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English and Social Studies
The learning process of the English language must always include the four main skills all languages develop: reading, speaking, listening, and writing. Each of these, along with the specific grammar of a language, must be learned in an integrated and spiral process. This process requires that the skills of the English language are not seen as independent and unrelated parts, but rather as a whole, where each skill requires the help of the others. It is also necessary that the knowledge acquired by students, spirals back to previous concepts. This allows the students to build (construct) their learning in an interactive constructive way, where each student's interaction with a particular concept differs and each student constructs meanings that are uniquely personal.
By the time our students reach middle school, their proficiency with oral and aural English should allow them to interact in a productive way in class. Their reading and writing skills should be if not at the same level, very close to, that of their native language. It is at this stage that students need to consolidate and enhance their English language by continuously reading variety of material that will aid them not only in learning more vocabulary and grammar structures, but also in accessing different sources of knowledge. Students also need to learn to write in different styles and for different purposes.
Beginning in sixth grade, students link their English skills to social studies content. This content ranges from the geography, history and culture of the United States and Canada (in sixth grade), to the early civilizations of Greece and Rome, the Industrial Revolution, and the emergence of a powerful Russia (in seventh grade), to the intriguing Middle East, China, and Africa (in eighth grade). Social studies and language are intricately entwined through novels, short stories, and writing. All of this is necessary to turn their skills and knowledge of the English language into tools for learning in real life. This will allow them to become life-long learns, who are capable of being critical, reflective, responsible, creative and productive citizens of tomorrow.
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Spanish
In Middle School, the Spanish Department is responsible for teaching both language and social studies. The curriculum, skills, and assessment methods in these two areas guide our students to be effective communicators in their native Spanish language as well as critical thinkers in regards to literature and reality. This goal is achieved thanks to a program rich in selected readings and thorough in its analysis of Ecuadorian history.
- 6th Grade
- 7th Grade
- 8th Grade
Language: Students learn to clearly communicate and interpret messages transmitted via texts and people. They write stories and legends which they later adapt to dramatizations. They are immersed in the fascinating world of national and foreign literature, reading novels such as: Cupido es un murciélago, Amigo se escribe con H (by the Ecuadorian author María Fernanda Heredia) and Konrad by Christine Nostlinger among others.
Social Studies: By studying Ecuadorian history, students will discover from where the first inhabitants of the Americas and Ecuador came. Then, they will accompany our ancestors in their evolution, from their first stops up until their encounter with the European World. Later, they will study the three great American early civilizations: the Mayas, Aztecs, and Incas.
Language: Students are introduced to the different literary genres (narrative, lyrical, and dramatic) through reading, writing, and oral presentations. Grammar, spelling, and vocabulary are an integral part of our educational objective. Furthermore, students will present a theatrical performance as part of a strategy to improve public speaking and presence. Students will also enjoy works such as: Cuatro corazones con freno y marcha atrás by Enrique Jardiel, Canalla, traidor morirás by José Antonio del Cañizo and Entre cóndor y león by Edna Iturralde, among others.
Social Studies: After a brief review of the Maya, Aztec, and Inca cultures, students will embark on the periods of the Discovery of the Americas, the Conquest of the Americas, and the eventual colonization of the Americas and Ecuador. For each historical epoch, students will study cause, effect, and repercussions within the social, economic, political, and cultural environments.
Language: In this grade, students will rediscover the magic of words through literature. They will learn to develop new ideas and to maximize their oral and written talents. The objective is to know themselves and to be conscientious not only of their own capabilities, but also of the richness of the language they have inherited. This will be achieved through the reading and analysis of works such as: Mi planta de naranja lima by José Mauro de Vasconcelos, Momo by Michael Ende, Juan Salvador Gaviota by Richard Bach, La perla by John Steinbeck, among others.
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Social Studies: Students will study the history of Ecuador from its time as a colony, through its independence and its existence as part of Greater Colombia, up to its creation as a republic and how life was during that era. Students will analyze the great processes that have marked our past, and above all, the processes that can be traced up until the present day.
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Math
The Connected Mathematics Project materials were created to support students’ understanding of math concepts and to develop students’ math skills.
- Teaching for Understanding is a process of teaching mathematical “big ideas”, organized into clusters of important, related mathematical concepts, skills, and problem solving strategies, which are studied in depth.
- Connections are made between mathematics and other school subjects, offering opportunities to revisit ideas through another context.
- Mathematical Investigations emphasize inquiry and discovery of mathematical ideas through the investigation of real-life situations.
- Representations allow students to reason in a flexible and effective manner (Fitzgerald, et al., 1991, p. 3).
The units presented in this program are divided into investigations that present problems for the students to solve. These problems are generally set in a real-life context to promote a better understanding. Students learn to communicate ideas and discuss problems in class by using different kinds of representations such as graphs, equations, tables, formulas, and/or different strategies. This process helps the students to improve logical thinking and deduction skills, and apply mathematics to everyday problems.
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Art
Students apply their creativity in 2D and 3D projects. The process of creating art outweighs the final product. In a process oriented class, students have hands-on experience in art and its techniques. Through projects, students put their creative process into action to communicate a range of subject matter, symbols, and ideas.
They practice the use and application of different materials and techniques, and make connections between the visual arts, other disciplines, and the real world. Students examine the cultural and historical connections of the materials, the technique and the art piece created. Students learn to appreciate the importance of their artwork and the artwork of others.
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Computers
Students learn with computers instead of about computers. Technology provides students with tools to help them investigate, be creative, and solve problems.
The middle school computer lab es equipped with one computer for each student and a variety of programs that allow students to create academic projects in a hands-on learning enviroment. Through developing projects for an academic purpose, student learning becomes more meaningful.
Academic projects incorporate the use of internet as well as a variety of software programs including word processing, presentation, multimedia, animation, spreadsheet , publishing, and web design.
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Music
The focus of the music program is for students to learn to appreciate, analyze, describe, and perform a varied repertoire of music. The middle school music program teaches students to read and notate music, and offers opportunities for students to perform in orchestra or band concerts, Orff ensamble, or solo concerts. Through a balance of theory and performance, students learn to appreciate the complex beauty of both the creation and the performance of a musical piece.
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Physical Education
The P.E. department aspires that sports become an integral part of each student’s lifestyle by exposing them to various sports with the hope that each student will encounter a way to develop the habit of caring for their physical wellbeing. Through competitive sports, the P.E. department stresses the value of respect for people of different religions, races, or social classes. The program is not about forming future professional athletes, but about forming adults who will make healthy choices and lead a positive lifestyle.
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