Middle Years Program Curriculum

Students begin the school year with reflection on a dystopian novel, Uglies. The Alchemist gives students an opportunity to explore the hero’s journey. Our study of Out of the Dust, a free-verse novel, is part of an interdisciplinary unit with research of the Dust Bowl in the Midwest and the Great Depression together with Individuals & Societies. Students finish the year with Lord of the Flies.

Short stories and novels are analyzed for plot, character, point of view, voice, historical context, and other literary terms. In addition, seventh grade writers experiment with various poetic and prose styles.

Students translate their literary insights into well constructed critical pieces. Traditional and structural grammar is studied within the context of writing, and continual emphasis is on diverse sentence construction and correct mechanics.

Students begin the school year with Murder on the Orient Express to discover the mystery/detective genre. To Kill a Mockingbird with its themes of social justice and historical relevance follows. The memoir Night, by Elie Wiesel and The Book Thief are studied during the winter, which we connect to the Washington, DC, trip. We end the year with Shakespeare’s Romeo & Juliet.

Eighth-graders improve reading comprehension and higher order thinking by engaging with other compelling texts. Emphasis is on literary techniques and the writing choices made by each author. Students are asked to develop opinions supported by the texts and to write critically using effective thesis statements and evidence provided by the authors. Eighth grade writing instruction stresses the development of creative, persuasive, narrative, expository, and analytical writing skills through familiarity with the writing process. Continual emphasis is on diverse sentence construction and correct mechanics. 

Students work on reading, writing, speaking and listening skills as they explore a variety of grammar structures, such as articles, adjectives, present tense verb conjugation, ser and estar, por and para, that are applied in various activities like writing the sentence of the day and reading El Rancho weekly sales ad to gather information and help them prepare for the a visit to the local grocery store later in the year. The same skills will also be practiced as students read “Pobre Ana moderna” and “El nuevo Houdini”, chapter books fully in Spanish, and write summaries for each chapter focusing on organizing information and using appropriate grammar structure, as well as answering comprehension questions. Students also work on the text types for an informal letter and are exposed to sayings, proverbs and poems in Spanish.

Students work on reading, writing, speaking and listening skills as they learn and apply more complex grammar structures that are applied when telling stories: preterite and imperfect tenses, direct and indirect object pronouns, and commands,. Students practice speaking as they read “Robo and La Noche” and “Esperanza” chapter books fully in Spanish and they write summaries for each chapter focusing on organizing the information, using appropriate grammar structure, as well as answering comprehension questions. Students also work on the text types for a formal letter and informative article.

This class is an introduction to Chinese language and culture. The Mandarin Chinese language has phonetic sounds and characters composed of strokes. The students’ knowledge and understanding is developed through language learning - learning through language and learning about language under the IB MYP language acquisition guide. The goal is to help students improve their comprehension, communication and language use skills under the four communicative processes. Three hundred Chinese characters are introduced in a wide range of most commonly used topics from greetings to numbers; from numbers to number extensions of dates; day of the week; age; grade; family numbers and so on. Music, games, online learning tools (edpuzzle), projects, daily homework, and assessments are all used to enhance students’ learning. 

This Mandarin class includes more topics and more complex sentence structures. Students continue to follow the same four communicative processes and IB MYP acquisition objectives. More independent strategies and a variety of assessment tools will be added, both in and outside of the classroom. This in turn will bring more awareness of Chinese language, and learning through listening, reading, speaking, and writing. Five hundred Chinese characters will be introduced and reviewed by the end of the course. Music, games, online learning tools, projects, daily homework, and continual assessments will all be used to maximize students’ learning experience.

This course covers how the US developed as a nation over the course of the 20th Century. We pay particular attention to the role Texas played in helping the US to grow and develop. We investigate and discuss historical events, social and economic change, and technological advancements that represent the most important moments in Texas and US 20th Century history. Over the course of the year, we examine Imperialism, WWI & II, The Great Depression, Cold War, the Civil Rights Movement, and Texas and US Government.

Global Studies encourages learners to respect and understand the world around them and equips them with the necessary skills to inquire into historical, current events, geography, economic and cultural factors that have an impact on individuals, societies, and environments. The course encourages learners to consider local and global contexts. We focus on understanding globalization, demography, types of agriculture, political geography, UN Sustainable Development Goals, the global development gap, and culture and religion.

Science 7 begins with a Scientific Processes Unit that provides the necessary framework to continue studying any science content for years to come. Throughout the year, students are empowered to learn through inquiry and collaborative work with their peers as well as through independent practice. Students use Interactive Notebooks to contain daily notes, labs, and other activities. In the first semester, we cover Earth Science topics such as layers of the earth, plate tectonics, earthquakes and volcanoes, and rocks and minerals. In the second semester, we study Biology which covers major body systems, dissections, cell structure and function, and human and modern genetics. Students are introduced to using laboratory skills that they need in higher level science courses. 

Science 8 begins the year reviewing scientific processes that provided the necessary framework to continue studying any science content for years to come. Throughout the year, students are empowered to learn through inquiry and collaborative work with their peers as well as through independent practice. They use Interactive Notebooks to contain daily notes, labs, and other activities. Topics in the semester of Chemistry include states and properties of matter, atoms and the periodic table, chemical bonding and reactions, and writing and naming compounds. Topics in the semester of Physics include forces and motion, types of energy, work, simple machines, electricity, magnetism, and waves and the electromagnetic spectrum. Students continue to practice using laboratory skills that they need in higher level science courses.

This course is designed to meet the needs of individual students to first strengthen their foundation in mathematics and then to move them along through concepts and skills that are the basis of Algebra. Students are given lessons on a variety of topics including: the language of algebra, operations with integers, operations with rational numbers, powers and roots, proportions and similar figures, percents, algebraic expressions, and surface area and volume.  Some topics, though familiar, are examined in more depth than they were in Upper Elementary.  All students are expected to keep an interactive notebook, complete projects, real life problems, pattern work, take vocabulary tests, and timed math facts drills.

This course is designed to meet the needs of individual students to first strengthen their foundation in mathematics and then to move them along through Algebra. Students are given lessons on a variety of topics including: expressions, equations, and functions, solving linear equations, graphing and analyzing linear functions, writing linear equations in various forms, solving and graphing linear inequalities, systems of linear equations and inequalities, graphing quadratic equations and some factoring.  All students are expected to keep an interactive notebook, complete projects, real life problems, pattern work, take vocabulary tests, and timed math facts drills.  The last two chapters are taught using guided notes to help students transition to the Upper School math program. 

IB MYP Music 7 (1 semester) seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively through an introduction into music analysis, theory and composition, and performance. Students learn the basics of music theory, including rhythm and pitch, and use that knowledge to write an original rhythmic composition for drums, and an original melodic composition.  They utilize collaboration skills to create and present their own lesson on a musical topic during the semester.  On a daily basis students use the elements of music to analyze music from a variety of genres and cultures.  During the semester each student selects and presents to the class a piece of music and a written analysis of that piece.  Through the course of the semester the students keep a music process journal in which they record their weekly progress on assignments and their reflection of their own personal progress in the course.  At the end of the semester students hold a public performance made up of musical numbers and performances of their compositions.  All music assignments are differentiated to fit the skills of each student, whether the student has an extensive musical background or none at all.

IB MYP Theater Arts 7 (1 semester) is a continuation of the concepts of Theatre Arts.  Theatre games and exercises are employed to increase concentration, build ensemble, encourage risk-taking, and create believable characters.  Students increase their confidence in speaking in front of a group, and use observation and emotional memory to reveal thoughts and feelings and to build believable characters and situations.  They continue to learn and use drama and theatre vocabulary in class discussions, and the history of theatre is introduced with an emphasis on ancient Greek Theatre.   Students learn how to be good audience members through discussion of etiquette, and rehearsal etiquette is also introduced and practiced.   Assessment is made by means of written quizzes, individual and group presentations, performances, and process journals. 

IB MYP Music 8 (1 semester) seeks to develop students’ knowledge and potential as musicians, both personally and collaboratively, and is a continuation of the knowledge gained in Music 7.  Students are expected to know the fundamentals of theory, including rhythm and pitch, and learn additional concepts such as major scales and key signatures.  Students create original compositions utilizing their knowledge of both rhythm and pitch to create a melody with a beat behind it.  They also learn some basic harmonization to allow them to begin the process of learning the theory of harmony.  Students utilize collaboration skills to create and present their own lesson on a musical topic during the semester, and on a daily basis students use the elements of music to analyze music from a variety of genres and cultures.  During the semester each student selects and presents to the class a piece of music and a written analysis of that piece.   Through the course of the semester the students keep a music process journal in which they record their weekly progress on assignments and their reflection of their own personal progress in the course.  At the end of the semester students hold a public performance made up of musical numbers and performances of their compositions.  All music assignments are differentiated to fit the skills of each student, whether the student has an extensive musical background or none at all. 

This semester-long painting course gives students opportunities to use various painting mediums, emphasizing why color is important as part of culture, marketing, vision, etc. In the first unit on Watercolor, students are introduced to color theory and include research, discussion, demonstration, experimentation, and practice that concludes in a finished watercolor painting on heavy watercolor paper. In the unit on Acrylic Painting, students select a subject from macro photography photographs that interest them for their composition and use focal point and pattern to determine what kind of contrast to use to create emphasis: In the final unit of Oil Painting, the focus is on Surrealism movement -- students research the history and influence of surrealism and create a collage using personal symbols as part of the process to plan their painting.  The students maintain a digital Process Journal on Google sites that allows them to document their ideas and thinking as they reflect on their learning, interests, strengths, weaknesses, and find solutions or alternatives to improve their work. At the end of the semester they curate and present their work in a gallery opening to the community.

The students are challenged to protect their community from an imminent attack by trebuchet wielding forces. The students have to design a fort in order to best defend a prolonged siege. We follow the Design Cycle in researching fort design, time period weaponry, location, and resources, developing our ideas through sketches and modeling, while continually reflecting on what choices we are making and why we are making them. The 7th levels work on their computer programming and design skills utilizing a joint venture project between Pixar and Kahn Academy. The final project that the 7th levels complete is on developing a Designer's Mindset, recognizing that everything that we come in contact with can be redesigned. 

At each level of MYP Design we follow the IB Design Cycle as we work on various projects that expose students to a wide range of experiences with design. The 8th level students design and create ePortfolio Blogs using the Blogger software. The blogs are intended to be a space for the students to share their achievements and demonstrate their understanding of the concepts they encounter through their MYP courses. In keeping their online profile professional, the students also design and have professionally printed personal business cards with their blog's web address. The entire 8th level designs and constructs one collaborative float which they then get to walk with at the Martin Luther King Jr. Day Parade in Dallas.  This project requires a great deal of cooperation and communication.  The 8th level students are then challenged to create items for individual teachers after they have conducted empathy interviews with their ‘client’. The items are designed on Tinkercad 3D modeling software and printed using our 3D printers. The 8th level students also plan and execute their lamp designs with a focus on producing a high quality finished product.  Students are encouraged to reiterate and modify their designs and the materials they use throughout the project in order to achieve a successful outcome.  Throughout the year, students are assessed on each of the four criteria multiple times, typically for each project. 

Students take part in classes covering a wide variety of physical education activities including: team, individual, recreational and multi-cultural games and sports. Concepts of physical fitness are taught to promote lifestyle choices for ongoing health and wellness. For part or all of the year, students may choose to focus on one sport, allowing for concentrated practice and competition.