Curriculum

GICS Middle Years Programme Curriculum

The Middle Years Programme (MYP) at Goethe International Charter School is designed to inspire curiosity, academic excellence, and intercultural understanding in students during a critical stage of their development. Rooted in the values of the International Baccalaureate, the MYP encourages students to become thoughtful, knowledgeable, and compassionate learners who can connect their studies to the world around them.

At Goethe International Charter School, the MYP is enriched by the school’s unique commitment to international-mindedness, and holistic education. Students engage in rigorous, inquiry-based learning across a broad range of subject areas while developing strong self-management, communication, critical-thinking, and problem-solving skills. Through interdisciplinary learning and real-world connections, the curriculum helps students see the relevance of their education beyond the classroom.

The MYP also emphasizes personal growth. Students are encouraged to reflect on their learning, take intellectual risks, and act with integrity and empathy. By combining academic challenge with global awareness and community engagement, the Goethe International Charter School MYP prepares students not only for future academic success, but also for meaningful participation in an increasingly interconnected world.

Core Features of the MYP at GICS

The MYP at GICS builds on the inquiry-based foundation of the Primary Years Programme, guiding students through a challenging and balanced curriculum that fosters both academic excellence and personal growth.

The MYP consists of eight subject groups: Language Acquisition (Spanish or German), Language and Literature, Individuals and Societies, Sciences, Mathematics, Visual and Performing Arts, Digital Design and Product Design as well as Physical and Health Education. The MYP supports students in developing personal understanding, a strong sense of self, and responsibility within their community. GICS teachers organize the curriculum with deliberate attention to:

Teaching and learning in context. Students learn best when their learning experiences have context and are connected to their lives and the world that they have experienced. Using global contexts, MYP students explore human identity, global challenges and what it means to be internationally-minded.

Conceptual understanding. Global Concepts are big ideas that have relevance within specific disciplines and across subject areas. MYP students use concepts as a vehicle to inquire into issues and ideas of personal, local and global significance and examine knowledge holistically.

Approaches to learning (“ATL”). As a unifying thread throughout all MYP subject groups, approaches to learning provide the foundation for independent learning and encourage the application of a student's knowledge and skills in unfamiliar contexts. Developing and applying these skills help students learn how to learn.

Service as action (community service), Action (learning by doing and experiencing) and service have always been shared values of the IB community. Students take action when they apply what they are learning in the classroom and beyond. IB learners strive to be caring members of the community who demonstrate a commitment to service and make a positive difference in the lives of others and for the environment. Service as action is an integral part of the programme and is especially demonstrated in the MYP community project.

Core Subject Areas

English Language Arts and Literature

Grade 6 - In grade six, students will read a range of challenging books, articles, and texts, and will be expected to demonstrate their understanding of the material by answering questions and contributing to class discussions. In writing, students will continue to work on their use of language, sentence structure, and organization of ideas. The researching process plays an important role in the sixth grade curriculum, as students are required to write an in-depth research paper using multiple sources. Not only are they required to judge the validity of the sources used but be supported in linking their topic to the Significant Concept targeted in the unit of inquiry. They will also be expected to integrate information from different sources and respond to challenging content through written interpretation and analysis.

Grade 7 - Students will continue to develop the ability to cite relevant evidence when interpreting or analyzing a text or supporting their points in speaking and writing. Students will also build academic vocabulary as he or she reads more complex texts, including stories, plays, historical novels, poems, and informational books and articles.

Grade 8 - Students will read major works of fiction and nonfiction from all over the world and from different time periods. They will continue to learn how to understand what they read and evaluate an author's assumptions and claims. They will also conduct research that will require the analysis of resources and accurate interpretation of literary and informational text.

Mathematics

GICS offers two mathematics pathways in the middle grades:

a Grade-Level path that follows the grade level based McGraw-Hill Illustrative Mathematics sequence, and
an Accelerated path that compresses three years of content into two, preparing students for Algebra 1 in Grade 8.

Grade level path

Grade 6 - students focus on foundational concepts such as ratios and proportional relationships, fraction and decimal operations, area and surface area, expressions and equations, and introductory statistics and probability.

Grade 7 - builds on this by deepening proportional reasoning, introducing linear relationships and systems, exploring geometry including circles and the Pythagorean theorem, and expanding work with rational numbers and probability.

Grade 8 - emphasizes algebraic thinking and functions, transformations and similarity, advanced applications of the Pythagorean theorem, exponents and scientific notation, and analyzing bivariate data. Across all grades, concepts are taught in alignment with the IB MYP framework, ensuring connections between conceptual understanding, procedural fluency, and real-world application.

Accelerated Math Path, The accelerated sequence compresses the Grade 6–8 standards into two years to prepare students for Algebra 1 in Grade 8.

Grade 6 - Accelerated Math, students complete all Grade 6 standards plus selected Grade 7 topics, including proportional relationships, circle geometry, and an introduction to linear equations.

Grade 7 - Accelerated covers the remaining Grade 7 standards and the full Grade 8 curriculum, including functions, transformations and similarity, advanced applications of the Pythagorean theorem, exponents and scientific notation, and analyzing bivariate data.

Grade 8 - Accelerated, students complete Algebra 1, focusing on linear, quadratic, and exponential functions; systems of equations; and advanced data analysis.

Throughout the accelerated program, instruction follows the IB MYP mathematics framework, with an emphasis on conceptual understanding, problem-solving in real-world contexts, and performance-based assessment.

Science

The GICS middle school science program integrates the Pearson Elevate Science curriculum with the IB MYP science framework, fully aligned to the NGSS. Instruction emphasizes critical thinking, mastery of scientific inquiry methods, and preparation for success in post-secondary science education.

Grade 6 - Earth & Physical Sciences: Students will study Earth and Physical Science topics, including plate tectonics, topography, weather and climate, energy transfer, and forces and motion. Students will learn that asking meaningful questions and conducting careful investigations are essential to scientific progress.

Grade 7 - Life Sciences: Students will focus on Life Science, exploring cell biology, genetics, the structure and function of living systems, evolution, and anatomy and physiology of plants and animals.

Grade 8 - Physical Sciences & Chemistry of Life: Students will study motion, forces, density and buoyancy, structure of matter, chemical reactions, and the periodic table, alongside Life Science topics such as the chemistry of living systems.

Individuals and Societies (History)

GICS delivers an inquiry-driven, standards-aligned program by integrating Savvas myWorld Interactive with the IB MYP Individuals & Societies framework. myWorld Interactive supports inquiry, project-based learning, and strong ELA connection

Grade 6 - Sixth graders will study World History and Geography/Ancient Civilizations. This grade six course investigates the origins and development of ancient societies of major western and non-western civilizations. Included are the societies of the Near East, Africa, the ancient Hebrew civilization, Greece, Rome, and the classical civilizations of India and China. For each of these societies, emphasis is placed on the major contributions, achievements, and beliefs that have influenced civilizations across the centuries to the present day. This course stresses the special significance of geography in the development of the human story and provides the opportunity to study the everyday lives of people living in vastly different areas of the world. The course content focuses on the people in ancient societies; their problems and accomplishments; their social, economic, political structures, and belief systems; the tools and technology they developed; the arts they created; the architecture; the literature they produced; their explanation for natural phenomena, and their direct or indirect contributions to issues such as the role of women and the practice of slavery.

Grade 7 - Students will study World History and Geography/Medieval and Early Modem Times. This Grade seven course explores world history and geography from the Fall of Rome through the Age of Enlightenment. The course investigates the social, cultural, and technological changes during this period. This course briefly reviews the role of archaeologists and historians in uncovering the past. It goes on to examine Islam as a religion and as a civilization. The course examines the spread of Islam through Africa, the rise of the Mayan, Incan, and Aztec civilizations; the civilizations of China and Japan; Europe during the High Middle Ages; the turbulent ages of the Renaissance, Reformation, and Scientific Revolution. This course seeks to enhance understanding of the interconnection of past events, people, and ideas to events and issues of importance in the world today.

Grade 8 - In eighth grade, students will study United States History and Geography: Growth and Conflict. This course examines United States history and geography concentrating on the growth of the United States during the period of colonization through the Age of Industrialization. The course begins with an intensive investigation and review of the major ideas, issues, and events preceding the founding of the nation. The course then concentrates on the shaping of the Constitution and the nature of the government that it created. The development of unique regions in the West, Northeast, and the South and the causes and consequences of the Civil War, is covered in depth. The course studies the movement of people into and within the United States; the experiences of diverse groups (women, racial, religious, ethnic, and economic classes) and their contributions to the evolving American identity. The course also connects historical issues to current affairs in order to develop a greater understanding of the basic institutions and policies of the nation.

Physical Education & Health

The curriculum for Physical & Health Education will be aligned with the goals expressed in the California Physical Education Model Content Standards and Frameworks as well as the philosophy and structure of the IB MYP. It is designed to develop movement skills and knowledge, foster a positive self-image, encourage physical, personal, and social development, and promote healthy living, social, and interpersonal skills.

Students will develop sensory and perceptual skills, locomotor and non-locomotor abilities, balance, eye-hand and general coordination, and will receive instruction in the rules and strategies of traditional games and sports. The program emphasizes strategy, cooperation, and fair play; the ability to work effectively in teams; and the appreciation and respect for the abilities of all peers without exclusion based on superficial or behavioral traits. Students will learn to take on both leadership and supportive roles in pursuit of common goals.

Exploratory (Performing Arts, Visual Arts, Product Design, and Digital Design)

Performing Arts All students participate in dance, building skills and creativity in age-appropriate ways.

Grade 6 - Sixth graders explore rhythm, movement, and styles like musical theater, hip-hop, and jazz.

Grade 7 - Seventh graders deepen technique and self-expression through collaboration and performance.

Grade 8 - By eighth grade, students take greater independence, refining advanced skills, experimenting with storytelling, and presenting original work.

Across all grades, the IB Learner Profile guides reflection, risk-taking, inquiry, and principled artistic growth.

Visual Arts—which includes both Visual Arts and Performing Arts—meets the California Arts Standards while fully aligning with the IB MYP Arts framework. Students engage in the artistic processes of creating, presenting, responding, and connecting, developing technical skills, creative expression, and cultural awareness. Visual Arts provides experiences across a variety of media, from traditional practices such as painting, sculpture, ceramics, and architecture to contemporary forms enhanced by digital technology, time-based art, installation, and performance. Students learn how visual art has contributed to all cultures and societies throughout history, adding a creative and cultural dimension to their personal development.

Digital and Product Design The MYP prepares students to be creative, skilled critical thinkers in a rapidly changing, globalized society. In the MYP, the Design subject group fosters problem-solving and innovation through the design cycle—inquiring and analyzing, developing ideas, creating the solution, and evaluating (IB, 2014). At GICS, students take both Design and Digital Design as distinct but complementary courses.

Product Design focuses on solving real-world problems through hands-on projects that integrate materials, tools, and processes from fields such as product design, engineering, architecture, and crafts. Students develop skills in conceptualizing, prototyping, and refining solutions that meet specific needs.
Digital Design emphasizes creating solutions using digital tools, systems, and technologies, with a focus on computational thinking and innovation. Depending on the grade level, students might engage in projects involving graphic design software, 3D modeling programs, coding environments, multimedia production, and robotics. Robotics projects allow students to design, build, and program autonomous systems, integrating skills in coding, electronics, and engineering design. Through these experiences, students learn to plan, produce, and present digital products that address authentic challenges, often combining hardware and software solutions.

Language Acquisition (German or Spanish)

Students have the opportunity to choose either German or Spanish as their second language of instruction. The MYP Language Acquisition courses in German and Spanish are offered in Phases 1 through 4, aligned with the IB framework and the State Standards for World Languages. Phase 1 focuses on developing novice-level receptive and productive skills, while Phase 4 equips students with the ability to interact and communicate in a variety of familiar and some academic contexts, consistent with State Standards expectations for intermediate proficiency.

Incoming students from outside the program who indicate no prior target language skills are not assessed and are automatically placed into beginner-level (Phase 1) German or Spanish. All other incoming students are assessed on entry to determine placement, ensuring that instruction is tailored to their proficiency. Students matriculating from the GICS German immersion program are not required to take a language placement test and continue in the appropriate phase of German World Language class.