Middle School Course Descriptions
The academic program for all Middle School students consists of 8-10 courses in total. Each day,
five classes are conducted. All students take a core of six subjects: English, Social Studies,
Science, Mathematics, Modern Language and Physical Education. The additional courses,
elective or exploratory, include Art, Drama, IT, Health, as well as additional options. The final
class will be band, chorus or a series of special elective classes.
Kenya Culture and History is a component of each grade level’s curriculum. Primarily this is
addressed in coordination with the Intercultural Trips that take place in the first quarter. Each trip
is linked to key learning outcomes which include various aspects of Kenya’s culture and history.
These learning outcomes are addressed in multiple subject areas.
Sixth Grade Course of Studies
English
Middle school English focuses on expanding the literacy foundation skills students have
previously acquired. Students are engaged in activities that require that they apply their reading
and writing skills to explain their understanding of new ideas and concepts. Students explore a
variety of genres in both reading and writing and are asked to make connections by listening and
presenting their new understandings. Students use the 6 traits of writing overall, but the main
writing focus in sixth grade is on content, organization and conventions. Personal narrative,
poetry, basic literary analysis and research skills are all covered in the writing units. They also
continue to learn comprehension skills for both literature and non-fiction texts as they encounter
more difficult texts. Skills such as spelling, vocabulary building and grammar are also learned.
Social Studies
All of the social studies units in the middle school focus on five themes that run through the
curriculum. Students study place and environment by looking at how humans and the
environment affect each other. They look at culture and heritage and how cultures adapt and
change over time. The will also study how the past influences the present, but does not define
the present as well as look at social organization, with regard to social, political and economic
structures. Finally they will analyze how people have power to effect change. In sixth grade,
social studies focuses on early civilizations including early man, Mesopotamia, Egypt, Greece, as
well as other cultures. There is a focus on how environment affected the development of
civilizations, how agriculture led to the specialization of jobs and class development, and how
beliefs and religion affected cultural development. Students will use reading, writing, listening,
speaking, research, critical thinking and analysis in this course. Assessments are formative and
summative, using a variety of methods including group and individual projects, class discussions,
research papers and projects, as well as written assignments, tests and quizzes.
Science
Sixth graders will take integrated science. Units in the course are drawn from the four major
content areas: Life, Physical, Earth, and Environmental Science. The concepts covered are
integrated along common science themes such as The Environment; Earth’s Changing Surface;
Introduction to Matter; Electricity and Magnetism; Human Body Systems; and Animals. Projects,
field trips, and various media-based materials related to the topics covered in the course help to
enrich and support the science program as a whole.
Mathematics – Integrated Math 1 (IM1)
The Integrated Math 1 course focuses on the following critical areas: 1) reasoning about
multiplication and division to solve ratio and rate problems, 2) use previous understanding of
fractions to understand division of fractions, 3) extend the work in number to include negative
numbers, 4) understand the use of variables in mathematical expressions, 5) begin to develop the
ability to think statistically, 6) reason about relationships among shapes by decomposing them to
determine area, surface area, and volume. These concepts are all taught within a problemsolving context with a focus on applications. Following this course, students will take IM2.
Physical Education
The goals of the Physical Education program are to develop students’ physical fitness and skills
associated with various sports and games. It is also expected that students will develop an
appreciation for the health benefits of physical activity and a sense of good sportsmanship.
Students will swim one day per week working on basic swimming strokes, fitness and playing
pool games.
Seventh Grade Course of Studies
English
Middle school English focuses on expanding the literacy foundation skills students have
previously acquired. Students are engaged in activities that require that they apply their reading
and writing skills to explain their understanding of new ideas and concepts. Students explore a
variety of genres in both reading and writing and are asked to make connections by listening and
presenting their new understandings. Students use the 6 traits of writing overall, but the main
writing focus in seventh grade is on content, organization, word choice, sentence fluency and
conventions. Personal narrative, literary analysis, expository and persuasive writing as well as a
basic understanding the elements of literature and literary devices are included. There is a focus
on research skills including an introduction to in-text citation. They also continue to learn
comprehension skills for both literature and non-fiction texts as they encounter more complex and
difficult texts. Skills such as vocabulary building and grammar are also learned. There is also a
unit on non-fiction genres: newspapers, documentaries, auto/biographies.
Social Studies
All of the social studies units in the middle school focus on five themes that run through the
curriculum. Students study place and environment by looking at how humans and the
environment affect each other. They look at culture and heritage and how cultures adapt and
change over time. The will also study how the past influences the present, but does not define
the present as well as look at social organization, with regard to social, political and economic
structures. Finally they will analyze how people have power to effect change. Seventh grade
focuses on conflict in an expanding world. Students will analyze the interaction between cultures
as they encounter each other and look at how conflicts between cultures play out. They will also
study internal conflicts that occur within a culture as it changes over time. Students will use
reading, writing, listening, speaking, research, critical thinking and analysis in this course.
Assessments are formative and summative, using a variety of methods including group and
individual projects, class discussions, research papers and projects, as well as written
assignments, tests and quizzes.
Science
Seventh graders take integrated science. Units in the course are drawn from major science
disciplines: Life, Physical, Environmental, Space and Earth. Units covered in seventh grade
include Marine Science, Sound and Light Waves, Botany, and Space. Projects, field trips, and
various media-based materials help to enrich and support the science program.
Mathematics – Integrated Math 2 (IM2)
The Integrated Math 2 course is designed to develop a strong foundation of algebraic skills,
preparing student for further in-depth study of mathematics. The critical areas in which students
will study are: 1) extend understanding of ratios and develop understanding of proportionality to
solve single and multistep problems, 2) develop a unified understanding of number, 3) recognize
fractions, decimals, and percents as different representations of rational numbers, 4) use the
arithmetic of rational numbers to formulate expressions and equations and 5) solve problems
using equations. Students will continue work with area from IM1, solving problems involving the
area and circumference of a circle and surface area of three-dimensional objects, and build on
previous work with data to compare two data distributions and address questions about
differences between populations. These concepts are all taught within a problem-solving context
with a focus on applications. Following successful completion of this course, students will take
either IM3 or Math 1.
Physical Education
The goals of the Physical Education program are to develop students’ physical fitness and skills
associated with various sports and games. It is also expected that students will develop an
appreciation for the benefits of physical activity and a sense of good sportsmanship. Students
will swim one day per week.
Eighth Grade Course of Studies
English
Middle school English focuses on expanding the literacy foundation skills students have
previously acquired. Students are engaged in activities that require that they apply their reading
and writing skills to explain their understanding of new ideas and concepts. Students explore a
variety of genres in both reading and writing and are asked to make connections by listening and
th
presenting their new understandings. In the 8 grade, students focus on reading, writing,
th
speaking, listening, and responses to literature. Students in the 8 grade read a variety of
literature. They will complete four independent reading assignments through the year, as well as
an in-depth study of “The Power of One”, a novel by Bryce Courtenay, which complements their
Social Studies study of Africa. They will also read a variety of short stories and novels in literature
circles. Students will be actively involved in the writing process: drafting, editing, peer editing, and
th
completing numerous essays, creative writing pieces, and poems. Writing in the 8 grade
focuses on narrative, persuasive and expository assignments. Students will also be developing
their debate and public speaking skills. Assessments are formative and summative, using a
variety of methods including group and individual work, class discussions, essays, projects, a
poetry web quest, as well as written assignments, tests and quizzes.
Social Studies
All of the social studies units in the middle school focus on five themes that run through the
curriculum. Students study place and environment by looking at how humans and the
environment affect each other. They look at culture and heritage and how cultures adapt and
change over time. The will also study how the past influences the present, but does not define
the present as well as look at social organization, with regard to social, political and economic
structures. Finally they will analyze how people have power to effect change. Eighth grade will
focus on the connections between cultures and environment, and the effects of globalization on
culture. They start off their year with an in-depth study of a traditional Kenyan culture: the Maasai,
examining two major trends: tradition and globalization. Students will study the dichotomy
between nationalism and internationalism using examples such as the role of the United Nations,
superpowers, multi-national corporations, and environmental consequences. They will examine
the effects of the rise of technology and communication. In essence, this course focuses on the
last century and specific changes that have occurred. Students will use reading, writing, listening,
speaking and critical thinking and analysis in this course. They will continue to develop and
expand their mapping, graphic interpretation, and related geographical skills. Assessments are
formative and summative, using a variety of methods including group and individual projects,
class discussions, research papers and projects, as well as written assignments, tests and
quizzes.
Science
Eighth graders take integrated science. Units in the course are drawn from the four major science
content areas: Life, Physical, Earth, and Environmental Science. Units covered in eighth grade
include: Environment, Forces and Motion, Chemical Bonding and Reactions, and Genetics,
Adaptation, Evolution, and Reproduction. Projects, field trips, and various media-based materials
help to enrich and support the science program.
Mathematics – Integrated Math 3 (IM3)
The Integrated Math 3 course is designed to focus on the following critical areas: 1) formulate
and reason about expressions and equations, 2) model and solve linear equations and systems
of linear equations, 3) grasp the concept of a function, and 4) use functions to describe
relationships, analyze two-and three-dimensional space and figures using distance, angles,
transformations, similarity, and congruence, and the Pythagorean Theorem. Students will also
learn that there are numbers that are not rational numbers, in addition to working with radicals
and exponents. The previous work with three-dimensional figures will extend to finding the
volume of cylinders, cones, and spheres. These concepts are all taught within a problemsolving context with a focus on applications. Following successful completion of this course,
students will take the high school course Math 1.
Mathematics- Math 1
The middle school Math 1 course is the equivalent of a high school first-year integrated math
course. Integrated math refers to teaching concepts related to number, algebra, functions,
geometry, and statistics simultaneously, rather than as separate courses. The concepts covered
in Math 1 include: Expressions, equations, inequalities, interpreting and analyzing functions
using representations, interpreting linear models, comparing linear, quadratic, and exponential
models, transformations and congruence, and representing, interpreting, and summarizing data.
These concepts are taught within a problem-solving context with a focus on applications.
Following successful completion of this course, students will take Math 2 or Math 2A in ninth
grade.
Physical Education
The goals of the Physical Education program are to develop students’ physical fitness and skills
associated with various sports and games. It is also expected that students will develop an
appreciation for the benefits of physical activity and a sense of good sportsmanship. Students
will swim one day per week.
Modern Language Program
There are different levels of French and Spanish classes available to Middle School students.
They are assigned based on individual student ability. It is important to note that language
instruction in the middle school is designed solely for those students who have not
previously had significant exposure to the language. For example, proficient/fluent/near
fluent speakers of French will be required to take Spanish. The topics covered in the
different levels in both languages are similar but the exposure and expectations increase
in each level.
French A
French A is designed to meet the needs of students with limited or no previous experience in
French. Emphasizing continuous input of the French language and introducing students to
grammar, pronunciation, vocabulary, and some aspects of Francophone culture, the course
enables students to express themselves orally and, to a more limited extent, in writing on a
number of topics. Some topics include: self and others; family; hobbies; and, food. The course
makes use of a variety of supplementary materials to enrich students’ appreciation of the French
language and culture, often at a level higher than their own expressive skills. Some aspects of
technology are fully integrated into the course. Successful completion of this course will result in
promotion into French B or the appropriate level in the high school (for students moving on to 9th
grade).
French B
French B, designed for students who have successfully completed French A or its equivalent.
The course begins with a review of the basics and moves on to cover topics such as: self and
others; family; home; directions; shopping; clothes; and, activities and sports. Students will learn
new verbs and new tenses. The course deepens the students’ cultural awareness to include other
aspects of Francophone culture. Emphasis continues to be placed on developing communicative
competence both orally and, increasingly in writing, while providing more extensive exposure to
grammar and reading. By the end of the course students should be able to express themselves in
the past and (near) future tenses and to understand simple texts on a variety of topics.
Successful completion of this course will result in promotion into French C or the appropriate level
in the high school (for students moving on to 9th grade).
French C
French C continues to develop the basics of grammar while exposing students to more
sophisticated vocabulary.
Topics introduced include: self and others; routine; activities;
childhood; shopping; and, travel. The perfect, imperfect and future tenses are the main
grammatical focus. Independent reading assignments are an integral part of the course. Tasks
reflect the need to further develop oral and written communication skills and vary from grammar
exercises, reading, and written assignments to performing role-plays and short skits created by
the students based on the language skills developed in class. Students will develop several
research projects involving a variety of authentic sources, including the internet.
By the end of the course students should be able to explain and describe routine events and to
express their opinion about them, to read and understand short stories, and to engage in more
spontaneous use of the language. Students are encouraged to use French skills both in and out
of class. Successful completion of this course will result in promotion into French 3 in the high
school.
French D
French D will continue to build and extend the concepts and skills that were covered in the
French C level. Students will continue to focus on building their skills reading, writing, listening
and speaking in French.
Spanish A
Spanish A is designed for students who have not previously studied Spanish, as well as for those
students who have completed some Spanish, but are still at the beginning level.
This course introduces students to basic grammatical concepts, vocabulary and pronunciation.
Cultural aspects are also studied which allow for discussion and comparisons between cultures.
This course allows students to develop basic conversational skills and to read and write passages
about various topics, such as food, family, and sports.
Students are exposed to language considerably higher than their own speaking and writing
abilities through a range of activities and supplementary materials. Technology is also used to
produce various projects. By the end of the year, students will be able to conduct Spanish
conversations about their daily lives and environment. Successful completion of this course will
result in promotion to Spanish B or in the appropriate level in the high school (for students moving
on to 9th grade).
Spanish B
Spanish B is designed for the student who has successfully completed Spanish A or its
equivalent. It reviews Spanish A material, such as the present tense and some of the previously
learned vocabulary/expressions. In Spanish B, students will be introduced to various topics such
as health, self and others, home, restaurants, and leisure time activities. Grammatically, they are
introduced to the past tense and other concepts, such as the indirect object pronouns,
prepositions of place, and various irregular verbs. At this level, students are presented with more
challenging work such as unit projects, which allow for further practice. Technology will be used
to enhance instruction and elaborate projects. At this level, emphasis on oral and writing skills
becomes more important. Students are expected to communicate mostly in Spanish and
individual interviews are usually conducted to test the students’ knowledge and ability to
communicate.
By the end of the year, students will be able to write more complex compositions, carry out more
elaborate conversations about their daily life, read short stories, and will be aware of various
cultural aspects.
Completion of this course will result in promotion to Spanish C or in the appropriate level in the
high school (for students moving on to 9th grade).
Spanish C
This course is designed for students who have successfully completed Spanish B or its
equivalent. It aims to increase students’ fluency in Spanish and introduces many of the higherlevel grammar skills required to manipulate and analyze the Spanish language such as reflexive
verbs, imperfect tense, present progressive and imperfect progressive. Some of the topics
studied are: childhood, health, community places, travel, shopping, and daily routine activities.
Reading and writing become a more integral part of instruction. Students continue to be exposed
to higher levels of language through enrichment activities. They are expected to produce more
complex work such as research projects, stories, role-playing, and journal entries. Technology is
often used to elaborate some of these projects.
At this level, students are exposed to language considerably higher than their own. Students are
encouraged to use Spanish skills in and out of the classroom. Individual interviews are regularly
conducted to test the students’ knowledge and ability to communicate in Spanish.
By the end of the year, students should be able to understand texts containing more complex
grammar and to speak and write utilizing the various tenses studied. Successful completion of
this course will result in promotion to Spanish 3 in the High School.
Grade Level Classes and Electives
Students in Middle School will be assigned four elective courses per year. Each elective is one
quarter in length. Electives are designed to allow students to continue to explore elements of
fine, performing and practical arts while building specific skills and learning specific concepts.
Some courses are mandatory: Art, Drama, Music and Health. Other courses may be substituted
based on individual need.
Art
The art course provides students an opportunity to work with various art-related media to
increase skill level and study past and present artist and movements over the course of the three
years they will be in Middle School. A general guideline of the skills to be covered during the
middle school years may include: Sculpture: focus on clay hand building techniques; 3D form;
Anasazi pots; clay in nature: Ah Leon: asemblage. Contemporary Weaving: weaving small/large
scale; Miro's tapestry; recyclable weaving, local weaving techniques. Drawing: proportion,
enlarging, and distortion working with charcoal/pencil and value scales. Art History: artist
research and homage piece. Perspective: One and two point perspective interior/exterior scenes;
Printmaking and/or Reduction prints: lino, styrofoam, etching and multiple color printing; Collage:
Stylistic approach to Surrealism, Futurism. Painting: color theory; color harmonies; color wheel;
expressive technique; painting from life; Textiles: Batik wax resist fabric design; story cloth;
puppetry, fiber arts, quilt making. Cultural Art: African mask construction; mud cloth designing,
basket weaving.
Drama
The drama course allows students to explore and expand their bodies, emotions, and voice while
they are still forming who they are. These classes are designed to build self-awareness, selfconfidence, and hidden talents and to hone existing talent. Over the middle school years,
students may work on the following: script writing; costuming; performance; movement; dance;
mime; musical theatre; choreography; theatre games; improvisation; character development;
vocal work; monologue; scene work.
Music
Music courses are designed to help students gain an appreciation for music and various
applications related to music. Students taking band or chorus will also benefit from the music
classes that are offered.
World Percussion
This is a general music course that studies all the major elements in music exclusively through
music that is percussion based. It explores the percussion music of Kenya, India, Japan and the
US. While students are learning about the cultural music of these countries, they are also
exploring in depth: rhythms, form, theme, orchestration, composition, performance, technology
and research.
Music and Film
This is a general music course that studies all the major elements in music exclusively by
examining movie music and film. It explores the different time periods before film
(musicals/operas), silent films, 40--80s, as well as the general genre types: comedy, action, scifi, horror, drama, and children's movies. The students will learn about rhythms, form, theme,
composition, orchestration, cultural music, performing, research and use technology as analyze
movie music and compose their own movie music to a clip given.
Private music lessons
In an effort to promote instrumental music, ISK has created a list of private instrumental music
teachers. Names of instructors are provided upon request. The rates charged are arranged
between student and teacher. Lessons may occur at ISK facilities but must take place outside of
official school hours (8:20-3:20, Monday through Friday).
Health and Wellness (Grades 6, 7, & 8)
There are many factors that promote health at every stage of a child’s development. The
following four strands in this curriculum were chosen to represent and to organize diverse
factors to enable students to pursue an active, healthy lifestyle.
• Growth and development
• Safety and prevention
• Physical health
• Social/Emotional health
Throughout the curriculum students are encouraged to be positive and proactive in maintaining a
physical, emotional, and psychological well-being. These strands allow students to consider their
development both at a personal level and within the context of their communities.
This curriculum is designed to be taught in a co-educational setting; however, in certain situations
flexible grouping options may be considered. This is a quarter length course.
Quest 8
The Quest course is a developmental guidance course designed to provide a forum for students
to discuss issues of interest to them and their peers. Students are grouped by grade level. Each
class discusses social, emotional, developmental and academic issues that are pertinent to the
individual group. Some topics that typically arise for groups to discuss include: substance abuse
(alcohol, drugs, smoking), decision-making, relationships/dating/sex, suicide and sexually
transmitted diseases. There may be assignments or activities related to these topics. Students
may watch movies related to the topics they are discussing.
Workshop
The workshop course is designed to help individual students in areas of specific need. Only
students recommended by teachers can be scheduled to take the workshop class. The course
may include direct strategies and interventions to help students with specific topics or skills or it
may provide time for general teacher assistance. For some, it may involve aspects of study skills
in addition to focusing on specific learning needs.
Exploratories, Chorus, and Band
Students have three basic options. These include Band (instrumental music), Chorus or
Exploratories. Each of these options is described briefly here.
Instrumental Music (Band)
There are two ‘Band’ options available for those students who want to take instrumental music.
Placement in the different levels is based on teacher recommendation that may include the
teachers requiring to hear the student play a brief selection.
Beginning Band
This course is designed specifically for students who are interested in band but have no
real background or experience. These would be beginners with no real knowledge of
how to read music, how to play the notes, etc. to help them begin to build skills that will
eventually allow them to enter the beginning band level.
Advanced Band
This course is for students with experience and technical ability on a band instrument
beyond a rudimentary level. Students will be placed in the A Band based on skill level,
possible audition by the band director and availability of instruments. Students will
continue to learn about contextual music theory and history and will have performance
opportunities as a soloist, small ensemble player, and with the whole band.
* It is important to note that, once a student is enrolled in Band, the student cannot
withdraw from Band without a written note from the parents and even then it can only
occur at the end of a quarter. Band is a year-long course. Students can only withdraw
from Band within the first two weeks of the semester.
Chorus
This course is for students interested in learning proper singing techniques and ensemble singing
skills. Students will sing, listen to and learn about a variety of styles of music as well as learn
basic music theory. Performance opportunities exist as both a soloist and chorus member.
Students enrolled in the chorus can remain in the class for one semester or for the entire year.
Exploratories
These are courses of study that are designed to offer a productive and enlightening alternative for
those students who do not wish to be a part of instrumental music or chorus. Students who opt to
take band will take band throughout the school year. Students interested in chorus can take
chorus for one or both semesters. Students who do not take band or chorus will rotate through a
series of four courses that may vary from year to year. Some of the Block A Class options that
have been offered include: About Kenya, Creative Writing, Current Events, Debate, First Aid,
Global Issues, Journalism, Media Studies, Psychology, and Thinking Olympics. Each year the
four courses being offered may change.
A brief description of some of the Block A classes that have been offered follows:
KENYA CULTURE
The About Kenya course covers different aspects of Kenya culture, geography, wildlife or
history. Students may research a given topic and may do a presentation on their findings
or the entire class may visit a specific place within the Kenyan community to reinforce
concepts that were covered in the class. Kiswahili will be incorporated to support the
learning.
CREATIVE WRITING
The Creative Writing exploratory class focuses on the improvement of basic writing skills.
Students may produce short stories, poetry, dialogues, or other forms of writing.
CURRENT EVENTS
In the Current Events course, students discuss issues that are prominent in the news of
the day. This may include local Kenyan issues or issues that are more global.
DEBATE
In the debate course, students learn about debate techniques and public speaking skills.
GLOBAL ISSUES
In the Global Issues course students learn about ways to protect and conserve the
environment and the ways in which the Earth’s resources are being used by people living
today.
JOURNALISM
Students learn the basics of identifying a story, research a story and writing an article on
their topic of interest in order to publish, collate and distribute a Middle School newspaper
at the end of the quarter.
NOVEL STUDIES
Students in Novel Studies explore in-depth an author of their choice. Reading,
discussion, and journal entries focus on an author's stylistic elements.
WORKSHOP
Students requiring additional support may be recommended to take this class. The
course may include direct strategies and interventions to help students with specific
topics or skills or it may provide time for general teacher assistance. For some, it may
involve aspects of study skills in addition to focusing on specific learning needs.
THINKING OLYMPICS
Students work individually and in groups to come up with creative ways to solve problems
that are presented to them.
Students Support Services
Learning Support
The Elementary, Middle and High Schools each have dedicated Student Support Teams, and the
Student Support Services Coordinator oversees the school-wide program. ISK provides learning
support through a balanced service delivery model of small group instruction, in-class support,
co-teaching and accommodations. Differentiated instruction is at the heart of learning support at
ISK and the collaborative, team approach between Learning Support and Mainstream teachers
enhances the design of interventions to meet the individual needs of students.
Educational Psychologist
When a student is referred to Learning Support, the Student Support Team (SST) may require a
full psycho-educational evaluation of the student’s cognitive and academic skills to determine the
best strategies and accommodations to support the student’s learning. ISK can arrange for
assessments to be scheduled with an Educational Psychologist at the school, the cost of which
will be the parent’s responsibility. After the assessment the Psychologist will meet with the
teachers and parents to review the results and recommendations and a formal written report
detailing the evaluation results, conclusions and recommendations will be provided to both
parents and Learning Support.
English for Speakers of Other Languages) Support (ESOL)
The ESOL program provides for different levels of language proficiency while incorporating the
mainstream English curricula. The language-rich environment integrates reading, writing,
speaking and listening to develop students’ acquisition and proficiency of communicative and
academic language skills to enable them to function successfully in the regular class programs.
ESOL support is provided through small pullout classes, which provide focused teaching to
develop specific language skills, as well as through in-class support for language practice in the
mainstream curriculum.
The Intercultural Program
rd
The intercultural program at ISK extends from 3 grade through high school. The purpose of
these trips is for ISK students to have the opportunity to develop an understanding and
appreciation of Kenya’s geographical, historical and cultural heritage and to encourage and
enrich personal, social and educational development. The IC trips are linked to curricular learing
outcomes in multiple subjects.
In the middle school, the 8th graders will spend a week with a Maasai tribal group. The 7th
graders visit the Kenyan coast and the 6th graders go to Lake Baringo.
Costs for these trips are included in tuition. (An exception to this is any trip involving airfare to get
to/from the destination. If airfare is involved, parents are required to pay a portion of the cost of
the flight.) Details are sent home before the trips and a parent evening is scheduled to offer
specific information on each trip. All students are expected to travel for the trips and the activities
planned during the trips are linked to curricular areas covered by the grade level. Parents are
not allowed to accompany or chaperone the students on their intercultural trips. Additionally,
before each trip the US Embassy and local authorities are informed about the locale and duration
of each trip.
Requirements for travel include:
1. Written parent permission must be submitted to ISK before a child is allowed to attend a
field trip or intercultural trip. A form will be sent home with all students that must be
signed and dated by parents. Verbal permission is not acceptable.
2. An up-to-date health form must be on file in the school’s clinic in order for a student to be
eligible to travel with the class.
th
3. For the 7 grade trip to the coast, parents are required to pay a portion of the airfare.
6th GRADE - LAKE BARINGO TRIP
The 6th grade class travels by school bus to Lake Baringo which is located about 100 km north of
Lake Nakuru. Lake Baringo is one of the Rift Valley lakes. Students camp on the shore of the
lake in a guarded campsite. Curricular issues focused on during the trip include: ecology of the
lake and surrounding lands; prehistoric sites; Rift Valley formation; and the culture of the Njemps
and Pokot tribes. Some of the major activities include hiking up the escarpment, taking a boat
ride around the lake, visiting a land reclamation project, visiting an archaeological site and visiting
Lake Bagoria to view the hot springs and geysers.
7th GRADE – KENYAN COAST TRIP
The 7th grade class travels to Malindi which is located north of Mombasa on the Kenyan coast.
The trip involves a flight into Mombasa or Malindi (depending on flight schedules) and a bus trip
from Mombasa to Malindi. Students may camp at a guarded campsite during their stay or,
depending on availability, stay in an area hotel. Curricular issues focused on during the trip
include: coral reef ecology; history of the trade routes and the Portuguese influence; and the
coastal Swahili culture. Some of the major activities include snorkeling to view the coral reef
ecology and wildlife; and visiting the Gedi ruins.
8th GRADE - MAASAI TRIP
The 8th grade class travels to the Siana Springs area by school bus and the students are hosted
there by a local Maasai tribal group. Students will camp in a guarded area associated with a
specific Maasai tribal group. Curricular issues during the trip revolve around interactions with the
Maasai culture. Some of the major activities include visiting a local school and studying the Loita
forest including its importance to the Maasai people and its conservation. Due to the remote
location of the 8th grade trip to Loita, a nurse will accompany the students on this trip.