You are on page 1of 52

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
Instructional Practices
English Language Arts Honors
Introduction to Journalism
Instructional Practices
Mathematics Honors
Instructional Practices
IDEAS (Investigating and Designing
through Engineering Activities)
Social Studies
Instructional Practices
Changing Our World
Modern Languages
Physical Education
Instructional Practices
Information Technology
Instructional Materials
Fine & Performing Arts
Visual Art
Student Advisory Program
Classroom Without Walls
Support Services
Learning Support
Middle School Media Center
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
Philippine Animal Welfare Society
Philippine Community Foundation
Integrity, Service, Merit
5 Middle School Program Guide
ISM Core Values
and Mission
Core Values
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 refect 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 life-
long endeavors.
- Nurture creativity and originality as precursors for critical and
refective 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
- Involve our community in sustaining and safeguarding our
- Interact through honest, respectful and open communication.
- Acknowledge and celebrate our diferences and encourage
empathy, compassion, understanding and respect for human
- Live our lives positively, joyfully and ethically.
* Adopted by the Board of Trustees on 26 October 2004
* Adopted by the Board of Trustees on 26 October 2004
6 Middle School Program Guide
ISM School-Wide
Student Goals
At International School Manila, we expect students to work to the best of their ability to be:
1. Efective 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 Refective 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 diference and are committed to make a positive impact on their communities and
7 Middle School Program Guide
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 student’s right to learn and providing challenging and relevant learning
opportunities; internationally minded, being aware of the importance of acknowledging
and beneftting from the cultural diversity that exists in our community and how we
use this to broaden perspectives and tolerance throughout our community.
8 Middle School Program Guide
English Language Arts Math
Modern Language
Physical Education
Social Studies
Changing Our World
General Music
Cooperative Games
General Music
Team Sports
ARTstudio (General Art)
DigiART (Digital Art)
ARTmud (Ceramics)
ARTsculpt (Sculpture)
Music Madness
to Journalism
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 specifc areas. Individual choices are provided
through the elective courses.
9 Middle School Program Guide
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 diferent
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 refective problem solvers, knowledgeable and skilled learners, efective
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:
Organization Structures Identity Systems
Patterns Relationships Innovation Transformation
Form & Function Cause and Efect Interaction Power
Change Discovery Truth Interconnectedness
In addition to the concepts, there is a set of school-wide Transdisciplinary Skills
that transcend subject areas. These include communication, connection and
collaboration, critical thinking and problem-solving, research, personal management
and refection. These skills are incorporated into the learning experiences in each
course and are a part of the assessment process.
In 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 solidifes the long-term development and
reinforcement of their understandings.
10 Middle School Program Guide
Assessment and Grading
for Learning
Principles of Assessment
Efective 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 refect 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
judgements on student achievement against goals and standards (usually summative but can also
be used as formative when followed by further instruction).
Efective assessment recognizes learning diferences. Learning is a complex process that is multi-dimensional,
integrated and revealed in student performance over time. Students learn diferently and at diferent paces
and are assessed in ways that show their learning in the best light.
Efective 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.
- Efective assessment is valid. Assessment tools and processes are aligned to standards and directly measure
what they are intended to measure.
Efective 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.
Efective assessment is efcient 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.
Efective 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.
Efective assessment is authentic and contextual. Assessments encourage students to engage in the thoughtful
application of knowledge and skills to real issues and problems.
11 Middle School Program Guide
Purposes of Assessment
The primary purpose of assessment is to improve student learning by:
- glvlng students the opportunlty to demonstrate thelr learnlng, experlence success and lncrease self-rellance
by understanding their own progress, setting realistic goals and planning the next stages of their learning;
- enabllng teachers to determlne degrees of prlor knowledge before startlng new learnlng, ascertaln degrees
of understanding at various stages of the learning process, identify and support learning diferences and
learning styles and monitor and modify teaching strategies and content;
- provldlng parents wlth the opportunlty to be partners ln the learnlng process and glve them lnformatlon to
assist their child in planning for the future, both in the immediate and long term;
- provldlng currlculum leaders wlth the data necessary for enectlve currlculum evaluatlon and revlslon,
- provldlng other learnlng lnstltutlons wlth the data necessary for admlsslons 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 refect the level of understanding and achievement towards determined
standards and that student behaviors (efort, participation, adherence to class rules) 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 on 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 what you
know?). Within the Learning Habits category, students will be assessed on Organization, Engagement and
Grades will be reported on a scale of 7-1 with 7 and 6 representing Exemplary Achievement and Learning Habits,
5 and 4 representing Profcient Achievement andLearning Habits, 3 and 2 representing Developing Achievement
and Learning Habits and a 1 representing Emerging Achievement and Learning Habits.
12 Middle School Program Guide
English Language
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, fctional and non-fctional pieces of written or visual text, or formal and
informal oral discussions. Students should begin to move towards using fgurative and
non-fgurative language in their composition of text, attempting to express themselves
in ways that challenge them to show their understanding with more complexity.
We explore patterns and structures in text
to help students transfer their use of skills
from one literacy context to another.
13 Middle School Program Guide
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 adjusting the
complexity of texts and genres used to increase 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. They help focus each student’s 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.
At the end of each unit, these questions should be used
to guide refection on a student’s understanding from
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?
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 diferent
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 diferent perspectives. Independent writing and
reading are a part of each course and serve to develop
each student’s inclination and passion as a reader
and writer. Self-refection 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.
14 Middle School Program Guide
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
- To foster a greater sense of the artistry and artfulness of language and writing.
- To extend each student’s 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 ofered 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 identifed 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, refective and creative thinkers who
will excel in this context.
There is an established process to select the students for the Honors program, and this will be communicated to all
students and parents at the beginning of the second semester.
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, and with the awareness of a
journalist’s professional duties and responsibilities.
15 Middle School Program Guide
he Mathematics program at ISM provides 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.
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 oferings builds upon previous courses and prepares students for
future math course oferings 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.
- How do we describe change in mathematics?
- How can something change and stay the same?
- When isn’t 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?
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, inquiry-
based activities and the integration
of a wide range of technology.
16 Middle School Program Guide
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 scientifc 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.
Mathematics Honors
Honors classes are ofered 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.
17 Middle School Program Guide
he Science program at ISM fosters in students a sense of wonder and curiosity
about themselves and the changing world around them. Using the scientifc
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 scientifc concepts and principles.
Throughout Middle School Science, students develop their understanding of concepts in
scientifc inquiry, life science, physical science, earth science, space science and technology.
These units of study are carefully aligned to Science Standards and Indicators from Kindergarten
to Grade 12 in an integrated, sequential and developmentally-appropriate manner. The essential
skills of Science include designing and conducting investigations accurately and safely, making
observations and inferences, predicting, measuring, organizing and displaying quantitative
data, using detailed evidence in supporting conclusions, and evaluating the investigation
along with the ISM school-wide Transdisciplinary Skills.
In Grade 5, students will
use the scientifc process
to conduct and design
investigations while
learning about rocks and
minerals, earth’s changing
surface, earthworms and
composting, and sound
and light.
In Grade 6, students
will use the scientifc
process to conduct and
design investigations
while learning about
matter, cells, ecosystems,
magnets, circuits, plate
tectonics and earth’s
In Grade 7, students
will use the scientifc
process to conduct and
design investigations
while learning about
classifcation, natural
selection, forces and
motion, density, heat
transfer, pressure and the
solar system.
In Grade 8, students will
use the scientifc process
to conduct and design
investigations while
learning about human
body systems, physical
and chemical reactions,
simple machines,
pollution and ecology.
18 Middle School Program Guide
Instructional Practices
Instructional practices in the Science classroom are diferentiated 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
scientifc process. Through fun and meaningful exploration in hands-on, minds-on, inquiry-
based 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 student-
led discussions, laboratory and feldwork 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.
Student safety is paramount when participating in scientifc activities. The Middle School
Science Department will direct students to wear goggles, aprons, rubber gloves and/or
facemasks when necessary. Furthermore, students are expected to enter the Science laboratory
with closed-toed shoes (such as PE shoes or sneakers); fip-fops 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 doesn’t happen in real life.) Accordingly, students
are assessed using the continuum of exemplary, profcient, 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 refection, and research—not on the success of the design. Activities
will vary across the engineering and scientifc disciplines as well as incorporate student-generated ideas for school
improvement and collaboration with our Service Learning partners.
19 Middle School Program Guide
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-specifc Standards and Indicators and Transdisciplinary Skills. In Social
Studies classes, students are encouraged to go beyond the surface of problems, to ask
questions, to refect, 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 confnes of the classroom.
20 Middle School Program Guide
The Social Studies curriculum derives from school-wide Standards that include such key ideas as patterns of
continuity and change, the causes and efects of interactions among societies, the infuence of physical and human
geography on people and places over time, and the infuence and structure of social, economic and governmental
systems. Units of study revolve 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
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
diferences in perspectives.
In Grade 8, students study topics such as the justifcation 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 return 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?
21 Middle School Program Guide
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 refect on a variety of problems. Students examine their actions and responses to
uncover their passions and fnd ways to afect change through active global citizenry.
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.
Students develop self-awareness through an opportunity
to discover, discuss and refect on a variety of problems.
22 Middle School Program Guide
Modern Languages
he Middle School Modern Languages program
seeks to provide an environment where students
feel confdent 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 frst, 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 language’s 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.
23 Middle School Program Guide
The Introductory Courses (Level A) aim to develop
students’ confdence 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’
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.
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’
confdence and fuency with the basic language,
grammar, concepts and vocabulary. By the end of
these courses, students will have acquired skills to
communicate in oral and written forms with coherence
and a reasonable degree of grammatical accuracy
within the range of themes studied.
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.
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.
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.
24 Middle School Program Guide
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.
25 Middle School Program Guide
In Grades 5 and 6, students develop their understanding
of sports and ftness-related concepts through
participation in numerous competitive and non-
competitive situations. The focus is on the continued
development of basic skills that can be incorporated
into a variety of activities instead of specifc 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, ftness development and
knowledge of rules through participation in competitive
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
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 efectively 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 eforts 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 ftness with an aim to develop a
positive attitude towards lifelong participation in sports
and/or exercise.
26 Middle School Program Guide
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, Rounders
ISM houses some of the best sports facilities in the Philippines. Throughout the Physical
Education program, students have access to two foodlit synthetic turf sports felds, a six-lane
running track, three indoor gyms, three swimming pools, eight covered tennis courts, a nine-
line climbing facility, a ftness suite, a fully equipped Olympic gymnastics area and a covered
utility area.
27 Middle School Program Guide
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
By following our Wellness Standards and Indicators, students
will understand that:
- Personal choices related to health promotion and
disease prevention will enhance health.
- The infuence of family, peers, culture, media,
technology and other factors afect 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.
28 Middle School Program Guide
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 ftness. 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 efects of cafeine 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 diferent
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 benefts of physical ftness, 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
strategies for managing emotions. In the
substance abuse unit, the students study the
efects 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
In Grade 7, the course begins with an
investigation of how fast-food and a lack of
physical activity afect the body systems. In
unit two, students focus on social health,
where they explore strategies and skills to
help with confict management, bullying and
coping with unhealthy relationships. This is
followed by a drug education unit. The topics
of study for this unit include the efects of
tobacco on one’s 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.
29 Middle School Program Guide
In Grade 8, students are introduced to topics that
are relevant for teens who will soon be entering High
School. As in all Wellness courses at ISM, the importance
of good decision-making based on factual information
and values is emphasized. In the frst unit, students study
the most common eating disorders and the importance
of balance in one’s life. The second unit explores mental
health issues with a focus on teen depression. In the
substance abuse unit, students investigate the efects 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 one’s
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.
30 Middle School Program Guide
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 modifed
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.
31 Middle School Program Guide
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
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.
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 efectively 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.
32 Middle School Program Guide
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 refecting 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 frst two levels. Cooperative learning activities and student-
led presentations further typify the teaching-learning interaction.
Students have access to computer laboratories as well as laptop carts. The labs are connected to
the ISM network’s fle 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.
33 Middle School Program Guide
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 refecting the ethnic and cultural diversity of the
school’s 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-
confdence, 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
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 fve basic art
experiences across the year: drawing, painting, fber
and fabric, form and construction and printing.
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 ofered: ARTstudio – drawing, painting,
print and mixed media; ARTmud – clay; ARTsculpt –
sculpture; and DigiART – photography, graphic design
and movie-making.
34 Middle School Program Guide
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 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.
Grade 5 and 6 Exploratory
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
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.
35 Middle School Program Guide
Grade 6 Drama Units
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.
Students explore conventions and techniques
associated with various international puppetry styles
and put their research and practical work into practice
by building puppets which are used in a devised original
Script and Structure
Students explore sources of tension and confict 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.
Grade 7 and 8 Elective
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 play-building: exploring the diferent
roles of responsibilities involved when creating a
performance piece.
36 Middle School Program Guide
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.
This performance unit provides an opportunity for
students to reacquaint themselves with either masks or
puppetry, by exploring a specifc 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.
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 specifc
jobs in the context of collaborative group-devised
Working the Scene
This fnal 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 writer’s intentions
and how to perform other people’s 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 fnal performance.
37 Middle School Program Guide
Middle School students are exposed to music in a
variety of year-long and semester-long courses ofered
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 diferent instrument groups on how
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.
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.
Band and Strings
Students interested in learning to play an instrument
may choose to take Band or Strings. String students
Dance ofers students the chance to explore their movement
potential and develop spatial awareness. Throughout the
semester, diferent 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 confdence to move
forward into ISM’s already thriving Dance program at the High
School level and to inspire them to experiment with diferent
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.
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.
All performance groups in the Music Department are
highlighted at several concerts throughout the year.
38 Middle School Program Guide
Student Advisory
he Student Advisory program focuses frst 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 confict-resolution skills. Each grade level also
emphasizes specifc areas such as relationship skills, stress-reduction
skills, goal-setting, decision-making and healthy risk-taking.
Student Advisory Specifcs
- 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.
39 Middle School Program Guide
Without Walls
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.
Students in the Middle School attend two experiential programs during the school year. These
programs ofer 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 feldwork,
outdoor challenges, health and social education, community and service.
40 Middle School Program Guide
Support Services
The Middle School Counseling program is designed to help students develop holistically as
they move through the diferent 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 available 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
eforts is to create positive relationships and a
positive atmosphere at school.
Group Guidance: At diferent 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 conficts. Some common
problems include adjustment to school, changing
peer relationships, parent expectations and study
habits. Confdentiality 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.
41 Middle School Program Guide
nternational School Manila provides dual English-as-a-Second-
Language (ESL) Middle School Programs to students whose frst
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.
The course includes:
- A curriculum that is appropriate for individual needs and refects the mainstream
English and Social Studies curricula.
- A program that focuses on the student’s 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 profciency 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.
42 Middle School Program Guide
Push In
- Students who have intermediate to advanced profciency 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.
Many ESL students may appear to be fuent in English after one or two years of learning, but often this fuency is
fairly superfcial. 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 diferences 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 Profciency or academic language. There are two reasons why academic language takes longer to acquire:
1. Academic language—the language of subject matter (e.g. science, math, literature,
educational magazines, etc.) is fundamentally diferent 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 fuent 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.

Profciency 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.
43 Middle School Program Guide
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.
The Learning Support Program provides three levels of support. Levels of support are
determined on an individual basis and according to each student’s identifed 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 specifc goals for the student’s
Levels of support are determined on an
individual basis and according to each
student’s identifed learning needs.
44 Middle School Program Guide
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 student’s needs. The Case Manager
consistently monitors the student’s progress
and provides direct and indirect support within
mainstream classes.
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 identifes goals and specifc interventions
for students with identifed needs who may
require more signifcant accommodations
and/or modifcations. These are implemented
through direct and indirect services in core
classes and in Strategy Instruction.
Level 3 (LS3)
The LS3 student may require signifcant
modifcations 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
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 self-
advocacy 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
45 Middle School Program Guide
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.
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, efective 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?; What’s wrong with using Wikipedia? ; or Why
can’t we just use Google?
Print Resources
The MSMC holdings include over 15,000 resources,
carefully chosen to refect the needs of our multicultural
community. The fction 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-fction 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.
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.
46 Middle School Program Guide
Clubs and Activities
After-School Activities (AFAC)
ISM ofers 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 Ofce for after-school related programs, via the
ATAC Ofce 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, fne arts oferings and workshops, are
publicized through the website, the Middle School
Activities and ATAC blogs and in the parent/student
Athletics and Activities (ATAC)
The ATAC Ofce (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
- 1st Season: (August to mid-October)
Volleyball, Soccer, Cross Country
- 2nd Season: (November to late January)
Basketball, Tennis, Rugby, Touch
- 3rd Season: (February to mid-April) Track &
Field, Softball, Badminton, Mixed Touch
- All Year-Round Sports: Sailfsh 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.
47 Middle School Program Guide
Middle School Activities Program
This program is coordinated out of the AFAC Ofce located in the Elementary School Administration Area. The
program ofers a wide variety of activities which includes recreational/non-competitive sports, languages, music,
fne arts and dance for students from Grades 5-8.
Sports Activities
A range of sports/activities is ofered from 3:00 P.M.
to 4:30 P.M. This program is ofered to students who
want to keep active, develop skills and take part in a
rotating selection of sports and activities. Fun, low-
level intramural games are a part of this program with
students being able to play in mini tournaments and
mixed-ability teams. Exact details and oferings 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 ofers a variety of non-sporting
clubs and activities that will enhance and develop skills.
These clubs (exact details and oferings are available via
the AFAC website) include:
Book Club
Members get together and discuss great books, genres
and characters.
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 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.
Model United Nations/Debate
Model United Nations (MUN) is a club where students
can role-play the processes that take place in the United
48 Middle School Program Guide
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-of
- Student-led assemblies
- Student-led events
- Supporting all school activities
Philippine Cultural Club
Students work along with the High School in planning,
preparing and hosting the widely anticipated Filipiniana.
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, staf, 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.
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
ofers 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 ofered every year. Please
visit the AFAC blog at the beginning of the school year
to see what is available.
49 Middle School Program Guide
Service Learning
here are two layers to the Middle School Service Learning program; the
frst layer is embedded in our curriculum: Classroom Without Walls (CWW)
and classroom or grade-level feld 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.
Chosen Children Village
Chosen Children Village (CCV) in Silang, Cavite is a
residential care facility which houses orphans who
exhibit a broad range of handicaps and special needs.
The residents depend entirely on the volunteer
eforts 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 eforts 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 feld 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 beneft of
CCV residents.
GK777 is an organization that is taking action against
poverty, arguably one of the major causes of confict
in the world. The name GK777 was derived from the
Tagalog phrase Gawad Kalinga, which means “awarding
care”, and the organization’s intention to build 700,000
homes in 7000 communities in 7 years. ISM has partnered
with GK777 to build the ISM Village—a 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.
50 Middle School Program Guide
Te Middle School Service Learning program helps
our students understand the living conditions of
the majority of people in Manila while gaining a
better understanding of themselves as individuals.
Philippine Animal Welfare Society
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
Philippine Community Foundation (PCF) is one of our
newest partner organizations. PCF is a Philippine NGO
that works with some of the most disadvantaged and
impoverished members of society. It is 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.
International School Manila
University Parkway, Frot Bonifacio Global City, 1634 Taguig, Philippines
Mailing Address: P.O. Box 1526 MCPO, 1255 Makati City, Philippines
Trunk Llne: (632) 840.8400 - Pax: (632) 840.8405