Curriculum

The Middle School advisory program is responsive to the developmental needs of students, and aims to:

• provide a safe community for students
• provide each student with a caring and understanding advocate.
• offer an environment which encourages and enables students to develop character
• Supports the organizational and logistical needs of our program
• Support transitions into and out of Middle School

• Science
• Social Studies
• Physical and Health Education

Required courses with varying levels (year long):
Placements made by ZIS.

• Math – Grade 6, Grade 7/8 (Regular and Extended)
• English or EAL (English as an Additional Language)
• German – either language acquisition track (levels based on Common European Framework of Reference for Languages) or fluent speakers track

Elective Courses: See electives list for grade level choices

• Elective 1 (1 year long course or 2 semester courses)
• Elective 2 (1 year long course or 2 semester courses)

Sample Grade 6 Schedule

Elective Courses

• Elective 1 (1 year long course or 2 semester courses)
• Elective 2 (1 year long course or 2 semester courses)

Grade 6 students can choose from the following elective courses and will take two electives each semester. They must take at least one semester of music during the year (band, strings or choir).

Language electives

Students may take both French and/or Spanish for one semester.

Requirements:

• No pre-requisite.
• Students who would like to take French/Spanish AP or IB are encouraged to start French/Spanish in Grade 6.
• Please note: Students in Beginner EAL may not enroll in French or Spanish.
• Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

Elective Courses

• Elective 1 (1 year long course or 2 semester courses)
• Elective 2 (1 year long course or 2 semester courses

Grade 7 students can choose from the following elective courses and will take two electives each semester.

Language Electives

Students may only study one language elective.

Requirements:

• Returning students who were enrolled in French/Spanish 6: Successful completion of Grade 6 semester course.
• Returning students who did not take French/Spanish 6: Demonstration of proficiency required (based upon results on a placement exam that the student will take at the start of the school year).
• New students: previous exposure to the language and demonstration of proficiency required (based upon results on a placement exam that the student will take on Orientation Day).
• Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

Elective Courses

• Elective 1 (1 year long course or 2 semester courses)
• Elective 2 (1 year long course or 2 semester courses

Grade 8 students can choose from the following elective courses and will take two electives each semester.

Language Electives

Students may only study one language elective.

Requirements:

• Returning students: successful completion of Grade 7 year long course.
• New students: previous exposure to the language and demonstration of proficiency required (based upon results on a placement exam).
• Please note: Students in Beginner EAL may not enroll in French or Spanish. Students enrolled in Learning Support who wish to take French or Spanish will need the approval of their Learning Support teacher.

The EAL program is designed for students who are learning English as an additional language. It provides these students with English instruction and support for academic subjects. The goal of this program is to prepare students to become academically proficient in English and successful in their mainstream classes.

If a student is assessed as achieved B2 or above in all skills of reading, writing, listening and speaking then the amount of EAL support is designed to fit the needs of the student.

English language progress is carefully monitored and exiting decisions are made collaboratively using in-house assessments and externally assessed reading and writing samples (ERB and MAP) and consultations with mainstream subject teachers. 

After exiting, students’ progress is monitored for a minimum of two years and if necessary a variety of short-term interventions can be implemented to support learning.

The goal of the World Language Curriculum is to promote global citizenship. Since globalization, mobility and communication bring the world ever closer together, individuals who have language abilities can thereby provide their own nation or community with an insider’s view into foreign cultures and give insights into other perspectives on international situations and current events. A person competent in other languages can bridge the gap between cultures, contribute to international diplomacy, promote national security and world peace, and successfully engage in international trade.

In the endeavour to help students improve their language development, students are placed – based on their experience and ability – in either a language acquisition track, or a fluent speakers track.

Inclusion

ZIS welcomes and celebrates diversity among our student population for the mutual benefit of all. We support an inclusive model of education that serves a managed number of students representing a full range of learning profiles including mild, moderate and intensive needs. The goal of our inclusive model is to provide high quality and challenging learning experiences purposefully meeting the needs of all learners. The whole community shares common rights and responsibilities, working collaboratively towards fulfilling the ZIS Mission, Learning Principles, and Character Standards.

The ZIS Student Support program provides support for students who can successfully learn in our school environment. Students are expected to meet curricular objectives, although these may be modified and tailored to suit the student’s specific needs and abilities. Student Support may include in-class support, individual or small group instruction, monitoring of students in the mainstream, and support for teachers in terms of differentiated instruction. Thus, emphasis is placed on a whole school approach, whereby teachers implement individualized strategies to help all students learn successfully. The nature and scope of such differentiated instruction varies with the age, diagnosis, linguistic background and abilities of the students. See the Inclusion at ZIS document linked from the Community Portal in the School Service/Links section. for more information.

ZIS tuition fees do not include charges or fees for any of the following which may be recommended or required by the school: more extensive diagnostic assessments, speech, language or occupational therapy.

Learning support may be taken as a class three times a week in place of an elective, based on the criteria outlined in this document (link to entry/exit criteria doc). The learning support course provides additional support for students with mild to moderate learning difficulties. In a learning support class, a student will receive instruction based on his or her Individualized Education Plan (IEP) goals and objectives and will receive extra practice and skills development with their core academic courses. Students will develop study and organization skills. Additionally, students will learn strategies enhancing their ability as a learner, writer, and reader. Students will work to develop advocacy skills to communicate, convey, negotiate educational needs.

Intensive Learning Provision

This provision is for students with intensive needs who have a diagnosed cognitive or developmental disability, medical need that requires modified and individualized curricular expectations, and functional skills development. Typically students have a mild to moderate learning disability that will require specialized instruction in functional academics, life skills, adaptive behavior skills, social skills and emotional support. Students have an increased staff/student ratio and are in co-taught classes, small groups or have individual teaching for most of their school day. Students have a modified programme offering the appropriate maximum level of inclusion in regular classes.

ZIS tuition fees do not include charges or fees for any of the following which may be recommended or required by the school: more extensive diagnostic assessments, speech, language or occupational therapy.