STUCO has been planning more options for intramural activities during Ramadan, and we are planning a movie night with popcorn for after Ramadan. 

Email: a.klein@das.ac.ma

e.wilson@das.ac.ma 

6th Grade-  Unit 3: Expressions and Equations                        In Unit 3, students dive into algebra, learning to write and simplify expressions by combining like terms. They apply the substitution method to evaluate expressions and solve equations using inverse operations. Building on this, they graph equations and create tables to visualize relationships. The unit introduces inequalities, teaching students to solve and graph them on a number line. Finally, they explore independent vs. dependent variables, understanding how one variable influences another. This unit strengthens algebraic thinking, problem-solving, and real-world application skills. 

7th Grade- Unit 3: Expressions and Equations

In Unit 3, students deepen their understanding of algebra by working with rational numbers in solving equations and inequalities, including variables on both sides. They write and simplify expressions by combining like terms and use the substitution method to evaluate expressions. They solve equations using inverse operations and extend their learning by graphing equations and creating tables. Students explore inequalities, solving and graphing them on a number line, and analyze independent vs. dependent variables to understand relationships. This unit strengthens algebraic reasoning, problem-solving, and real-world application skills. 

Math 7 Extended - students are exploring different types of numbers, including integers, rational, and irrational numbers, and determining when equations yield solutions within these sets. They are also examining these concepts in the context of absolute value and inequalities, as well as applying them to real-world problems like the Pythagorean Theorem. 

8th Grade- Unit 5 Numerical Reasoning

In Unit 5, students develop numerical reasoning by exploring squares, cubes, and roots, gaining a deeper understanding of exponents and their properties. They learn to approximate and simplify radical expressions, applying these concepts to real-world problems. The unit also covers exponential rules, helping students manipulate and simplify expressions with exponents. Additionally, students dive into scientific notation, learning to express large and small numbers efficiently and perform operations with scientific notation. This unit strengthens problem-solving skills and prepares students for advanced mathematical concepts. 

Integrated Math I - Grade 8 students are exploring different functions where multi-step equation solving is essential, including rational and absolute value equations. They are also applying these skills to inequalities, with a focus on compound and absolute value inequalities, strengthening their algebraic reasoning and problem-solving abilities. 

9th Grade IM I- Chapters 1-5 

(Review of Linear Equations, Functions, and Inequalities)

In these chapters, we will work on linear functions starting with simple equations like y=2x+3y, where slope and intercept define a straight line. Graphing these equations helps visualize relationships, while writing functions from real-world scenarios strengthens understanding. Inequalities introduce shading on graphs, representing solution sets. Systems of equations require solving by substitution, elimination, or graphing. Absolute value equations, such as ∣x−3∣=5, present two solutions. Finally, solving equations with variables on both sides, like 3x+2=2x−5, builds algebraic fluency. These concepts lay the foundation for advanced problem-solving.

Integrated Math II Extended - Grade 9 students are applying previously learned mathematical properties to polynomial functions. They are exploring various strategies to factor and simplify polynomials, connecting them to linear and quadratic functions. Additionally, they will be identifying specific structures in polynomials that enable them to quickly understand and sketch their graphs on a grid. 

Integrated Math III — Grade 10 students are working on their student-driven trigonometry video while reviewing different methods of factoring linear, quadratic, and polynomial functions. This combination reinforces both their conceptual understanding of trigonometry and their algebraic problem-solving skills.

 
IB Math - Students are wrapping up their statistics presentations, where they created, collected, analyzed, and communicated a data set of their choice. Next week, we will shift our focus to measurements, geometry, and trigonometry in three-dimensional space, exploring real-world applications and problem-solving strategies. 

Emails: m.martin@das.ac.ma
w.ashton@das.ac.ma

Grade 6 Science: Students are exploring light and its properties. Having gained some basic conceptual understandings, they are now designing investigations to test how different factors influence light behavior. In this unit we are focusing on a hands-on approach that gets students to think of experimentation using simple tools and everyday objects in order to collect evidence, make claims and draw conclusions.

Grade 7 Science: Students are exploring atoms and the periodic table.  This is a key part of building their understanding of Chemistry. We have begun with the central concept of stability in the atom. They are now able to verbalize how the parts of an atom act together to create a stable neutral atom. The student's concept of an atom's charge is also being developed. They will not be memorizing the Periodic Table, but they should know how to identify the information on the chart and use it to answer questions about elements.

Grade 8 Science: Students have moved from an exploration of waves before the winter holiday, to an exploration of natural selection. They have studied how animals are adapted to the environments they live in and how the adaptations can change as the environment changes. Continuing from that theme students are now learning about how humans are part of a process of artificial selection that leads to changes in the animal and plants that are important in our cultures. 

Grade 9 Biology: Students have gained a deeper understanding of the structure and function of DNA. We have touched on the concept of genes as coding segments of DNA, organized together with proteins into chromosomes. Students have learned about complementary base pairing and the process of transcription and translation. Currently, we are learning about different types of protein and the many functions they have in living things. We will spending some weeks on they Macro-molecules and conducting a lab in which chemical reactions will be use to test for the presence of these molecules. 

Grade 10 Science: Students are studying ionic bonding and ionic compounds. In a lab activity they have discovered that compounds can combine to produce endothermic and exothermic reactions with or without the presence of chemical reactions. Moving forward they will better understand the nature of ionic bonding between metals and non-metals and further explore how chemical reactions conserve matter.

Email: j.mcpherson@das.ac.ma

Grade 6 ELA - The G6s recently completed their final versions of their Personal Narratives; where they used storytelling techniques to describe something from their past. The G6s did a fantastic job supporting each other when they were done and looking for feedback on their writing. Last week we began our new unit about "Migration" and why people move from one place to another. Our main focus will be reading Refugee by Alan Gratz, and discussing the new vocabulary and terms we encounter along the way.

Grade 7 ELA - The G7s completed their research projects last week and now we are turning our attention to the world of Graphic Novels. The G7s will be studying American Born Chinese by Gene Yang, as their anchor text. The whole project will involve reading several different graphic novels from various authors/artists, and then creating a "final review" where they justify which one was their favourite, based on their technique and aesthetic choices.

Grade 8 The G8s are just about finished with their Feature Articles, and we will be shifting our attention to Dystopian novels. This will be a reading unit where the students will be discussing Little Brother by Cory Doctorow - where a young hacker is unjustly persecuted by an increasingly paranoid government. This particular reading unit will finish with a deep dive into more literary analysis.

Grade 9 The G9s completed their first set of "book clubs," based on I Must Betray You by Ruta Sepetys - where they were divided into groups and asked to create their own discussion schedule. This kind of collaborative effort really showcased their ability to help each other succeed, as their discussions developed from week to week. Then we spent a few weeks reviewing our Literary Analysis skills from the beginning of the year. Finally, we will begin a new unit on the language of advertising, looking at cultural differences in print advertisements. 

Grades 6 through 9 Email: e.wilson@das.ac.ma

Grade 10 we will begin a unit on Literature as Film by reading the short story that served as the basis for the Alfred Hitchcock movie Rear Window and then practicing analysis of film techniques by viewing and writing a critical analysis of the film. By studying both literary and non-literary texts, students are meeting the Common Core Standards surrounding reading and writing critically about a variety of text types while simultaneously preparing for the rigors of the IBDP :Language and Literature course.

Grade 11: IBDP Language and Literature students continue to focus on the elements of critical thinking, speaking and writing that will constitute the basis of their assessments in English: knowledge and understanding of literary and non-literary works, analysis and evaluation of the author or creator's stylistic choices, the organization of spoken or written ideas, and the use of language. We are currently about half-way through our analysis and discussion of Chimamanda Ngozi Adichie's novel Purple Hibiscus, a conversation that begin with research about Nigerian history. Students have analyzed passages both orally and in writing, presented chapters individual chapters to the class and will be preparing for and participating in a Socratic Seminar this week. Following our analysis of this literary text, we will move into an analysis of the street artist Bansky and study his body of work via student research and presentations. Throughout the unit, students will have opportunities to practice notetaking, research, and listening skills. 

Grades 10 and 11 Email: n.shay@das.ac.ma

Grades 6 & 7- We just finished our unit on World governments. Now we embark on our unit on Money, Markets, and Trade. Students will access the content through various Kagan strategies where they will be working in pairs and small groups to problem solve. Students will also be engaged in reading strategies to build comprehension skills.

Grade 8- The 8th grade just finished their unit on man-made disasters. Our latest unit is on Conflict. We have studied vocabulary related to conflict as well as examined the plight of the Native American within the context of westward expansion in the United States. We now turn our attention to famine looking specifically at the Irish Potato famine. 

Grade 9- The 9th Grade has wrapped up their study of WWI with an examination of the Paris Peace Talks and the impacts of the Treaty of Versailles. As part of this unit, we analyzed political cartoons and other primary sources. Next, we will be moving into the interwar period. Some of the topics we will be learning about include the Russian Revolution, the rise of Fascism, and Imperial Japan.

Grade 10- The 10th Grade students are completing their human rights unit by building a website for the NGO they have designed and incorporating what they have learned in this unit. They did a wonderful job presenting their case studies to the Grade 4 students a couple weeks ago and will be supporting their elementary peers at the Global Citizens Wax Museum. We will be starting our final unit, climate change, and look forward building the base knowledge needed for IB Geography next year. 

IB DP Geography - In Geography, we are continuing to explore the “Leisure, Tourism, and Sport" unit. Recently we have applied our learning to national stadia and festivals, such as Glastonbury. We will do a deep dive into how budget airlines are changing tourism. In addition, HL students are analyzing cultures and cultural diffusion using multimedia sources.  

IB DP Business Management - In Business Management we have begun the Internal Assessment (IA) process by brainstorming and researching possible research questions that met the rigorous standards of the IB curriculum. Because of the prep and revision time needed for the Unit 3 exam, we had to delay the start of Business Management Tools. This week we will look at STEEPLE analysis, the Ansoff Matrix, and decision trees as tools to support their research for the IA. 

Email: s.gillette@das.ac.ma

Arabic A: 

المستوى السادس  Grade 6

تابع لآخر نشرة تربويَة :  بعد الانتهاء من تدريس المتواليّة الثانيّة ،والّتي توجهها التلاميذ بإجراء تقويم تكوينيّ داخل القسم، في القراءة والتعبير وأدوات اللغة. التلاميذ الآن في بداية المتواليَة الثالثة السرد العربيّ القديم الحكاية الإطار: ألف ليلة وليلة، ومن أهدافها : تعرّف مكونات السرد العربيّ القديم من خلال حكايات ألف ليلة وليلة ( الحكاية الإطار ـ التضمين ـ خصائص الخطاطة السردية )، التمييز بين الراوية في ألف ليلة وليلة ، والراوي في القصّة من خلال قراءة نصوص مرجعية الملك شهريار ،  الثور والحمار من كتاب العربيّة في السادسة ، وحكاية عبد الرحمان المغربي الصيتي مع فرخ الرخ ،    تمييز المبتدأوالخبر ، تصريف الفعل الصحيح   ( السالم ـ المهموز ـ المضعف ) . استعمال الجملة الاسمية مع كان وأخواتها   إنتاج نصّ سرديّ على منوال حكاية من حكايات ألف ليلة وليلة.            .                                                                                                                                                                             المستوى السابع  Grade 7  

.           تابع لآخر نشرة تربويَة :بعد التقويم التكوينيّ لقياس مدى استعاب التلاميذ لما درسناه في المتواليّة الثانيّة الوصف بدأنا المتواليّة الثالثة الخرافة  ونحن الآن في حصصها الأخيرة والتي يتمحور موضوعها حول الخرافة في الأدب العربيّ القديم ومن أهدافها أن يكون التلميذ قادرا استخراج بعض مكوّنات الحكاية الخرافيّة ( الحيلة ، المثل ، الحكمة ،الغرائبيّة ... )و أن يرصد الجانب الحجاجي والإقناعي في الحكاية العجيبة من خلال قراءة مقاطع من حكاية القرد والغيلم الجزء الأوّل والجزء الثاني  وحكاية الأسد وابن آوى والحمار لعبد اللة بن القفع ، وحكاية الثعبان والقنفذ  لرشيد الحسين . وان يكون النلميذ قادرا على توظيف بعض العبارات والتراكيب الخاصّة بالخرافة  , وأن يستعمل الاسم الموصول والمصدر  الثلاثي والمصدر القياسي ّ، وأن يصرّف الفعل المعتلّ  في الماضي وقي المضارع ,و أن يوظّف بعض العبارات والتراكيب الخاصّة بالخرافة  في إنتاج  حكاية  خرافيّة قصيرة  مثل : زعموا ، قيل إن..،أحاط شخصا علما بشيء،اشترك في حوار دخل في الموضوع ، استعاد خيط الحوار ، ابتعد عن السؤال ...  أو أن يكتب فقرة يصف فيها الصورة  المصاحبة للنصّ  دواء الأسد صفحة 61

 المستوى الثامن   Grade 8

تابع لآخر نشرة تربويَة:حاليا التلاميد بصدد دراسة الحصص الأخيرة من المتوالية الثالثة ، وسيقومون بإنجاز تقويم تكوينيّ لتعزيز مكتسبات المتوالية ودعمها  في مكوّن القراءة والفهم والتعبير الشفويّ والكتابيّ ،وأدوات اللغة من خلال قراءة وتحليل النصّ المرجعي الفأر الذكيّ صفحة رقم 62 و63 و64 وذلك عبر،تأطير النصّ وأسئلة الفهم والتفكير والإنتاج الكتابي من خلال تلخيص النصّ وتحديد الوضعيّة البدئيّة والعنصر المحوّل والوضعيّة النهائيّة .  وبالنسبةلأدوات اللغة سنركّز على التمييزبين اسم الإشارة والاسم الموصول ، التمييز بين الأفعال الصحيحة والمعتلّة ، صياغة المصادر القياسيّة من الأفعال المزيدة ومن المصدر المؤوّل  . بعد مرحلة التقويم سننتقل إلى الدعم حول أدوات اللغة صفحة رقم 66.ثم الانتقال إلى المتواليّة الرابعة الخبر ومن أهدافها:تعرف بنية الخبر في الثقافة العربيّة ، تمييز مكوّنات الخبر ( السند ، السرد ، التشويق ،، المغزى... ) ،تعرّف بعض مواطن تقديم الخبر على المبتدإ ، تعرّف بعض أدوات نصب الفعل المضارع ، تصريف الفعل المعتلّ في الأمر.                                                              إنتاج خبر انطلاقا من شرائط مرسومة .

المستوى التاسع/ العاشر Grade 9 / 10

                             تابع لآخر نشرة تربويَة: حاليا التلاميذ بصدد إجراء تقويم تكوينيّ لتعزيز ودعم المكتسبات المرتبطة بهذه المتواليّة، من خلال قراءة حكاية حاسب كريم الدين وملكة الحيّات( تتمّة ) صفحة رقم 52 و 53 وإنجاز أسئلة الفهم والتفكير صفحة 53 ، وحول أدوات اللغة إنجاز تمارين حول المطابقة بين الفعل والفاعل ، ورصد الحال مفردا أو جملة فعليّة أو اسميّة ،استخراج المصدرمن نصّ سبقت دراسته وملء جدول ( الفعل ، المصدر ، الوزن ، والدلالة ) ، ضبط نصّ قصير بالشكل التامّ ، في التعبير الكتابيّ حاول التلاميذ كتابة موضوع حول رحلة جماعية مع الأصدقاء ن معتمدين على العناصر الآتية:1 ـ وضعيّة بدئيّة تتضمّن وقائع طبيعيّة، 2ـ عنصر محوّل , 3 ـ أحداث عجيبة وغريبة . 4 ـ وضعيّة نهائيّة .                                                                            

Email: r.tahiri@das.ac.ma 

Arabic B:

Grades 9 and 10 students created an advertisement design for their travel agency, which they will present next week. They will also explore how to make reservations and book flights and hotel accommodations. Additionally, they will practice essential expressions and develop skills to ask and respond to questions effectively, helping them navigate real-world conversations.

Grade 6, 7 and 8 students have been engaging with the unit "In the Market." They have learned about various types of stores in Morocco and the products they offer. As part of their practice, they wrote dialogues on ordering groceries or drinks at a café and rehearsed them with their classmates. Now, their task is to apply these skills in a real-world setting by recording themselves making purchases at local stores or ordering at a café. Your support and guidance in this process would be greatly appreciated. و 

Email: m.omari@das.ac.ma

 Grade 6: Students have just finished their role plays on purchasing clothes at a store. They are now working on the Near Future tense and will be working on the theme of carnival and festivals, reviewing the vocabulary and structures linked to food and clothes.

Grade 7 / 8:  The beginners group has been building their vocabulary around topics like nationalities, countries, school life, food, hobbies, and festivals. Along with this, they’ve worked on some basic grammar, learning how to conjugate verbs in the present and future tenses, and how to form negative sentences and questions.

For the intermediate and advanced learners, the focus was similar, with lessons covering nationalities, countries, school, food, hobbies, and festivals. They also worked on conjugating verbs in the present, past, and future tenses, and practiced negative forms and questions. These groups also engaged with a variety of texts, strengthening both their vocabulary and understanding of French sentence structures.

The students have had the chance to do short presentations, collaborate in pairs and groups, and play games to practice what they’ve learned. Over the past month, we have been studying topics related to different celebrations and parties. Students have also worked on developing their collaboration skills by rotating through different group leaders. It’s been great to see them adapt and work together to solve tasks and share ideas. As a fun way to wrap up the semester, at the end of the month, the students will prepare and enjoy crepes in the Life X classroom.

Grade 9/10: Students have just finished creating a poster to raise awareness on food waste. They are currently learning how to use pronouns expressing quantity, regular and irregular comparatives and superlatives.

Grade 9/10 electives: Students have worked on the calendar of festivals and did a presentation on several carnivals from French-speaking countries, using a range of adjectives and the expression of the date. They are learning how to conjugate verbs in regular and irregular future.

DP: We keep working on a range of types of texts and grammatical structures, such as complex structures to express hypothesis. We practiced on the speaking task related to the topic of education and we are discussing the right to education as a global issue.

email: m.castets@das.ac.ma

a.kapanen@das.ac.ma

Grade 6 is learning the violin and viola as our first DAS Orchestra! We learned our first song, Mary Had A Little Lamb, and we are learning to read music. We learned that there is a very specific way you need to hold the bow, and it can be quite challenging! So far, we have learned notes on our D and A strings. Our goal is to put on a performance at the end of the semester.

Grade 7 is continuing our rhythm study on drums with flashcards and popular rhythm games like pass the beat. We are beginning to learn to say rhythm solfege. 7th grade music classes are also learning the guitar this month!

Grade 8 is continuing our rhythm study on drums with flashcards and we are learning rhythm solfege. For the next month, half of the class is learning to play the guitar and the other half is learning piano, then we will switch next month.

Grade 9 Elective is playing violin. We had a playing test on our first song, “Mary Had A Little Lamb” and we can pluck and bow our strings. We started reading notes and we are learning the D major scale and songs on the D and A strings.

Grade 10 Elective is putting together a short performance for younger students. We choose our songs, some students are playing piano, some are playing guitar, and they are all singing. We are also working on a percussion ensemble.

Email: a.klein@das.ac.ma 

Grade 6, 7, 8 ,9

As we continue our physical education program, we are mindful of our students' fasting schedules. Therefore, we incorporate light to moderate exercise with breaks allowed when necessary to ensure they stay comfortable. This month, we are exploring more racket sports, like table tennis, alongside our ongoing badminton sessions. Badminton has become a favorite among our students, and we are thrilled to see its growing popularity within the school. 

Grade 10 

Grade 10 students have working on their movement and composition unit. Throughout this unit, students are developing their skills in movement and creativity, with a focus on creating their own choreography through dance . They are working in groups and will present their final choreography at the end of the unit. 

Email: a.bougrine@das.ac.ma

The Middle School Visual Arts program is designed to provide students with a well-balanced exposure to the world of art. Students explore art through multiple perspectives, historical, cultural and personal, while further developing essential technical and creative skills introduced in Grade 6. These foundational skills are revisited and expanded upon in Grades 7 and 8 through the exploration of various techniques and media in both 2D and 3D forms. Projects range from realism to imaginative expressions, incorporating both short and long-term assignments.

The NCCA assessment domains Creating, Responding, Connecting, and Presenting are integrated into the curriculum and are used as a guiding force for students artistic development 

Grades 7 and 8

Students have been introduced to Calligrams, using their names as the foundation for their quick sketch mini portraits. They are currently exploring the Japanese concept of Notan, where black and white elements are balanced within a composition, utilising positive and negative space. Students are creating a mind map of things they associate with themselves, their interests and likes. These ideas will serve as the foundation for their final Notan interpretation, this is a 3-4 week long project. 

The first Semesters Visual artists Notan designs are still on display in the Arts hub, please do stop by and celebrate your child's creative endeavors here at DAS!

In high school, students are encouraged to document their creative process in more detail, refining their critical thinking and technical skills. They gain more autonomy in interpreting briefs while working within assessment criteria and time constraints. Reflection and analysis play a key role, as students engage with their own work, their peers' work, and that of other artists.

Home learning assignments provide opportunities to extend and deepen classroom concepts, fostering independent artistic growth and a more comprehensive understanding of visual expression.

Grades 9 and 10

Students are continuing to work on their 3D mixed media memory box. They have been encouraged to utilise the work of Moroccan artist Rita Alaoui or American artist Joseph Cornell as well as integrate an inspiration of their choice. Students have worked through the process of brainstorming ideas, reflecting on the materials they may require, sourcing images as inspiration, exploring different layout compositions of their final memory box design and of course bringing all of those elements together in their creative interpretation!

Some students in this group aim to meet the deadline for completion of the project this week! and the Elective 2 group by the end of the month!

The next project will be an introduction to the Surrealist movement in art. The home learning assignment posted in Google classroom will be used as a catalyst to introduce this project. Drawings of initial ideas will lead to a final Surreal painting expression.

Grade 11 IB Diploma

Students have been introduced to the Process Portfolio requirements, curated mini-exhibitions, and participated in peer critiques to refine their analytical and reflective skills. A visit to the Mohammed VI Contemporary Art Gallery last semester offered students a firsthand experience with art, enriching their understanding and appreciation of contemporary artistic practices. Through mini-workshops, students have explored various new techniques, expanding their creative repertoire and laying a foundation for further artistic development. Key course components include conceptual exploration, expressive resolution, and critical investigation, encouraging students to analyze their own and others’ artwork while effectively communicating ideas and intentions through exploration. Additionally, they are developing art terminology and refining technical skills through continuous reflection and practice. Home learning assignments form a key aspect of extending and developing studio practices.

Students are currently working through Process Portfolio approach to develop ideas for their next artwork.

Email: h.campbell@das.ac.ma

The Language and Literature classes in Years 6, 5/4, 3/2, and 11 are delighted to present the work they have accomplished over the past few weeks!

In Grade 6, the students actively participated in World Mother Language Day by preparing a comedic multilingual theater scene. This experience allowed them to develop their self-confidence as well as their acting skills. Furthermore, each week, they spend an hour speaking in the secondary classes as spokespersons for the anti-bullying campaign. Their commitment is remarkable, and their progress is clearly visible: each week, their diction becomes more fluent and their presence more pronounced. They are acquiring the techniques necessary to capture their audience's attention. During this month of Ramadan, to strengthen their storytelling skills, the class selects, prepares, and delivers performed readings for kindergarten children. The development of their self-confidence and oral skills is tangible and evident. Congratulations to them!

In grades 7 and 8, students completed the Argumentative Texts unit, a unit designed to stimulate their analytical thinking while preparing them to become engaged and responsible citizens. After debates (oral expression), they wrote a structured presentation on a general question (written expression). The work they completed was very interesting, and their engagement was considerable. The goal was to encourage them to nuance and enrich their points of view. Currently, the students are preparing a group summary of the main literary genres.

In Grades 9 and 10, the students finalized their song lyric rewriting work, and the result was impressive! Feel free to ask them to share it with you :). After that, we had a reading break in the library, then began a theater unit. We are currently developing ten sketches on the theme of identity, which the students will present at an assembly in front of the entire school.

In Grade 11, the IBDP students began reading the second work on the curriculum at home: Stupeurs et Tremblements. Meanwhile, we continued our work with the study of press cartoonists (non-literary sequence). In this context, students were invited to choose a press article or a global issue of their choice and illustrate it with a press cartoon. The result was stunning, revealing the power of non-literary language. At the same time, we began studying the oral exam (Internal Assessment).