An International Baccalaureate Middle Years Programme

This programme includes students in grades six through ten. Broughton High School houses the ninth and tenth graders. The goals of the MYP are to promote:

· A holistic view of knowledge so students will understand how learning is connected to other subjects and how it applies to the real world

· Intercultural Awareness is fostered by teaching respect and understanding for all cultures as well as helping students develop a sense of the global society in which we all live

· Communication skills are developed through the use of one’s own language, acquisition of a second language and appreciation of different modes of thinking and expression. Emphasis is placed on the development of oral and written communication skills as well as the use of technology in communicating.

Teachers use a thematic, multidisciplinary approach to teaching which addresses the needs of young adolescents. Five major areas of interaction connect the learning in all eight-subject areas (Core and Elective). These areas of interaction are Health and Social Education, Community and Service, Environment, Homo Faber, and Approaches to Learning. Students take a least one twelve-week course in four elective areas (Language B, Physical Education, Arts, Technology) and a yearlong course in the four academic subjects (Language A, Science, Mathematics, Humanities). The grading period is set up on a twelve-week rotation to meet the course requirements of the electives in the IB Programme. Report cards go home at the end of each of the three grading periods and interim reports go home at the six-week midpoint.

Students are assigned a team of academic teachers. These four teachers share a group of approximately one hundred students. This team gives the young adolescents an identity as soon as they begin their middle school career. There are three levels of math offered at each grade level. Language arts classes are clustered around ability levels. Science and social studies classes are heterogeneously grouped.

Students use oral language, written language, and media and technology for expressive, informational, argumentative, critical, and literary purposes. Students also explore the structure of language and study grammatical rules in order to speak and write effectively. In grade six the emphasis is on personal expression, in grade seven the emphasis is on argument, and in grade eight the emphasis is on using information for specific tasks. Students read from multiple genres including short stories, poems, drama, non-fiction, and several novels each year. They are encouraged to read books on their own from the Wake County Battle of the Books list. At Daniels, language arts classes are grouped according in clusters, called the Advanced and Average cluster.

Sixth Grade Language Arts (1010CI)
Following the North Carolina Standard Course of Study for English Language Arts, the emphasis in Wake County’s sixth grade language arts curriculum is on personal expression. Drawing on personal and related experiences, students explore and express individual perspectives through oral language, written language, and other media/technology. In addition, students develop their use of language for informational, argumentative, critical, literary, and language usage purposes. Students read a wide variety of texts to interpret and evaluate, and to develop an appreciation of literature. At least two novels are read during the year as well as nonfiction works, poetry, drama, and short stories. Sixth graders develop comprehension strategies, vocabulary, an understanding of language structure and grammar rules, as well as higher order thinking skills through their encounters with print and non-print text. Reading and writing instruction is linked, and students write for a variety of audiences and purposes. Students use effective sentence construction and develop editing skills to improve sentence formation, usage, mechanics, and spelling. Writing samples are compiled in a writing folder and include clarification and point-of-view essays, autobiographical pieces, poetry, letters, and responses to literature. Rubrics are used to guide and evaluate writing products.

The study of mathematics is sequential. The level of mastery when entering sixth grade, along with mathematics courses taken in middle school, will determine the highest level mathematics course a student may take in high school. Using the mathematics sequence and placing students appropriately in mathematics are therefore very important.

Study of these four strands emphasizes the skills and concepts students need to be successful in Algebra. Students continue to study these strands in middle school until they enroll in Algebra I. Moving forward without mastery of the strands leaves gaps in the student’s background that can cause difficulties, especially in Algebra I and Algebra II. Because Algebra is the foundation for further study in mathematics, it is extremely important that students be ready before enrolling in Algebra I.

· Mathematics courses taken in middle school do no count as credit toward high school graduation

· Four mathematics courses are required by the state to be taken in grades 9-12 for high school graduation

· Algebra I is not offered as an advanced course in high school but in middle school it is considered an Honors course

Sixth Grade Math (2001CK)
Students entering sixth grade math should have mastered most of the elementary mathematics curriculum. Students will use various approaches to learning to provide a good transition from the elementary school mathematics program to the middle school mathematics program. The major concepts include computation with fractions, mixed numbers, and decimals; compare and order fractions, decimals, percents, and integers; area formulas for triangles, parallelograms, and circles; relations and functions; analyze data; coordinate graphing; and the probability of simple events. The students will create and solve relevant and authentic problems using appropriate technology. Various projects will allow students to apply these concepts as well as those developed in previous years. Students develop an understanding of concepts, writing skills, and calculator skills that are assessed by the North Carolina End-of-Grade Mathematics Test. Students will move from Sixth Grade Math to Seventh Grade Math or to Compacted Seventh and Eighth Grade Math depending on their progress and facility at the end of the year.

Advanced Sixth Grade Math (2001CY)
To be recommended for this course, a student must have mastered ALL mathematics strands in K-5. These students need to demonstrate a desire and ability to accelerate in mathematics. This is the recommended course for the majority of mathematically gifted students. Inquiry based learning will focus students on problem solving skills and applications of the topics listed in Sixth Grade Math in addition to extensions and enrichment activities with these topics. Students develop an understanding of concepts, writing skills, and calculator skills that are assessed by the North Carolina End-of-Grade Mathematics Test. Students in this sequence will take one year of college calculus before high school graduation.

Compacted Seventh and Eighth Grade Math (2001CS)
To be recommended for this course in the sixth grade, the student must have mastered ALL the strands in K-6 and show exceptional facility in mathematics. Their learning will involved varied approaches and will often be inquiry based. The student must also demonstrate an ability to be an independent learner as well as an interest and ability in solving challenging problems using a variety of strategies. This course concentrates the study of seventh and eighth grade mathematics into one year, and maybe frustrating or result in failure if the student is unorganized or can’t keep up with the accelerated pace. Students develop an understanding of concepts, writing skills, and calculator skills that are assessed by the North Carolina End-of-Grade Mathematics Test. Students in this sequence will take two years of college calculus before high school graduation.

Science in the middle grades provides unifying threads of understanding to weave through the integrated science content goals and objectives for middle school. The strands in all grade levels include the Nature of Science; Science as Inquiry; Science and Technology; Science in Personal and Social Perspectives.

Sixth Grade Science (3001CF)
In sixth grade science the students will gain an understanding of the lithosphere, investigate the characteristics of how matter and energy flow through an ecosystem, build an understanding of the solar system and investigate the characteristics of energy transfer. The students will work cooperatively in groups organizing information, use inquiry to solve problems through research, discussion, predictions, data collection, data analysis, and drawing conclusions. Students will have the opportunity to demonstrate their creativity by doing research using the tools of technology.

Social studies in the middle school picks up where fifth grade ends. Students begin in Europe and the former Soviet Republics. They then move to Africa and Asia to conclude the study of the regions of the world, which began in grade four. The conclusion of the eighth grade year is to examine U.S. History through the lens of their home state—North Carolina. All of the humanities curriculums emphasize the appreciation of differences and similarities of the peoples of the world. This is one of the major goals of the International Baccalaureate Programme. Throughout the interdisciplinary study of the social sciences, four major skills are emphasized in each grade level. They are: the learner will acquire information from a variety of sources; the learner will use information for problem solving; the learner will develop skills in constructive interpersonal relationships and in social participation; and the learner will participate effectively in civic affairs.

Sixth Grade Social Studies (4001CE)
The sixth grade study of Europe including nations in the former Soviet Union continues the world studies program that began in fifth grade with the Western Hemisphere. Students build on the concepts and generalizations developed in elementary school as they learn about the peoples of Europe and their physical and cultural environments. Students examine social, economic, and political institutions and they analyze similarities and difference among societies. Concepts for this course are drawn from the history, economics, and political science disciplines with the primary discipline being cultural geography. As students examine societies in Europe they learn that regions of the continent may be defined in a variety of ways: geographically, historically, culturally, politically, and economically. Sixth graders’ study of Europe will examine societies similar and dissimilar to their own. In the study of Western Europe students will broaden their understanding of their own western culture. In the study of Eastern Europe students will discover political and economic traditions that are different from their own. Because of the constant change in Europe, students’ examinations of this world area will require referencing current events, world study material, and technology connections.

Sixth grade students practice skills in selecting from a variety of media as they learn about European societies. They use these materials, especially maps and other geographic materials, as they make decisions and form generalizations about problems, issues, and patterns. As they learn about the lives of people in Europe, they gain skill in dealing with diversity and uncertainty. By analyzing the institutions of people different from themselves, they move toward fewer ethnocentric and stereotypic descriptions of people. As they examine the political institutions and roles of citizens in societies in Europe and the nations of the former Soviet Union, they strengthen their skills of civic participation and the heritage of their own liberties.

AE6 (9520CA)
One required class for sixth graders is an Academic Enrichment course. This class meets during the lunch period. Students rotate through the twelve three-week academic modules. Students will investigate, explore, evaluate, create, apply, and inquire as they examine major concepts in each of the four academic disciplines. Using hands on activities, critical thinking skills, and inquiry, this course will build and enrich skills and concepts taught in each academic discipline. In the sixth grade, there will be a focus during the first twelve weeks on developing and refining study skills. Through an interdisciplinary approach, each module will enrich the curriculum as students connect learning to the real world. The five areas of interaction will create the foundation for the course.

Upon entering sixth grade, Academically Gifted (AG) students at Daniels Middle School have been placed in classes depending on teacher recommendation or parent request. This includes language arts and math.

We have a regular and advanced Language Arts available at Daniels at all three grade levels. The students who are identified as AG in Language Arts are in advanced sections, but upon teacher recommendation or parent request, we do have AG identified students in the average Language Arts as well. Due to other classes the students need to take to incorporate the requirements of the International Baccalaureate Programme, you may find more AG students in one section. However, differentiation and compacting are done in both advanced sections to meet the needs of the students.

Most AG students start with Advanced Math in grade six, take Compacted 7^th & 8^th grade math in seventh grade, and Algebra I in eighth grade. The students in these classes are usually identified as having a moderate or strong need for differentiation in the classroom. There are a few students identified as very strong AG and are on what we call the “fast track” in math. These students take Compacted 7^th & 8^th grade math in sixth grade, and Algebra I in seventh grade, and Geometry in eighth grade. You will find the advanced math classes at Daniels have a combination of AG and high achieving students, and most math instructors are teaching several advanced classes during the day. Students identified as having a moderate need for differentiation can be serviced in math 6, math 7, or math 8.

The AG resource teacher at Daniels furnishes resources to the teachers for use in their classrooms, helps them implement new strategies, conferences with low-achieving AG students, and makes sure that the AG student’s needs are being met. During the first and second trimester screening window, teachers and/or parents may nominate students for the AG program. This can be either an initial (first time) nomination or a second area (student already identified in one area) nomination.

Students choose one course from each of the four elective areas. They should also choose a second choice in the Technology and Arts elective areas.

Physical Education/Healthful Living (0990CC)
Healthful Living includes health education and physical education. Health education involves a study of health, risks, behaviors, and consequences. Students learn behavior self –management by developing skills in decision-making, problem solving, interpersonal communication, and resistance. The topics covered in Healthful Living include:

Health Education	Physical Education
Stress management	Fitness and testing
Injury prevention	Recreational dance
Relationships	Developmental gymnastics
Conflict resolution	Badminton
Nutrition/weight management	Basketball
Substance abuse	Soccer
	Track
	Volleyball
	Lifetime sports skills

The state of North Carolina requires a computer competency exam to be given in grade eight. Passing this exam is a high school graduation requirement. Daniels Middle School has the highest passing rate in Wake County. We require all of our students to take Keyboarding. If your child is not involved in a yearlong music program, then they will take Keyboarding in grade six to meet this requirement. If they are involved in yearlong music, then they will take Exploring Career Decisions to meet the IB technology requirement in grade six and take keyboarding in grade seven.

Keyboarding/Computer Literacy (6511CC)
This course offers general keyboarding instruction that is essential in our technological society. Students develop touch-keyboarding skills and learn proper use and care of hardware and software. General computer literacy includes terminology and computer usage. Word processing concepts are presented in a method that is transferable to all subject areas. Language arts skills are reinforced as students format, compose, and proofread documents. Keyboarding allows students to develop skills in using computer systems for relevant task and an appreciation of the impact of computer systems on society and the environment. Keyboarding contributes to the students’ growing awareness and appreciation of the five area of interaction in the IB programme. Students are introduced to desktop publishing, spreadsheets, database, and telecommunication applications. This course helps prepare students for the state adopted NC Computer Competency Exam.

Exploring Career Decisions (6158CA)
Today young people can choose from a broader range of career opportunities than ever before. The intent of this course is not to make a career choice at age eleven but to explore a wide range of careers and the skills that produce success in the workplace. Experiences are designed to introduce students to the technical nature of today’s world and the role of productive workers. Among the many hands on activities in this course are filling out a sample job application, writing a resume, and role-playing job interviews. Job simulations are also a vital part of this course.

Daniels offers a choice of two foreign languages—French and Spanish. We hope to add a third language in 2002-03. Sixth graders may take an introductory course to either Spanish or French. The course is twelve weeks in length. The International Baccalaureate Programme’s areas of interaction are naturally integrated into the curriculum.

Introduction to Spanish (1250CE)
This course is for students who may or may not have been exposed to Spanish in elementary school. It is taught in English and Spanish. Emphasis is placed on:

· Communication through learned words and phrases of familiar words and topics including skits and presentations.

· Pre-reading, writing, and listening activities through oral language utilizing mini-projects, Internet research, and in class presentations.

· Awareness of Spanish cultures with comparison to our own culture and language through video, other technology resources, and class events.

· Understanding why it is important to learn another language and about another culture.

Introduction to French (1240CB)
This course gives students the opportunity to explore the cultures of France and other French speaking countries through art experiences and through the study of customs, traditions, geography, history, and literature. In addition students acquire basic vocabulary; learn to ask and answer basic questions pertaining to the classroom environment, greetings, the calendar, and to learn the fundamental structure of the language.

Introduction to German (1060CA)
This course gives students the opportunity to explore the culture of Germany through art experiences and through the study of customs, traditions, geography, history, and literature. In addition, students acquire basic vocabulary; learn to ask and answer basic questions pertaining to the classroom environment, greetings, the calendar, and to learn the fundamental structure of the language.

Daniels students may participate in yearlong performing arts classes as well as exploring different fields within the arts. There are music classes offered at each grade level that allow students to explore the history of music from around the world. These classes do not have a performance component. In dance, drama, and chorus students will have at least one performance.

Beginning Band (Year-long) (5013CB)
Emphasis is placed on the acquisition of basic musical skills as students learn to play a brass, woodwind, or percussion instrument. Provisions are made for students who have had experience with a specific instrument. Band classes prepare several concert compositions that are performed for an audience.

Beginning Strings (Year-long) (5018CA)
Instruction in strings (violin, viola, cello) includes correct holding position, bow grip, selected major and minor scales and rhythm studies. Appropriate use of musical terms, dynamic markings, and the parts and care of the instrument is emphasized. Provisions are made for students who have had experience with a specific instrument. Students prepare a number of concert selections that are performed for an audience.

Beginning Chorus (5005CE)
Sixth grade chorus is a trimester course open to any student. Throughout the course, students will study proper vocal production, learn basic musical theory skills, study music history as it applies to the music being sung, and gain experience in live performance. The course culminates with a concert at the end of the trimester.

Exploratory Music (5001CA)
Music Exploratory is a trimester course open to any sixth grade student. Throughout the course, students will study various styles of music from the Renaissance to the 20^th century, learn basic music reading skills, sing and play instruments, and study music of different cultures. This in an academic, non-performance based, music class.

Visual Arts Exploratory (5026CA)
Visual Arts Exploratory in the sixth grade emphasizes the elements of art and their relationship to a variety of media and processes. Students will make a cut paper poster, several drawings, a color wheel, a value scale painting, pottery, a ceramics flow chart, and a weaving. This class is a trimester in length.

Introduction to Dance (5071CV)
The dance classes at Daniels are a trimester in length and culminate in a performance of student work. The sixth grade course follows the N.C. Standard Course of Study and is based upon the creative process, kinesthetic process, as well as connecting to the five areas of interaction of the International Baccalaureate Programme. Study of the social, cultural, and historic elements of dance will be included in various projects as well as increasing the students’ knowledge of Modern Dance and other dance styles.

Introduction to Theatre (5050CD)
The drama classes at Daniels are a trimester in length. The sixth grade course follows the North Carolina Standard Course of Study and introduces the student to the world of theatre. Students develop an awareness and understanding of drama as an art form as well as exploring tools and techniques for character development. Discussion of the areas of interaction is incorporated as students study the historical, social and culturally diverse systems of the world. A performance is given at the end of each trimester.

Daniels Middle School was the first English as a Second Language program in Wake County. Since 1978, hundreds of students from more than fifty countries, speaking over forty languages, have enriched the academic and social life of the school. The Limited English Proficient (LEP) students at Daniels come from a variety of backgrounds. Some are immigrants; others are refugees who have fled their homes in fear of persecution; some are from families who work at international companies and are here for a short period of time; and others have parents who are visiting faculty members at local universities. No matter what the background, every LEP student makes a distinct contribution to the tapestry of experiences and viewpoints represented at Daniels.

LEP students receive instruction in English as a Second Language (language arts) and may receive additional instruction or help in social studies, science, and math as available and needed. The goal of the program is to provide new students the fastest and best entry into the regular academic program while honoring and valuing the diverse backgrounds and strengths that new students bring.

ESL I (1038CF)
This is a beginning level English course for non-native speakers. Lessons involve the acquisition of basic vocabulary and pronunciation, with an emphasis on early adjustment to the American educational system. Social survival situations are simulated and practiced as well.

ESL II (1038CB)
This is a course of intermediate English for limited English speakers. Instruction concentrates on the acquisition of spoken language skills, grammar, reading comprehension, and writing skills. American culture is often used for the content of reading selections and class discussions. Students are also made aware of global connections, both past and present, of the topics studied.

ESL Guided Study (1038CL)
This course is designed to help students with the work in their other academic and elective subjects. Students receive assistance with assignments.

DANIELS MIDDLE SCHOOL
International Baccalaureate Magnet
Sixth Grade Elective Registration 2003-2004

All students take Language Arts, Mathematics, Science, Social Studies, and Healthful Living/Physical Education. In addition, each student may choose elective classes from the lists below consisting of at least one Foreign Language elective (L), one Arts elective (A) and one Technology elective (T). Healthful Living/ Physical Education is a required elective. You may choose up to 3 electives in each category [(A)Arts, (T)Technology, (L)Foreign Language]. Number your choices 1-2-3 for each category. The final determination of elective courses will depend upon student interest and course availability. Course selection will also be determined based upon the requirements for International Baccalaureate certification.

***All North Carolina students are required to pass a state-mandated computer competency test to receive a high school diploma. The test is first given in the 8th grade. Required competencies are addressed through core curriculum as well as through the elective Keyboarding/ Computer Literacy. All sixth graders are enrolled in two trimesters of keyboarding with the exception of students taking a year-long elective. These students will take keyboarding in the 7th grade.