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 PRE
KINDER PROGRAM
2
year old PROGRAM
Our nursery program is a half day program and offers English language
and social skills, play and hands-on activities, such as cutting,
pasting, dancing, singing, coloring, drawing. The schedule includes
a snack and a nap time.
AGES
3-4 years
We provide a happy, but structured environment for the children
to reach specific goals and objectives in preparation for the
next stage in their education- namely Kindergarten. We work to
a program of Language, Math, Art and Sciences, to combine play
with "hands
on" experiences, using letters, colors, shapes, numbers and
themes. These activities develop and enhance their socio-emotional,
cognitive and physical development skills.
ENGLISH
AS A SECOND LANGUAGE
ESL is offered to students with little or no English language
skills. It is a content-based program using listening, speaking,
reading and writing to assist new language learners in their acquisition
of English while maintaining their progress in core subjects.
The program emphasizes individual language learning and offers
both individual and group programs. Students are assessed
and the program is built based on individual needs.
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KINDERGARTEN
This is a time of rapid learning, of forming attitudes and feelings about self and school. There will be activities that help the child progress in social, emotional, physical, intellectual and creative domains. At all times, the child’s individual personality, level of maturity, interests and prior experience are respected. The child’s capabilities are nourished through rich direct and sensory experience using concrete manipulative materials and active, hands-on involvement.
Language
Arts: The language arts are the foundation of almost all activities and the bond that links the many areas of the curriculum. English is the language of instruction and activities are presented which develop speaking, listening, reading and writing skills. Following the building blocks curricu-lum, children gain confidence in the English Language and begin to see themselves as readers, and writers. Kindergarten students build their vocabulary by reading both for enjoyment and to gather information. They learn the conventions of print and the concept of rhyme. The Kinder classroom provides many daily opportunities for our students to be successful readers, writers, speakers an listeners.
Math:
Activities, projects and investigations help students begin to develop concepts and skills in the five major strands of the curriculum Students problem solve, develop number, sense, use spatial thinking, investigate patterns and sort and classify objects. Students begin to understand that communication of ideas is an important aspect of mathematics. Many activities emphasize discovering and verbalizing relationships and developing logical thinking.
Social
Studies: Kindergarten
children are emerging from self-centered worlds into a community perspective. The classroom’s social climate is designed to facilitate interaction, communication and socialization. The program provides the necessary support to allow the student to develop self-confidence. Students learn and follow classroom routines, attend to personal needs, develop respect and appreciation, initiate activities and peer contacts, develop conflict resolution skills, function cooperatively as part of a group as well learning to manage feelings and express emotions.
Science:
The Science program includes many opportunities for students to explore, question, observe, classify, predict and problem-solve through discovery of the living and non-living world.
Physical
Education: The PE program is designed to enhance the physical, social and mental development of the student through activities. An active program of group and individual activities will help each student develop skills, habits and attitudes that will extend into adult life. Using a sequential program attempts to help each student reach his/her potential. Students will develop and increase body control and coordination, strength, flexibility and endurance, self-direction, cooperation and leadership.
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GRADE
ONE
Language Arts
The
program instills an early appreciation and love of literature and provides ample opportunity for emergent readers and writers to develop new skills and attain reading and writing skills when the child is developmentally ready.
Reading
Students learn to name letters and say the sound of letters, decode and cross-check through phonics, word analysis, context and sentence structure, predict, verify and draw conclusions, learn and use new vocabulary.
Writing
Students are introduced to a process approach to writing, using the steps e.g. prewriting, editing, drafting, conferencing, revising and publishing, practice weekly spelling words, begin to use capitals and punctuation, and start understanding parts of speech.
Mathematics
Projects and activities focus on the development of number concepts and number skills. Students develop multiple strategies for problem solving and to appreciate that problems can have multiple solutions. They grow in their ability to communicate mathematically using words, pictures and numbers.
Problem
Solving
Major areas of study introduce problem solving, numbers and operations (including addition, subtraction and fractions) patterns and relationships, geometry, measurement and data collection.
Social
Studies
The major units are “Learning About Me”, “Families and Neighborhoods”, “Friendships”, and “Traditions”. Students demonstrate an understanding of their family, school and neighborhood, and map skills are introduce. Social Studies is approached by answering basic questions and applying their own lives to responses What is a group? How do we communicate? What is our environment? Where do people live? How do people meet their needs? How do things change?
Science
The
science lessons are developed along the theme of the four seasons. The general objectives of the Science program are: 1) to determine what to find out, 2) to make observations and record them, 3) to make predictions and draw conclusions.
Physical Education
Students
develop skills in games and activities that will encourage them to take part in a lifetime of physical activity. They will be introduced to sport skills, develop sportsman-ship and enhance their speed, strength and endurance.
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GRADE
TWO
The
curriculum builds on skills acquired in Grade One. Children engage
in reading and writing activities using a wide range of resources
and developmentally appropriate texts. The goal is to become independent
readers and appreciate literature and communications.
In
Reading, students read books independently and in groups,
answer literal as well as inferential questions, learn to use
key reading strategies: context, sentence structure, letter-sound
patterns, and become familiear with character, setting and plot.
In
Writing, students continue to use capitalization and punctuation,
engage in a regular spelling program and learn and use a process
approach to writing.
In
Mathematics, students continue with development of skills
in problem solving, numbers and operations (place value, estimation,
fractions and decimals) rotation patterns and relationships, geometry
(2nd and 3rd dimensional shapes) measurement including standard
units of measure, metric and imperial, and data and statistics
(graphs) Language and procedures are developed in order to describe
and discuss, share and analyze the ideas being learned and problems
being solved through the use of models. Numbers and other symbols
become shortcuts for expressing and recording ideas and solutions.
With experience, practice and guidance, students are more able
to work abstractly to solve problems and to communicate ideas.
In
Social Studies each grade undertakes specific units of study
that draws on three disciplines: geography, American life and
culture and World culture. Throughout their work in a social studies
unit, students encounter themes and issues of diversity and social
responsibility. Teachers use a wide variety of resources to teach
each unit including books, posters, videos, speakers and field
experiences. In Grade 2, the major units are: " The Dominican
Republic Long Ago", " Santo Domingo" and "An African Country"
Students expand their view of the world as they compare and contrast
their own communities to the life and culture of an African community.
Students learn the importance of culture, customs, traditions
and further develop map and research skills. Students learn the
oceans, continents, and hemispheres of the earth. Students continue
to study the community and learn about community rules, earning
a living, community dependencies and interactions and problems
communities face.
In
Science, the following units represent the essential scientific
concepts and skills in life, physical, earth, environmental and
health sciences that are taught with hands-on, inquiry-based investigations
at this grade level. The general objectives of the Science program
are (1) to determine what to find out, (2) to make observations
and record them and (3) to make predictions and draw conclusions.
The following units are studied:
Life
Science: Life Cycles of Moths and Butterflies
Physical Science: Pushes and Pulls
Earth Science: Beyond the Earth (stars, moon and sun)
Health Science: Nutrition Express (food pyramid, food groups)
In
Physical Education the program is designed to enhance the
physical, social and mental development of the student through
activities offered in the curriculum. And active program of group
and individual activities will help each student develop skills,
habits and attitudes that will extend into adult life. Using a
sequential program, the PE program attempts to help each student
reach his/her potential. Students will develop and increase body
control and coordination,strength, flexibility and endurance,
self-direction, cooperataion and leadership.
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GRADE
THREE
Language Arts: The Language Arts program in Grade 3 is based on the “Four-Blocks” literacy model.
Reading: Students
will participate in guided reading, which focuses on reading comprehension and reading fluency. Students will also participate in self-selected reading and shared reading with the class.
Writing: Students will produce various pieces of writing, learning about form and style. Students will continue to work with the writing process, learning and review basic grammar and begin cursive writing.
Working with words: Students continue to build sight-word vocabulary. They will focus on grade level in words spelling and usage and word families.
Mathematics: Students continue to develop basic number skills and mathematical processes. Students continue to develop problem solving and measurement skills, ways of collecting and organizing data and knowledge in geometry. They will be introduced to multiplication and division, fractions and decimals.
Social Studies: There are two areas of focus in Social Studies: Habitats and Mapping Skills.
While studying habitats, students will focus on three habitats found around the world. By doing so, students will learn about the people that are apart of those habitats and how they survive there.
In mapping skills, students will be introduced to different kinds of maps. They will learn to use symbols, legends and cardinal directions when looking at maps. They will learn to identify latitude and longitude. Students will also experiment with making and reading simple maps.
Science: The program focuses on four strands of science, covering topics within each:
Life - trees
Health - dental health
Physical - mystery powders
Earth - water, ait and weather
Physical
Education: Added to the development of those skills and concepts
already introduced students will develop group cooperation, enjoyment
of playing, the ability to listen and reason, the ability to follow
and give direction, and integrate health and safety education
with physical activity.
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GRADE
FOUR
The
Language Arts Program encourages students to think critically
and creatively. Students respond to literature, reflect on and
record personal experiences and practice reading and writing in
many genres and content areas.
In
Reading, students acquire new vocabulary through literature
and content area reading,use many reading strategies, such as
predicting, verifying, clarifying and summarizing and read different
genres including poetry, works of fiction, non-fiction and magazine
articles.
In
Writing, students refine the process approach to writing
using the steps of prewriting, editing, drafting, conferencing,
revising and publishing, gain skill in developing content quality,
structure and mechanics, and develop their ability to write a
coherent peice with a clear beginning, middle and end. Students
participate in a regular spelling program and write a research
report in a content area.
The
Mathematics program raises to a higher level . The skills
of problem solving, number sense with division for multidigit
numbers. Students continue their recognition of patterns and relationships,
geometry ( regular and irregular polygons) measurement (area and
perimeter) and statistics.
In
Social Studies, the major units are: "America" and "Japan".
The curriculum provides global and historical perspectives to
expose students to the interdependence of cultures and time periods.
Students work with developing skills both in geography and history.
In
Science, students study the essential scientific concepts
and skills in life, physical, earth, environment and health sciences
that are taught with hands-on, inquiry-based investigations at
this grade level. Major areas of study are:
Life
Science: Plant Propagation/Seed Germination, Amphibians of
the Tropics
Physical Science: Mirrors and Magnifiers, Batteries and
Bulbs
Earth Science: Weather
Health Science: Understanding your Senses/Sound
Physical
Education: Uses a sequential program, the PE Program attempts
to help each student reach is/her potential. Students will develop
and increase body control and coordination, strength, flexibility
and endurance, self-direction, cooperation and leadership. The
students continue to acquire knowledge and skills. Emphasis is
placed on sportsmanship and conditioning.
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GRADE
FIVE
English:
Grade Five English follows the Four Blocks Literacy Model. This includes blocks in writing, self-selected reading, guided reading and working with words.
Guided Reading: The guided reading block concentrates on teaching students comprehension skills and strategies for all types of literature. Reading fluency and vocabulary work is also stressed in this block. Students will read a variety of different stories, novels, poems and pieces of non-fiction trough out the year.
Writing: In the writing program students will be encouraged to write pieces from different genres. The writing process will be stressed and students will be given time on most days to practice their writing skills. Expository, persuasive, and narrative writing will be practiced.
Self-Selected reading: In the self-selected reading block, students are encouraged to develop a love of reading. We all know that the more a student reads the better reader and writer he or she becomes. Student will be given time at school to read what they choose. They will share what they have read with the class and the teacher in informal and formal settings.
Working with Words: The working with program focuses on the correct spelling for high-frequency, often irregularly spelled words (i.e. friend or because). The program also teaches students how to decode and spell larger words and how to spell words with two or more possible spelling patterns.
Mathematics:
An emphasis is placed on developing a proficiency in using whole numbers, fraction, and decimals to solve problems. There are five stands covered in Mathematics:
- Number
and Number Sense
- Measurement
- Geometry
- Data Management and Probability
- Patterning and Pre-Algebra
Science:
The scientific method will be stressed throughout the year with the teaching of science. Science skills from prior grades are reinforced including questioning, using and validating evidence, and systematic experimentation.
The units studied are:
- The Scientific Method
-
Physical Science (Matter, work and Force, Energy, Electricity)
-
Earth Science (Changing Land forms, Volcanoes and Earthquakes)
Social Studies: The social studies program includes both geography and history. The program also includes a daily segment on current events. The main units through the year are:
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GRADE
6-12
ENGLISH
Middle Year English Grade 6-8
Middle Years English is a continuation of the Four Blocks Curriculum adopted in the Elementary. Grammar instruction and vocabulary skills are practiced daily in an effort to help students become effective readers and writers in the English. Novels of both student and teacher choice are read in groups and individually with emphasis on vocabulary and effective writing techniques. Reading and writing workshops are used to produce student-written published work in each quarter.
Secondary English Grades 9 – 12
Secondary English is college preparatory. Grammar mastery and vocabulary building skills are taught within student writing as well as with in-class mini lessons. Students at the grade 12 level are expected to master academic writing. Grade 12 students are expected to be competent and confident using language for both functional and aesthetic purposes. In order to accomplish this goal students begin preparing in grade 9. Secondary English students produce publishable work each quarter. Student selected and teacher selected reading materials are used as models for writing. Novels, short stories, and poems are also used for literature analysis as well as student-to-world connections. Individual units on American and British Classic literature are introduced to each Secondary English class.
SOCIAL STUDIES
Grade 6: Students will study the world’s people, places and change in different regions of the world. Students study the world cultures using texts, maps, pictures, stories, diagrams, chronological skills, inquiry/research skills and technology skills.
Grade 7: The standards for the seventh grade, covers the ancient civilizations from 6500 B.C. to A.D. 235. Students will study the earliest peoples, early Middle Eastern and Asian Civilizations, the Foundation of Western Ideas, and Ancient Greece.
Grade 8: The standards for the eighth grade cover the world history from 100 B.C. to A.D. 1240. Students will study the links to the Ancient Worlds, the growth of Islam, Sub-Saharan Africa, Asian civilizations and Medieval Societies.
Grade 9: Students will study the world’s people, places and environments with emphasis on Europe, Asia, Latin America, Africa, and the Middle East. They will focus on the world’s population and cultural characteristics, its countries and regions, landforms and climates, economic and political systems, and migration and settlement patterns.
Grade 10: Students will cover world history from 1500 to present. They will cover the Early Modern Eras in Asia, Africa and the Americas, the Sweep of Revolutions in the West, WWI, WWII, and the era of Global Interdependence.
Grade 11: Students will cover the historical development of American ideas and institutions from the Civil War to the present. While focusing on political and economic history, they will gain a basic knowledge of U.S. culture through a chronological survey of major issues, movements, people and events in the United States History.
Grade 12: Students will analyze and evaluate relevant social issues and current events throughout the world. They will examine the cultivation of peace in the 21st century. They will also study from a sociological perspective, social differentiation and inequality, social institutions and social change.
SCIENCE
Science education in grades 6-12 extends the foundation that began in the elementary grades.
The concepts of matter, energy, evolution, patterns of change, cycles, systems and interactions, unity and diversity, stability, etc. are explored through the study of life, earth and physical sciences.
Scientific methodology is strongly reinforced to emphasize data analysis, experimentation, and the use of science and technology in students’ personal and social lives.
Students build on understanding of the basic laws which govern and explain phenomena in the natural world.
To achieve the goals for each grade level, students plan and conduct both individual and group research involving classroom experimentation and investigation from written and electronic resources. Identifying problems in real life situations, making decisions, proposing solutions, and using scientific knowledge in everyday life are an important part of the science courses at the ISS.
Students build on knowledge through the different areas in science as follows:
- Grade 6 – General Science
- Grade 7 – Life Science
- Grade 8 – Physical Science
- Grade 9 – Earth Science
- Grade 10 – Biology
- Grade 11 – Chemistry
- Grade 12 – Physics
MATHEMATICS
GRADE 6 - 12
Students at the International School of Sosua (ISS) will be exposed to a well-rounded mathematics education. The curriculum for each grade level has been aligned to avoid re-teaching the same concepts and to ensure there will be no “holes” in what students need to know to be successful in higher level high school and university courses.
In every grade, problem-solving skills will be developed by encouraging students to think about how to solve problems in a variety of ways. Students will also be shown connections between different areas in mathematics, to other subjects, and real world applications. Rote learning will be minimized but still used when appropriate, in particular, at the middle school level, students will reinforce basic arithmetic skills through daily practice. Another way to ensure that students have a firm understand- ing of the basics, in 6th and 7th grade students will be required to solve problems without the aid of a calculator (except when designated by the teacher).
All students (starting with the class of 2005) will have a chance to reach the level of Calculus by the time they are in the 12th grade. The sequence of classes is listed below:
- Grade 6 – General Mathematics
- Grade 7 – Pre-Algebra
- Grade 8 – Algebra
- Grade 9 – Geometry
- Grade 10 – Algebra II/Trigonometry
- Grade 11 – Trigonometry/Analysis (pre-calculus)
- Grade 12 – Calculus
In order for all students to be prepared for calculus by the time they are seniors, the curriculum in 9th and 10th grade has been slightly changed. Geometry will be taught during the first 3 quarters with a heavier emphasis place on the second half of the book. The last quarter will be a review of Algebra and an introduction to Algebra II. This will be done so that when students enter the 10th grade they will be able to go further in the curriculum and be exposed to trigonometry at the end of the school year This will enable them to be ready for a pre-calculus type course in 11th grade.
Physical Education
At the International School of Sosua, students from Kinder to Grade 5 have four Physical Education lessons per week and each lesson is forty-five minutes in duration. Grade 6 and upwards have three lessons per week.
The early elementary school physical education program (Grades K-2) fosters self confidence and helps develop age appropriate physical skills. Students engage in challenging activities and explore a variety of movement experiences involving basic locomotor skills. These activities enable students to progress toward game experiences. Specific sports are introduced as modified games to further learning at the appropriate grade levels.
In the upper elementary school physical education program (Grades 3 -6), students are exposed to activities that develop cognitive, affective and physical growth. Students develop knowledge and understanding of the benefits of exercise and physical fitness through a variety of methods and activities. Group discussions, sports games, practice umpiring, and team play concepts help make classes enjoyable and meaningful.
Curriculum Activities
Early Elementary Activities (Grades K – 2) The listed activities and games are modified to suit the needs and ages of the students.
| Soccer
Basketball
Volleyball
Kickball
Jump Rope
|
Aerobics
Mat work
Track and Field
Baseball
Music and Movement
|
Gross Locomotor Activities
Strategy and Fitness
Health Topics: (Sun care, and Healthy Bodies) |
Evaluation for Early Elementary Physical Education
Attitude/Enthusiasm/Participation/Preparation
Interaction with peers and teacher (Sportsmanship)
Skill level and improvement
Physical fitness and endurance |
30%
30%
20%
20%
|
Upper Elementary Activities (Grades 3-6) The listed activities and games are modified to suit the needs and ages of the students.
| Soccer
Basketball
Volleyball
Softball
Baseball |
Ultimate Frisbee
Jump Rope
Kimball
Track and Field
Strategy and Fitness Games |
Gymnastics
Aerobics
Health Topics: (Sun care, and Healthy Bodies)
Music and Movement |
Evaluation for Upper Elementary Physical Education
Attitude/Enthusiasm/Participation/Preparation
Acquisition and application of skills
Skill level and improvement
Physical fitness and endurance |
30%
25%
25%
20%
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Reminders
Due to the Republic of Dominica’s climate and environment it is very important that students wear a hat, change into appropriate sporting clothing (please refer to your Student and Parent Handbook for the Physical Education dress code) and bring along a water bottle so that it can be refilled throughout the lesson. Sunblock lotion is also highly encouraged.
Please see or contact me if there are any queries regarding your child/children’s Physical Education Program. If students are unable to participate in lessons (due to being unwell, having an injury etc) then please write a note or notify the school to exempt your child/children from the lesson/s. I am very much looking forward to an exciting year of fun and fitness!
Philosiphy
The Physical Education Department believes that participating in physical activities and developing an understanding of health and social issues are essential for personal well being. Physical activities serve to challenge individuals, foster creativity, and instill interest in lifelong learning and participation. Appropriate activities should be chosen based on the needs, interests and age-level of the students. Organized activities, sports, and creative movement enhance the development of physical and cognitive skills. This allows for participation in a variety of games, individual and team sports, and lifetime activities. Through cooperative learning activities, physical education provides the unique opportunity for students to work as a team on a regular basis. This experience provides for better understanding of group relationships, interpersonal skills, and a general respect for the rights of others.
COMPUTERS
The computer curriculum focuses on teaching the computer as a tool for all students. Our new air-conditioned lab enables our students to benefit from a bottomless pool of resources available through out high speed Internet connection. Computer time is allotted for all ISS students from 1st through to high school. This still leaves time for individual teachers to sign-up to further utilize these modern resources and technologies. Instruction time is used to introduce students to the machine, typing techniques, and common software packages within a Windows operating environment. This instruction is backed up through cross-curricular reinforcement, practice and usage on tasks assigned within a variety of classes.
ENGLISH AS A SECOND LANGUAGE (ESL)
ESL is offered to students with little or no English language skills, or to students needing advanced academic language support. The two goals of ESL are: 1) Opportunities for English language development, including reading, writing, listening and speaking skills, and 2) access to the core curriculum. This is a content-based program to assist language learners in their acquisition of English, while maintaining their progress in content-area subjects. Students’ needs are assessed and individual or group programs created based on these specific needs. In addition, elementary and secondary teachers receive ESL support and strategies to assist making the curriculum comprehen-sible and beneficial to the numerous ESL students.
ART
Course Content
Through a variety of projects students will learn about the basics of art which are called the “elements and principles of art”. These include line, shape, value, texture, space, color, movement, pattern, balance, contrast, rhythm, harmony, and symmetry. Creativity and effort, which I consider to be the most important aspects of art making, will be emphasized over technical skill.
Art 9
Projects include: Multicultural art: Navajo Sand painting, Haitian steel cut-outs, Neo-Taino paintings, Mexican Amate bark paintings. Create a cube that critiques a chosen painting, paint a design in the style of a artist on a wine bottle, a pen and ink drawing which illustrates chosen song lyrics, watercolor painting.
Art 10
Projects include: creating a cube and decorating with Braille words, decoupage using postage stamps, elaborating and stretching an image, designing out of paper an original Polish Wycinanki Tree of Life, create a self portrait in the Pop Art style of Andy Warhol, creating a surreal collage on a CD.
Art 11
Projects include: creating a self-portrait in the style of Van Gogh using oil pastels, designing a traditional Caribbean Sailor’s Valentine, a Surrealist painting incorporating a key, creating a collage to illustrate a traditional world costume, designing a logo for a new perfume, researching and designing a poster for a chosen building from the World Monuments Watch.
Art 12
Projects
include: creating a poster advocating a social issue in the style of Keith Haring, linocut printmaking, creating a wire/plaster sculpture in the style of Alberto Giacommetti, creating a plaster mask using the Cirque du Soleil as inspiration, creating a monoprint ghost portrait.
COUNSELING GUIDANCE
The purpose of the counseling program at the International School of Sosua is to teach and provide all students with the necessary skills to be used in our society and the workplace. The counselor provides students with one-on-one and/or group counseling sessions, in addition to working within the classroom and giving workshops when needed.
The guidance curriculum addresses the academic, career and personal/social needs of the students. Guidance class is offered to grades 6, 7, 9 –12. The curriculum is divided into five major components.
I. Concepts for a Healthy Lifestyle
- Healthy habits
- Physical and emotional change
- Drugs and alcohol
- Smoking
- Sexual Education
- Mental health
II. Self-Management Skills
- Goal setting
- Discovering self
- Problem solving skills
- Recognizing and accepting one’s own differences
III. Interpersonal Skills
- Relationships
- Communication skills
- Recognizing and accepting other people’s differences
IV. Careers
- Interest inventories
- Career options
- Requirements
V. Preparing for Post-Secondary Choices
- College, university and the work world
- Budgeting
- Job search
- Resume writing
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