedback sessions together with research projects.

Grade 5 and 6
Motor Skill Development in the courses: Invasion Skills Movement Skills Aquatic Skills Net Skills Strike and Field Skills

Overarching Themes: Teamwork Cooperation Competition Communication Healthy Lifestyles

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Physical Education

Wellness

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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.

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.

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.

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, Rounders 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. By following our Wellness Standards and Indicators, students will understand that:

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, a fully equipped Olympic gymnastics area and a covered utility area.

Advocating for personal, family and community health promotes healthy behaviors and choices.

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Wellness

Wellness

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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 of a holistic approach to health that places equal emphasis on physical, mental, emotional and social well-being. The course begins by examining healthy eating habits, nutrition and the importance of physical fitness. Students then explore various health-enhancing behaviors and learn how to keep safe both at home and in the wider community. In the substance abuse unit, students investigate the effects of caffeine on the body and mind, decision-making skills and peer pressure. The fourth unit of study looks at personal development. This unit focuses on the different body changes that occur during puberty, the reproductive system and ways that students can develop healthy personal care routines. In Grade 6, the course is divided into four units of study, beginning with physical health. This physical health unit augments lessons already presented in our Physical Education program and provides students with information on the benefits of physical fitness, as well as nutrition, healthy eating habits and body image. The next unit of study is emotional health. This unit investigates the importance of making healthy decisions and provides In Grade 7, the course begins with an investigation of how fast-food and a lack of physical activity affect the body systems. In unit two, students focus on social health, where they explore strategies and skills to help with conflict management, bullying and coping with unhealthy relationships. This is followed by a drug education unit. The topics of study for this unit include the effects of tobacco on ones health, peer pressure, the role of media in teen drug use, refusal skills, and proper use of over-the-counter and prescription medications. Lastly, students continue their investigation of physical health by studying in-depth the reproductive systems, including guidelines for the care and maintenance of these systems. strategies for managing emotions. In the substance abuse unit, the students study the effects of inhalant abuse on the body and mind. The course ends with a unit on growth and personal development. Topics in this unit include changes during puberty, personal hygiene, building better relationships (peers, friends, family, teachers) and safe use of the Internet when communicating with friends online. 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 decisionmaking based on 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 unit explores mental health issues with a focus on teen depression. In the substance abuse unit, students investigate the effects of alcohol and marijuana on the body and mind, the power of peer pressure and skills to deal with this pressure. The following unit of study is an investigation of ones rights over his/her body and how to protect these rights 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.

Instructional Practices
Readings accompanied by lecture and class discussion are used to introduce and reinforce key concepts and ideas in all Wellness courses. These practices are augmented by a wide variety of instructional practices including, small-group activities and discussions, journal writing, and individual and group projects. Students are assessed through teacher observation, tests, quizzes, and completion of assignments and projects.

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Information Technology

Information Technology

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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.

Content/Skills
The Middle School Information Technology curriculum focuses on three key areas: Web Awareness, Cyber Safety and Presentation Design. It aims to equip students with an understanding of Web 2.0 applications, to discuss appropriate online behavior, and to explore fundamental skills in editing digital images and sounds, data collection, spreadsheet management, graphing and the application of multimedia presentations. In Grade 5, students acquire an introduction to Web 2.0 tools such as podcasts, wikis and RSS feeds via technology integration within the core subject areas. Students investigate online educational resources, web search strategies and cyber safety. Students also have the opportunity to enroll in the iLearn elective, which explores wikis, blogs and social networks. In Grade 6, students learn how to manage information on the web using collaborative tools via technology integration within the core subject areas. Online behavior and cyber safety are discussed in the context of student web activity. Students continue to develop their understanding of digital imagery and In Grades 7 and Grade 8, students focus on how to leverage technology to further their learning and to gain a depth of understanding not possible with traditional tools. Students collaborate when necessary within private or topic-based social networks. They work in teams using collaborative tools like blogs and wikis to develop documents and presentations. They also learn advanced search techniques and sharpen their ability to accurately and effectively disseminate information from social networks and search engines to accomplish their goals. All technological learning in Grades 7 and 8 is integrated within the context of their core subject areas with extensive support provided by technology specialists. multimedia presentations by using digital cameras to capture content for their work. Students also have the opportunity to enroll in the iDesign elective which focuses on the iterative design cycle of analysis, design, development and testing.

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Information Technology

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Fine & Performing Arts

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 Lego Mindsets, 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.

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.

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.

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

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.

Grades 7 and 8 Electives

In the semester-long courses in Grades 7 and 8, the assignments allow students to develop more challenging work based on a theme. In order to cater to individual student interests, the following semester courses are offered: ARTstudio drawing, painting, print and mixed media; ARTmud clay; ARTsculpt sculpture; and DigiART photography, graphic design and movie making.

production but also includes discussion of aesthetics, art criticism and art history. Assignment units will build on the structure already established and familiar to art students in the Elementary School. During Grades 5 and 6 the two semesters of art will include increasingly demanding assignments that cover five basic art experiences across the year: drawing, painting, fiber and fabric, form and construction, and printing.

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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 whole-class and smallgroup 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 behindthe-scenes features of the theater.

Grade 6 Drama Units Improvisation

Students revise and further develop their improvisational skills with the goal of creating original characters and situations to be used in collaborative, group-devised, original performance.

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.

Puppetry
Students explore conventions and techniques associated with various international puppetry styles

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.

and put their research and practical work into practice by building puppets which are used in a 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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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 on different instrument groups on how

Grade 7 and 8 Elective Content/Skills

Grades 7 and 8 Middle School Drama students continue to build upon the skills explored in Grades 5 and 6, including improvisation, collaboration, use of voice and body, and group performance. This more in-depth exploration of foundational principles focuses on the head and heart in performance, relating to such important concepts as mood, emotion, intention and storyline development. Interactive group activities also lead toward purpose-driven play- building, exploring the different roles of responsibilities involved when creating a performance piece.

these can be employed. Students also use loop-based software to create electronic compositions. Seventh and eighth grade 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.

Grade 7 and 8 Drama Units Creating Physical Theater

Students explore elements of physical performance, with special attention to techniques that convey mood, emotion and character intention. Improvised and collaborative activities provide students with opportunities to create original performances that utilize these concepts.

Play-Building
The opportunity for play-building takes on a new dimension as students learn about the various roles involved in making a successful performance: playwright, director, stage manager, technical director, etc. Students explore these roles by taking on specific jobs in the context of collaborative group-devised projects.

Choir
Students may choose to develop their vocal talents by taking a semester of Choir. Seventh and eighth grade singers at every level of ability and stage of physical transition are encouraged to develop their vocal skills and musicianship in Choir. choose to play violin, viola, cello or bass while the focus in band is on playing instruments in the woodwind, brass and percussion families. Band and String classes are taught year-long and students may enter these programs at a Beginning, Intermediate or Advanced skill level.

Band and Strings

Students interested in learning to play an instrument may choose to take Band or Strings. String students All performance groups in the Music Department are highlighted at several concerts throughout the year.

Mask/Puppetry
This performance unit provides an opportunity for students to reacquaint themselves with either masks or puppetry, by exploring a specific performance tradition from world theater. Students engage in research that supports their understanding of the selected tradition. The performance piece for this unit focuses on conveying mood and emotion to an audience within the tradition of world theater.

Working the Scene

This final performance unit provides students with the opportunity to work with published scenes written by professional playwrights. Students are led through the processes of understanding the writers intentions and how to perform other peoples dramatic ideas. In addition, students examine the fundamental structure of a scene and how to convey the overall dramatic development of a scene in their final performance.

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.

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Homebase Program

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Student Advisory Program

he Student Advisory program focuses first and foremost on the social and emotional needs of the Middle School students and, secondly, on administrative and organizational concerns. The school-wide Dispositions provide a framework for Advisory, which is a time set aside to allow students to establish and maintain a sense of small-group community and to strengthen student-adult relationships. Advisory also provides students with the opportunity to develop a deeper understanding of life and their role within it. It is a time of friendship, support and learning. Through discussion, role-playing, and other age-appropriate activities, each grade level concentrates on helping students gain self-awareness and developing interpersonal communication and conflict-resolution skills. Each grade level also emphasizes specific areas such as relationship skills, stress-reduction skills, goal-setting, decision-making and healthy risk-taking.

Classroom Without Walls

T
he Classroom Without Walls (CWW) program at ISM spans Grades 5-8 in the Middle School. This program engages students in activities outside the school and is linked to the academic program and Service Learning.

Student Advisory Specifics

Each Advisory is made up of a maximum of 15 students in the same grade level who meet with an assigned advisor throughout the year. Advisory period takes place several times each week. Students in each Advisory meet to discuss topics relevant to their lives and to practice active listening skills. In addition, activities are planned to involve and engage students: getting to know themselves and each other better, building good character, connecting with others on their team, serving their community and managing their own behavior. 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.

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Support Services

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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 between students, parents, teachers and administrators. There are three Counselors available in the Middle School. While working as a team, they divide the responsibilities for individual students alphabetically by surname.

English-as-a-SecondLanguage
nternational School Manila provides dual English-as-a-SecondLanguage (ESL) Middle School Programs to students whose first language is other than English and whose English language competency falls below grade level.

ESL The Inclusion Model

ESL and classroom teachers work together to create a language-rich environment where students feel comfortable taking risks and where individual needs are accommodated. The ESL teacher supports the ESL student within his or her mainstream classroom for lessons delivered to the whole class. The Inclusion Model is a team approach involving joint planning with grade-level teachers.

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 positive 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, etc.).

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.

The course includes:

A curriculum that is appropriate for individual needs and reflects the mainstream English and Social Studies curricula. A program that focuses on the students stage of development and individualizes the program as necessary. Monitoring by both ESL and mainstream teachers; students are included in whole class mainstream instruction as they demonstrate readiness.

Pull Out
Students who have beginning to early intermediate language proficiency are placed in mainstream core classes but will be pulled out from these classes when additional support is required. The English for Academic Purposes (EAP) classes emphasize language skill development using topics and projects similar to those found in the Social Studies and English curricula and provide support with work in other subject areas.

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English-as-a-Second-Language

Learning Support

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Push In
Students who have intermediate to advanced proficiency attend mainstream Social Studies and English classes and receive ESL support in class as needed. Students receive support from the ESL teacher who observes and co-teaches Social Studies and English classes where appropriate. Students meet with an ESL teacher during the school week to extend English language skills.

Learning Support
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.

BICS and CALP

Many ESL students may appear to be fluent in English after one or two years of learning, but often this fluency is fairly superficial. We know from several large-scale research studies that catching up to grade norms in English reading and writing can take anywhere from seven to nine years. There are clear differences in acquisition and development patterns between conversational language (BICS) and academic language (CALP). BICS stands for Basic Interpersonal Communication Skills or conversational language and CALP stands for Cognitive Academic Language Proficiency or academic language. There are two reasons why academic language takes longer to acquire: 1. Academic languagethe language of subject matter (e.g. science, math, literature, educational magazines, etc.) is fundamentally different from conversational language. As students progress through the grades, they encounter far more low-frequency words (primarily from Greek and Latin sources), complex syntax (e.g. passives) and abstract expressions that are virtually never heard in everyday conversation. 2. Academic language is what we try to develop among native English-speaking children who come to school fluent in conversational English. Therefore, ESL students must catch up to a moving target. Native English speakers continue to develop their academic language abilities throughout their schooling. Proficiency in a second language can best be developed when it is allowed to emerge holistically and naturally through functional language that is used for authentic purposes. Rather than focusing on the discrete language points in isolation, we teach language as an interrelated system using meaningful input. The use of authentic materials such as short stories, novels, articles, poems, and essays makes it easy for students to link meaning and language. Through the integration of content and language, students are able to develop both the BICS and the CALP needed to succeed in school.

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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Learning Support

Middle School Media Center

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Level 1 (LS1)
LS1 students receive support in the mainstream classes. Each student is provided with a Learning Support Plan. The LS Plan includes individual goals and guidance to teachers on how to implement classroom accommodations that address the students needs. The Case Manager consistently monitors the students progress and provides direct and indirect support within mainstream classes.

language pathologist in a small-group setting and implemented in the mainstream classes. In the Middle School, the LS3 student also receives Strategy Instruction class. The LS3 program is not available beyond Grade 6. Strategy Instruction is designed to provide students with strategies to improve their individual organizational, study and selfadvocacy skills. Additionally, it provides students with a range of strategies to use across content areas to maximize success. This class is recommended for students requiring direct support in their regular academic program. Placement in Strategy Instruction will be determined by the LSRT. Strategy Instruction is taught by an LS teacher and supports the mainstream core classes curriculum. This is usually taken in lieu of a Modern Language course.

Middle School Media Center

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.

Level 2 (LS2)
LS2 students receive support in the mainstream classes and in a small-group setting. Each student is provided with a Learning Support Plan. The LS Plan identifies goals and specific interventions for students with identified needs who may require more significant accommodations and/or modifications. These are implemented through direct and indirect services in core classes and in Strategy Instruction.

Content/Skills
Students develop and apply research skills to retrieve ideas and information from a variety of sources, print and non-print, including electronic databases and other technologies. Students learn to employ critical thinking skills to seek, organize, analyze, synthesize and evaluate information and ideas.

Instructional Practices
Research skills are introduced and reinforced using a cooperative and collaborative approach with classroom teachers. Librarians and teachers plan and teach together in the Media Center to ensure all students receive instruction on search techniques, effective Internet and database research, and the MLA citation format. Students are actively encouraged to ask questions and seek assistance as their research strategies continue to develop. Common questions addressed might include: How do I cite information from a website with no author?; Whats wrong with using Wikipedia? ; or Why cant we just use Google?

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

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Middle School Media Center

Clubs and Activities

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Clubs and Activities

Print Resources
The MSMC holdings include over 15,000 resources, carefully chosen to reflect the needs of our multicultural community. The fiction collection is regularly updated with the newest titles and includes an extensive collection of short stories, graphic novels, cartoons and manga to cater for all reading abilities and interests. The non-fiction and reference sections feature up-to-date books on a wide range of relevant topics to support the taught curriculum. The MSMC has a modern foreign language collection and an extensive parenting section.

After-School Activities (AFAC)

ISM offers a variety of afternoon activities for interested Middle School students. Students may enroll in either sport activities or mini courses by registering with the AFAC Office for after-school related programs, via the ATAC Office for competitive sports teams and via the Middle School Activities Coordinator for intramural activities at the beginning of each semester or season. All activities available to Middle School students such as sports, clubs, fine arts offerings and workshops, are publicized through the website, the Middle School Activities and ATAC blogs and in the parent/student bulletins.

Athletics and Activities (ATAC)

The ATAC Office (located at the Middle School Gym) oversees the competitive aspect of the Middle School Sports program in which students try out for teams that compete against other schools in local seasonal sports leagues. If a student is successful in gaining a place on a Middle School team, a high level of commitment and dedication is expected. The Middle School competitive sports program follows the High School seasonal sports structure: 1st Season: (Aug to mid-Oct) Volleyball, Soccer, Cross Country 2nd Season: (Nov to end 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, 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.

Electronic Resources
All patrons have online access to the Media Center catalog that includes My Destiny, allowing students to renew items, reserve, review, and manage their research and reading records. Electronic database subscriptions to EBSCO, Global Newsbank and World Book Online provide a gateway to thousands of academic journal articles and newspapers around the world at an accessible level for Middle School students.

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Clubs and Activities

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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 5-8.

Sports Activities
A range of sports/activities is offered from 3:00 P.M. to 4:30 P.M. This program is offered to students who want to keep active, develop skills and take part in a rotating selection of sports and activities. Fun, lowlevel intramural games are a part of this program with students being able to play in mini tournaments and mixed-ability teams. Exact details and offerings are available via the Middle School AFAC handbook on the Middle School website. The program also includes organized activities in assembly times, lunch breaks and other dedicated times.

Non-Sporting Activities
The activities program offers a variety of non-sporting clubs and activities that will enhance and develop skills. These clubs (exact details and offerings are available via the AFAC website) include:

Book Club
Members get together and discuss great books, genres and characters.

Student Ambassadors
The Student Ambassadors play an active role in creating an engaging environment that encourages respect and mutual appreciation among the student body. Students volunteer their time and attend weekly meetings to prepare for upcoming activities. Student Ambassadors will be involved with: New student orientation Departing student send-off Student-led assemblies Student-led events Supporting all school activities

Student Council
The Student Council is composed of elected representatives from all grade levels. Under the supervision of faculty advisors and with the help of teacher and parent chaperones, the Student Council offers a variety of activities throughout the school year. These include Middle School Parties, Spirit Week, Pep Rallies and other special events. The Student Council comprises an Executive Council and two elected Grade Level Representatives from each of the grade levels. Additionally, there is a Student Council Representative elected in each Student Advisory. This group gathers feedback from the entire student body and attends a monthly meeting. New clubs and activities are offered every year. Please

Clay Club
Work with your hands and imagination to make awesome ceramic artworks.

Digital Imagery
An introduction to the creative potential of the computer in producing 2-D art and design work.

Mathcounts
Mathcounts serves as the math club at ISM. Its aim is to provide a space where Middle School students can explore many types of mathematical questions in cooperative and competitive scenarios.

Philippine Cultural Club

Students work along with the High School in planning, preparing and hosting the widely anticipated Filipiniana.

Salinlahi Model United Nations/Debate

Model United Nations (MUN) is a club where students can role-play the processes that take place in the United Nations. Salinlahi, a Filipino word for generation, is the Middle School yearbook. It is a memento of each school year with formal and candid pictures of the students, teachers, staff, administrators, memorable photos of academics, Student Advisory activities, Middle School events, CWW (Classroom Without Walls), grade level activities, clubs, afternoon activities and sports activities through the school year.

visit the AFAC blog at the beginning of the school year to see what is available.

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Service Learning

Service Learning

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Service Learning
The Middle School Service Learning program helps our students develop a better sense of the situation of the majority of people living in Manila while gaining a better understanding of themselves as individuals.
Chosen Children Village
Chosen Children Village (CCV) in Silang, Cavite is a residential care facility which houses orphans who

GK777
GK777 is an organization that is taking action against poverty, arguably one of the major causes of conflict in the world. The name GK777 was derived from the Tagalog phrase Gawad Kalinga, which means awarding care, and the organizations intention to build 700,000 homes in 7000 communities in 7 years. ISM has partnered with GK777 to build the ISM Villagea daycare center and several homes for disadvantaged families near our school. ISM Village will be a place where our students can interact routinely with less advantaged children for many years to come. The ongoing interactions will help our students to feel better about themselves as they develop social responsibility and global citizenship. GK777 will also visit ISM campus during the Saturday Service events on campus.

here are two layers to the Middle School Service Learning program; the first layer is embedded in our curriculum: Classroom Without Walls (CWW) and classroom or grade-level field trips. The second layer includes Saturday Service, which integrates the Middle School and High School service programs. Saturday Service allows our students to interact with local organizations and provides opportunities for Middle School students to form relationships with less advantaged children and give back to the community. The purpose of this is to help our students develop a better sense of the situation of the majority of people living in Manila while gaining a better understanding of themselves as individuals. Middle School students can get involved in Service Learning trips to a variety of locations such as Chosen Children Village (CCV), Gawad Kalinga (GK777), Philippine Animal Welfare Society (PAWS) and Philippine Community Foundation (PCF). It is our goal that every Middle School student participate in at least one Saturday Service Learning opportunity throughout the school year.

exhibit a broad range of handicaps and special needs. The residents depend entirely on the volunteer efforts of individuals and organizations, such as our Middle School CCV Club, to provide them proper nutrition, hygienic living conditions and a nurturing environment. Middle School students who choose to become involved in such efforts quickly increase their understanding of the daily challenges faced by handicapped children and the operational realities of maintaining a healthy environment for the residents of CCV. Through its fundraising events, donation drives, and field trips to the Village, CCV Club has established itself as an enthusiastic, caring and diligent group of young people. Participation in CCV Club is encouraged for those who are eager to broaden their knowledge of working with handicapped children and who wish to volunteer their time and energy for the benefit of CCV residents.

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Service Learning

Philippine Animal Welfare Society (PAWS)

Philippines Animal Welfare Society (PAWS) is an animal shelter that has been operating since 1954 in Quezon City. It focuses on animal rights and provides care and shelter to cats and dogs. PAWS has been a long-running ISM partner organization for both High School and Middle School. It provides a means to teach students to have respect for all life and an opportunity for students who have an interest in animals to engage in service. When visiting PAWS, our students take on the roles of dog walkers and dog bathers, socialize with cats and help to maintain the grounds.

Philippine Community Foundation (PCF)

Philippine Community Foundation (PCF) is one of our newest partner organizations. PCF is a Filipino NGO that works with some of the most disadvantaged and impoverished members of society. They are based in one of the largest slum areas in Manila, Smoky Mountain, an infamous mound of garbage in which thousands live in harrowing conditions. PCF is a beacon of hope, turning trash into viable products and giving education to students who would otherwise be working on the garbage dump.

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International School Manila

University Parkway, Frot Bonifacio Global City, 1634 Taguig, Philippines Mailing Address: P.O. Box 1526 MCPO, 1255 Makati City, Philippines Trunk Line: (632) 840.8400 Fax: (632) 840.8405 www.ismanila.org