Grades 7 - 8
Create a welcoming, diverse school community in which learners are:
INSPIRED to strive for excellence and contribute positively to their communities.
CHALLENGED to explore big ideas independently and collaboratively.
EMPOWERED to pursue their goals with confidence, persistence, and integrity.
How can I apply what I’ve learned to solve realworld problems? Throughout our Voyager program, students explore this essential question. The cover of this guide pictures students float-testing an ocean surface drifter in Crystal Lake prior to launching it in the Gulf of Maine as part of their field research for the National Oceanic and Atmospheric Administration.
The Voyager program at Wellan Montessori School is a 2-year educational experience designed for highly motivated 7th and 8th grade students. The program is designed to meet the sometimes contradictory developmental needs of students ages 12-14. For example, students this age are interested in experimenting with ways to express their unique individuality. At the same time, out of a desire to belong to a social group, they will often choose to conform to peer norms. Cognitively, young teens are typically ready and eager to grapple with complex, abstract questions. On the other hand, they may quickly lose interest in learning if not offered hands-on opportunities to apply their newfound knowledge and skills.
Using the sea as a metaphor for this turbulent but exciting period of human development, we encourage students to approach the intellectual, physical, social, and emotional challenges of middle school with a spirit of adventure. Embarking on a 2-year journey with a crew of interesting peers and dedicated teachers offers the opportunity to explore big ideas and discover new facets of their identities.
We encourage you to “come aboard” and learn more about how the innovative Voyager program can provide your student with academic challenges and socialemotional support during these crucial growth years before they set sail for high school.
. Beth Black Caitlin Bowring Head
The images above are from a Voyager assignment called Introspective Island. Students were invited to create 3D self-portraits showing “symbolic landscapes of the mind.” Students had their photos taken in profile, used them to trace silhouette outlines onto foam core, and then used clay to create relief sculptures representing their thoughts, interests, and emotions.
Each artist’s statement provided explanations of the relationship between the topography of the artwork and the student’s personality. One student who often thinks out loud chose to depict his brain as a lake that flows toward his mouth. Another sculpted a volcano spewing lava to symbolize how her brain activity affects other parts of her, even threatening the small beach she made to represent the quieter side of her personality.
In early adolescence, students develop a heightened level of curiosity about their individual identities. Artistic activity at this age allows students ages 12-14 to express aspects of themselves they may not yet be able to fully articulate in words. Rather than lament the fact that young teens like to withdraw into themselves, Wellan middle school faculty and specialists create opportunities like this lesson that promote fruitful introspection.
• Increased ability to analyze, reflect, pose hypotheses
• Interest in “big ideas”
• Preference for active, hands-on learning applied to real situations
• Eagerness to be challenged by breadth and complexity of concepts, skills, reading materials, and activities
• Desire to apply knowledge and interests to new learning in meaningful and creative ways
• Collaborative problem-solving activities; Emphasis on critical thinking and public speaking
• Theme-based integrated curriculum organized around compelling questions
• “Deep Dive” opportunities to engage in real-world research outside the classroom
• Focus on development of executive functioning skills
• Robust specials and electives classes
• Interest in moral/ethical questions
• Increased feelings of vulnerability and anxiety—moody, emotional outbursts
• Increased awareness of identity and differences in values
• Desire to build more sophisticated relationships with peers and adults
• Need to explore and form unique identity and develop a sense of agency to advocate for needs
• Small cohort and status as “school elders” allow for belonging and leadership
• Character development lessons and current events discussions
• Social-emotional curriculum; Mentorship program
• Literature, history, and social justice topics that explore questions of identity, culture, and values
• Low student:teacher ratio; 1:1 guidance from advisor
• Changes associated with puberty
• Desire to experience real-world work environments
• Desire to practice developed motor skills with practical applications
• Need to develop healthy habits and stress-management practices
• Need for movement
• Human Sexuality Curriculum
• Natural opportunities for movement in the classroom and on campus
• Regular field work at local farm and other service learning opportunities
• Health, Safety, and Wellness curriculum
• Daily physical education or recess block
Our Educational Approach
The middle school years are a critical time for students to build confidence in themselves as learners and develop self-advocacy skills to articulate for their unique needs and perspectives. As they prepare for high school, students also need to develop a strong academic foundation through deep engagement with rigorous and compelling concepts. Not all schools meet these needs. Wellan does.
Voyager is a two-year educational program for highly motivated 7th and 8th grade students. All Voyager students are in the same class, regardless of grade level, and work together on meaningful academic and personal challenges. All students engage with the same core curriculum, with individual differentiation provided to meet their specific needs, allowing each student to advance and take on new challenges as they are ready. Opportunities for collaborative cross-disciplinary learning, in-depth exploration of topics, and real-world application of skills are built into the DNA of the Voyager program.
The Voyager curriculum was developed to align with:
• Developmental needs of students ages 12-14
• Essential 21st century skills for learners
• State and national subject-specific curricular standards
• Curricular standards outlined by the American Montessori Society
Due to the unique structure of this program, the group size is intentionally capped at 32 students. Applicants must demonstrate that they have the initiative, selfawareness, and perseverance to take advantage of this educational offering.
Middle school students benefit from trying new things and engaging in purposeful, real world work. Pictured right, a Voyager student uses a log splitting machine during a “Deep Dive” farm stay in western Massachusetts.
The Voyager program uses a holistic and integrated approach to curricular design. Priorities that overlap all disciplines are examined for common skills, concepts, and attitudes. This encourages students to see interconnectedness and interrelationships, and ultimately leads to more robust discussions of complex ideas and deeper understanding of content.
Explorations and skill development in the disciplines of Humanities and STEM occur during four themed semesters. Each module is organized around compelling themes that are also central to adolescent development: identity, connection, freedom, and transformation. Within each themed
semester, students’ work across content areas is framed by a series of guiding essential questions, such as “What are the ethical implications of prioritizing independence over interdependence?” and “How do connections change the properties of their constituent parts?”
This approach intentionally contrasts with conventional middle school programs in which academic subjects are presented as separate, unrelated fields of study. The Voyager program is designed to help students develop the habit of thinking critically and creatively about big ideas and to strengthen their ability to apply learning in new contexts.
“Voyager was the most fun I have ever had at school. We learned everything through such a creative and interactive lens. The focus on individuality was also huge, letting me really explore what I was passionate and curious about. I think that’s unique to Wellan and also particularly to the Voyager program.”
- Wellan Alum
Due to the packed schedule in many conventional middle schools, teacher-student interactions can feel transactional and superficial. Motivation increases when students participate in meaningful exploration with peers and teachers in a context that allows for deep engagement. At this age, students want to know why they need to learn a concept and how it will help them—or the world— in the future.
Maria Montessori, if she were alive today, might argue that the structure of conventional middle schools exacerbates the social-emotional challenges students face during the changes of adolescence.
Traditional middle schools often have 6-day rotating schedules of 5–7 different classes per day that are scheduled to the minute. Frequent changes in class setting and subject matter— whenever the bell rings—interrupt students’ efforts to set aside social anxiety and engage in learning. The Voyager program schedule has longer, more flexible work periods that allow for concentrated, uninterrupted work and the opportunity to expand or contract lessons as needed.
Schedule Snapshot: Monday
8:00 - 8:15 AM Morning Meeting
8:15 - 9:00 AM Math (7th Grade) English (8th Grade) 9:00 - 9:45 AM Spanish (7th Grade) Math (8th Grade) 9:45 AM12:00 PM STEM Work Cycle
12:00 - 12:30 PM Lunch 12:30 - 12:45 PM SOLO
12:45 - 1:15 PM Advisory 1:15 - 2:15 PM Physical Education 2:15 - 3:00 PM Drama (Group A) Music (Group B)
We believe middle school students are most inspired when they’re fully engaged. When students this age see how concepts they have been learning are applicable to real-world problems, their tendency to be truly invested increases exponentially. Laurence Steinberg, Ph.D., in his book The Age of Opportunity, echoes this thought when he writes, “Exposure to novel and challenging experiences during periods of heightened brain plasticity—like adolescence—actually keep this window of plasticity open longer… this is how the brain maintains its ability to profit from future enriching experiences.” With this in mind, we have intentionally built “Deep Dive” experiences into the Voyager program.
Deep Dive experiences provide an opportunity for students to step away from their typical daily routines and engage in immersive, multi-day, in-depth learning experiences centered around a specific theme. This offers them a chance to explore subjects and topics in a more comprehensive and meaningful way, while putting critical thinking and problem-solving skills into practice. The immersive learning experiences that Deep Dives create allow students to see the relevance and practicality of the knowledge and skills that they are acquiring, fostering a deeper understanding of the subject matter and the connection between disciplines.
Prior Deep Dive experiences have included:
Students visited the Cape Cod National Seashore to study sediment classification and coastal erosion. They also deployed a sub-surface oceanographic mooring aboard a research vessel for data collection and analysis.
Students explored how artists express their individual and social identities. They created and showcased a “master copy” of a work of art, gaining insight into the skills and ideas involved in its creation.
Students explored the impact of drumming on the brain and its role in peaceful protests. They learned, practiced, and performed a variety of rhythms on djembe and djun djun drums.
Early adolescents are grappling with their personal identity and their social selves. The Voyager approach to social-emotional development utilizes research-based curricula to discuss, teach, and empower students to understand themselves and others. Students attend a weekly Character Development class designed to address their needs. This curriculum utilizes resources backed by research in brain development and social psychology.
Topics addressed include:
• Mindsets & Goals
• Self-Awareness and Social Awareness
• Upstanding vs. Bystanding
• Responsible Decision Making
• Managing Relationships & Social Conflict
Middle School students participate in a weekly Learning Through Service block. During this time, they engage in a variety of service-learning initiatives that benefit the school community, our local community, and beyond. Two ongoing initiatives include visiting the nearby Centre Street Food Pantry to assist with “Senior Hour” and participating in a variety of farm tasks at nearby Land’s Sake Farm. Through these activities, students learn about and support local agriculture and business. Other initiatives have included writing letters to senior citizens, making blankets for children in the hospital, and serving as “Book Buddies” for Lower Elementary students to support their developing literacy skills. The Learning Through Service program allows Wellan’s eldest students to explore their social responsibility beyond their classroom community.
Voyager students develop close relationships with their teachers. They also benefit from the opportunity to form a trusting connection to another adult who can serve as a mentor. Each Voyager student is paired with a Wellan faculty or staff mentor with whom they meet bi-weekly throughout their two years in the program. Together they set goals, celebrate successes, address challenges, navigate social life, and reflect on progress. The mentor-mentee relationship serves as a consistent touchpoint for students as they navigate the challenges of early adolescence.
The rationale for our mentor program is researchbased. The rapid brain development of early adolescence ultimately results in advances in decision making, planning skills, mood regulation, working memory, judgment, and impulse control. It is also, understandably, a turbulent time for students ages 12-14. Research shows that adolescents are “... in need of someone to enter their lives on a consistent basis and let them know they are interested in more than just how they perform on a test. Someone to reach them on a human level, learning what it means to walk in their shoes and keep in touch with their worlds” (Merwin 2002).
“I really appreciated all of the time my mentor spent with me and the advice I got from her. Mentor meetings were one of the things I looked forward to most each week and are one of the things I will miss the most when I start high school next year.”
- Wellan Alum
The Voyager Executive Function Skill-Building Program is designed for 7th grade students during the first semester of the school year to aid in the transition to middle school. This program guides students to gain a deeper understanding of themselves, their brains, and their individual learning styles, which helps them understand their personal needs for organization, prioritizing, and planning. After gaining a clear understanding of their areas of strength and areas for growth, the students are offered a variety of tools to assist them in planning and prioritizing their tasks both in and out of the classroom.
In addition, students receive ongoing assistance and encouragement as they navigate through their daily and weekly routines. They’re encouraged to experiment with different tools and approaches, allowing them to identify what resonates best with their unique learning styles and preferences. Whether it’s implementing time management techniques, utilizing organizational aids, or refining study strategies, students are provided with the necessary resources and guidance to foster their independence and self-reliance. By instilling these essential skills early on, we aim to empower students to become confident and capable learners, equipped with the tools they need to succeed.
The Voyager program’s Innovation and Entrepreneurship class is designed for 8th grade students to explore and enhance their creativity, critical thinking, and business understanding, while working collaboratively to create an innovative idea to solve a real-world problem. Students learn about the fundamentals of entrepreneurship and innovation, explore various business structures, and gain insight into what it takes to “succeed” as an entrepreneur. Through engaging lessons and collaborative activities, students learn to identify opportunities, solve problems, and develop innovative ideas.
Working collaboratively in small groups, students apply their knowledge and skills to innovate and refine their ideas, honing their problem-solving skills and fostering teamwork along the way. As the semester progresses, students work together to craft compelling pitches—complete with MVPs (minimum viable products), one-sheets, and slide decks—that showcase their innovative solutions to real-world challenges. Innovative systems and products students have created in this class include a portable organizational system for school supplies, a book donation center that partners with a local food pantry, and earbuds that can be
personalized to express one’s unique style. Through this immersive experience, students cultivate practical skills in entrepreneurship and innovation, gaining the confidence and resilience to thrive in today’s world.
The Voyager program offers 7th and 8th grade students meaningful opportunities to explore various career paths and occupations. Each month, students participate in career interviews with professionals from different fields. These student-led discussions showcase the challenges, rewards, and intricacies of each profession, and highlight the educational path taken to get there. These interviews give students valuable insights into the world of work, expand their understanding of career possibilities, and help students envision their own paths towards fulfilling and purposeful futures.
As the oldest students in the school, middle schoolers have autonomy built into their school day. They have the freedom to move between classrooms during the work cycle, select their Electives each semester, and make choices within their work. Building on the work planning and prioritization skills they developed in the Elementary program, they also independently manage their school-home workload.
Rather than assigning specific tasks as “homework”, students are simply assigned “work.” Ultimately, it’s up to them to determine how to divide tasks between school and home. Students are encouraged to consider several factors—the time a task will take to complete, the resources or support they may need in order to complete their work, and their other short- and long-term assignments—when determining how to best allocate their time. Self-assessing and making appropriate choices is part of the path to independence, which is a major component of this stage and provides critical experience for adolescents to grow into independent adults.
Wellan offers support for students at all development levels. The personalized pace of Montessori education allows for a great deal of differentiation in learning. However, there are occasions when a student would benefit from an in-class accommodation, 1:1 or small group support, or referrals to specialists outside of Wellan who can conduct evaluations of learning needs.
Wellan’s Learning Support Team (LST) is comprised of a Student Support Services Coordinator, who is also the School Counselor, and Academic Learning Specialists. They work together with the Division Leaders and classroom teachers to support students.
Classroom teachers who have concerns about a student will first inform the parents in an effort to elicit more information that may be helpful in working with the student. Parents who have concerns about their child’s progress or school experience are encouraged to first contact the classroom teachers, who can call in the LST as appropriate. Classroom teachers will typically involve the LST when, despite classroom-based accommodations, a student is experiencing difficulty making academic progress in certain areas or is exhibiting disruptive socialemotional behavior (e.g., not safe, not age-appropriate or not aligned with community expectations). Parents are informed if the LST is engaged, and a school-family partnership is formed to develop a Strategic Support Plan for the student.
Each Voyager student is assigned a member of the middle school faculty as their advisor. Students meet with their advisor regularly to discuss their progress, challenges, and workload. The advisor provides executive functioning support, assists with assignment management and backwards planning for longer projects, and helps to troubleshoot any challenges the student is facing. The advisor’s goal is to gradually release this responsibility back to the student as they become more independent and confident in their ability to problem solve and manage their work. Weekly advisory time also provides opportunities for all of the students in a teacher’s advisory group to reflect on their work and set new goals, as well as to connect with one another in a small group setting.
Voyager students are assessed in Humanities and STEM on a four-point scale based on ten learning standards (below). These standards merge the Common Core Learning Standards for English Language Arts and the Next Generation Science Standards to create a set of integrated, overarching learning standards through which to assess students’ progress across all curricular areas. Ongoing assessments of students’ daily work and longterm projects, as well as progress reports, are based on these standards.
• Extracts and evaluates “right there” information from a variety of reliable, grade-level resources
• Recognizes and describes aspects of a reading selection that reveal author’s intent, purpose, and point of view as well as credibility of the source (primary vs. secondary sources)
• Formulates logical hypotheses and claims, and proposes ways to test and prove those arguments
• In writing, applies style, appropriate technical (domain-specific) language, and other disciplinespecific conventions to content
• Interprets and develops visual content to accurately and clearly communicate an idea
• Accesses and synthesizes multiple sources to provide evidence in order to support or investigate a claim or problem
• Constructs questions and carries out possible solutions, experiments, and explanations to hypotheses and claims using appropriate methodology
• Clearly and accurately communicates synthesized ideas in an organized and well-planned manner across a variety of delivery methods
• Identifies and assesses possible counterarguments and/or weaknesses in constructed arguments, theories, or visual content
• Contributes positively and respectfully to the community
In conjunction with the Learning Standards, students are also assessed on a set of Learner Profile Traits. These traits are split into three key domains—social-emotional, executive functioning, and growth mindset. In addition to receiving formal feedback from classroom teachers about growth in these domains on progress reports, students set goals and self-reflect on their progress throughout the year.
• Organizes and manages materials effectively
• Initiates and completes tasks independently
• Uses time efficiently
• Plans and prioritizes work appropriately
Social-Emotional
• Communicates and listens respectfully
• Displays kindness and empathy
• Demonstrates conflict resolution skills
• Displays impulse control and self-regulation skills
Growth Mindset
• Makes appropriately challenging academic choices
• Puts forth best effort when completing assignments
• Accesses available resources and applies feedback to develop and refine work
• Demonstrates resilience and flexibility when faced with challenges
• Reflects honestly and articulately on own work
Voyager students receive ongoing, formative assessment throughout their middle school experience. Formative assessment feedback may take the form of comments, conferencing, and ongoing rubrics for self-assessment. Dr. John Hattie suggests that “... feedback must be timely, relevant, and action-oriented.” Research has shown that students who receive a grade in conjunction with narrative feedback look only at the grade and not at the feedback. For this reason, formative assessments do not include grades.
Students are supported in developing the executive function and learning skills needed for high school, including how to set goals, manage time, prioritize tasks, organize assignments and materials, study for and take tests, follow clearly-outlined expectations, meet deadlines, and maintain a growth mindset.
Summative assessment may take the form of a test, a paper, a project, a presentation, or a performance. Students receive rubrics for assessments when they receive an assignment so that they know specifically how they will be assessed. On some skills, students may receive a pre-assessment and a postassessment.
Parent-Teacher Conferences occur twice per school year, in October and February. The October conference is designed as an opportunity to discuss the transition into the school year and to set goals. Each teacher provides brief comments on students’ work in their class during the first six weeks of the school year. During the February conference, teachers share feedback about the first semester and provide an assessment of progress towards ongoing goals through in-depth progress reports. A formal year-end progress report is provided to parents in June.
The purposes of formative assessment are to:
1. Monitor student progress — checking in to identify any potential gaps in understanding or skills
2. Provide helpful feedback — giving guidance that promotes growth and inspires students to take action steps to advance their own learning
The purposes of summative assessment (which comes at the end of a unit) are to:
1. Evaluate student learning on specific objectives
2. Provide an opportunity for students to see their own growth and feel a sense of accomplishment
At the end of each school year, students lead conferences during which they present a digital portfolio of work to their parents, advisor, and mentor. Using the Voyager Learning Standards and Learner Profile Traits as a framework, students speak to each standard and share their progress in each area using the “artifacts” in their portfolios. Students curate the work in their portfolios over the course of the school year, which reinforces their understanding of the learning standards and learner profile traits and refines their ability to identify work that demonstrates notable growth or mastery in a particular domain. These conferences are designed to strengthen students’ organizational, self-reflection, and public speaking skills. The conferences themselves are a form of authentic assessment, which increases students’ accountability and responsibility for learning. Ultimately, they provide an opportunity for students to reflect on and articulate their growth as learners and for parents and faculty to celebrate this progress.
At the end of each school year, Voyager students engage in Culminating Projects to showcase their learning and research skills. The 7th-grade students choose a topic of personal interest that connects to subjects they studied during the year. Prior to starting their research, students reflect on the scope of their idea and determine if they can reasonably execute their vision given time and resource constraints. Next, they identify multiple sources, including books, documentaries, news articles, and podcasts, and assess the credibility and potential biases of their sources by creating detailed source guides. They also engage in backward planning to ensure they have ample time for research and project creation. Projects culminate in a 15-20 minute presentation, during which students share their findings and insights with their classmates and teachers. After their presentations, students self-assess based on a set of project criteria and are given feedback from teachers, as well. Past topics include Human Variation in Sensory Perception, The History of Jim Crow, and Queer Film.
Building on the skills they developed the previous year, 8th-grade students take their projects a step further. They plan and teach a 30-45 minute class about their topic. This class includes a content presentation, an interactive or experiential activity, and a follow-up assessment. Beyond the research they conduct when developing their presentation, they also reflect on what makes a high quality lesson, learn about different strategies and modalities for engaging learners, and create instructional materials to supplement the experience for their peers. Through this process, they gain firsthand experience in teaching, allowing them to explore both their topic of interest and the characteristics of effective classroom instruction. Feminism and Sexism in Greek Mythology, The Vietnam War and Anti-War Protests, and Tropes and How to Use Them are just a few of the topics students have selected.
These Culminating Projects allow students to apply the skills and knowledge they’ve developed over the course of the school year, to delve deeply into a topic of interest, and to refine their presentation and public speaking skills in a meaningful way.
Humanities: History
Humanities: English STEM: Math STEM: Science
Health and Wellness
Spanish Language
Drama
Visual Art
Music
Physical Education
Elective Courses
Enrichment Courses
The Voyager history curriculum emphasizes cultural and artistic developments, recurring themes in human interactions, and the story of social justice. Rather than reading about an era in a textbook, students experience primary sources from the time period and come to their own conclusions about what the past means for us today. By connecting with these real documents (including films, music, poetry, art, speeches, and diary entries), students develop historical empathy and learn to construct their own arguments about the past. Just as professional historians do, students gather evidence to support their claims and rework these conclusions in light of new evidence. Students also form small groups based on their own interests— from fashion and medicine to philosophy and psychology—and meet weekly to discuss ideas from that field.
In pursuing the culture and ideas of the past, rather than only historical dates and names, students develop critical thinking skills that apply to any field. Specifically, students focus on assessing sources for credibility, analyzing the meaning of a text or artwork in its context, developing ideas through dialogue, expressing their thoughts in writing, creating counterarguments, conducting research, and synthesizing a coherent narrative or argument from a set of facts. These skills are necessary for historians and allow for a more personal and intellectual connection with the people of the past. These skills also prepare students to become engaged citizens and deep thinkers, regardless of what subjects they study.
Students move through the classroom experiencing and analyzing songs, movies, magazines, radio shows, art, and photography from the 1920s. One student carefully places an Ella Fitzgerald album onto a record player, wanting to hear how the music of an era might reflect its personality. Another student enjoys a comedic radio show from 1929, amazed at how different humor was a century ago. A few
students remark on the role of monsters in the silent films they see. After students gather to share their findings, groups break off to dig further into their own interests as they relate to the 1920s. Some groups learn about the invention of penicillin, some about the new psychological theories of Sigmund Freud, and others about the changing fashions of the decade.
Voyager’s English curriculum is a reading and writing intensive program, based on the Montessori principle that students learn best through consistent and concentrated practice with ongoing feedback. Students receive new reading and writing assignments each week, which reinforce the importance of critical thinking and analysis as integral parts of effective communication. Students prepare for and participate in weekly seminar discussions, as well as smaller literary circles devoted to a chosen theme.
Each semester, students read two books, two short stories, two essays, and watch a short film as a class. With guidance from their teachers, they practice annotating, analyzing, and interpreting these works within a framework of guided discussions and written analyses.
Book Units begin with a three-day introduction to the text. This includes: a critical exercise designed to spark discussion of central themes, an informative introduction of relevant
contextual background, and a guided reading from the text. Following this introduction, each week begins with 10-15 minutes of guided journaling followed by 20-30 minutes of discussion based on assigned reading annotations. Subsequent classes are devoted to individual work time, during which teachers observe, guide, and conference with students to support their continued progress. Students are evaluated on their progress towards mastery of twenty-four separate writing skills, but are afforded the freedom to progress at their own pace.
Assignments include weekly written responses to assigned reading questions and two three-to-five page literary analysis essays. For one of their assigned books, students complete two rounds of guided research and give a 5-10 minute research presentation. For shorter texts, students write brief responses and participate in focused small-group discussion of guiding questions, recording their thoughts to share with the larger class.
Students arrive for seminar prepared with annotations on Jack London’s The Call of the Wild: one crucial quote, one illuminating comment, and one intriguing question for discussion. As they take turns sharing, new lines of inquiry open. New themes and questions arise. Is loyalty always a virtue? What does it mean to be free? Is receiving punishment the same as being held accountable? After taking time for deep discussion, students break up into small groups, choosing a specific question as the focus of their follow-up discussion. As they talk, they track group
progress, organizing their thoughts and opinions to present to the rest of the class.
Later, during work time, teachers circulate to offer guidance and support. Some students craft potential theses for their literary analysis essays on Toni Morrison’s short story “Recitatif,” while others polish personal essays for their weekly writing group. One student sits with their teacher, receiving personalized feedback on their last assignment and checking their progress on the next.
Public speaking is an essential skill for middle school students to develop, as it equips them with the confidence, communication abilities, and critical thinking skills necessary for success in their future academic and professional lives. Throughout students’ two years in the Voyager program, they encounter opportunities to strengthen their public speaking skills. For each of the core academic subjects, students generally complete one to two assignments per semester that require a formal presentation. They learn to use an established framework to plan, create, and present information on a topic in both group and individual contexts. The experience of using a presentation framework across disciplines helps them to understand the linguistic and stylistic nuances that distinguish a presentation on chemical reactions from a presentation on Reconstruction. They also learn to shape their presentations based on their intended audience and purpose. The school year closes with culminating projects, during which students put into practice the public speaking skills they’ve developed as they present indepth research on a topic of personal interest.
Voyager students participate in a weekly Social Justice class. This curriculum aims to celebrate and honor difference, raise awareness about various contemporary social issues, and provide students with a framework for thinking about and responding to issues of oppression. By giving students a ‘toolbox’ for understanding these issues and their potential solutions, this course of study prepares and empowers our students to capably and knowledgeably engage with a perpetually changing social landscape.
In order to prepare them for civic life, students hold discussions, read texts from various perspectives, and gain the confidence, language, and critical thinking skills required to mindfully take part in positive change. While social justice issues are integrated into our curriculum in various ways, this class provides students with explicit instruction in learning a shared vocabulary and a strategic, open-minded approach to this work.
Semester One: Identity
Major Topics/Themes/Texts Covered:
• Historiography: How to Do History
• Power Structures: Comparing Governments throughout History
• Conflict and Diplomacy: Decolonization and the World Wars
Sample Texts:
• Animal Farm, by George Orwell
• Into that Forest, by Louis Nowra
• “Brownies” by ZZ Packer
• “The Paper Menagerie” by Ken Liu
Semester Two: Connection
Major Topics/Themes/Texts Covered:
• Us vs. Them: The Holocaust and the Cold War
• Resistance and Revolution: The Soviet Union, China, and 20th-Century Politics
Sample Texts:
• Fahrenheit 451, by Ray Bradbury
• Harbor Me, by Jaqueline Woodson
• “After Rosa Parks” by Janet Desaulniers
• “The Lumber Room” by Saki
Semester Three: Freedom
Major Topics/Themes/Texts Covered:
• American Government and the Civil Rights Movement
• Industrial Revolution
• Reconstruction
Sample Texts:
• The Call of the Wild, by Jack London
• Genesis Begins Again, by Alicia D. Williams
• “Unusual Normality” by Ishmael Beah
• “To Be a Drum” by Evelyn Coleman
Semester Four: Transformation
Major Topics/Themes/Texts Covered:
• Turn of the Century and Immigration
• Early 20th-century American Culture and Film
• The Homefront and Postwar America
Sample Texts:
• The Song of Us, by Kate Fussner
• Accountable: The True Story of a Racist Social Media Account and the Teenagers Whose Lives it Changed, by Dashka Slater
• “The Stone Boy” by Gina Berriault
• “Recitatif” by Toni Morrison
The Voyager Math Program is a two-year course of study that prioritizes building students’ mathematical ability and confidence while meeting them where they are in their math journey. This is achieved through differentiated instruction, small group work, and a challenging math curriculum.
Voyager Math utilizes the Illustrative Mathematics Accelerated Middle School Curriculum and Algebra I Course in order to prepare students to enter Algebra II or Geometry in 9th grade. Daily math lessons, presented in a structured format, aid in the transition to a more text-based curriculum common in high school mathematics. Math classes in Voyager rely heavily on critical thinking and problem-solving, challenging students to look beyond the answer to a problem and develop strategies for approaching novel concepts and mathematical challenges.
Before diving into mathematical content, Voyager students spend time building a solid foundation in mathematical thinking and problem-solving skills, utilizing the Standards for Mathematical Practice and inquiry-based lessons. You may find them tackling codes and cryptography, working through puzzles and problems that challenge them to think beyond
their assumptions, or playing games that require them to understand and apply strategy to a wide range of situations. This underlying framework establishes math not simply as computational proficiency, but as a multifaceted skill set that requires creativity, risk, critical thinking, and cooperative learning.
Math is best learned in the context of real life, so as often as possible, Voyagers apply their mathematical skills to concepts that are important to humanity, or that simply pique their interest. In their study of statistics and data, students review information about natural disasters over the last century, including the number and intensity of different types of events, along with the cost of rebuilding infrastructure and homes. They explore viral videos as they discuss exponential growth and decay, and, in the context of linear relationships, they investigate whether different airline destinations cost more per mile. The most meaningful learning takes place when students understand its broader applications. By connecting math concepts to the real-world, Voyager students are prepared to apply their knowledge beyond the classroom.
Students enter math class and are presented with a problem — the school has just received a delivery of one million sugar cubes and they have been tasked with determining where to store them on campus. Animated discussion immediately ensues. Could they be combined into one large cube? What if the cubes were laid out in a rectangle that was 1 cube high or stretched out in a single line? Some students scribble calculations in their notebooks while others
draw models on the Smartboard. They reconvene to debate the merits of their various solutions and whether an algebraic or geometric approach was more successful. Next, they’re challenged to extend the patterns they identified to create algebraic formulas, connecting their analysis of the relationship between area and volume to their study of patterns in algebra.
Students are immersed in a study of plant cell biology. They work in pairs to follow the procedure outlined on their lab instructions - first mashing strawberries or kiwis, then mixing them with an extraction solution that they’ve created. They strain the resulting liquid through a filter and note the precise amount of liquid they’ve extracted. Next, they add cold rubbing alcohol to the liquid and observe as a nebulous white substance appears.
One student correctly deduces that it’s DNA. They carefully extract the DNA from their solution and compare the quantity with that of other groups. A lively conversation begins: Did the type of fruit impact the resulting quantity? Why did the rubbing alcohol need to be cold? What did each component of the extraction solution contribute to the process? Students form hypotheses and return to their lab stations to test them.
The Voyager STEM curriculum is a two-year cycle designed to expose students to a variety of high-level science and engineering concepts across the strands of science emphasized in Upper Elementary (physical science, earth science, and life science), with the hope of igniting curiosity about the world around us and how it works. Additionally, by exposing students to advanced concepts, this program seeks to prepare students who are interested in or curious about practicing science as a profession for success in their educational journeys. Lastly, by ensuring that the Voyager STEM curriculum meets and exceeds national and state science standards, this program prepares all students for required high school coursework.
Interesting work is prioritized in the Voyager curriculum, with students frequently testing concepts through laboratory experiments, simulations, and group discussions. Students build their observational, technical writing, critical thinking, and practical lab skills throughout their two years in the program as they explore concepts from biology, physics, chemistry, earth science, genetics, and neuroscience. Additionally, the curriculum prioritizes STEM learning outside of the classroom, whether that be by going into local natural environments or participating in field trips with science professionals. This is a key component of the Voyager program in general and, as it relates to our STEM curriculum, helps students build useful skills of the discipline. By connecting classroom learning with practical experiences, the Voyager curriculum fosters a deeper understanding and appreciation of scientific concepts.
In addition to their core math content, students use the semester themes to engage in dialogue about the history and broader implications of math for themselves and the world around them.
Essential Topics Covered & Skills Practiced:
• Rigid Transformations, Congruence, Scale Drawings, and Similarity
• Foundational Algebra: Slope, Linear Relationships, Inequalities, Expressions, and Equations
• Functions and Volume
Semester One: Identity
In our study of identity, we explore the history of mathematics around the world, with a focus on whose voices are heard and whose may be missing. We also discuss whether mathematics is discovered, invented, or some combination of the two.
Semester Two: Connection
In our study of connections, we look at ways in which mathematics can be used to connect or divide individuals and communities, both locally and across the globe.
Essential Topics Covered & Skills Practiced:
• One- and Two-Variable Statistics
• Linear Equations, Inequalities, and Systems
• Algebraic Functions: Linear, Exponential, and Quadratic
Semester Three: Freedom
In our study of freedom, we consider the role of limits and constraints in mathematics and in our lives and how those impact personal freedom and the freedom of others.
Semester Four: Transformation
In our study of transformation, we focus on exploring different perspectives and how those can transform us, as well as our understanding of ourselves and the world around us.
Identity: Earth Science
Essential Topics Covered & Skills Practiced:
• Scientific Observation
• Ocean Hydrology
• Community Ecology
• Energy Circulation and the Earth
• Climate Change
Connection: Chemistry
Essential Topics Covered & Skills Practiced:
• Matter and Atoms
• Periodic Table/Elements
• Chemical Bonding
• Balancing Chemical Equations
• Types of Chemical Reactions
Freedom: Biology and Genetics
Essential Topics Covered & Skills Practiced:
• Nature of Science: Scientific Thinking and Ethics in Science
• Intro to Neuroscience / Understanding the Brain
• Characteristics of Life
• Cells and Cell Function
• Mitosis & Meiosis
• Intro to DNA & Genetics
Transformation: Physics
Essential Topics Covered & Skills Practiced:
• Physics Tools and Measurement
• Vector & Scalar Quantities
• 1-Dimensional Motion and Graphing
• Newton’s Laws of Motion
• Work, Power, and Energy
The goal of the Voyager Wellness curriculum is for students to understand that “wellness” is dynamic and encompasses a variety of elements pertaining to the physical, mental, and emotional aspects of the self, and that these elements interact with each other to create an experience of “wellness” in the body and mind. Through direct instruction, group discussion, selfreflection, and experiential follow-up work, students learn skills and strategies for better understanding and maintaining their own wellness and explore the relationships between the various facets of wellness. Developing these skills is critical as students navigate the challenges of adolescence and work towards establishing healthy habits that will support them throughout their lives.
Topics covered include:
• Stress Management
• Healthy Sleep Habits
• Nutrition
• Physical Activity
• Social Relationships
• Emotional Wellness
• Neuroscience/Neurodiversity
• Substance Use/Abuse
The Voyager program offers a comprehensive Human Sexuality program for 7th and 8th grade students, based on the secular Our Whole Lives (O.W.L.) Human Sexuality curriculum. This program is carefully designed to provide a safe and inclusive space for students to explore various aspects of human sexuality while also examining values that shape their understanding of these topics. Over the course of two years, students engage in a wide range of discussions and activities covering subjects such as anatomy and physiology, puberty, body image, gender identity and expression, healthy relationships, sexual orientation, consent education, and more. By delving into these topics, students gain a deeper understanding of themselves and others, allowing them to navigate the complexities of human sexuality with empathy and respect.
With a focus on holistic development and values-based education, our Human Sexuality curriculum aims to meet the unique developmental needs of adolescents during this critical stage of their lives. Through open and honest discussions, interactive activities, and thoughtful reflection, students are encouraged to explore their own beliefs, values, and attitudes towards sexuality in a supportive and non-judgmental environment. This ultimately empowers them to enter their high school years with the knowledge and confidence to form healthy relationships and make informed decisions.
Activities in Spanish classes are designed to improve students’ speaking, listening, and reading comprehension skills. Through continued use of a textbook and supplemental teacher-created activities, students work to master grammatical structures such as verb tenses and punctuation. Voyager students also build their confidence in a Spanish speaking environment, actively participating, expressing themselves, and asking and answering questions in Spanish. Another key aspect of the curriculum is exploring Spanish culture and learning about the traditions and history of a variety of Spanish-speaking countries. This exploration, coupled with their increasing confidence with speaking and writing in Spanish, enables them to share their knowledge through short presentations and group projects and prepares them to continue their Spanish studies in high school.
Voyager students start the school year examining theatre from the perspective of multiple production roles that exist in professional companies–director, actor, designer. They review script analysis and learn skills related to recognizing beats (shifts in tone or action), identifying playable actions, and looking for context clues. Additionally, students are introduced to dramaturgy and practice examining plays from a historical or conceptual perspective.
All these tools come together to help them make thoughtful decisions during individual or small-group mini projects focused on an area of their choosing: designing a set model, creating a costume board, or working as a director or actor in a scene study. In the second semester, students once again self-select their role in a company theatre and collaborate to create one fully conceptualized, student-produced evening of theatre to share with an audience.
Drama Club
Wellan’s Drama Club program is for students who enjoy being on stage and want more opportunities to fine tune their skills in the performing arts. With an emphasis on ensemble, Drama Club allows students to grow in creativity and confidence as they build skills in character development, line memorization, and different theatre styles. Each Spring, Wellan Drama joins up with the Massachusetts Educational Theatre Guild (METG) and performs at their Middle School Drama Festival. This performance is in addition to performances for the Wellan community.
The Voyager art curriculum works in conjunction with students’ studies in Humanities and STEM classes to encourage them to connect more personally with the content. They are empowered to apply their knowledge of materials and techniques from previous art courses to manifest their unique artistic perspectives. Students regularly use sketchbooks to plan and evaluate their artistic vision for a project and then are given opportunities to experiment with new media and select the materials that will best help them to execute on their vision. Through discussions and “workshopping,” students hone their ability to look at art, talk about art, and ask thoughtful questions about artist intent and impact. They explore art as a vehicle for social and community change, and are given opportunities experiment with their own artistic voices in more public spaces. Art
In our after school Advanced Art Techniques course, students are introduced to several new art making techniques such as encaustic painting, collagraphs, forms of printmaking, and mixed media. Students use skills they explore in the class to push the boundaries of their creativity and create dynamic pieces of artwork.
During the Voyager years, students explore big musical questions such as: “How can we talk about music in a meaningful way?” “What is the role of the composer and musician in society and culture?” and “What makes the music that we experience and/ or create meaningful?”. In order to investigate these questions, students dive deeper into discussing music, pushing past personal preferences and taking first steps towards analyzing music using the music fundamentals they’ve encountered before. In addition to discussing what they like about a song and why, they discuss instrumentation, form, melodic, and rhythmic structures, and they begin to connect their personal taste to an artist/composer’s choices. Voyager music is cross-curricular, and students are exposed to music from time periods they are studying in Humanities. They explore how historical events impact music, how music is used to express thoughts and feelings, and how music connects people and cultures.
The Wellan Strings Ensemble is comprised of students learning to play violin, viola, or cello by taking small group lessons at Wellan during the school day and/or private lessons outside of school. The ensemble is an optional after school enrichment program that helps reinforce what students learn during their lessons and gives students the opportunity to further develop musicianship by playing together.
Playing as part of a larger group is a foundational experience for every developing musician. Students practice technique and artistry as they learn new repertoire and enjoy the camaraderie and support of their fellow musicians. They learn to listen to one another, harmonize, and perform as a group for an audience. Performing opportunities include winter and spring concerts as well as occasional special events.
Students in the Voyager program have Physical Education and activity built into their schedule every day. This consistent practice emphasizes the importance of regular movement and introduces students to a diverse range of physical activities, spanning from team sports to individual practices like yoga. Through these experiences, students contemplate essential questions like, “Do I enjoy physical activity more in a recreational or competitive setting?” and “How can I effectively balance my academic commitments with my involvement in athletics?”
The program aims to equip students with fundamental knowledge about the rules and dynamics of various sports. Students are encouraged not only to participate actively but also to model good sportsmanship in all their athletic pursuits. By providing a well-rounded physical education, Voyager ensures that students leave Wellan not only with physical skills but also with a deep understanding of teamwork, fair play, and the ability to integrate physical activity seamlessly into their lives.
Voyager students have the opportunity to join Wellan’s Owls Athletic Teams and participate in the Montessori Athletic Conference (the “Big MAC”). The mission of the Montessori Athletic Conference is to provide students with healthy, enjoyable competition that promotes physical and social growth while teaching grace, courtesy, and good sportsmanship.
Athletic Teams
Fall: Cross Country Soccer
Winter: Basketball Volleyball
Spring: Cross Country Flag Football
Electives are mini-courses (1 hour per week for one semester) that offer students opportunities for in-depth focus on individual areas of interest or skill development. Students select one elective each semester from a list of offerings that vary by semester. Wellan Specialists develop a variety of electives, sometimes based on students’ requests.
Past electives have included:
• Coding/Computer Science
• Oil Painting
• Digital Composition and Music Technology
• Interior Design
• Marathon Club
• Fiber Arts
• 3D Printing
• Playwriting
• History of Rock and Roll
• Design and Stitch
• Personal Training
• Robotics
Taught by Wellan’s Technology Specialist, this enrichment class gives students the opportunity to expand their mathematical horizons by engaging in creative problem-solving activities while developing their abilities to be logical, resourceful, and ingenious! Though the math problems tackled are quite challenging and diverse, the club’s emphasis rests on learning new techniques, sharing ideas, and having fun together.
In club meetings, students discuss methods for analyzing problems and review important mathematical concepts. Students break into small groups to solve problems and compare different approaches. From November through March, students participate in monthly international Math Olympiad competitions.
For students who have developed 3D design skills using Tinkercad, our after school Advanced 3D Printing course presents students with the opportunity to take their skills to the next level using AutoCAD’s amazing Fusion 360 toolkit.
Each student completes a short online course to learn new techniques such as using chamfers and fillets to shape edges and to extrude sketches into 3D models with sweeping and circular patterns, and more. Students enrolled in the Advanced 3D Printing class design their own creations and also participate in an adaptive technology challenge to create important products specifically designed to help others.
Wellan’s after school Enrichment Program offers over 30 classes and clubs that complement our curriculum. Recent middle school offerings include:
• Advanced 3D Printing
• Advanced Art Techniques
• Advanced Woodworking
• Big MAC Basketball
• Big MAC Cross Country
• Big MAC Flag Football
• Big MAC Soccer
• Big MAC Volleyball
• Business Sharks
• Digital Art & Photography
• Drama Club
• Drama Tech
• Drone Dynamics Lab
• Engineering in Motion
• Ensemble Chamber
• Ensemble Prelude
• Everyday Español Club
• Fiber Arts
• FIRST LEGO League Robotics
• Jazz / Hip Hop Dance
• Lego Architecture
• Lego Mathematics
• Machine Sewing
• Math Olympiad
• Open Tech Studio
• Owlbears D&D Club
• Portfolio Art
• STEM Club
• Well-Tones Glee Club
• Yearbook Club
Students in Drama Tech explore the elements of design and composition while creating backdrops, costumes, and props for the Drama Club plays. Students work closely with the Drama Tech instructor and Drama Club director to support each show’s production.
Drama Tech students also have the opportunity to sign up for a Stage Crew position and work backstage for the winter Drama Club production. Stage Crew positions include run crew, lights, sound, and stage manager.
Wellan supports students and families during the process of applying to secondary schools, helping them to identify best-fit schools and prepare strong applications. During the 8th grade year, families work closely with our High School Placement Counselor, and students participate in mock interviews and receive feedback on their application materials. Students are encouraged to consider a variety of options and apply to several schools that could support their individual academic and personal growth. SSAT (Secondary School Admission Test) and ISEE (Independent School Entrance Exam) prep is included during students’ 7th grade year.
During the fall semester, Voyager students attend a weekly High School Prep class focusing on interview prep, SSAT practice, essay revision, and application completion. Students also conduct mock interviews with Wellan administrators and receive individualized support as needed for high school applications.
Recent acceptances include:
• Beaver Country Day School
• Boston Arts Academy
• Boston Latin School
• Boston University Academy
• Boston College High School
• Cambridge School of Weston
• Catholic Memorial
• Commonwealth School
• Concord Academy
• Chapel Hill-Chauncy Hall
• Dana Hall School
• Frederick Gunn School
• George Heriot’s School (UK)
• George Watson’s College (UK)
• Meridian Academy
• The Newman School
• Northfield Mt. Hermon School
• The Rivers School
• Roxbury Latin School
• Tremont School
• Waldorf School of Massachusetts Bay
• Worcester Academy
• Xaverian Brothers High School
What sets Wellan Montessori School apart in the middle school years?
• An individually-paced curriculum that challenges students academically and encourages the development of executive function skills
• The use of hands-on materials and project-based learning to facilitate the transition from concrete to abstract thinking
• A schedule offering a balance of structure and freedom, which inspires high achievement while sustaining intrinsic motivation and joyful learning
• A diverse school and classroom community that encourages the development of empathy, an understanding of equity and inclusion, and a commitment to social action for justice and peace
• Opportunities to explore various means of self-expression through creative endeavors, both in school and through after-school enrichment offerings
• An emphasis on the development of social-emotional skills, including self-regulation, relationship-building, leadership, and collaboration
• A unique blend of Montessori, progressive, and traditional pedagogy
• An individualized approach to secondary school placement
The Voyager program prepares students to be successful in the middle school years and beyond.
Interested in Middle School at Wellan? Connect with us to learn more.
wellan.org
admissions@wellan.org (617) 969-4488
MA 02459
