ST. MARY'SAn IB World School

MIDDLE SCHOOLCurriculum Guide

2017 - 2018

St. Mary's is an International Baccalaureate (IB) World School

dedicated to inquiry-based academic excellence, developing

well-rounded, confident children who flourish in a creative

environment founded on Christian values.

Table of Contents

SUBJECT AREASIndividuals and SocietiesLanguage AcquisitionLanguage and LiteratureMathPhysical Education and HealthReligion/Leadership/ServiceSciencesTechnology DesignThe Arts

Other Notable Areas of CurriculumAdvisory ProgramDomestic Field StudiesInternational Field Studies

Individuals and Societies Ancient History (MYP Year One)Year One Individuals and Societies integrates the subjects of history and geography, and covers the time period from the discovery and development of early man, to the amazing advancements and contributions of the empires of ancient Egypt, Greece, Rome, India, and China. They will study how humans came together for survival and developed into advanced civilizations complete with their own government, writing, social structure, religion, technology, stable food supply, and culture. Students are shown the connections between the past and the present through a deep study of some of the major ancient civilizations. In this course, students are encouraged to take risks in their learning and be open minded about different perspectives and cultures we will encounter in order to reflect on their own.

World History (MYP Year Two)Year-Two Individuals & Societies: is a full-year course in which students investigate the story of civilization from the fall of the Roman Empire to the end of the Middle Ages arriving at the Age of Enlightenment and Discovery. The purpose of this course is to provide students the opportunity to expand their knowledge of world history and the connections between the historical past and today’s world. Students examine the social, political, intellectual, cultural and economic aspects of civilization. In the process, the objective is to provide students an enriching experience, in which they enjoy learning for its own sake; they strive to understand their own and each other’s perspectives; and they take risks in the process of growing, learning and improving.

American History (MYP Year Three)Individuals and Societies Year Three is a course centered on American history with a global context. Students will study such themes as urbanization, national memory, labor, and free speech through the lens of the American experience as well as across time and place around the world. The goal is to develop a conceptual, big-picture understanding of history, geography, economics, politics, culture, and technology. The primary mode of learning is inquiry, in which students work with and develop research questions that are relevant and significant. The process of discovering answers to their questions is as important as the finished product. Students will develop their critical thinking skills as they analyze and evaluate historical and contemporary sources, draw conclusions, and present their findings in different formats, including visual, written, and oral.

Language Acquisition French (MYP Year One)This Year-One course is designed to introduce students to the beautiful French language. Students acquire basic expressions for greetings, introductions, family members, friends, weather, calendar, time, money, food and beverages, allowing simple but meaningful communication. The concept of gender is presented,

and accent and pronunciation are stressed. Students are also introduced to conjugation patterns and use. Students’ projects include a café skit and the creation of a Family Album, which they present to the rest of the class in French. French (MYP Year Two)Year-Two French logically follows and builds upon the first year study. Students review and reinforce the concepts, vocabulary, grammar and pronunciation presented in the first year of French. Students also learn gender agreement, more verb conjugations, sentence structure in the affirmative, negative and interrogative, and many useful common expressions. Topic areas include daily activities, school, recreation, the house, entertainment and holidays. Students explore French culture by researching the French a city and writing a postcard from there. French (MYP Year Three)Year-Three French provides the opportunity to build on skills already acquired and prepare for more challenging high school Language Acquisition classes. Students solidify their command of regular er verbs, and the useful irregular verbs être, avoir, faire, and venir, in present, future, and simple past tense. Students research a Parisian monument which they present to the class, in French. The study of Colonial America in Eighth Grade Individuals and Societies is augmented by researching the connections between France and the United States throughout history. These advanced students also enjoy an outing to a local French restaurant. Mandarin Chinese (MYP Year One)This Year-One course is designed to introduce students to Mandarin Chinese. Students acquire basic expressions for greetings, introductions, numbers, months, weather vocabulary, family members, and adjectives. The four tones are presented and emphasis is placed on proper pronunciation. Students learn the pinyin system along with simplified characters. Students create a Family Album and present it to their classmates. Mandarin Chinese (MYP Year Two)Year-Two Mandarin Chinese follows and builds upon the first year of study. Students review and reinforce tones, vocabulary, and pronunciation presented in the first year. Topics include daily activities, school, recreation, food and cultural traditions. Students explore Chinese geography through visuals, reports, and presentations. Group projects include a weather forecast conducted entirely in Chinese. Mandarin Chinese (MYP Year Three)Year-Three Mandarin Chinese provides the opportunity to build on the second year skills already acquired and prepare for more challenging high school classes. Students continue practicing their listening, speaking, reading, and character writing skills on a daily basis. Topics include foods, homes, and neighborhoods. These advanced students enjoy an outing to a local Chinese restaurant. Spanish (MYP Year One)

Year-One Spanish is designed to teach beginning grammar and basic vocabulary with an emphasis on meaningful communication. Students will know how to conjugate verbs in the present tense to construct meaningful sentences and paragraphs. Subject pronouns, prepositions of place, noun adjective agreement, interrogatives, foods, words associated with school and time are the main topics covered. A cultural piece is embedded with the study of Mexican Independence Day, Dia de los Muertos, Los Reyes Magos, Semana Santa and Cinco de Mayo. Class discussions, activities, and songs allow students to reflect upon guiding questions and the areas of interaction while exploring the target language.

Spanish (MYP Year Two) Year-Two Spanish provides students the opportunity to build on the skills acquired the previous year. Students will read two language friendly novels to help practice their listening, speaking, reading, and writing schools. Students will steadily increase their language range, and increase their understanding of vocabulary, grammar, and conventions by taking part in literature groups. Units will focus on family, the home, sports, ordinal numbers and comparisons. The introduction of past tense conjugation is introduced as well as stem changing verbs. Class discussions and activities allow students to reflect upon guiding questions and the areas of interaction while exploring the target language. Students expand their evolving cultural awareness by studying Spanish traditions and various dialects.

Spanish (MYP Year Three)Year-Three Spanish provides the opportunity to build on the skills already acquired and prepares students for the more challenging high school curriculum. Advanced grammar structures are explored and language skills such as listening, speaking, reading, and writing are practiced on a daily basis. Students increase their language range and their understanding of vocabulary, grammar, and conventions at an accelerated pace. Class discussions and activities allow students to reflect upon guiding questions while exploring the target language. Small group and whole group activities consistently require students to understand and speak Spanish more often inside and outside the classroom. Writing submissions demonstrate the breadth and depth of second language acquisition. Students expand their evolving cultural awareness by further studying the various communities in which Spanish is spoken. LANGUAGE and LITERATURE Language and Literature (MYP Year One)In Language and Literature Year One, students continue along the life-long path of becoming masters of the English language. They select one book per trimester for independent reading, in addition to all-class novels. Students write across genres, composing personal narratives, response to literature essays and research-based argument. Based on Lucy Calkins’ Units of Study, students move through the steps of the writing process, including collecting ideas, drafting, revising, editing and publishing. Students build vocabulary through the Classical Roots program, and correct conventions are reinforced through IXL online practice.

Language and Literature (MYP Year Two)

In Year Two Language and Literature, students explore humanity’s enduring questions through the study of language and literature. This course provides students a safe, creative environment in which students continue to explore ideas about identity, relationships, culture, and the environment, and to articulate clearly what they believe to be true. Students read, analyze, and respond to a range of texts, including independently chosen novels. Through structured writing workshops based on Lucy Calkins’ Units of Study, students engage in independent writing time, peer collaboration, teacher conferences, and reflection, and experience the recursive process of writing as an indispensable tool for discovery. Their writing portfolios illustrate their journey of developing, testing, redefining, clarifying, polishing, and, ultimately, sharing their writing in order to understand and connect with the world around them.

Language and Literature (MYP Year Three)Year Three of Language and Literature instruction provides students with a range of experiences designed to help them become effective communicators and independent learners, ready for a successful transition to high school. Writing instruction provided will include lessons from Carol Booth Olson’s The Reading/Writing Connection, as well as Lucy Calkins’ Author’s Craft Unit of Study. These lessons provide students an avenue for revising and editing creative work, as well as formal literature responses. Students will also be introduced to the technique of supported argument writing with lessons from Teaching Argument Writing by George Hillocks, Jr. Examples of final writing pieces for the student portfolio will include a formal essay, a response to literature, a poem, a personal narrative and a reflection. Year 3 students explore a wide range of literature selections including historical fiction, non-fiction, drama, poetry and short stories. Students will use the differentiated online Membean vocabulary program to develop their knowledge of word meanings and structure and IXL to practice grammar skills. MATHEMATICSPre-Algebra (MYP Year One)In Pre-Algebra, students reinforce their understanding of the foundations of Mathematics and bring these skills to life through the beginning of the study of Algebra. This new method of thinking involves encounters with variables, expressions, and equations. Students calculate and solve problems involving addition, subtraction, multiplication and division of whole numbers, fractions, decimals, and integers. They also compare and order positive and negative fractions, decimals, and mixed numbers. Conversions involving fractions and decimals are introduced, and students apply themselves by finding the percentages of number ratios and fractions using mental math. Relationships between fractions, decimals, and percent equivalents are reviewed and prime factorizations explored. In addition, students study linear functions and establish an early sense of the relationships between an algebraic equation and its graphical representation, including the slope of a line.

Algebra 1A (MYP Year One and Two)In Algebra 1A, algebraic skills and concepts are developed and used in a wide variety of problem- solving situations. Students reinforce their understanding of rational numbers and integers and their operations; review the relationships between fractions, decimals, percent equivalences; apply what they have learned to manipulate and evaluate algebraic expressions; review how to solve one and two step equations and

begin to solve multi-step equations and equations with variables on both sides and with absolute value; extend their knowledge of inequalities by solving and graphing multi-step inequalities; analyze and represent linear functions; solve systems of linear equations and inequalities; use their knowledge of squares and square roots to investigate the Pythagorean Theorem and its converse; and, investigate the surface area and volume of polyhedrons.

Algebra 1B (MYP Year Two and Three)In Algebra 1B, students continue to build a strong algebraic foundation while focusing on more abstract concepts. Algebraic reasoning skills and calculations with symbols are developed. Students identify and use the arithmetic properties of rational, irrational and real numbers and continue to practice basic number operations on a regular basis. They study reciprocals, integer exponents, and fractional powers and understand how to use the rules of exponents. They focus on interpreting number patterns and representing them in different formats, including graphing. They analyze linear, quadratic, rational and exponential functions. Students use all four operations to manipulate polynomials and rational expressions. They factor polynomials using different methods and learn how to choose the appropriate method for an expression. They use this to solve functions, including quadratics. They use the mean mode median, range and interquartile range to assess data they have collected. The Algebra 1B course introduces students to the fundamental Algebra concepts. Emphasis is placed on understanding to provide students with a solid foundation in preparation for high school.

Algebra Readiness (MYP Year Three)Algebra Readiness is a High School Algebra preparatory course in which students build upon prior Algebra knowledge by looking at more complex algebraic concepts. Students identify and use the arithmetic properties of rational, irrational and real numbers and continue to practice basic number operations on a regular basis. They study reciprocals, integer exponents, fractional powers and understand how to use the rules of exponents. They focus on interpreting number patterns and representing them in different formats, including graphing. They analyze linear, quadratic, rational and exponential functions. Students use all four operations to manipulate polynomials and rational expressions. They factor polynomials using different methods and learn how to choose the appropriate method for an expression. They use this to solve linear and quadratic functions. Students accurately construct pyramids and calculate volumes and surface areas of pyramids, cones and spheres. Emphasis is placed on understanding to provide students with a solid algebraic foundation in preparation for high school.

Geometry (MYP Year Three)In this high school level Geometry course, students begin the year learning about transformations and performing them on the coordinate plane. They will write proofs for similar and congruent triangles (and figures) and build upon their knowledge of parallel lines and transversals. They learn to construct and judge the validity of a logical argument and to give counter-examples to disprove a statement. They prove and use theorems related to angles, two dimensional and three dimensional figures. Basic trigonometry is mastered as well as law of sines and cosines. Students perform accurate constructions using rulers and

compasses and set squares. Students learn to solve systems of equations using all methods. They apply what they have learned to word problems so that they can see the connections between math and the real world. Emphasis is placed on using a wide variety of problem-solving situations. The year ends by diving into circle properties and applying knowledge to simple and compound probability. Symbolic reasoning and calculations are practices as well as refining all methods for solving quadratics.

Physical Education/Health

(MYP Year One) Focuses on psycho-motor development and interpersonal skills.(MYP Year Two)Focuses on individual sports, meeting challenges and making decisions.(MYP Year Three) Focuses on team sports and working as a team to solve problems.

Our Physical Education curriculum is designed to provide an environment that challenges all students to work to their potential. Students need the opportunity to learn skills without intimidation and to experience the joy and exhilaration of physical activity. This philosophy drives our program and it is our hope that all students learn to enjoy movement, become fit, and value positive living. Our program will offer a mix of student-centered and fun-filled activities that encompass fitness exercises, social skills, physical skills and knowledge development. With our broad curriculum we will address the whole student at this vital time of development. Through our PE program we will help empower students to take responsibility for their own activity and fitness and we will create an environment where students experience maximum success, fun and a love for movement!

SCIENCES Earth Science (MYP Year One)This course is designed to introduce students to the structure of Earth including its surface, waters, weather, and resources. Thematic units expand upon the Next Generation Science Standards. Specific concepts covered include plate tectonics and Earth’s structure, topography and weathering, heat transfer, energy in the Earth’s system, ecosystems, natural disasters and preparedness, and the development of scientific inquiry skills. In each unit, we will explore environmental awareness and the impact of human activities on life and society. Students integrate research, inquiry based projects, and field-based applications with labs, models and summative projects. They will discuss human advancements, ethics, and issues as they affect the balance of the Earth systems. Students will look at different technologies involved in these processes and discuss their role in predicting, preparing for, and responding to natural disasters. Students will recognize their responsibilities as global citizens and their responsibilities in conserving and protecting our natural resources. Students participate in a field study to Catalina Island where they engage in activities relevant to Earth Science coursework.

Life Science (MYP Year Two)This course is designed to introduce seventh grade students to ecology and the environment, cells and heredity, and reproduction. Thematic units expand upon the Next Generation Science Standards. Specific concepts covered in the ecology unit are populations and communities, ecosystems and biomes, energy resources, living things, and conservation. The cells and heredity unit covers the study of cells, genetics, evolution, and classification of living things. Students learn the anatomy and physiology of plants and animals during the reproduction unit. Students also consider ethical questions related to genetics, evolution, and the environment. In the process, they learn to support their opinions with researched facts and personal knowledge. Students develop their data processing and critical thinking skills through charts, data tables, statistics, and graphs; and, they determine the best ways to utilize information to prove understanding. Students participate in a Field Study to Yosemite National Park that adds significant inherent value to our students. While in Yosemite students acquire a better understanding of ecology and the importance of the preservation of environments. A key objective in this course is to have students reflect on life on the planet and how we all impact one another. Physical Science (MYP Year Three)This course focuses on Physical Science with a strong emphasis on hands-on, inquiry based learning. Students build on scientific knowledge and skills learned in grades 6 and 7. Students dive into forces and motion and show their understanding of these concepts through rocketry. Students become engineers as they work through the scientific method and the design process to build and test bottle rockets. Students participate in Knott’s Physics Day and apply concepts of motion and forces to complete challenges related to roller coasters and engineering activities. Students continue to work on engineering projects as they learn about energy transfer and simple machines. Students engage in STEM projects including Arduinos and the Hand Challenge, which connects 3-D printing, simple machines, and service learning. Chemistry is also taught in 8th Grade Science. Students conduct labs using tools such as Bunsen burners. Students end the year focusing on sound and light.

TECHNOLOGY DESIGN

The year one curriculum is designed to educate students on the use of the IB Design Cycle and teach them how to use technology to succeed in the Middle School. The Year Two and Year Three curriculum aims to expose students to various career possibilities within the realm of technology including programming, animation, computer systems and hardware as well as web interaction and productivity. In terms of content delivery, lectures are viewed at home on a weekly basis while class time is used to facilitate student learning as it relates to lab work and projects. This "flipped" classroom model provides students additional support as they begin to explore complex concepts specific to the technology curriculum. Within Year Two and Year Three, the Technology Design curriculum emphasizes more independence and flexibility as it relates to students completing their course work. This model is utilized to prepare students for higher levels of education which employ both the traditional brick and mortar model of education as well as learning how to succeed in online courses.

The Arts (Encompassing the PERFORMING ARTS) Advanced Jazz Band (MYP Year Two and Three)Advanced Jazz Band offers students the opportunity to learn the language of Jazz. The ensemble will concentrate on rehearsing and performing a repertoire of music by Jazz giants like Miles Davis, Louis Armstrong, Duke Ellington, Dave Brubeck, John Coltrane, Art Blakey and many others. All instrument types are welcome including strings, brass, woodwind and percussion. Students will learn the language of improvisation through the study of Jazz theory and composition, and then apply this knowledge to express themselves creatively. The Jazz Band performs at the Winter and Spring Concerts. Chorus (MYP Year One, Two and Three)Music in the MYP offers students access to musical experiences that allow for the development of personal expression, intuitive skills and the ability to relate to others. Chorus guides students towards musicianship through the development of optimal vocal techniques and exploration of choral repertoire. Choral excellence and a deeper appreciation of music in world cultures will be developed within a class community - a learning environment that values each individual’s contribution to the group. Students are co-collaborators in dynamic rehearsals/classes to prepare for school performances throughout the year, including the Winter and Spring Concerts.

Dance (MYP Year One, Two and Three)Dance in the MYP offers students access to different genres of dance, techniques, choreographers, professional dancers, global dance styles and developments in the world of dance. Students will learn how to prepare the body for dance and the essential components of dance choreography. Students will have the opportunity to perform individually and in a small and large groups to different audiences within our school community. This class is designed to nurture the students’ passions and empower them to achieve their personal best through dance movements. Guitar (MYP Year One, Two or Three)Guitar offers students the opportunity to learn to play popular and classic songs in an ensemble setting, and to improve their overall musicianship through the study of chords, appropriate right and left hand technique, and strumming patterns. Students learn music literacy skills (the ability to read and play written notes and rhythms) and apply this knowledge through the study of a repertoire of guitar music ranging from classical to contemporary styles. Students perform at the Winter and Spring Concerts. String Orchestra (MYP Year One, Two and Three)String Orchestra is the study of ensemble and instrumental techniques for string instruments (Violin, Viola, Cello, Bass) and musical performance. Students become familiar with ensemble techniques including listening, intonation, counting, and playing with dynamics and balance within the ensemble. Additionally, students explore and refine instrumental techniques including bowing technique, vibrato, proper hand position and posture. These techniques are applied and reinforced through the rehearsal of classical and contemporary string music. The String Orchestra performs at the Winter and Spring Concerts.

Theatre (MYP Year One)Theatre in the MYP engages students in an active relationship with the subject and encourages autonomous learning and exploration. Theatre 6/Year 1 is designed to offer students a general overview of drama and the opportunities involved in theatrical production. The course begins with exploration of theatre foundations such as team building, physical expression, vocal technique, and improvisation. Students will experience the elements of theatre in a hands-on approach by artistically investigating roles such as actor, director, costume designer, set designer, sound technician, and props master. Emphasis is placed on the artistic process, and the students’ understanding of this process, as an essential component to their own personal development.

Theatre (MYP Year Two)Theatre 7/Year 2 is designed to offer students three unique trimesters of theatrical exploration and application. Students first explore the elements of theatre through the “World of Puppetry” while building vocal and collaborative skills. The second trimester takes students on a journey to explore and present theatre traditions of China. The third trimester offers students a production practicum in conjunction with the annual spring musical. Students create and lead technical theatre and design projects related to the selected show in the areas of set design/decor, costumes, hair, makeup, and props. Theatre (MYP Year Three)Theatre 8/Year 3 is designed to offer students a deeper appreciation and application of drama. The course begins with theatre foundations as a tool for self-awareness and personal growth. Students develop theatrical literacy through script analysis and student-centered projects. These projects tie into the Washington, D.C. field study and extend learning in collaboration with other IB subject areas. Through individual and collaborative work, students experience the elements and history of theatre by connecting the relevance of the arts to their own lives. Wind Ensemble (MYP Year One, Two and Three)Wind Ensemble is the study of ensemble and instrumental techniques for woodwind, brass, and percussion instruments and musical performance. Students become familiar with ensemble techniques including listening, intonation, counting, and playing with dynamics and balance within the ensemble. Additionally, students explore instrumental techniques including tone production, proper breathing techniques and support, and instrument maintenance. These techniques are applied and reinforced through the rehearsal of classical and contemporary wind ensemble music. The Wind Ensemble performs at the Winter and Spring Concerts.

The Arts (Encompassing the VISUAL ARTS) Visual Arts (MYP Year One)

Sixth grade students have the opportunity to explore a variety of different media in Visual Arts. Sixth grade students are provided with an Arts Process Journal. This is the IB equivalent of a sketchbook in which lessons, project planning, homework prompts, and reflections are done throughout the Middle Years Programme. Our program gives students the opportunity to use materials they may have not had a chance to experience yet. For example,the focus of the first trimester revolves around the Catalina Field Study. Students learn about the marine life indigenous to Catalina and then choose an animal that they individually study. Students have the opportunity to use sketch-n-wash pencils to create their respective animals with implied 3-D. They then follow this up with an actual Ceramic 3-D sculpture of their chosen animal. Visual Arts (MYP Year Two)Seventh grade students have the opportunity to explore a variety of media in Visual Arts. Seventh grade students are provided with an Arts Process Journal during their Year 1 course. This is the IB equivalent of a sketchbook in which lessons, project planning, homework prompts, and reflections are done throughout the Middle Years Programme. The curriculum ties into other subject areas of the curriculum throughout the year. For example, students create a watercolor stained glass painting once they learn about the history of stained glass during the Middle Ages in Individuals and Societies. Students also have the opportunity to learn certain techniques while incorporating other disciplines into the curriculum. For example, students create a Percussive Pod, also known as a rattle, out of clay. They are taught how variations in size, shape, and ventilation holes can change the pitch. Using the tools and knowledge they have gathered, they can plan ahead when designing and predict the sound they will end up with. Visual Arts (MYP Year Three)Eighth grade students have the opportunity to explore a variety of media in Visual Arts. Eighth grade students are provided with an Arts Process Journal during their Year 1 course. This is the IB equivalent of a sketchbook in which lessons, project planning, homework prompts, and reflections are done throughout the Middle Years Programme. The curriculum ties into other subject areas of the curriculum throughout the year. For example, our students participate in the Chapman Holocaust Art & Writing Contest. In collaboration with Language and Literature, survivor video testimonies are viewed and students choose a survivor in which to give focus to an artistic piece. In the Visual Arts classroom, students create an artistic piece that depicts the story of that survivor. Several different materials are provided to the students to choose from so they can put together a piece that tells the story and mood they are trying to convey. This project alone allows the students to explore history and thus gain a deeper level of understanding. As students progress through the Middle Years Programme, they are encouraged to find their own aesthetic style. It is the faculty’s goal, that as students leave the eighth grade, they have a clear understanding of the elements of art and the principles of design. With this knowledge they can create and speak about art in a fulfilling and meaningful way.

RELIGION, LEADERSHIP AND SERVICE Religion (Grades Six, Seven and Eight)

The one-trimester Religion courses at the sixth, seventh and eighth grade levels are aimed at encouraging students to gain and develop the knowledge, conceptual understanding, analytical, interpretive and communication skills that contribute to the development of the student as a whole. Course content and activities are designed to encourage students to respect and understand the world around them. This is achieved through the study of the Bible and supplementary materials and a focus on family and the daily lives of historical individuals and groups, from the creation story through today. Students study the spread of ideas, cultures, and belief systems that impact our world. Natural connections across the curriculum allow students to develop a richly stratified understanding of history, culture, people, groups and belief systems. Students, through critical thinking, explore why and how to study Biblical history; and, through inquiry, they gain understanding in how the past has molded our current society. A significant goal of this course is to help students become global citizens. Class discussions and research assignments encourage understanding and tolerance of other cultures, religions, and faith communities. Leadership (Grades Six, Seven and Eight)The St. Mary’s Leadership Program is seamlessly integrated into regular academic studies with projects, discussions, student involvement, and practical application. In Middle School, Leadership class instruction is designed to be a three-year, in-depth study into the principles and practices of developing strong leadership qualities in our students. The program begins in Grade Six, utilizing the International Baccalaureate Learner Profile to illustrate how these traits can be reflected and demonstrated in daily practices. Grade Seven explores societal issues which directly affect adolescents with the objective being to equip students with the confidence and ability to make educated decisions. Grade Eight actively plans a vision for their future by researching educational and professional opportunities which match the students’ demonstrated leadership skills and personal interests. Through this knowledge, our students will become enlightened leaders with a defined vision to create a more peaceful world. Yearbook (Two Trimesters, Grade Eight)Yearbook is a two-trimester elective course in which students are required to be highly organized, motivated, and technologically capable. The first trimester is centered on learning the "Year-Tech" software as well as learning how to navigate the website, yearbookavenue.com. It is on this site that students plan, organize and create the St. Mary’s Yearbook. Each student has specific pages that they are responsible for contributing to the Yearbook. Individually and collaboratively, students create layouts; take and upload photos; insert photos on Yearbook pages; write and proofread; and, ultimately print pages.

ADVISORY PROGRAM The St. Mary’s Advisory Program is designed to meet the unique needs of our Middle School students during a time of significant change and growth in their lives. Each student is assigned to a St. Mary’s faculty member who serves as an advisor to meet the social, emotional, and academic needs of the student. Weekly meetings between the advisor and advisee group allow students to set goals, develop

service learning projects, practice leadership and social skills, and advance personally and academically with close adult guidance.

DOMESTIC FIELD STUDIES Catalina Island (Sixth Grade)Sixth grade students spend four nights and five days at beautiful Camp Emerald Bay on Catalina Island. While there, students experience the local environment through laboratory activities, such as contact with aquatic species in touch tanks, microscopic analysis, and dissections. In addition, plenty of time is reserved for swimming, kayaking, snorkeling, and hiking. Through this field study, students experience life in a rustic setting which encourages them to adapt to their environment, share with each other and work for the common good. While this is happening, they are visited by affiliates of the Catalina Conservancy. These scientists describe their research activities on the island that are aimed at environmental preservation. Yosemite National Park (Grade Seven)Seventh grade students participate in a six-day, five-night field study program with Nature Bridge at Yosemite within a national park that John Muir once described as “the grandest of all the special temples of Nature that I was ever permitted to enter”. The staff at Nature Bridge has over 40 years of experience in working with schools to bring their mission to life: “In partnership with the National Park Service, Nature Bridge at the Yosemite Park educates the next generation of leaders to respect the natural world, understand the scientific principles that govern it, and preserve it for future generations…Nature Bridge uses an inquiry approach to teaching that emphasizes content in the context of the scientific process. In the inquiry method, teachers help students define their own questions and drive their own learning.” Connections will be made across the St. Mary’s curriculum including life science, ecology, cultural history, literature, current environmental issues, art, and physical endurance. Williamsburg, Virginia and Washington, D.C. (Grade Eight)The eighth grade field study to Williamsburg, Virginia and Washington, D.C. is a memorable six-day journey designed to heighten students’ awareness of the nation’s historical past. During the course of this trip, students follow a historic trail from the first capital of English America, Jamestown, Virginia, to the national capital, Washington, D.C. In between, students visit many famous sites, such as Williamsburg, William and Mary College, Yorktown, Jamestown Settlement, Thomas Jefferson’s Monticello estate, and the University of Virginia. Once in Washington, D.C., students visit the White House, Supreme Court, National Capitol, Union Station, the Air and Space Museum, and the American History Museum. Likewise, students tour the Roosevelt, Lincoln and Jefferson Memorials, Ford's Theatre, Washington Monument and the Vietnam Wall. The field study reaches a peak of poignancy at the Changing of the Guard and Wreath Laying Ceremony at the Tomb of the Unknowns, at Arlington National Cemetery. New York City (Grades Four - Eight)

St. Mary’s students accompanied by a parent chaperone travel to the Big Apple to experience multiple cultural venues including the Frick Collection, the Guggenheim Museum-- where students take part in a hands-on workshop relevant to current featured exhibitions-- and the Metropolitan Museum of Art where students visit galleries that highlight IB units of inquiry. Performing arts experiences include a night at Carnegie Hall, Jazz at Lincoln Center, contemporary dance or traditional ballet as well as a Broadway show. Students and their parents also enjoy multicultural dining experiences, such as Sofrito, the Russian Tea Room, Café Un-Deux-Trois and Café Fierello.

INTERNATIONAL FIELD STUDIES Costa RicaThe St. Mary’s field study to Costa Rica offers our students the irreplaceable opportunity to immerse themselves in the language, the culture, the green lifestyle, and the positive mentality of this wonderful Spanish-speaking country. With the rainforest, the countless rivers, the howling monkeys, and the cute sloths in the background, our students take part in daily activities aimed at exploring, discovering, learning, having fun, making friendships, and serving. At the core of this field study, however, is the collaboration and partnership that we have with Monte Sion School, which is located in the Cabecar indigenous region. Here, for two days, St. Mary’s students and chaperones work hand – in – hand with all members of the school community making improvements to the school. Our students not only experience authentic and meaningful service learning, but they also build personal relationships with the teachers, the students, and the families at Monte Sion. Our travels take us from Rancho Margot, nestled between rain and cloud forests in a UNESCO Biosphere Reserve at the foot of the Arenal Volcano, to Puerto Viejo and the Gandoca Manzanillo National Wildlife Refuge in the Caribbean Sea. Throughout our journey, our students also meet local and global leaders and visionaries who deeply care for the protection of the environment and inspire our students to make the world a better place to live in. ¡Pura Vida!

FranceThe France field study offers students a fun, enriching experience into the history and culture of France. Students embark on a journey throughout Paris' famous landmarks: The Louvre, Champs Élysées, Arc de Triumph, Notre Dame Cathedral, and the unforgettable ascending of the Eiffel Tower. A visit to The Chateau of Versailles and Monet's gardens in Giverny are also part of the itinerary. A private, guided tour is taken throughout the beautiful landscapes of Burgundy, Dijon and the site of Alesia, the place where Julius Caesar marched into France. Visits are made to a local vineyard then the French expedition extends to Nice on the Riviera, a perfume factory and a medieval village with a castle perched on the coast, and then the palace of Monaco. Students experience all the beauty France has to offer: the language, the picturesque scenery and the famous French cuisine, while walking in the footsteps of Louis XIV, Napoleon and Victor Hugo. C'est la vie! Hong KongThe Hong Kong field study is an amazing opportunity for students to use their language skills and be immersed in the Chinese culture. Hong Kong is a modern city with a unique blend of Chinese culture mixed with British influence. Some of the highlights of our private tour include riding a tram to Victoria

Peak, visiting the largest Buddha at the Po Lin Monastery, learning about the history of Hong Kong, and tasting authentic dim sum. This field study serves as an extension of classroom learning. Students use their language skills to successfully order food and shop. But most importantly, students gain an appreciation for the Chinese culture while developing skills to become global citizens. Italian Exchange ProgramSt. Mary’s partners with the International School of Milan (ISM) in Milan, Italy to provide an exchange program for our and their Middle School students. ISM, a Kindergarten-Grade 12 IB World School, is the largest international school in Italy and this dynamic exchange program helps students to develop internationally-minded attitudes, experience new perspectives, gain in-depth knowledge of Italian culture and people, and create friendships and memories that last a lifetime. This unique partnership offers St. Mary's families the opportunity to host an international student in their homes where they help an ISM student learn about American culture. Students from St. Mary's later journey to Milan, Italy to reconnect with ISM students, where they stay in host family homes. In addition to a week spent with host families, St. Mary’s students and chaperones also travel throughout Italy to delve further into Italian culture.