Table of Contents

ISM CORE VALUES AND MISSION...................2 ISM School-Wide Student Goals..................3 An Overview: THE MIDDLE SCHOOL..............4 ENGLISH.....................................................6 Content/Skills...................................6 Instructional Practices.......................7 English Honors ..................................8 Introduction to Journalism.................8 MATHEMATICS.............................................9 Content/Skills...................................9 Instructional Practices.......................9 Courses...........................................10 Honors............................................10 SCIENCE.....................................................11 Content/Skills..................................11 Instructional Practices......................11 Safety.............................................12 IDEAS (Investigating and Designing through Engineering Activities).......12 SOCIAL STUDIES........................................13 Content/Skills.................................13 Instructional Practices.....................14 Changing Our World.........................14 THE MIDDLE SCHOOL MODERN LANGUAGES PROGRAM...............15 Content/Skills..............................15 Resources....................................16 PHYSICAL EDUCATION...............................17 Content/Skills...............................17 Resources....................................16 WELLNESS............................................20 Content/Skills.............................21 Instructional Practices.....................22 Resources..................................22 INFORMATION TECHNOLOGY.....................23 Content/Skills............................23 Instructional Materials.....................24 Resources....................................24 FINE & PERFORMING ARTS........................25 Visual Art.......................................25 Drama.........................................26 Music...........................................30 HOMEBASE PROGRAM...............................31 CLASSROOM WITHOUT WALLS...................31 SUPPORT SERVICES...................................32 Guidance......................................32 ENGLISH-AS-A-SECOND LANGUAGE............33 ESL – The Inclusion Model.................33 LEARNING SUPPORT..................................35 MIDDLE SCHOOL MEDIA CENTER (MSMC)....36 Content/Skills...............................36 Instructional Practices.....................36 Print Resources...............................37 Electronic Resources........................37 CLUBS AND ACTIVITIES..............................37 After-School Activities .....................38 Middle School Activities Program......40 Mathcounts....................................40 Peer Helpers....................................41 Salinlahi.......................................41 Student Council...............................41 SERVICE LEARNING....................................42 Chosen Children Village...................42 Gawad Kalinga.................................43 Philippine Animal Welfare Society (PAWS)....................44 Philippine Christian Foundation (PCF).............................44

ISM Core Values and Mission

Integrity, Service, Merit

ISM Core Values and Mission 2

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 life-long 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

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 differences and are committed to make a positive impact on their communities and environment.

ISM School Wide Student Goals 3

The Middle School comprises four grade levels, Grade 5 through Grade 8. The age range is between ten years and fourteen years of age. 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 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 An Overview: THE MIDDLE SCHOOL 4 Math Modern Language Science Social Studies Physical Education

EXPLORATORY COURSES GRADE 5 Art Drama Wellness GRADE 6 Art Drama Wellness ELECTIVE COURSES GRADE 5 Year-long Band Strings Semester long Chorus General Music Cooperative Games iLearn GRADE 6 Year-long Band Strings Semester long Chorus General Music Team Sports iDesign GRADE 7 and GRADE 8 Semester ARTrageous (General Art) ARTistic (Drawing & Painting) ARTmud (Ceramics) ARTsculpt (Sculpture) Chorus Music Madness Drama Introduction to Journalism Japanese Year-long Band Band Band - Beginning - Intermediate - Advanced GRADE 7 Wellness IDEAS GRADE 8 Wellness Changing Our World

Strings - Beginning Strings - Intermediate Strings - Advanced

The four core areas of the Middle School curriculum: English, Mathematics, Science and Social Studies, collaborate to align the programs and ensure on-going 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

Both within departments and across grade levels, teachers collaborate with one another to support instruction for students within these frameworks. The opportunity 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.


The Middle School English 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. Patterns and structures in text are explored 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.

English 6

As a skill-based course, the English 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 curricula that came before and prepares students for the curricula that lie ahead. Overarching essential questions encourage students to think about communication as a part of their everyday lives. These questions help focus each student’s attention on why English 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 student’s understandings from that unit of study.

Why read? Why write? Why speak? Why listen?

How do I grow as a reader? How do I grow as a writer? How do I grow as a speaker? How do I grow as a listener?


English 7

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 student’s 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 on-going aspect of their communication development.

English 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 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.
English 8

In the Honors program, 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.

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 journalist’s professional duties and responsibilities.

The 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.

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.

• 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.

The Grade 5 Mathematics course focuses on the areas of numeracy, patterns, measurement, data management, and spatial sense. This course is integrated with Science and allows students the opportunity to see the 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.

Mathematics 10

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 Math classroom.

The Kindergarten to Grade 12 Science program 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.

Throughout Middle School Science, students develop their understanding of concepts in scientific inquiry, life science, physical science, earth and space science and technology. These units of study are carefully aligned to Science standards and indicators from Kindergarten to Grade 10 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, critical thinking, problem solving, collaboration and communication.


In Grade 5, students will use the scientific process to conduct and design investigations while learning about the rock cycle, Earth’s changing surface, earthworms and composting, fossils, 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 Earth’s 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, extreme weather and the solar system. In Grade 8, students will use the scientific process to conduct and design investigations while learning about human body systems, energy transfer, simple machines, chemistry, pollution and ecology.


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, 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 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.

Student safety is paramount when participating in scientific activities. The MS 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.

Science 12

IDEAS (Investigating and Designing through Engineering Activities)
IDEAS is a semester-long course taken by all seventh-graders. Throughout the course students will engineer designs in order to solve problems using Science, Mathematics and Technology. IDEAS is a noncompetitive 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). Accordingly, students are encouraged to take chances without fear of being penalized. As such, the intended learnings for this course will consist of the schoolwide transdisciplinary skills of communication; critical thinking and problem solving; connection and collaboration; personal management and reflection; and research, not on the success of the design. Activities will vary across the engineering and scientific disciplines as well as incorporate studentgenerated ideas for school improvement and collaboration with our Service Learning partners.

Social Studies
The Middle School Social Studies program integrates studies in the social sciences - history, cultural studies, geography, current events, sociology and anthropology. The course is based in 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.

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.

Social Studies
In Grade 5, students study topics such as the organizational structures of ancient civilizations, trade and population patterns, exploration and the causes and perspectives 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, and the impact of important discoveries from the past and present. In Grade 7, students study topics such as features of culture; innovations in societies, the social, political and economic interactions of people and sources of bias, propaganda, stereotypes and point of view. 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 intended learnings for this course are based on the school-wide transdisciplinary skills and specifically focus on the ideas of sustainability and taking action. Students study topics such as the role of a citizen and civic duty, personal identity as a citizen of a home country, contemporary global concerns, and service to others. The course includes a service learning project that is tied to the Grade 8 Classroom Without Walls program.

The Middle School Modern Language Program
The Middle School Modern Language 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 language culture and 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.

The Introductory Courses (Grade 5/6, Level A and Grade 7/8 Japanese) 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’ 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.


The Middle School Modern Languages Program

The Middle School Modern Language Program
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 communicate in oral and written forms with coherence and 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 Middle School Modern Languages Program 16

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.

Physical Education
The 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 and will be well prepared for participation in ISM’s extensive extracurricular activities program.
Physical Education

In Grade 5 and 6, students develop their understanding of sports-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 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, the 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, knowledge of rules and awareness of other cultures 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 10 Weeks • Movement Skills 8 Weeks • Aquatic Skills 6 Weeks • Net Skills 8 Weeks • Strike and Field Skills 8 Weeks

Overarching Themes: • Teamwork • Cooperation • Competition • Communication • Healthy lifestyles

Physical Education
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 a leader, follower, proponent and observer 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 activities. Students will have the opportunity to play Basketball, Soccer, Water Polo, Touch Rugby, Volleyball, Flag Football, and Floor Hockey. 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 and educate participants in the role that fitness and exercise has for a long and healthy life with an aim to develop a positive attitude towards lifelong participation in sport and/or exercise. The course will prepare students for participation in the wide variety of after-school activities and hopefully increase their level of expertise and confidence to join fun and exciting clubs.
Physical Education 18

Physical Education
Grade 7 and 8 Motor Skill Development through activities such as: • Basketball, Soccer, Touch Rugby, Hockey • Climbing, Gymnastics, Fitness, Track & Field, Dance • Swimming, Survival, Water Polo • Volleyball, Tennis, Pickleball, Table Tennis, Badminton • Softball, Cricket, Rounders, Birdieball Overarching Themes: • Participation • Personal Engagement • Social Responsibility • Learning and Improvement • Fitness Development


Physical Education

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, six tennis courts, a ten-line climbing facility, a fitness suite, a fully equipped Olympic gymnastics area and a two tennis court covered utility area.

ISM expects each of its students to work toward becoming knowledgeable, respectful and responsible citizens. In keeping with these aims, the Middle School Wellness program seeks to inform students about issues related to their personal health and to assist them in developing the skills necessary to make good decisions about their health and safety. Our program is based on the premise that, in order to achieve a state of wellness, students must understand the interrelated nature of physical, mental, emotional, environmental and social health. By following our Wellness standards and indicators: • Students will understand that personal choices related to health promotion and disease prevention will enhance health. • Students will understand that the influence of family, peers, culture, media, technology and other factors affect health behaviors. • Students will understand that practicing health-enhancing behaviors can avoid or reduce health risks. • Students will understand that advocating for personal, family and community health promotes healthy behaviors and choices.


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 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 7, the course begins with an investigation of how fast food and a lack of physical activity affect the body systems. In the second unit, 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 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. In Grade 8, students are introduced to topics that are relevant for teens who will soon be entering High School. As in all Wellness courses at ISM, the importance of good decision-making based on factual information and values is emphasized. In the first unit, students study the most common eating disorders and the importance 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 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 one’s rights over his/her body and how to protect those rights through assertive communication. This provides the background necessary for the last unit, human sexuality, in which students examine teen sexuality and pregnancy, sexually transmitted diseases and the value of sexual abstinence.


Instructional Practices
Textbook 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.

The text, Decisions for Health, is used by all Middle School students as their primary resource for the classes. Additional resources include videos, supplementary books available for check-out in our Media Center, magazines, newspapers, health pamphlets, and HealthLinks online resources.

Information Technology
The Middle School Information Technology curriculum presents a variety of options, including integrated projects in core 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.

Information Technology

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 the 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.


Information Technology
In Grade 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.

Information Technology

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 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 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.

Fine & Performing Arts
The Fine and Performing Arts program in the Middle School covers three subject areas: Visual Art, Music and Drama. 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 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-confidence, visual and tactile perception, and the ability to work independently. The program concentrates on practical studio production but also includes discussion of aesthetics, art criticism and art history. Assignment ‘units’ will build 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, fibre 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 better quality work based on a theme. In order to cater to individual student interests, the following semester courses are offered: ARTrageous (General Art), ARTistic (Drawing and Painting), ARTmud (Ceramics) and ARTsculpt (Sculpture).
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Fine & Performing Arts
Our program develops and stimulates creative thought, collaboration and team work, 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


Fine & Performing Arts

Grade 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 developing 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 handson and practical in their approach to both onstage and behind-the-scenes features of the theater.

Fine & Performing Arts
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 creating 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 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. Puppetry 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 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.


Fine & Performing Arts

Fine & Performing Arts
Grade 7 and 8 Elective

Grade 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 playbuilding, exploring the different roles of responsibilities involved when creating a performance piece. Grade 7 and 8 Drama Units
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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. 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 techniques in conveying mood and emotion to an audience, within the tradition of world theater.

Fine & Performing Arts

Playbuilding The opportunity for playbuilding 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 groupdevised projects. 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 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 final performance.


Fine & Performing Arts

Fine & Performing Arts


Fine & Performing Arts

Middle School students are exposed to music in a variety of year-long and semester 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 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. 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. Band and Strings Students interested in learning to play an instrument may choose to take Band or Strings. String students 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.

Homebase Program
The Homebase 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 Homebase, 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. Homebase 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 selfawareness 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.
Homebase Program

Homebase Specifics
• Each Homebase is made up of a maximum of 23 students in the same grade level, who meet with an assigned advisor throughout the year. • Homebase period takes place several times each week. • Students in each Homebase 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.

Classroom Without Walls
The 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 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 field work, outdoor challenges, health and social education, community, and service. During these trips, all school rules apply.


Support Services
Guidance and Counseling
The Middle School Guidance 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 two counselors available in the Middle School. While working as a team, they divide the responsibilities for individual students alphabetically by surnames A to K and L to Z.


Kid Talk: The Guidance 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 Guidance 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 (i.e. Dealing with Stress, Developing Studying Skills, Adjusting to Moving Away, etc.). Individual Counseling: The counselors are trained to help Middle School students with schoolrelated 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 either Counselor 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.

English-As-A-Second Language
International School Manila provides dual English–as-a-Second Language (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.
English-As-A-Second Language

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 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 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.


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.

English-As-A-Second Language

English-As-A-Second Language 34

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 language—the 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.

Learning Support
The 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 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 Plan is then developed by the Case Manager assigned to the student which includes specific goals for the student’s improvement.
Learning Support

Level 1 (LS1) LS 1 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) LS 2 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.

Level 3 (LS3) The LS 3 student may require significant modifications to the content of the curriculum as well as direct instruction in social skills. Social skills training is taught by an LS teacher in a small group setting and implemented in the mainstream classes. In the Middle School, the LS 3 student also receives Strategy Instruction class. The LS 3 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 in lieu of a modern language and is graded on a pass/fail scale.


Middle School Media Center (MSMC)
The 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, effective Internet and database research, and 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?”

Middle School Media Center (MSMC) 36

Middle School Media Center (MSMC)

Middle School Media Center (MSMC)

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.

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.

Clubs and Activities
After-School Activities
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 AFAC 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 MS students, such as sports, clubs, Fine Arts offerings and workshops, are publicized through the website, in the parent/student bulletins and via the AFAC and ATAC Departments.

Clubs and Activities 38

Middle School Activities Program
This program is coordinated out of the AFAC Office located in the ES 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. A range of sports/activities are 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, 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 offerings are available via the MS AFAC handbook on the MS website. The program also includes organized activities in assembly times, lunch breaks and other dedicated times.

Clubs and Activities
Athletics and Activities (ATAC)
The ATAC Office (located at the MS Gym) oversees the competitive aspect of the MS sports program in which MS 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 MS Varsity or Junior-Varsity team, a high level of commitment and dedication is expected. The MS competitive sports program follows the HS seasonal sports structure:

• 1st Season: (Aug-mid Oct) Volleyball, Soccer, Cross Country • 2nd Season: (Nov-end Jan) Basketball, Tennis, Rugby, Mixed Touch, Cheerleading • 3rd Season: (Feb-mid April) Track & Field, Softball, Badminton, Mixed Touch • All Year Round Sports: Sailfish Swim Team, Gymnastics, Tae Kwon Do, Aikido, Judo, Table Tennis, Chess

Clubs and Activities

A ‘Tryout’ week at the beginning of the season is used to select students for the above teams. All MS students are eligible to try out for team selection.


Clubs and Activities
Middle School Activities/Intramural Program
A range of sports/activities are offered two afternoons a week from 3:00 P.M. to 4:30 P.M. generally in the Covered Court facility. This program is offered for students who want to keep active, develop skills and take part in a rotating selection of sports and activities.

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. The club meets after school once or twice a week through the first three quarters of the school year. That time is used to work on a set of non-routine problems, then have students or the advisor explain solutions to some of the problems. Students participate in the Mathcounts Competition, a series of three examinations that Mathcounts participants at ISM take in February and March. The last of these tests may qualify 6th, 7th or 8th Grade students to compete in the Mathcounts National Competition in the United States in May. While preparation for the competitions provides a focus for the group, the emphasis is on working together to solve problems, to share solutions, and to improve the knowledge of and appreciation for Mathematics. All Middle Schoolers who enjoy Mathematics are invited to participate in Mathcounts.

Clubs and Activities 40

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

Clubs and Activities

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, Homebase 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 comprised 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 Homebase. This group gathers feedback from the entire student body and attends a monthly meeting.

Service Learning
There 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 an 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 Christian Foundation (PCF). It is our goal that every Middle School student participates in at least one Saturday Service Learning opportunity throughout the school year.
Service Learning 42

Chosen Children Village (CCV)
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 efforts of individuals and organizations, such as our MS 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.

Service Learning


Service Learning

Gawad Kalinga
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 (1) the Tagalog phrase Gawad Kalinga, which means Awarding Care, and (2) their intention to build 700,000 homes in 7000 communities in 7 years. ISM has partnered with GK777 to build 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. GK will also visit ISM campus during the Saturday Service events on campus.

Service Learning

Service Learning

Philippine Animal Welfare Society (PAWS)
(Philippines Animal Welfare Society) PAWS is an animal shelter operating since 1954 in Quezon City. It focus 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. They provide 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 Christian Foundation (PCF)
Philippine Christian 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 working 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. PCF has become our waste disposal partner, turning ISM waste into recycled products and goods for resale. Our students can visit PCF to work with the children and see an amazing organization in action.

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