2024-2025 ACADEMIC YEAR
Moorestown Friends School is a community rooted in Quaker values and dedicated to the pursuit of educational excellence for a diverse student body within an academically rigorous and balanced program emphasizing personal, ethical and spiritual growth.
We believe the middle years are an exciting and pivotal time in every child’s life. Our faculty is dedicated to this unique moment in a student’s development where exploration, joy, and challenge catalyze incredible growth in our young people. We pride ourselves on creating an environment where all students can laugh, be themselves, and cultivate the agency that is critical for their healthy development.There is nothing like middle school, and we want to make sure all of our students have the opportunity to make the most of this phenomenal time in their lives.
Middle school is a time to learn and enjoy the process of learning. As students, middle schoolers gather the foundations of knowledge which will carry them through more advanced study. They deepen life-long passions and take risks to identify and explore new areas of interest. They sharpen the skills and cultivate the attitudes that will guide their academic efforts for years to come. Finally, and perhaps most importantly, they learn about themselves as learners: honestly identifying strengths and areas for growth, asking questions, and seeking help in order to become independent self-advocates.
As young people, middle schoolers are also navigating immense change in themselves and their surroundings. They must consider the evolving nature of themselves and how they fit in with a more complex world. As such, they benefit from opportunities to trace and reflect on their individual identities and relationships with others. They thrive within a balance of careful structure, empowered independence, and active mentorship from trusted adults. Through our advisory program, faculty inspire and guide students through this important moment of personal development.
The MFS Middle School curriculum is designed to meet the needs of students progressing through these important personal stages of social, emotional, academic, physical, and intellectual development. Building on the foundations of Lower School, we strive to create an environment that helps students become confident and enthusiastic about their work at school while also developing skills that will serve them well in Middle School, Upper School, college, and beyond. During this period of self-discovery, students are presented with a range of opportunities for learning about themselves and about the world in which they live. Quaker pedagogy challenges students to see their learning as both an individual act and a communal improvement; students work alongside peers, investigate alternate perspectives, and work in service of ethical, global improvement.
This guide to Middle School academics and student life is published to help students and their families understand our offerings for each year in the division. Every effort has been made to articulate the curriculum precisely and accurately. Nevertheless, variation and timely adaptations occur each year based on student needs and faculty strengths. We urge students and their families to contact departments or the Middle School Office for clarification, where necessary.
Entering the division is an exciting step forward for our youngest Middle School students and their families. It is the first time they are moving between classes on their own, as well as the first time they are receiving nightly homework assignments and traditional grades. Despite their newness, we find that fifth graders are eager to jump into the academic and community life of the school, and so we encourage their enthusiasm and increased independence with careful structure and regular feedback. Our goal is for all students to feel comfortable and confident as Middle School students by the end of this year. They understand the rhythms and expectations at this new stage of development and are mindful of how to participate productively in the larger school community.
Fifth grade is a crucial juncture for our young people and so it is distinct from all other grades in Middle School. Students are placed into one of two advisory groups that mimic their homeroom classes in the Lower School. Students benefit from a smaller, expert teaching team that can closely monitor and communicate easily with students, families, and each other. They also benefit from the continuity of learning from many of the beloved faculty that taught them in special area classes within the Lower School grades, including in Art, Coding, Computers, Physical Education, and Quakerism.
In addition to taking core academic courses in English, History, Math, and Science as well as the special area courses listed above, the fifth grade program has expanded enrichment offerings which are new for students. They take both theater and music courses and choose from among three performing arts ensembles (choral, instrumental, or strings) which all perform in assemblies and special concerts. Students also participate in two special courses, Changemakers and Genius Hour, both of which encourage them to explore personal explore personal passions with an ethical lens in mind. Changemakers functions as an extension of Fifth Grade History, extending skills and concepts from coursework on ancient civilizations to the study of contemporary historical figures - those who are making change in society today. In Genius Hour, students hone their creativity through the design thinking process, researching an area of personal interest and eventually sharing their findings in an expo project at the end of the year.
Throughout the fifth grade year, instruction emphasizes personal responsibility, integrity, and respect for others. Whether students are hiking the Wissahickon Creek or camping overnight at College Settlement during Intensive Learning, there is a consistent focus on exploring your own self and understanding others more deeply. As such, students learn to see themselves, their relationships, and their role in the larger community with greater curiosity and care.
After a gradual introduction to the division in the previous year, sixth grade students deepen their engagement in the life of the division and build stronger socialemotional and academic skills which will serve them well throughout Middle School. Our goal is for all students to enter the following year as confident learners who have a clear sense of their student identity and who are ready to be productive team members as they move through the rest of their time at Moorestown Friends. They learn to learn, and build the capacity to advocate for themselves and their communities.
A careful balance of expanding responsibilities and developmentally appropriate support is evident throughout the year. The breadth and depth of the student academic program expands significantly, but is grounded in new relationships and structures which solidify the community experience. Students move beyond the homeroom setting associated with Lower School and fifth grade and, as part of this transition, experience a wider range of teachers, pedagogies, and practices. Students develop flexibility and independence as they move from classroom to classroom, as they will throughout the rest of their educational experiences. In turn, faculty members emphasize core studentship practices and executive functions which aid students amidst transition; particular attention is placed on foundations of organization, study skills, and communication. The movement to a smaller advisory group also ensures that students are still connected to and supported by an adult who knows them well, even as they move through a more dynamic academic program.
Firmly established in the systems and culture of the Middle School, students in sixth grade are also able to lean into new opportunities. For the first time, students have the chance to join school athletic teams, practicing with classmates from Grades 6-8 and competing against other area schools. In addition, students begin to participate in Middle School Activities, choosing a performing arts course that will see them study and eventually perform with students in both seventh and eighth grades as part of a larger ensemble. They also participate in a trimester’s worth of study in Chinese, French, and Spanish so that they can make an informed choice about the World Language they will choose to learn for the remainder of Middle School.
Throughout their sixth grade year, instruction emphasizes kindness and respect for others and the importance of working together as part of a team. Special events and Intensive Learning have a consistent focus on building community, exercising caring citizenship, and being responsible stewards of the natural world. As such, students learn to see their impact on others and their larger environment in more nuanced ways.
By seventh grade, students are well-grounded in the Quaker values and structures of the Middle School, and so they are challenged to seize the opportunities of the division with more independence, care, passion, and responsibility. When students move on from the penultimate year of Middle School at Moorestown Friends, they have an empowered sense of who they are as learners and individuals. They are capable of recognizing and leaning into points of leadership, whether they are clearly defined roles or moments of impactful action.
This approach is especially evident in the Quest Humanities program, an interdisciplinary, inquiry-based approach to learning that encompasses students’ English and Social Studies classes. Students examine real-world problems through contemporary resources and emphasis is placed on the collaborative skills which are necessary for impactful solutions. Quest places a high-value on each student’s individual interests and needs, as well as the process of learning rather than the final product. Students are evaluated based on a framework of skills that support self-discovery and intellectual curiosity, while also encouraging the true joy and process of learning. Students are also challenged to assess themselves throughout the year along the same criteria as their teachers, which leads to an honest twoway conversation about where they are now and how they can continue to grow. In turn, students exercise more leadership during family conferences that accompany report cards at the end of each quarter.
Seventh grade is the first year in which students have the opportunity to enroll in Honors Math. Before entering seventh grade, all students will choose the World Language - Chinese, French, or Spanish - that will encompass their studies for the next two years. Finally, students are able to choose from the full range of Middle School Activities, including performing arts, competitive academic teams, service leadership, and student government. For Intensive Learning, students travel to Washington, DC and the surrounding area for an impactful study of past and future social change. They study leadership challenges and successes throughout history with an eye towards deepening their own sense of themselves as leaders.
Whether it is in advisory, academic classes, or Quakerism courses, seventh grade students are asked to engage ethically with the world and people around them. They are challenged to recognize themselves in others and others in themselves, building empathy and proximity for peace-building in their community. As young adults and global citizens, they must move beyond the flawed certainty of a single perspective and instead continually seek out new answers through generous inquiry of themselves and others.
As the oldest members of the Middle School, eighth grade students serve as models within the community and their leadership helps guide the division. During weekly Meeting for Worship, they sit on the facing benches looking towards the rest of the Middle School community, showing how they now have a distinct responsibility for upholding traditions, cultivating citizenship, and steering the continued growth of Moorestown Friends School students.
To support their development at this unique moment, the eighth grade academic program consistently engages students in the study and practice of leadership. In Science, their study of the cell culminates with a “President of the Cell” project in which students publicly campaign for a structure within the cell anatomy by creating campaign posters, gathering endorsements, and delivering arguments through public speeches. In History, they study the early history of the United States with a particular attention to the thinking and social movements which shaped the Constitution. They eventually put these understandings into practice by writing legal briefs and arguing moot court cases of landmark legal cases involving schools and young people. Finally, their Eighth Grade Quakerism course focuses on ethical leadership and service learning. Over the course of the semester students explore philosophical lenses for moral behavior - including deontology and utilitarianism, as well as virtue and Quaker ethics - so that they can complete their own ethical inventory and put it into practice by volunteering with a cause that is close to their hearts. In the Quaker tradition, through this intellectual study, they learn to let their lives speak - acting on their beliefs with integrity and with the collective good in mind.
Supported by this academic foundation, students are challenged to engage more deeply and responsibly in their own education and the school community as a whole. With an eye towards the increasing independent choices of Upper School, students have the opportunity to make individualized choices about Math, World Language, and Middle School Activities. They can also serve as leaders in our Student Government and collaborate with administrators to create the agendas for Meeting for Worship for Business, a traditional Quaker gathering in which the student body works with faculty to consider emerging issues, gather feedback, and design improvements for the good of the community. Past topics have included considering new sports, revising lunch policies, and presenting new special activities for the Middle School. For Intensive Learning, students travel to YMCA Camp Mason for two nights of exploration, team building, and special activities. This return to the outdoor education of early Middle School creates a cherished circle experience for students, where they can feel connected to their past but also trace the progress of how much they have grown over the past four years.
By the time they move on to the Upper School, eighth graders have shown that they can balance a rigorous academic curriculum with extracurricular pursuits and leadership opportunities. They are ready to be fully present, authentic, and empowered citizens who make a positive impact in their communities.
Students in the Middle School are enrolled in the following core (major) academic courses, which meet seven days over a two-week schedule cycle: English, History, Mathematics, and Science. World Language is added as a major course for students beginning in sixth grade.
Students in sixth through eighth grades are enrolled in a quarterly WHAM/WHAT rotation. Students spend one quarter each in 3-D Design and Woodworking, Health, 2-D Studio Art, and Music/Theater (music in sixth and seventh grades, theater in eighth grade). Students in fifth grade select between choral, instrumental, or strings ensemble for their performing arts course. Additionally they are enrolled in an introduction to design course and health for a semester each, as well as art and theater courses, which are each one semester long.
During either first or second semester, Middle School students are enrolled in Quaker Education (QE) and Technology classes. Students are also enrolled in year-long physical education classes. In addition to the QE courses, students attend weekly Meeting for Worship and have additional opportunities to explore and immerse themselves in the Quaker elements of our school. Beginning in fifth grade, students receive school-issued computers which support their learning. Beginning in sixth grade, students may join our interscholastic athletics teams; these teams have a no-cut policy in the Middle School and have practices and games after classes conclude each day.
Every week, students in sixth, seventh and eighth grade participate in two Activity Period offerings. These offerings allow students to engage in clubs and hobbies with other Middle Schoolers, across grade levels, who share common interests. Sixth graders fulfill their performing arts requirement during these activity periods, taking either choir, instrumental ensemble, string ensemble, or tech crew. They may audition for the Middle School musical which is performed in the Spring. Seventh and eighth graders are free to choose from a variety of offerings, which may include student government, service leadership, choir, instrumental, or, strings ensemble, active sports and games, First LEGO League robotics, MATHCOUNTS, Science Olympiad, as well as other options which vary from year to year. Art activities are themed over the course of the year for more directed instruction and include: ceramics, glasswork, mural painting, pottery, and other options varying by semester. Students also have the option to select peer tutoring for one of their activity periods, if they wish to be connected with an Upper School student who can provide organizational or academic support.
Fall 2024 Middle School Activities Guide (QR code available at right)
Each Middle School student is carefully placed in a small advisory group with a grade-level advisor. The advisor’s role is to function as the primary point of contact for parents/guardians of their advisees, and to be an advocate for their advisees while at school. During each two-week cycle, students have one longer and two shorter advisory periods. Within these groups, students discuss issues related to social-emotional well-being, community values, and study skills. Advisors conduct academic check-ins, help students process report cards, and assist advisees in preparing for family conferences.
Changemakers functions as an extension of Fifth Grade History, extending skills and concepts from coursework on ancient civilizations to the study of contemporary historical figures - those who are making change in society today. Students will learn about the complexity of analyzing contemporary figures, developing their skills to evaluate modern source material, and gather important lessons from current events. Over the course of the year, students will gradually focus their studies on one changemaker who is contributing positively to society.
Genius Hour is an innovative course inspired, in part, by Google’s 20% Time. The course allows students a choice in what they learn. Students are challenged to explore a passion and are given time to research the topic. Throughout the process the teacher encourages creativity and facilitates to ensure students are on task and research is progressing. Students utilize the design thinking process by checking in with peers in order to give and receive feedback. The course culminates with a Genius Hour Expo showcasing what students have learned in unique and creative ways. The goal of Genius Hour is to create a love for learning, encourage students to further develop their passions, and perhaps even unlock a potential career path or area of future study.
Honors courses are only offered in seventh and eighth grade Mathematics. Please see the departmental sections and course descriptions for additional information.
Successful completion of the annual Intensive Learning program in March is required of all students. Intensive Learning is a week-long unique educational experience for Middle Schoolers that enables students to engage in group-oriented, out-of-the-classroom learning. During the week of Intensive Learning, academic schedules and routines are changed. Instead of a normal week of academic class periods, students and faculty embark on a week-long learning project that involves experiential learning in a specific subject area. Often traveling off campus and completing an overnight, students spend the week with their entire class, with energies focused on their class project. Students are encouraged to immerse themselves in this exciting experience. They have the opportunity to learn, listen, see, ask questions, and explore areas that they would not normally encounter during their regular school routine.
Service emerges directly from our Quaker values. Throughout the year, advisors support students through service learning activities that emphasize our values of stewardship and community. Each year Middle School students organize a Service Fair during which they create games and raise money to donate to local organizations. At the fair, each advisor group runs a booth at which students can participate in fun activities. Middle Schoolers welcome fourth grade students to visit the fair as a preview of the way in which our Middle School gives back to the local community. Students in sixth through eighth grades can also participate in the Service Leadership Activity and plan additional service opportunities throughout the year. In past years, these have included Staff Appreciation Week and fundraisers.
In Middle School, we strongly encourage students and families to focus on the learning process and to view student growth individually, as opposed to a comparative or competitive endeavor. At this formative stage in students’ development, it is vital that they learn from their mistakes and discover the value in hard work and perseverance.
Moorestown Friends School follows a semester calendar with grades reported quarterly. All graded courses give final marks as a numerical percentage. Typically, end-of-year grades represent an average of the four quarter grades. Students are expected to show competence in all subjects and continued enrollment at MFS depends upon maintaining satisfactory academic standing. Students have two weeks from a term’s end to make up missing work and resolve an incomplete status.
Report cards are shared in early November, late January, late March, and mid-June. Academic progress is communicated through traditional numerical grades as well as detailed teacher comments. Faculty comments help students to recognize strengths and identify areas for improvement; they also provide targeted strategies to support students at their current place in development. With the support of their advisors, students learn to analyze their report cards and set personal goals for continue progress; this extensive preparation means that Middle School students attend and help lead parent/advisor conferences. In this way, we ensure that Middle Schoolers continue to see that their voice, understanding, and agency is always at the center of growth and self-improvement.
To provide additional support, Middle School report cards also include feedback on essential studentship skills and behaviors for learning that are key to success at this stage in child development. This skill feedback is meant to illuminate the core abilities which fuel progress beneath specific growth in academic subjects. These core skills and abilities include:
• Comes to class prepared, organized, and ready to learn
• Engages fully and demonstrates focused, thoughtful effort
• Communicates and collaborates effectively with others
• Problem-solves and perseveres in the face of learning challenges
• Supports a positive learning community
The Arts Department at Moorestown Friends School hopes that every student continually rediscovers the thrill of participating and creating in the studio and in the performing arts throughout their Middle School years. In addition to performance opportunities in theater, instrumental music, and vocal music, students also undertake academic studies in the performing arts and work in the studio and woodshop for all four years.
The Middle School Design curriculum asks students to use the design process to create original functional prototypes. Emphasis is placed on students developing their own visual language through sketching and concept development. Additionally, students cultivate a sense of craft and attention to detail in regards to objects.
During fifth grade Intro to Design and Woodworking, students study the design process and practice the concept of turning 2D designs into 3D. They also start to practice with tool use. In sixth grade 3-D Design and Woodworking, students expand upon their tool use and focus on designing objects that are both functional and nonfunctional. As a culmination to the Middle School curriculum, seventh and eighth grade 3-D Design and Woodworking students design and build small pieces of functional furniture.
In the first year of Middle School, this course explores the foundational elements of theater and music. Students spend one semester studying one discipline and then switch to the study of the other for the second semester.
In this course, students build their creativity and critical thinking skills through music composition, listening, and performance. Students explore music that is both familiar and unfamiliar by analyzing rhythm, melody, harmony, texture, and form. Students experience body percussion, learn to play instruments, arrange songs, and utilize software programs and technology to complete projects both independently and in small groups.
This music course focuses on musical form and analysis. Specifically, students explore music composition and how pieces are structured, using vernacular music (contemporary songwriting) as the material. They also explore the reflection of a society in its art, specifically music. Students move from analysis of others’ work to creating their own music using various technologies.
This course offers a comprehensive study of theater with an emphasis on the history of the genre, acting, directing, basic production design, Shakespeare, and improvisation. Students develop a more refined understanding of the vocabulary associated with theater and examine theater’s purpose, function, and impact in today’s society.
Fifth Grade Instrumental Ensemble is composed of brass, wind, percussion, and electronic instruments. Individual practice of 15 minutes per day is expected. There are a limited number of school instruments available for student use. Otherwise, students provide their own instruments. Guidance on rentals or purchases is available from the school. Individual instrument choices will be made and approved after the course has begun. All other materials will be provided by the school. Although not required, private instruction is encouraged. Students perform at both the Winter and Spring Concerts.
Fifth Grade String Ensemble is composed of traditional string instruments of violins, violas, and cellos. Individual practice of 15 minutes per day is expected. Students provide their own instruments. Guidance on rentals or purchases is available from the school. All other materials will be provided by the school. Although not required, private instruction is encouraged. Students perform at both the winter and spring concerts.
Middle School Instrumental Ensemble is comprised of brass, wind, percussion, and electronic instruments. The group tackles a diverse range of repertoire and performs at the winter and spring concerts. Student commitment is for the entire school year.
Middle School String Ensemble includes violins, violas, and cellos. Instruction centers around technique, applied theory, and a wide range of performance pieces from classical to popular music. The string ensemble performs at the winter and spring concerts.
The Fifth Grade Choral Ensemble spends an exciting year singing in different languages, building rhythmic and movement skills, and developing vocal technique. Students also gain valuable performance experience in an upbeat, fast-paced setting. Singers are featured in three major shows, the Winter Concert, the Choir Showcase, and the Spring Concert, over a year-long course.
Middle School Choir is offered for all sixth, seventh, and eighth grade students wanting the opportunity to enhance their vocal ability, gain performance experience, and sing traditional, popular, and musical theater music. Throughout the year, students practice blending voices as a full group as well as learning concert pieces in a variety of styles and genres. Singers are also featured in three major shows, the Winter Concert, the Choir Showcase, and the Spring Concert. Student commitment is for the entire school year.
Students in Grades 6-8 may audition for the Middle School musical, which is performed in the spring. Student commitment is during the Activity period for the entire school year. With coordination and permission of the department, students may sign up for both the musical and choir. Eighth graders are eligible to audition for the fall Upper School musical.
In this course, experimentation, individualized approach, and creativity are encouraged in all assignments. Through demonstrations, discussions, brainstorming, and hands-on learning, students engage with varied mediums and develop artistics skills. Focus is often on the process of creativity, and students engage in an oral critique at the end of a major unit of study.
Students build on their skills and knowledge of the basic elements and principles of art through projects using drawing, painting, and sculpture. Instruction is through several major studio projects, mini-lessons on the elements and principles of art, demonstrations, and discussions.
Grade 5 art projects may include the following disciplines and media: printmaking, ceramics, textiles, acrylic painting, watercolor painting, still life drawing, and a variety of mixed media projects.
The Middle School Studio Art curriculum offers students a means for developing creative thinking, problemsolving and technical skills through 2D studio projects. Projects are designed to reinforce their knowledge of the elements and principles of art and build on previously learned technical skills. Additionally, emphasis is placed on students developing project management skills as they work on long-term projects. Individual and class critique sessions occur at the closure of projects as an opportunity for students to reflect on their own work and to encourage students to vocalize their experiences and opinions.
Sixth grade studies the elements and principles of art and design while creating two- and three-dimensional projects. Seventh grade is introduced to perspective drawings and architectural drafting. Eighth grade students focus on learning observation, patience, and control through observational drawing and are given the opportunity to complete an independent art project.
Relevant art history and contemporary artists are studied throughout the courses as introductions to each project. Sixth grade studies the elements and principles as well as masks and pop art. Seventh grade learns the history of artists’ use of perspective, and eighth grade studies more contemporary artists in order to influence their independent projects.
The middle school years are an opportunity to continue helping students leverage tech tools for organizing their school and personal lives. They are also a chance for students to become increasingly empowered as computational and algorithmic thinkers, coders, problem-solvers, communicators, and collaborators. Technology projects for this age group range from purely creative expression to ones that require digital collaboration, group work, trial-and-error, data analysis, and research.
Additionally, Middle School technology teachers work closely with our school’s librarians to ensure that students develop effective research strategies needed to construct knowledge at MFS and beyond. Teachers work closely with the school’s counselors and gradelevel advisors to provide our young digital citizens with developmentally appropriate instruction in 21st-century ethics, behavior, rights and responsibilities, privacy, kind use of social media, and safety.
The Middle School curriculum is structured around the following strands inspired by helpful curriculum standards like 2020 New Jersey Student Learning Standards – Computer Science and Design Thinking, International Society for Technology in Education (ISTE) Standards for Students, and Computer Science Teachers Association (CSTA) Standards.
• Computer Apps & Operations
• Computational Thinking & Programming
• Contemporary Communication Tools, Systems, and Practices
• Data & Analysis
• Design Thinking & Problem Solving
• Digital Citizenship
• Impacts of Technology on Humans & the Natural World
In Coding, students will gain a deeper understanding of how computers operate and how to create programs that computers will follow. An emphasis will be placed on flexible problemsolving skills, teamwork, and a working knowledge of conditionals, booleans, variables, events, broadcasts, and more. While a number of tools will be used for class activities, students will mostly practice creating programs through Scratch coding and Code.org. By the end of this course, students should be able to confidently create interactive designs made through code.
Computer Essentials supports fifth graders with their tech, communication, and research tools as they make the transition into Middle School. Fifth grade is the first year students use myMFS, so they will learn to use the portal to manage and submit assignments and to access course materials. Additionally, it is the first year students have access to their school Gmail accounts, and they will practice communicating responsibly and effectively via email. Through a variety of projects meaningfully integrated with the major classroom subjects, students will take a deeper dive into TinkerCAD, Canva, and the Google Workspace to create 3D models, infographics, posters, websites, slides, timelines, spreadsheets, and more. Digital citizenship and safety are important topics for fifth graders and will be explored in various activities and scenarios from Common Sense Education.
Sixth Grade Computer Essentials focuses on collaboration, empathy, creativity, and problem solving as the students work on design challenges in Code.org and in Canva. Working in teams, students will identify social issues of mutual interest and will brainstorm apps to help solve these problems. The team members will create app prototypes on both paper and in digital form using Code.org’s App Lab to test, gather feedback, and revise. The students create posters, logos, and infographics to accompany their app prototypes. An emphasis is placed on understanding the needs, behaviors, and perspectives of the audience.
Seventh Grade Computer Science features three project-based units. First, students learn the basics of HTML, the standard code for website creation, and they apply these new skills by designing a simple, user-friendly website on a Quest topic of their choice. Next, students will have the opportunity to discuss the societal implications of disruptive technologies and to experiment with TinkerCAD, an online 3D design tool, to design scale models of buildings. We will print the buildings with our Dremel 3D printers and then assemble skylines of favorite cities for display in the library. Finally, students are encouraged to be strategic, savvy problem solvers who are able to work both independently and in cooperative groups to analyze, interpret, and communicate about data they find in the news (such as What’s Going On In This Graph? in the New York Times) or data from interdisciplinary Quest projects.
Eighth Grade Computer Science will direct students toward becoming real computer scientists. They will learn about data and how it is processed by the computer, including the number systems that represent ASCII codes and RGB color values. They will also participate in many group projects designed to teach the computational thinking skills necessary for design challenges. Creativity is encouraged in order to inspire those who are interested in non-technology fields to bring their talents to computer science projects. They will also learn the basics of computer programming with Python. As a final project, students will create games using PyGame.
This course focuses on developing interpretive and critical reading skills using a variety of literature. Theme development and the use of figurative language and literary devices are emphasized. Writing assignments include note taking, summarizing, and the study of proper sentence and paragraph structure. Students are guided in the proper construction of multiple paragraph arguments. Grammar is stressed throughout the year including the study of parts of speech and proper punctuation. Group discussion and oral presentation skills are a focus throughout the year.
Texts: Because of Mr. Terupt, Prairie Lotus, The Watsons Go to Birmingham, Wishtree, and various student choice texts as part of group reading projects.
This course focuses on reading a variety of literature and on identifying plot, setting, and character. The students’ writing exercises emphasize strong, interesting sentences, paragraphs, essays, and creative pieces. A year-long study of grammar and vocabulary complements this emphasis. During class discussions, students are encouraged to offer insights, to support ideas with specific details, and to ask questions.
Texts: Animal Farm, Amina’s Voice, Ghost, Roll of Thunder, Hear My Cry, The Misfits, and selected stories, poems, and essays.
Quest English is part of the multi-disciplinary Quest Program that approaches learning through an integrated study focusing on developing young citizens who approach real-world issues with keen observation skills, critical minds, close reading, analytical writing, historical context, and creative imaginations. Through the lens of our Quaker SPICES (Simplicity, Peace, Integrity, Community, Equality, Stewardship), students examine the factors that contribute to a thriving society, how that society influences our identity, how to hold onto our values in the face of societal pressures, and how to advocate for social, economic, and climate justice both around the world and at home.
Texts: When Stars are Scattered, Radium Girls, Genesis Begins Again, The Giver, and a variety of short stories, essays, and non-fiction pieces.
This course involves an extensive examination of underlying themes in literature. Throughout the year students are encouraged to discover connections between the written word, society, and their own lives. A wide scope of literature and activities is used to aid in the understanding of the concepts of justice, tolerance, and moral decision making. Students read fiction, non-fiction, and plays, as well as discuss current events. Essays are written in association with the various units. In the spring, eighth graders prepare and deliver a demonstration speech in which they teach the class a skill. Throughout the year, grammar is covered both through direct discussion and within the context of student writing assignments.
Texts: A Long Way Gone, A Midsummer Night’s Dream, The House on Mango Street, The Outsiders, Anne Frank’s Diary, essays, poetry, and short stories.
This course begins with an examination of the underlying forces that led to the advent of civilization. With a focus on the basic needs that bind humans into communities and the influence of environment upon culture, the class explores the earliest river valley civilizations: the Sumerian city-states, Ancient Egypt, and the Indus Valley. The year continues with an exploration of the roots of Western civilization by examining the birth of monotheism with the Hebrew kingdoms and the beginnings of humanistic thought in Classical Greece and its dissemination throughout the Hellenistic Greek world. The course concludes with an investigation of the rise of Ancient Rome and its transition from Republic to Empire. Students are taught note-taking skills, how to read maps and graphs, and how to interpret drawings and photographs. Reports, oral presentations, group projects, and field trips are integral components of this course.
Text: History of Our World: The Early Ages
Building upon the fundamental concepts of culture and civilization established in fifth grade, students in this course continue to explore the central issues of geography, culture, and power. Moving regionally through Europe, Asia, the Middle East, and Africa, this course focuses on the beliefs and influences of world religions, philosophies, and types of government. Students explore the historical and environmental factors leading to events that transformed the world from a set of relatively isolated civilizations to one that is interconnected. Throughout the course, students will make connections between ancient history and current events in order to become agents of change in the pursuit of justice.
Students continue to hone their skills as historians, with a focus on note-taking, active reading of primary and secondary sources, research techniques, essay writing, and creative projects. Students learn to evaluate multiple historical sources, and generate original conclusions supported by evidence.
In seventh grade, students’ social studies and English courses are intentionally designed as paired humanities courses that weave the study of literature and history together. Quest Humanities ventures to help students succeed academically and grow intellectually so they can navigate a complex world, empowered to help guide humanity into a more equitable and just future. In social studies, students develop close-reading and analytical skills to unpack real-world problems; they learn to examine historical context, consider multiple perspectives, think critically about the present day, and take an empowered role in repairing the world. With this strong foundation, students will grow as communicators and collaborators, analyzing problems and negotiating diverse perspectives in classroom and interdisciplinary projects. Over the course of the year, students engage literary and historical sources to investigate global human rights, immigration, climate change, systemic inequality, and civic engagement.
Students in this course explore the structure and function of a variety of governments throughout the world. Students begin by delving into the United States’ federal, state, and local government systems before investigating where they see their government working (and endeavoring to work more effectively) around them. This course also explores the structure and function of non-democratic governments as well as global democracies. Using the countries studied in this course, students explore potential answers to the question, what makes a free and fair government? Throughout the course, students investigate the similarities and differences between the United States government and governments throughout the world and their studies culminate in a Model UN court case on a contemporary global challenge.
Text: We The People: The Citizen and the Constitution
The Woodward Henry Diller Memorial Library at Moorestown Friends School is an essential part of the academic life of the school. In one space, services are provided to all students, from preschool friends to seniors in their final year of study at MFS. Students enjoy the library as a place to read for pleasure, work collaboratively, research, study, or just find a safe and pleasant place to be. Library staff strives to cultivate the love of reading and critical thinking abilities to equip students with the information skills necessary in their journey to college and beyond.
Library faculty and staff support Middle School students both inside and outside the classroom. Students in Grades 5-7 participate in a progressive program of library classes focused on developing research skills, critical thinking abilities, and information literacy. The library curriculum emphasizes applied learning through research projects and hands-on use of the library collection. The curriculum also maintains a focus on personal discovery through independent reading time, genre exploration, and creative activities. The library provides one-on-one research support, use of the library collections, and a safe space to explore students’ interests. Librarians also frequently collaborate with the Middle School faculty across the curriculum to integrate research instruction into their other classroom assignments and projects.
The Middle School library curriculum was developed in alignment with the American Association of School Librarians (AASL) Standards Framework for Learners.
The Grade 5 Library course provides students with a foundation in research skills, information literacy, and study strategies in a year-long course. During the first semester, students are acquainted with the Middle School library resources including books, databases, and media resources. Students are also introduced to a more advanced research process appropriate for Middle School research projects. A study skills unit is another feature of the curriculum in the first semester, with an emphasis on note-taking, information organization, and resource management. In the second semester, students deep dive into the research process including formulating research questions, selecting and evaluating sources, and proper source citation. The skills and strategies learned in the first semester will be integrated into lessons to reinforce their connections to a myriad of projects and assignments. Reading and literature appreciation are included throughout the school year, encouraging students to maintain a strong personal interest in reading by providing time for selection and checkout. The goals of the Grade 5 curriculum are to instill confidence in students’ ability to use the Middle School library resources, develop the critical information literacy capabilities necessary for Middle School research, and introduce students to tools to organize and manage projects and coursework as they move through the Middle School program.
The Grade 6 Library course builds on the foundations set in Grade 5 Beginning Middle School Library & Research Skills in a quarter-long course. Students are encouraged to strengthen their information literacy and presentation skills through creative, applied, project-based learning experiences. Sixth graders spend the first part of the quarter learning about crafting research proposals and will create a proposal for a research project aimed at solving an issue of their choosing. In the second part of the quarter, students engage in a multi-media book review project aimed at challenging their critical thinking and creative presentation abilities. The goals of the Grade 6 curriculum are to reinforce and expand students’ ability to use the Middle School library resources, develop more advanced critical information literacy capabilities necessary for Middle School research, and understand the role of research in problem-solving and critical thinking.
The Grade 7 Library course is the final piece of the library curriculum. Students in this quarter-long course engage in a capstone research project. Working in teams, students research, write, produce, and present a podcast episode on a thematic social issue of their choice. Throughout the project, students will reinforce and refine research skills aimed at preparing them for the final year of Middle School and the transition into high school research. The goals of the Grade 7 curriculum are to ensure fluency in the use of the Middle School library resources, develop competency in the use and application of the research process (including critical information literacy), and provide understanding of how to execute a complex, collaborative research project.
This mathematics program is designed as preparation for the rigorous math and science programs that students will encounter in sixth grade and beyond. Students are expected to have mastered basic math facts and the focus is on exposing students to more complex computation, showing and explaining work process, and persevering when solving difficult computations. Some of the sections covered include number and operation sense in real-world applications, order of operations, strengthening fluency with whole number operations including division with two-digit divisors, developing fluency in multiplication and division of fractions, strengthening fluency with all decimal operations, and exposure to basic algebra and geometry concepts.
Texts: Math in Focus Workbook 5A and Math in Focus Workbook 5B
In this course, students build the framework to be successful in all areas of mathematics. We ensure that students are confident in their computation with whole numbers, decimals, fractions, and integers. Students evaluate simple to complex numerical expressions and simplify algebraic expressions. This all gives students a significant amount of practice with following the order of operations and applying the basic number properties. Much time is devoted to critical thinking, problem-solving skills, and showing work processes in an organized and thorough way. Students learn to solve problems using ratios, proportions, and percentages. One- and two-step equations are solved, always showing step-by-step transformations. There is a study of basic geometry concepts regarding angles, lines, polygons, perimeter, and area. Finally, students work with positive and negative decimal and fraction forms of numbers, some basic statistical information, and a variety of applications involving graphing on a rectangular coordinate plane.
Text: Big Ideas Math: Modeling Real Life Grade 6
These programs are a comprehensive introduction to algebra, from basic simplifying algebraic expressions to solving and graphing quadratic and linear equations. Areas of focus include algebraic addition, subtraction, multiplication, and division, as well as polynomials, factoring, inequalities, systems of equations in two variables, rational and irrational numbers, solving equations (linear, radical, quadratic), and problem solving.
Students taking this course at the honors level must have exhibited a high level of competence in their sixth grade math course as they are introduced to many new concepts at a deep level and are expected to progress at a very rapid pace throughout the school year. Placement in Honors is determined by year-end grades (typically a 93% or better), sixth grade teacher, and department chair.
Text: Big Ideas Math: Modeling Real Life Grade 8
In preparation for continued studies in mathematics, students in these courses are expected to build on all the basic concepts learned in the previous course, Introductory Algebra. Students continue to expand their understanding of integer operations, algebraic operations, multiplying polynomials, factoring, rational and irrational algebraic expressions, and solving many forms of equations and inequalities. Students focus on thinking abstractly, developing organizational skills in mathematics, and using their accumulated knowledge in realistic application problems.
Students taking this course at the honors level develop a much deeper understanding of the concepts of algebra by solving complex problems in each area. There is greater focus on solving realistic application problems, and students are expected to make connections, throughout the year, with concepts learned in their sixth, seventh, and eighth grade math courses.
Text: Algebra 1 with CalcChat and CalcView (used in both Honors and Grade Level)
Physical Education in the Middle School consists of a wide variety of activities that focus on physical fitness, furthering sport skills, cognitive development, and lifetime recreational pursuits. To gain a broad foundation, students in the Middle School are presented with activities that encompass individual sports (such as tennis), traditional team sports (including soccer, flag football, floor hockey, basketball, team handball, and lacrosse), and lifetime recreational activities (such as Frisbee games, volleyball, and cooperative games). Additional offerings are presented as interest arises. All Physical Education classes include appropriate warm up and fitness-related activities. Of equal importance are the development of sportsmanship, cooperation, selfdiscipline, self-esteem, and a positive attitude towards physical fitness and physical endeavors.
The Health curriculum in the Middle School is designed to educate students in Grades 5-8 about a broad range of health topics and issues that are age-appropriate and pertinent to their current health interests and needs. Information presented and discussed enables students to make informed decisions relative to their health, lifestyle, and ultimately to the quality of their life. A holistic approach to health, viewing the influences and substantial relationships among the physical, mental, and social components of health and their impact on the student’s overall level of well-being, is a primary focus.
The Middle School program is part of a comprehensive, sequential health curriculum that continues through the Upper School. Topics are presented at intervals to accommodate a timely introduction to the material and an opportunity for subsequent review of the subject matter in future years. This format enables teachers to present a topic during the Middle School years in a manner that students appreciate, relate to, and understand, with the knowledge that the same major areas will be reviewed and studied in greater depth and detail in later years as part of the Health curricular format. Note: To better align with contemporary needs and students’ development, the Health Department moved to switch the previous Grade 6 and 7 curricular offerings beginning in the 2024-2025 school year. This transition will be completed in the 2025-26 school year. For this year’s and next year’s curricular topics, view the tables below:
2024-25
GRADE 5: Hygiene, Body Systems, Puberty
GRADE 6: Character, Relationships, and Reproductive System
GRADE 7: Character, Relationships, and Reproductive System
GRADE 8: Nutrition, Diseases
2025-26
GRADE 5: Hygiene, Body Systems, Puberty
GRADE 6: Character, Relationships, and Reproductive System
GRADE 7: Drugs, Tobacco, Alcohol
GRADE 8: Nutrition, Diseases
Quakerism is an integral part of life at Moorestown Friends School. It undergirds the school’s philosophy and approach towards education. Quakers believe that life has a spiritual dimension and that understanding and developing that dimension is as fundamental to education as mathematics or reading. In the Middle School, the Quaker concern for spiritual education is transmitted in a number of ways: through service activities; through formal classes; through attention to Quakerism’s central values of integrity, peace, equality, simplicity, community, and stewardship; and through a deep commitment on the part of the staff to the nurture of the life of the spirit and the student experience in Meeting for Worship.
A Friends school does not aim to create Quakers but rather to help young people become aware of the “inward light,” that spiritual presence in all of us that provides guidance and direction for living in our complicated world. The school believes that the religious tradition of each student is strengthened by the understanding of Quaker history, faith, and practice. One of the strengths of a Quaker education is its focus on empowering students to develop and use their talents and gifts within a caring community.
The practices of Quakerism, especially the Meeting for Worship, give young people powerful tools for spiritual growth. Meeting for Worship is the setting in which that growth is nurtured. The students gather silently to reflect together. Sometimes meeting begins with a story or brief talk on a topic of concern to the community. We encourage students to speak from their hearts if so moved; always, we let the silence work on us together. This quiet time provides us with focus, with space to be reflective, and with a peaceful center to our busy week.
Quakerism is a formal classroom course in the fifth, sixth, seventh, and eighth grades. There are seven primary elements of Quaker education in the Middle School: (1) to enhance students’ knowledge about the world’s great religious traditions; (2) To engage with Quaker worship by learning ways to settle, reflect, and speak during Meeting for Worship; (3) To be challenged to think about their place in the community, reflecting the core Quaker belief that there is “That of God Within” all people; (4) To study Quaker thought and practice, with a special focus on Quakers whose lives make real the core Quaker tenet of “Letting One’s Life Speak;” (5) To learn the causes and remedies for injustices in the world; (6) To learn strategies for resolving conflict peacefully; (7) Exposing students to several philosophies of and approaches to ethics.
In fifth grade, students explore identity through the lens of religion and develop interfaith skills. Whether playing “Get to Know You” Bingo or interviewing a family member for their spiritual autobiography, students hone their ability to communicate through inquiry and deep listening. Students also develop skills for using Quaker and ethical approaches to decision making. Empathy, community building, and group reflection are emphasized during this course.
In sixth grade, students begin the year by developing spiritual practices that help them find purpose beyond academic pursuits. The Quaker testimonies help to guide classroom norms and the class uses Quaker decision-making practices to build norms together. Students engage in a variety of gratitude and contemplative practices at the beginning of each class and take turns leading contemplative practices of their own creation. During the second half of the semester, students learn about historical Quaker figures, core Quaker beliefs, and the leadership skills required of the first Quakers when they began the Religious Society of Friends.
In seventh grade, students explore the intersection of Quakerism and other religious traditions. Students deepen their understanding of the connection between different world religions through personal reflection, readings, video, and discussion. The semester will culminate in a student-led oral history project examining the diverse religious traditions found in the world today.
In eighth grade, students engage in the study and practice of ethical service and leadership. There is an ethical dimension to every aspect of life, including our relationships with friends and family, our academic lives, and our jobs. We have to make choices about what actions to take; we have to decide what is right and what is wrong. We also have to learn to see our ethics within the dynamic of a larger community, in which our actions impact others’ lives in profound ways. Leaders must learn to navigate these layers of ethical challenge in order to make ethical choices and to steer their communities to greater good. The goal of this course is to give students tools to use when they are faced with these kinds of decisions. The first portion of the course introduces students to a variety of ethical lenses developed by philosophers and religious figures. Students are challenged to respectfully engage with these new frameworks, gathering new ethical lessons from their approaches to life and incorporating them into a synthesis of personal ethics. The second portion of the course asks students to apply these understandings to real-world scenarios, by researching a social cause that is personally meaningful to their ethical lives and ultimately volunteering at an organization that does advocacy, activism, or which provides direct support in this area. The Quaker approach to ethics - which is founded on the idea that there is that of God in every person - is central to all work.
As children learn best by doing, Middle School science is inquiry-based. The curriculum used in the Lower School –Science and Technology Concepts – is continued in Grades 5-8. This inquiry-based curriculum develops scientific and engineering practices in line with the national STEM (Science, Technology, Engineering, and Math) initiative. In eighth grade, the course takes inquiry to a deeper level, one with formalized assessments and increasingly independent group work. In all four grades, assessments, designed as both formative and summative, range from short quizzes to lengthy research projects.
This course focuses on four topics in physical science; one topic is considered per quarter. In Food Chemistry, students learn how to test for nutrients in foods as a way to learn basic concepts about food and nutrition. In Floating and Sinking, the relationship of buoyancy to weight, size, and shape are investigated by making and testing objects for floating or sinking. In Electric Circuits, the basic properties of electricity, conductors, insulators, and semiconductor diodes are developed by building and testing circuits. In Motion and Design, students design and build vehicles and then test their response to different forces. Students also study Newton’s Laws of Motion in real-world applications.
This course focuses on two broad Earth Science topics: Plate Tectonics and Planetary Systems. “Exploring Plate Tectonics” teaches students about the consequences of the moving plates on Earth’s surface, earthquakes and volcanoes, and the Engineering Design Process. “Exploring Planetary Systems” focuses on the Earth’s relationship to the sun, earth-moon interactions, and the solar system as a whole. Students will incorporate math skills during the Astronomy unit in order to create scale models to visualize the immense distances in outer space. Students acquire their knowledge through hands-on learning, manipulation of models, computer simulations, map reading, outdoor investigations, class discussions, and reading.
Seventh grade science employs an inquiry-based approach to learning, emphasizing scientific investigation and problem-solving. The curriculum focuses on developing essential 21st century skills, including critical and creative thinking, collaboration, and communication. Students will explore fundamental physical science principles through practical applications, such as experimentation, data collection, graphing, and analysis. The primary themes in the chemistry unit encompass the study of matter, compounds, and elements. Our physics unit covers forces, motion, and energy. Engineering is integrated into our studies through students participating in monthly engineering challenges to reinforce the engineering design process, which encourages students to practice troubleshooting, risk-taking, teamwork, and analytical thinking. Students collaborate on interdisciplinary projects with Quest: Humanities in the final quarter of the year.
The primary focus of this course is human body systems and how they integrate across various science disciplines. The course begins with an exploration of cells under the microscope. Body systemscirculatory, respiratory, digestive, skeletal, nervous, muscular, and immune - are studied by model building (anatomy) and simulations of function (physiology, chemistry, and physics). Students also learn about the path of energy conversion from nutrient intake to muscular activity. While working with data collection and analysis, students will explore various graphing techniques.
The World Languages Department is committed to providing the best educational experience for MFS students, using the “communicative” approach consistent with national standards in world language study. This approach shifts the emphasis away from verb conjugations and grammar, instead encouraging students to begin speaking the language as soon as possible—often from their first class meeting—in an immersion setting. Explicit grammar and written instruction come later in the process, when students have already achieved a solid foundation in speaking and listening.
The world languages program offers sequences in French, Spanish, and Chinese. After an introduction to all three languages in sixth grade, MFS students begin formal study of a chosen language in seventh grade and continue the sequence through at least the third year level in the Upper School. Students new to MFS in seventh grade may enroll in Chinese 1a, French 1a, or Spanish 1a. Depending on their background, students new to MFS in eighth grade may enroll in Chinese 1b, French 1b, or Spanish 1b, based on a recommendation form submitted by their seventh grade language teacher (where applicable) and/or an exam administered by the MFS language department. Occasionally, there is the option for students new to MFS in eighth grade to enroll in Grade 7 Chinese 1a, Spanish 1a or French 1a, if the schedule allows.
Students are introduced to the fundamentals of communication in Chinese, French, and Spanish. Students learn the nuances of expression in each language and continue to build a working vocabulary in Chinese, French, and Spanish. The focus is on building confident communicative skills while increasing student awareness of and appreciation for Chinese, French, and Spanish cultures in different parts of the world. At the end of the sixth grade, students will choose the world language they will continue in seventh and eighth grades.
Texts: Teacher-designed materials are used in Chinese, French, and Spanish courses
Students begin the equivalent of high-school level Chinese, French, or Spanish in seventh grade (Level 1a) and continue through eighth grade (Level 1b) with a progression of skill-building activities. The program in all three languages utilizes text and audiovisual materials to contextualize vocabulary and develop strong communication skills. Language skills evolve with increased emphasis on language production, as well as character writing and spelling. Through films, singing and listening to music, and reading newspapers and magazines that reflect the way of life in Latin America, Spain, the Francophone world, or Asia, students are exposed to the cultures of those countries. The World Languages program in Middle School encourages not only a proficiency in the language but also an open-minded attitude about other cultures.
Texts:
Chinese 1a and b: Go Far with Chinese Level 1 Textbook and Workbook French 1a and b (7th and 8th grade): Reporters Francophones, Nous Sommes Comprehensible Input Curriculum, Teacher-designed materials, and Teaching Proficiency through Reading and Storytelling Novels Spanish 1a and 1b: Auténtico Level 1 Textbook and Vocabulary & Grammar Workbook
