English Language

The Middle School English Language Arts curriculum is aligned with the Common Core State Standards. The course provides a balance of reading, writing, speaking, listening, and language cumulative skills essential for success in the 21st Century. Students read and comprehend a variety of informational and literary texts. Students use a variety of strategies to plan, revise, and edit their writing as they work collaboratively and independently to produce texts. Students complete research projects, present their findings, and participate effectively in a range of conversations and collaborations with their peers. They apply knowledge of language conventions to correct errors, refine expression, and present their work effectively.

By the end of Grade 8, students are expected to:

• Read, comprehend, and analyze literary nonfiction and literary texts, including stories, dramas, and poetry, with complexity and proficiently.
• Make connections in narratives, poetry, and drama, ethically and artistically to other texts.
• Write clear and coherent arguments, informative/explanatory, and narratives in which the development, organization, and style are appropriate to task, purpose, and audience.
• Use technology, including the internet, to produce and publish writing and present the relationships between information and ideas efficiently as well as to interact and collaborate with others.
• Conduct short research projects, drawing on several sources and generating additional related, focused questions that allow for multiple avenues of exploration.
• Clarify the meaning of unknown and multiple- meaning words or phrases based on grade 8 reading and content phrases by using context clues.
• Participate effectively in a range of collaborative discussions and with diverse partners on grade 8 topics, texts, and issues, building on others’ ideas and expressing their own clearly.

Mathematics

During middle school, fractions are augmented by negative fractions to form the rational numbers. In Grade 8, students extend this system once more, augmenting the rational numbers with the irrational numbers to form the real numbers. Introduction to functions and equations take place. More understanding of geometric concepts and applications occur.

By the end of Grade 8, students are expected to:

• Formulate and reason about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations.
• Grasp the concept of a function and using functions to describe quantitative relationships.
• Analyze two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem.

Science

During grades six to eight, students begin to form deeper connections between concepts previously learned such as collecting evidence and drawing conclusions, understanding relationships between objects, and critical thinking that leads to designing effective solutions for problems. Students learn problem solving skills by asking questions and defining problems, analyzing and interpreting data and then designing and optimizing a model to develop possible solutions.

By the end of Grade 8, students are expected to:

• Explain how the body is a system of interacting subsystems composed of groups of cells.
• Apply Newton’s Third Law of Motion to relate forces when explaining the motion of objects. Plan an investigation to provide evidence that the change in an object’s motion depends on the sum of the forces on the object and the mass of the object.
• Understand Earth’s place in the Universe, what makes up our solar system, and how can the motion of Earth explains seasons and eclipses.
• Analyze and interpret data for patterns in the fossil record that document the existence, diversity, extinction, and change of life forms throughout the history of life on Earth under the assumption that natural laws operate today as in the past.
• Construct an explanation based on evidence that describes how genetic variations of traits in a population increase some individuals’ probability of surviving and reproducing in a specific envir

Social Studies

Students explore the historical development of people, places, and patterns of life from ancient times in terms of the impact on Western civilization.  They are engaged in historical thinking. They draw upon chronological thinking, historical comprehension, historical analysis and interpretation, historical research, and decision making. These skills are developed through the study of significant historical substance from the era or society being studied. During grade seven students use skills for historical and geographical analysis to explore the early history of the United States and understand ideas and events that strengthened the union. Students will also practice the intellectual skills required for responsible citizenship as they extend their understanding of the essential knowledge defined by all of the standards for history and social science. During grade eight, students study of the world’s peoples, places, and environments, with an emphasis on world regions.

By the end of Grade 8, students are expected to:

• Analyze the characteristics of the Sub-Saharan African region.
• Analyze the characteristics of the North African and Southwest Asian regions.
• Apply social science skills to understand the ancient river valley civilizations, including those of Mesopotamia, Egypt, the Indus River Valley, and China and the civilizations of the Hebrews and Phoenicians.
• Apply social science skills to understand Western Europe during the Middle Ages from about 500 to 1000 A.D. in terms of its impact on Western civilization.
• Apply social science skills to understand the civilizations and empires of Africa, with emphasis on the African kingdoms of Axum and Zimbabwe and the West African civilizations of Ghana, Mali, and Songhai.
• Demonstrate an understanding of the political, cultural, geographic, and economic conditions in sub-Saharan Africa from about 1500 A.D. to about 1800 A.D.

Computer

In the Interactive Animations and Games, students create images, animations, interactive art, and games starting with simple shapes and progressing to sprite-based games. They learn programming concepts and the design process used by computer scientists, combining simpler constructs into complex programs. The unit culminates in a final project where students develop a personalized, interactive program.

French Language

In middle school, the French course is based on Virginia Standards for French language aligned with the Common European Framework of Reference for Languages.

Middle school students continue to develop their communicative and cultural competence by interacting orally and in writing with other speakers of French, understanding oral and written messages in the language, and making oral and written presentations in French. They communicate on a variety of topics at a level commensurate with their study, using more complex structures in the language and moving from concrete to more abstract concepts in a variety of time frames.

By the end of Grade 8, students are expected to:

• Use level-appropriate vocabulary and structures to express ideas about topics and events found in a variety of authentic French language sources.
• Understand culturally authentic, level-appropriate materials that present new information in familiar contexts.
• Understand and respond appropriately to instruction presented in more complex informational materials.
• Produce well-organized spoken and written presentations to suit the type of audience.
• Participate in brief oral and written exchanges that reflect present, past, and future time frames.

German Language

In middle school, the German course is based on Virginia Standards for the German language aligned with the Common European Framework of Reference for Languages. Students continue to develop their communicative and cultural competence by interacting orally and in writing with other speakers of German, understanding oral and written messages in the language, and making oral and written presentations in German. They communicate on a variety of topics at a level commensurate with their study, using more complex structures in the language and moving from concrete to more abstract concepts in a variety of time frames.

By the end of Grade 8, the students are expected to:

• Understand phrases and the highest frequency vocabulary related to areas of most immediate personal relevance.
• Catch the main point in short, clear, simple messages and announcements.
• Read very short, simple texts.
• Find specific, predictable information in simple everyday material such as advertisements, prospectuses, menus and timetables and he can understand short simple personal letters.
• Communicate using a simple and direct exchange of information on familiar topics and activities.
• Use a series of phrases and sentences to describe in simple term.
• Write short, simple notes and messages relating to matters in areas of immediate need.

Art

During middle school, students experience emphasis on exploration of studio processes. Using the elements of art (color, form, line, shape, space, texture, value) and the principles of design (balance, contrast, emphasis, movement, pattern, proportion, rhythm, unity, variety) as a framework, students investigate a variety of ideas for creating art. Through critical analysis and evaluation, students determine how artists convey meaning through the use of forms, media, and symbols.

By the end of Grade 8, students are expected to:

• Plan for and reflect on the art-making process, using a sketchbook/journal.
• Develop and use a process art portfolio as an idea-building resource to create works of art.
• Refine personal works of art to improve quality of craftsmanship.
• Synthesize prior knowledge and experience to create works of art.

Physical Education

Students in middle school ­apply fundamental skills and knowledge of anatomical structures and movement principles to build movement competence and confidence through acquisition, performance, and refinement of skills. Students use feedback to initiate and maintain practice to improve skill performance. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students explain the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Students solve problems and make responsible decisions as they work together. They identify and seek opportunities to participate in regular physical activity at school and outside the school environment.

By the end of Grade 8, students are expected to:

• Demonstrate and apply movement forms to a variety of cooperative and tactical activities that include dynamic and unpredictable situations with a focus on defensive strategies, to include reducing space, transitioning from offense to defense quickly, communicating with teammates, and selecting appropriate tactics to gain defensive advantage.
• Create a rhythmic movement sequence to music as an individual or in a group.
• Demonstrate skill-related components of fitness (agility, balance, coordination, power, reaction time, and speed) specific to a variety of activities.
• Apply and demonstrate biomechanical principles of force, motion (laws of motion), rotation, and energy.
• Describe the relationship between poor caloric intake and health risk factors.
• Explain the role of energy balance in weight management and body composition

Music

DIS offers its students from starting Grade 3, a unique music education experience through applying a dedicated music curriculum in association with Cairo Music Center, accredited by The Royal Schools of Music in London (ABRSM), the globally renowned music education entity.

During the Middle school years, students focus on instrumental music.  Students begin receiving instruction on wind, percussion, or string instruments of their choice with guidance from the music teacher. Students demonstrate proper care of instruments and become familiar with the technology of the instrument. They demonstrate basic positions, fingerings, and tone production.  Students begin to describe, respond to, interpret, and evaluate works of music and create basic variations of simple melodies.

By the end of Grade 8, students are expected to:

• Demonstrate preparatory instrumental basics and playing procedures.
• Demonstrate proper instrumental techniques.
• Demonstrate ensemble skills at a beginning level.
• Read and interpret standard music notation while performing music of varying styles and levels of difficulty.
• Begin to use articulations, dynamic contrasts, and phrasing as means of expression.
• Perform simple rhythmic and melodic examples in call-and-response styles.
• Create, through playing and writing, rhythmic variations of four-measure selections.
• Demonstrate musicianship and personal engagement.
• Sight-read music of varying styles and levels of difficulty.
• Explore historical and cultural aspects of music.
• Analyze and evaluate music.
• Investigate aesthetic concepts related to music.