Integrity - Service - Merit
Below are the core standards for each of the subject areas at ISM. Each department has formed these Standards to represent the big understandings that students will uncover on their learning journey from Preschool through to Grade 12. For more information about ISM’s subject Standards and Indicators and how teachers organize them in their units of study, please visit our public curriculum document in Atlas Rubicon or visit our Elementary, Middle and High School pages.
Standard 1: Students will understand that social scientists use the inquiry process to develop skills and dispositions to make sense of the past and present, and prepare for the future.
Standard 2: Students will understand that history examines the concepts of time, continuity and change from evidence of the past.
Standard 3: Students will understand that geography explores the physical world and the way humans interact with it.
Standard 4: Students will understand that culture explores the inherited ideas, beliefs, values and knowledge that a group of people share.
Standard 5: Students will understand that governance explores the reasons and ways individuals and groups create and change structures of power and authority.
Standard 6: Students will understand that citizenship explores the rights and responsibilities that individuals have as members of a community.
Standard 7: Students will understand that economics examines the production, distribution and consumption of goods, services and resources.
Standard 8: Students will understand that psychology explores the biological and environmental factors affecting human behavior.
Beginning SY 2014-2015, ISM will use the Common Core Math Standards in Kindergarten through Grade 8. High School will continue to use the former Math standards as they serve as an effective bridge from the Common Core to the IB objectives in Grades 11-12.
Kindergarten to Grade 8 Standards
Standard 1: Counting & Cardinality (K)
Standard 2: Operations & Algebraic Thinking (K-5)
Standard 3: Number & Operations in Base Ten (K-5)
Standard 4: Number & Operations - Fractions (3-5)
Standard 5: Measurement & Data (K-5)
Standard 6: Geometry (K-8)
Standard 7: Ratios & Proportional Relationships (6-7)
Standard 8: The Number System (6-8)
Standard 9: Expressions & Equations (6-8)
Standard 10: Functions (8)
Standard 11: Statistics & Probability (6-8)
Common Core Standards for Mathematical Practice
Grades 9-12 Standards
Standard 1: Computation (Number and Operation) - Students will understand the concept of number, apply processes of computation and estimation, and evaluate the reasonableness of solutions.
Standard 2: Measurement - Students will find appropriate measurements using a variety of tools.
Standard 3: Geometry - Students will find appropriate measurements using a variety of tools and will use spatial reasoning and apply the properties of geometric figures to 2D and 3D shapes.
Standard 4: Statistics and Probability - Students will organize and analyze data in order to make conclusions and predictions and will apply basic concepts of probability.
Standard 5: Algebra and Functions - Students will use algebraic methods to represent, analyze and solve abstract and practical situations involving patterns and functional relationships.
Standard 1: Students will understand how to read fluently/make meaning from using the skills and strategies of the reading process.
Standard 2: Students will understand how to comprehend, respond to, analyze and evaluate a wide variety of texts.
Standard 3: Students will understand how to write using the appropriate structural and grammatical conventions of English language within a range of text types and for a variety of purposes and audiences.
Standard 4: Students will understand how to write with clarity, logic, validity and effectiveness on a wide range of topics and for a variety of purposes and audiences.
Standard 5: Students will understand how to listen and respond critically to oral communication.
Standard 6: Students will understand how to communicate coherently and appropriately in a range of oral settings.
Standard 1: Science as Inquiry - Students will understand that scientists use the inquiry process to develop skills, concepts and dispositions to investigate and make sense of the natural world.
Standard 2: Physical Science - Students will understand that Physical Science explores the concepts of matter, energy and their interactions.
Standard 3: Life Sciences - Students will understand that Life Science explores the concept of living organisms and their organization, life processes, and relationships to each other and their environment.
Standard 4: Earth and Space - Students will understand that Earth and Space Science explores the concept of the origins, structure and properties of Earth and its place in the universe and beyond.
Standard 5: Science and Technology - Students will understand that there are connections between the natural world and human impact which have led to technological advancement and scientific progress.
Standard 1: Interpersonal Mode - Students will converse, provide and obtain information, express feelings, emotions, and ideas, and exchange opinions in the target language.
Standard 2: Interpretive Mode - Students will understand and interpret writing and speech on a variety of topics in the target language.
Standard 3: Presentational Mode - Students will present information, concepts, and ideas to listeners and/or readers on a variety of topics in the language studied.
Standard 4: Culture & Connection - Students will demonstrate an understanding and appreciation of the components of language and culture studied that can be best comprehended in the target language and its culture(s).
Standard 1: Students will understand and demonstrate that competency in motor skills and movement patterns is needed to perform a variety of physical activities.
Standard 2: Students will understand and demonstrate that movement concepts, principles, strategies and tactics impacts the learning and performance of physical activities.
Standard 3: Students will participate in regular physical activity and understand that it provides opportunities for enjoyment, challenge, self expression, social interaction and a healthy lifestyle.
Standard 4: Students will achieve and maintain a good level of physical fitness and understand that this contributes to becoming "Fit for Life."
Standard 1: Students will understand that personal choices related to health promotion and disease prevention will enhance health.
Standard 2: Students will understand that the influence of family, peers, culture, media, technology and other factors affect health behaviors.
Standard 3: Students will understand that practicing health-enhancing behaviors can avoid or reduce health risks.
Standard 4: Students will understand that advocating for personal, family and community health promotes healthy behaviors and choices.
Standard 1: Students will understand that technology is a tool for knowledge construction, creativity and innovation.
Standard 2: Students will understand that collaboration with, and publication for, other people using digital tools and media can enhance learning.
Standard 3: Students apply digital tools to gather, evaluate, and use information.
Standard 4: Students use critical thinking skills to plan and conduct research, manage projects, solve problems and make informed decisions using appropriate digital tools and resources.
Standard 5: Students will understand that developments in digital technologies continually influence culture and society and challenge existing norms for legal and ethical behavior.
Standard 6: Students will understand that there are commonalities between types of software and that mastery of one application allows you to independently learn other applications.
Standard 1: Students will understand that learning how to access information efficiently and effectively is an essential step towards information literacy.
Standard 2: Students will understand that information must be critically and competently evaluated in order to test its accuracy and validity
Standard 3: Students will understand that well-organized information supports academic honesty.
Standard 4: Students will understand that information needs to be presented accurately and creatively in order to be engaging.
Standard 1: Students will understand and demonstrate that movement elements and performance skills develop their artistic perception because it focuses on spatial awareness, process sensory information and describe movement using the vocabulary of dance.
Standard 2: Students will understand and demonstrate that choreographic principles, processes and structures enhance one’s competence and creativity because it creates a body of works of dance that shows originality, unity and clarity of intent.
Standard 3: Students will understand and demonstrate that dance is a way to create and communicate meaning and this heightens self awareness because performing original works or works by various artists uses personal artistic intent and interpretation.
Standard 4: Students will understand that dance in various cultures and historical periods reflect diversity and values throughout the world.
Standard 5: Students will understand that connections between dance and healthful lifestyles are an important factor as they affect performance and lifelong habits.
Standard 6: Students will understand that connections between dance and other disciplines articulates principles of other areas as it occurs in dance because it develops competencies and creative skills in problem solving, communication and management of time that contributes to lifelong learning and career skills.
Standard 1: Students will understand and demonstrate that making drama and theater requires exploring a range of imagined and created situations in a collaborative environment.
Standard 2: Students will understand and demonstrate that a variety of performance techniques, dramatic forms and theatrical conventions are used in performing devised and scripted drama/theater to engage an audience.
Standard 3: Students will understand that the meaning and function of theater is a reflection of the personal, social, cultural, aesthetic and political aspects of the human experience.
Standard 4: Students will understand and demonstrate that making, performing and appreciating drama and theater requires examination of its diverse and collaborative qualities.
Standard 5: Students will understand that drama and theater is derived from and contributes to the enrichment and sustenance of cultures and societies.
Standard 1: Students will understand that film is a constructed text with its own unique language and to communicate their own ideas they must be able to use this language effectively.
Standard 2: Students will understand that there are a variety of film traditions that are derived from and influenced by a number of social, cultural, academic and economical forces.
Standard 3: Students will understand that film making requires creative and analytical skills, meticulous organization, close collaboration and is also dependent on the relationships, discipline and roles of a production team.
Standard 1: Students will understand and demonstrate that musical performance involves the ability to sing and play a varied repertoire of music.
Standard 2: Students will understand and demonstrate that musical performance involves reading music from traditional and nontraditional notation.
Standard 3: Students will understand and demonstrate that music performance can include improvising melodies, variations and accompaniments for creative expression.
Standard 4: Students will understand and demonstrate that creating music involves composing and arranging music using notation.
Standard 5: Students will understand that music is influenced by history and the relationship between music and culture.
Standard 6: Students will understand that musical appreciation and development involves responding to, analyzing, and evaluating varied musical experiences.
Standard 1: Students will understand that the creative process is used to plan, organize and problem solve.
Standard 2: Students will understand and demonstrate that the language of art can be used in the creation of art.
Standard 3: Students will understand that they must use and apply personal connections and visual awareness to the creative process for self expression.
Standard 4: Students will understand that they need to develop skills and craftsmanship with materials, tools, and techniques to create works of art.
Standard 5: Students will understand that art has influenced and defined history and culture.
Standard 6: Students will understand that the language of art is used to describe, interpret and evaluate art works.
International School Manila is committed to giving the equal educational opportunities to students of diverse linguistic and cultural backgrounds. English being the medium of instruction, ISM offers an English-as-a-Second-Language Program (ESL) to enable Limited English Proficient (LEP) students to access the mainstream curriculum.
The ESL Program acknowledges that language is a device which learners use to categorize and order human experiences. The program, therefore, prepares the second language learners to use their language skills, knowledge and social norms of the English speaking communities to prepare them for lifelong development and for them to adapt and adjust to the complexities and challenges of multicultural societies.
Believing that a child possesses an innate ability to acquire and organize linguistic information, we recognize the value of immersion where interaction with native speakers can happen.
One important factor affecting competence in a second language is the level of proficiency in the first language. An effective language-learning environment recognizes the value of the ESL student’s first language and literacy as a foundation for the English language and academic development.
Most LEP students develop the Basic Interpersonal Communication Skills (BICS) within a relatively shorter period of time, but the development of the Cognitive Academic Language Proficiency (CALP) takes a number of years. A content-based language instruction provides students with an opportunity to develop English for academic purposes to meet their academic content-learning and language skills needed.
Through the use of authentic first language materials and through a variety of language activities that address different learning styles, second language learners develop the cognitive and language skills in an environment that is structured for success.
Please also see the English-as-a-Second-Language pages of the website for more information.
The International School Manila believes in inclusion. We aim to serve the international community in Manila, and we strive to support and educate all members of that community regardless of ability. We accept students with learning differences and mild to moderate learning disabilities as long as we are confident in our ability to meet their needs.
The Learning Support Department at International School Manila coordinates programs and services for students with learning needs. The model is based on the belief that students vary in their level of ability, achievement, motivation and interest and that individuals respond best to educational programs that provide appropriate challenges and meet their individual needs.
The student is working on the same instructional objectives and the same curriculum content as his/her peers but requires adaptations to the way the material is presented and/or to the way in which the student demonstrates learning.
The student typically works in the regular classroom with their peers but may require some modification to the content of the curriculum and/or instructional practices under the direction of a Learning Support teacher.
The student may require explicit instruction in the development of social skills and/or require significant modifications to the content of the curriculum and instructional practices. This is done under the direction of a Learning Support teacher.
The Self-Contained Classroom is for students with significant learning needs, which may include intellectual or developmental disabilities. This class will be taught by a highly trained special educator and assistants including support by other related professionals such as Speech Language Pathologists, School Psychologists and Occupational Therapists.
Students on monitor status do not receive Learning Support services; however, classroom teachers are periodically required to submit reviews on these students to the Learning Support Resource Team.
For more information, visit the Learning Support pages here.