Keh,
Sounds like you have it about right.
In the beginning, the focus is to simply teach the student how to find the beat, and then to teach them where the "1" is. The concept of phrasing is usually taught a little later on.
The American style syllabus deals with this by doing all of the phrasing for you; All of the figures come pre-packaged in neat, little phrases. The Int'l style seems to just let it go, at least for the time being. Although there have been many Bronze groupings assembled throughout the years for competitions and exams which are phrased... not to every 8 (that would be impossible with the available figures), but to each 16 or 32. Remember, you don't need to line up every single 8 with a new beginning. This would be like pulling over to rest at every single exit on the I-5 on your way from Los Angeles to San Francisco.
Phrasing is a rather complicated topic, but here it is in a nutshell: Every pair has a strong and a weak member. The first is always the stronger, the second the weaker. This is true of beats, half-measures, measures, pairs of measures, four-measure groups, eight-measure groups, and so on. Beat 1 is stronger than beat 2. Beats 1 and 2 are stronger than 3 and 4. Measure 1 is stronger than measure 2... You get the idea.
When you phrase our your dance to your music, the stonger the section, the more it demands accounting for. Measures 9 and 25 don't necessarily need much of anything. Measure 17 might get some sort of a "beginning" type action. Once you get to 33, it's definitely time to show a new phrase.
The way you show phrases is a whole other topic. With Bronze figures, the simple answer is this: Begin figures at the beginning of the barline whenever possible, but especially at the stronger barlines (17, 33, etc). Compose them in such a way that you're not halfway through a figure during the stronger barlines. Use figures which have a natural pause or cadence (such as Tango Close, Closed Finish, Brush Tap, etc) to finish off phrases.
Jonathan