STUART HALL SCHOOL
Cochran Middle School Academic Program Guide
2013-12014 Stuart Hall School does not discriminate on the basis of race, gender, color, national origin, age, or physically challenging condition in administration of its hiring procedures or admission of its students.
TABLE OF CONTENTS Stuart Hall School Mission Stuart Hall School Leadership Cochran Middle School Philosophy & General Goals Academic Program of Studies Academic Program Guidelines Academic Accommodations Academic Assessments Academic Grade Reporting Academic Probation After-school Supervised Study Hall Assemblies Athletic Eligibility Chapels Conferences & Communication Daily Schedule Exams Field Experiences Grading Scale Homeroom Homework iPads/Tablets Leadership Learning Resources Center National Junior Honor Society Lockers Outlook Promotion Requirements Re-Enrollment Standardized Testing Summer Reading Tests Textbooks Tutoring Visiting Classes Addendum Curriculum Dress Code 2013-2014 Major Dates Calendar Supply List
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STUART HALL SCHOOL MISSION Stuart Hall School offers a rigorous and supportive coeducational academic program in the liberal arts and sciences for students from pre-kindergarten through grade twelve. With respect for the development of each individual, the School is a community anchored in a multi-faceted core value: Renewing the Heart Educating the Mind Nurturing the Spirit Strengthening the Body In the context of its Episcopal tradition, Stuart Hall School prepares boys and girls of all faiths for success in colleges and universities worldwide and for engaged, healthy lives of intellectual curiosity, responsible citizenship, creative expression, ethical leadership, and compassionate service. The emphasis on “Mind, Body, Heart, Spirit” has long been the basis for the School’s commitment to educating future leaders. This value supports the future, helps the School remain true to its past, and reflects a continuing commitment to the School’s motto: Omnia Cum Deo—All things with God.
STUART HALL LEADERSHIP Administration Mark Eastham, Head of School Christiana Holyer, Gray Upper School Director Sue Appleby, Cochran Middle School Director Cindy Patton, Hunter McGuire Lower School Director Lorie Davidson, Director of Enrollment Management Margaret Wood, Development and Alumnae/i Director Katie McConnel, Business Manager Brad Harrell, Comptroller John Duncan, Athletic Director
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COCHRAN MIDDLE SCHOOL PHILOSOPHY & GENERAL GOALS Philosophy Stuart Hall’s Middle School is a lively, vibrant place. Minds, bodies, hearts, and spirits fill the spaces in which the sixth, seventh, and eighth grades come together to learn. Through a blend of traditional and hands-on learning opportunities as well as field experiences, Stuart Hall’s Middle School challenges and assists students to gain intellectual confidence and self-reliance. Stuart Hall’s Middle School believes that middle school students can and should: actively participate in their learning and academic progress. read analytically as well as cultivate a joy of reading. reason mathematically while discovering and applying math in the world around them. communicate orally and in writing, both formally and informally. think critically about their studies, themselves, and the larger world. solve problems independently and collaboratively. learn to use technology efficiently and ethically. take ownership of community service projects. participate in the music, art, theater, and athletic programs. share appropriately in the leadership of the Middle School community. Equally important, we believe that a strong learning community grows from a partnership between the school and its families, as well as is a community in which safe social interactions are expected and maintained. Within this community, then, students and adults know each other well so that students feel comfortable and empowered to take intellectual risks. Each middle schooler can be herself or himself in a safe environment where adolescents can form special, long-lasting relationships with teachers and each other. Goals The academic program of the Cochran Middle School offers a rigorous core curriculum and diverse co-curricular courses that provide comprehensive preparation for high school. A challenging program of studies, guidance from experienced teachers, and personalized attention allow each student the opportunity to reach his or her intellectual potential. While each department at Stuart Hall School has developed content goals, the overarching, general goals for students in the Middle School academic program are as follows: Students build vocabulary and critical thinking skills by reading carefully and participating in analytical discussions across content areas; Students increase the mathematic concepts and problem solving abilities necessary for strategic thinking, as well as for success in higher mathematics; Students communicate thoughts, ideas, and opinions proficiently through creative, analytical, and critical writing and speaking tasks across content areas; Students develop increased awareness of and sensitivity to our global society by exploring events, cultures, and languages from around the world; ~2~
Students investigate and apply scientific concepts and processes with attention to the role of science in the world around us and as a vehicle to improve the quality of life for all people; Students develop technology proficiencies with attention to using those efficiently, ethically, and effectively; Students learn and apply collaborative skills as leaders and followers in a variety of formal and informal situations.
ACADEMIC PROGRAM OF STUDIES Grade 6: Literature 6; Language Arts 6; Algebra Readiness; Integrated Science 6; American History-Civil War to Present; Arts: Art, Music, Theatre, and SOS (Study & Organization Skills); and Physical & Wellness Education. Co-curricular options: Athletics, Chorus, Orchestra, Theatre Productions. Grade 7: English 7; Pre-Algebra 7 or Algebra 1 Honors*; Integrated Science 7; Civics and Current Events; Introduction to French and Spanish; Arts: Art, Music, Theatre, and TRW (Technology, Research, and Writing); and Physical & Wellness Education. Co-curricular options: Athletics, Chorus, Orchestra, Theatre Productions. Grade 8: English 8; Pre-Algebra 8, Algebra I*, Algebra I Honors*, or Geometry*; Integrated Science 8; World Geography and Current Events; French 1* or Spanish 1*; Arts: Music, Theatre, and the ME Project (public speaking); and Physical & Wellness Education. Co-curricular options: Athletics, Chorus, Orchestra, Theatre Productions. *Indicates a high school credit class.
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ACADEMIC PROGRAM GUIDELINES ACADEMIC ACCOMMODATIONS Stuart Hall strives to help each child achieve her/his greatest potential each day. We understand that not all children learn the same, so we look for ways to help each individual child be as successful as possible. However, Stuart Hall does not write or use IEPs (Individual Education Plans) or Section 504 plans. ACADEMIC ASSESSMENT Assessment of academic performance is an important component of the Middle School program. Assessment provides students with ongoing reinforcement and evaluation of progress. Individual teachers establish course specific assessments, which may include tests, quizzes, daily homework, class participation, projects, presentations, class notes, and exams. Individual teachers establish their own assessment criteria. ACADEMIC GRADE REPORTING There are two semesters during the year; each semester has two quarters. Formal report cards are issued at the end of each nine�week grading period. Reports include a grade and a narrative comment about academic performance. Interim reports are issued at or near the mid-point of each nine-week period as a way to help students and parents know academic progress. Interims include a grade and may include a comment. Additionally, teachers may notify parents/guardians of academic successes and concerns at any other point in a marking period. Whenever a student’s performance in class falls below reasonable expectations, teachers contact parents, usually by email, to report the situation. Teachers and parents may want to schedule a conference to discussions ways to help the student improve. Final grades and transcripts are withheld until all school bills are paid. ACADEMIC PROBATION If a student struggles in a particular class, he/she should seek extra help from the teacher, other teachers, administrators, or the Learning Resource Center. At the end of a marking period, a student is placed on academic warning if any of the following occur: the combined average of all core courses is a 73 or below; the student earns grades of 70 or below in two or more classes; the student earns a failing grade in any class. Academic warning leads to a conference with the parent/guardian, student, teacher/s, and Middle School Director in which strategies are discussed for helping the student improve. A student who sustains two consecutive quarters of academic warning will be placed on academic probation. Academic probation may lead to required tutoring and educational testing, removal from extracurricular activities, summer work, and the loss of returning to Stuart Hall School. ~4~
AFTER-SCHOOL SUPERVISED STUDY HALL After school supervised study hall is offered from 3:30 – 5:30 for an additional fee to day students who do not participate in Stuart Hall athletics or other supervised activities. Faculty members supervise the afternoon study hall and are available to assist students.
ASSEMBLIES Each Monday and Friday from 8:55 to 9:15, grades six through twelve come together for an assembly, which is time for announcements, celebrating successes, the Pledge of Allegiance, and reflecting on our community and ourselves. Each Wednesday from 8:55 to 9:15, the Middle School comes together for its own assembly, led by Middle School students. In addition to what we do in Staunton Campus assemblies, the Middle School celebrates birthdays and reflects on significant quotes and on historical events. Parents are always welcome to attend the Campus and Middle School assemblies. ATHLETIC ELIGIBILITY Students on Academic Probation may be deemed ineligible to participate in athletic practices, travel, and/or competitions. The Middle School Director in collaboration with the Athletic Director and a student’s parents discuss what course of actions is best for a student on Academic Probation. CHAPELS On Tuesdays and Thursdays, the Staunton Campus comes together for thirty minutes. These times are primarily when each of our seniors gives her/his culminating Chapel Talk. Other Chapel periods might be for guest speakers, religious celebrations, homeroom activities, locker cleaning, or study periods. Parents are always welcome to attend. ~5~
CONFERENCES & COMMUNICATION Communication between teachers and parents is critical to the success of Middle School students, and parents should never hesitate to contact a teacher. Teachers are most easily reached through their Stuart Hall email addresses. Two conference days are schedule in the academic year calendar, one in the fall and one in January. We encourage parents to schedule conferences with teachers at any time if questions arise about class work or if a concern exists regarding a student. DAILY SCHEDULE 8:00 – 8:50 8:55 – 9:10 9:15 – 10:05 10:10 – 11:00 11:05 – 11:40 11:45 – 12:35 12:40 – 1:30 1:35 – 2:25 2:30 – 3:20
Monday Period 1 Assembly Period 2 Period 3 lunch & recess Period 4 Period 5 Period 6 Period 7
Tuesday – Periods 1, 3, 4, 5 8:00 – 9:25 Period 1 (long) 9:30-9:45 Homeroom 9:50 – 11:15 Period 3 (long) 11:20-11:50 Chapel 11:55 – 12:25 lunch & recess 12:30 – 1:00 MS Chorus/Orchestra or Study Hall 1:05-1:50 Period 4 (short) 1:55 - 3:20 Period 5 (long)
Wednesday Period 2 Assembly Period 3 Period 1 lunch & recess Period 4 Period 6 Period 7 Period 5
Friday Period 3 Assembly Period 1 Period 2 lunch & recess Period 4 Period 7 Period 5 Period 6
Thursday – Periods 2, 4, 6, 7 8:00-9:25 Period 2 (long) 9:30-9:45 Homeroom 9:50-10:35 Period 4 (short) 10:40-11:10 Chapel 11:15-11:45 lunch & recess 11:50-12:20 MS Chorus/Orchestra or Study Hall 12:25-1:50 Period 6 (long) 1:55-3:20 Period 7 (long)
EXAMS Exams in Middle School occur at the end of each semester. Two, two hour exams are given in the morning from 8:00-10:00 and 10:30-12:30. School dismisses at 12:30 on exam days. Exam weeks are scheduled several months in advance, and students are expected to take exams during the scheduled time. Exceptions will be made only for serious reasons and only if requested of the Division Director. Students who miss an exam because of illness or emergency should use the make-up day to take the exam. Except under very unusual circumstances, exams will not be administered early. Grade 6 exams: Sixth graders take exams as a learning experience only. An exam score averages into a student’s grade like a major test grade. Sixth graders take practice exams in two of their core subjects at the end of semester 1. At the end of semester 2, sixth graders take practice exams in all of their core subjects: math, science, English, and American history. ~6~
Grade 7 exams: At the end of each semester, students in seventh grade take exams in all of their core subjects: math, science, English, and civics. Seventh grade exams count 10 percent of the semester grade. Grade 8 exams: At the end of each semester, students in eighth grade take exams in all of their core subjects: math, science, English, world geography, and either French or Spanish. English, world geography, and pre-algebra exams count 15 percent of a semester grade. Exams in courses with high school credit - Algebra 1, Algebra 1 Honors, Geometry, French 1, and Spanish 1 - count 20 percent of the semester grade. The grades achieved in these high school credit classes are reported on a student’s high school transcript and are calculated in the student’s high school grade point average (GPA.)
FIELD EXPERIENCES Field experiences enrich our students’ learning. Attending a Naturalization Ceremony or museum, visiting the Woodrow Wilson library, taking a tour of the Blackfriars Theater or downtown Staunton, or dining at a local ethnic restaurant are just some of field experiences teachers plan. Additionally, outings to promote social interactions are often planned. On “Girls & Boys Away” days, Middle School boys and girls engage in separate activities, which free both groups from the scrutiny and influence of the other. Bowling, etiquette, and hiking events have been prior experiences for the boys and girls. STU middle schoolers also enjoy time away from school as classes. Each year the sixth grade begins the year with a day away, designed to establish the collegial spirit needed for Middle School. Late in the spring the seventh grade also has a day away, generally involving an ~7~
outdoor activity such as rafting. The eighth graders enjoy a two night experience at the Chesapeake Bay, sharing time with classmates and learning about the importance of the Bay. STU’s expectation is that all students attend field experiences, except for extreme or unforeseeable reasons. Under most circumstances, parents are responsible for covering all fees. Trip specific permission forms must be signed for each field trip before a student can participate. Parents may be invited to attend as chaperones, volunteers, or guests. In the event that a parent drives, s/he must provide the business office with a current copy of her/his driver’s license and liability insurance. GRADING SCALE (grades 6 through 12) A+ 98–100 B+ 87–89 C+ 77–79 A 93–97 B 83–86 C 73–76 A- 90–92 B- 80–82 C- 70–72
D+ 67–69 D 63–66 D- 60–62
F 59 and below
HOMEROOM Each Middle School student is assigned to a grade level homeroom. Homerooms take responsibility for a variety of activities within the Middle School including leading assemblies and Chapel presentations, organizing community service events, overseeing lunch procedures, and planning social gatherings. Homeroom experiences allow each middle schooler to develop her/his leadership skills and to form close, nonacademic relationships with other students and with teachers.
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HOMEWORK Homework is an important part of the learning process and an invaluable tool for improving the performance of students. Homework provides opportunities for review and reinforcement of key information, applying skills and knowledge learned in class, and preparing for discussions and assignments to come. The nature of assignments varies from class to class, and Middle School students have a variety of short and long-term homework types, including reading, reviewing, and writing. Since each student approaches assignments differently, the amount of time an individual student takes to complete homework will also vary. An approximate guide for daily homework is twenty to thirty minutes every weeknight for each core course. With this guide in mind, here is an approximate time range for homework by grade: 6th: 1 to 1½ hours per night 7th grade: 1½ to 2 hours per night 8th grade: 2 to 2½ hours per night It is unlikely that a Middle School student will have no homework, since each night Middle School students should be reviewing and refreshing material covered. However, parents should contact the school if their middle schooler is spending significantly more time on homework than the approximate time ranges above. iPADS/TABLETS Generally, Stuart Hall does not provide iPads or tablets for student use. Students may bring a personal device for use in school. A device is not required, but it might provide an extra boost. Use of smart phones is not permitted during the academic day in the Middle School. A PC lab is available in the Middle School and a MAC lab is available in the library LEADERSHIP Middle School is a special time, a time when children begin to establish themselves as individuals, to pull away from family, and to test themselves in the academic and social worlds around them. Developing and practicing the ability to lead and gaining the confidence to do so is a critical influence on the paths that middle schoolers take. In Stuart Hall’s Middle School, students have the chance to be leaders in a variety of ways in the classroom as well as out of the classroom. In the classroom, students take leadership roles through leading presentations, taking note for absent students, distributing and collecting work, assisting with routine class procedures, and tutoring and mentoring their classmates. In the broader STU community, middle schoolers organize service fund raisers, lead Middle School assemblies, make presentations in Middle School and Staunton Campus assemblies, ~9~
organize and sponsor school dances, serve as hosts for visiting students, assist as guides on special days such as Grandparents’ Day, oversee lunch room procedures, prepare bulletin boards, and read during special chapel services. LEARNING RESOURCE CENTER (LRC) The Learning Resource Center is available for students who want a little extra help on an assignment or who are experiencing academic difficulties in general. Students may see the LRC Director before and after school. Parents are free to contact the LRC director at any time.
NATIONAL JUNIOR HONOR SOCIETY (NJHS) The purpose of Stuart Hall School’s Dr. Richard Phillips Chapter of the National Junior Honor Society is to create enthusiasm for scholarship, to stimulate a desire to render service, to promote leadership, to develop character, and to encourage citizenship. To be eligible for membership, a student must have attended Stuart Hall for the first semester of the year in question, must be a member of either the seventh or the eighth grade, and must have a year to date weighted academic GPA of 3.5 or higher at the conclusion of the first semester. A student under sanction for an Honor Code violation will not be eligible for membership into NJHS. The names of students who meet the above criteria are distributed to the Middle School teachers by the Middle School Director. After evaluating candidates in terms of leadership, character, scholarship, and service, the teachers submit their lists of nominees to the Honor Society advisor. Students nominated by two or more teachers are invited to join the NJHS and are formally inducted into the Honor Society at a service presented by the current members. Inducted students remain NJHS members through the ninth grade year.
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Once selected, students need to continue to uphold the standards under which they were inducted. If this does not occur, the student meets with the advisor to discuss and correct the problem. Further action after this may result in the student’s removal from the Honor Society. A student under sanction for an Honor Code violation will be removed from the NJHS. A student becomes eligible for nomination again in the next calendar year as long as he/she has attained the eligibility GPA. LOCKERS Lockers are the property of Stuart Hall School. Locker decorations must not be permanent, neither on the inside nor the outside. The School expects students to keep their lockers organized and tidy. The School reserves the right to inspect any locker without prior notification of students or parents/guardians. OUTLOOK An enriching component in the Middle School and the Upper School is the Outlook program. Outlook occurs monthly and provides an opportunity for students to experience a variety of activities beyond the classroom walls. These activities may include all-school events, community service, and guest speakers. Some Outlooks are part of STU’s traditions. For example, October is Staunton Campus pumpkin carving; January is the Middle School Geography Bee; February is the Spelling Bee for STU’s Lower and Middle Schools; and May’s Outlook is for the Middle School International Festival. PROMOTION REQUIREMENT At the very minimum, a Middle School student must pass, with a 60 or better, English and mathematics courses in order to be promoted to the next grade. The School notifies parents if their student is in danger of failing to meet this requirement. After consultation among parents, teachers, and administrators, a student who fails to meet these promotion criteria may repeat her/his grade at Stuart Hall or may take summer courses in the subject/s failed. In order to be placed in the next grade level at Stuart Hall, the student must receive a grade of 70 or above for the summer work and the grade/s from the summer work must be submitted to Stuart Hall School no later than two weeks prior to the opening of the academic year. RE-ENROLLMENT Each spring, students are invited to return to Hunter McGuire Lower School of Stuart Hall for the following year based on their academic accomplishments and commitment to the community. To be a student at Stuart Hall School is a privilege, not a right, and to abuse its principles could result in being asked to leave during the school year or not being invited to return. ~ 11 ~
STANDARDIZED TESTING Middle School students take the Stanford Ten Achievement tests in the spring. The School uses the Stanford results to monitor the progress of cohorts, to review curriculum, and to recommend individual students to the John Hopkins Center for Talented Youth program. The Stanford’s can show an individual’s progress, but test results reflect only one measure of a student’s academic progress, with achievement during the academic year the primary tool for measuring growth. Students take multiple choice tests in the following areas: science, social sciences, spelling, reading comprehension, reading vocabulary, mathematics problem solving, mathematics procedures, and language use. Additionally, using a prompt designated by Stanford 10, students spontaneously write a narrative selection. A student who is absent due to illness makes up essential tests upon his/her return to school. In the event of an extended absence due to illness, students will not be required to make up tests. Students who miss standardized tests for nonemergency reasons such as a family vacation will not make up testing.
SUMMER READING We ask all of our middle schoolers to read at least two books over the summer. One book we choose and one book middle schoolers choose. Middle School students have specific assignments to complete based on the required and free choice readings. The assignment for required reading forms the basis for class discussions at the start of the year. Students will have ~ 12 ~
some sort of test on the required book during the first 2 or 3 weeks of school. The assignment for the free choice book is due the second week of school. Grades accumulated for both books become part of marking period 1 in English. TESTS Tests are graded, in-class work that lasts most of a class period, covers the cumulative work of a week or more, and counts appreciably more than a quiz. To the best of their abilities, faculty members schedule tests and projects to prevent students from being overwhelmed. Although students may have several quizzes in one day, generally and except in rare circumstances, no more than two full-period tests are scheduled in a day. TEXTBOOKS Families are responsible for purchasing textbooks. We attempt to keep the cost low while also making certain that our textbooks are up-to-date. We look for eBook versions whenever possible. TUTORING If a Middle School student needs tutoring, the student’s parent/s can contact the Director of Learning Resource Center (LRC). The Director can help parents find tutoring for at school. However, the School cannot guarantee that a tutor can be found in every case. If tutorials are set up, it is the parent/guardian’s responsibility to inform the LRC Director (or the tutor directly) 24 hours in advance if unable to make the commitment. A fee will be assessed for missed sessions if students fail to notify their tutor within 24 hours. Tutorial fees are charged to the Student Billing Account. VISITING CLASSES Parents are welcome to visit their middle schoolers’ classes at any time. While letting the School know in advance is helpful, doing so is not required.
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ADDENDUM: Curriculum ENGLISH Language Arts 6: Three important aspects of writing form the focus of study in Language Arts 6: vocabulary, grammar, and structure. Students practice and refine their written and oral communication skills through essay and journal writing. Exercises focus on unity and clarity and promote “writing as process.” Literature 6: This course focuses on two aspects of English: reading and creative writing. Students expand their proficiency in remembering, reading, listening, speaking, and writing. By studying short stories, folktales, Shakespeare, modern fiction, historical fiction, and poetry, students use the characteristics of literature to help them expand vocabulary and analyze works intelligently and thoughtfully. Through the literature they study, the authors they read, and the characters they meet, students develop a deeper understanding of the past, of people they’ve never met, of the world that surrounds them, and most importantly, of each other. English 7: English 7 offers a survey of American and European prose fiction, non-fiction, drama, and poetry. While analyzing and discussing these genres, students learn to recognize and interpret the significance of figurative language and literary techniques such as simile, metaphor, personification, inference and flashback. Students are challenged to find the connections between literature and their own lives. Added to the study of classic and contemporary literature, English 7 offers extensive vocabulary building and opportunity for creative and structured writing. Students analyze and practice various writing modes such as narrative, descriptive, and expository. Clarity and organization are the foundations for the writing and speaking tasks assigned throughout the year. English 8: English 8 provides students with numerous opportunities to apply the ideas and literary terms discussed in previous years. Additionally, students study and apply more sophisticated literary devices such as satire, irony, and symbolism when examining different forms of literature. Through extensive class discussions, oral presentations, and frequent writing assignments, students establish a voice with which they will express their developing ideas and maturing methods of communication. Special emphasis is placed on style and audience as different forms of writing, including narrative, expository, and persuasive essays, continue to be practiced. While class discussions reinforce independent thinking, vocabulary lists and plot, setting, a ESL (English as a Second Language): Non-native English speakers who demonstrate the need for practice in reading, speaking, and writing English may be required to take this course in lieu of or in addition to grade level English classes. MATH Algebra Readiness 6: Students apply the foundational skills they have learned and are challenged with problems that require them to apply concepts on an accelerated level. Topics ~ 14 ~
covered include algebraic expressions and integers, solving one-step equations and inequalities, area and volume, and linear functions. This is an honors level class. Pre-Algebra 7: Pre-Algebra assumes that students have a general mastery of basic skills with all numbers and an understanding of algebra. The course emphasizes real world applications, the theory of algebra, and application of that theory to solving problems algebraically. The course focuses on the following: all operations with real numbers; equations and inequalities; percentages and problem solving. Algebra 1: Algebra I provides students with the basic foundations of algebra in preparation for Geometry and Advanced Algebra. Students learn to solve and graph linear and quadratic equations, manipulate polynomial and radical expressions, and solve and graph rational expressions. If successfully completed, this course may earn one Upper School credit. Algebra 1 Honors: Algebra I Honors provides students with a firm foundation in the basic concepts of algebra to prepare them for Geometry and Algebra II/Trigonometry. Students learn to solve and graph linear and quadratic equations, manipulate polynomial and radical expressions, and solve and graph rational expressions. The pace of Algebra Honors is more rapid than that of the general course, and greater emphasis is placed on application problems. If successfully completed, this course may earn one Upper School credit. Geometry Honors: Geometry Honors is intended to give students a well-rounded view of geometry in preparation for further study in mathematics. From geometric concepts to real world applications, this course develops logical reasoning and demonstrates the usefulness of geometry. The study of Euclidean geometry emphasizes using previously learned Algebra I principles in the study of plane and solid geometry. The skills and concepts developed in this discipline are useful to all students. The pace of Geometry Honors is more rapid than that of the general course, and greater emphasis is placed on applications, formal logical arguments, and proofs. If successfully completed, this course may earn one Upper School credit. SCIENCE The study of science in Middle School is an integrated approach. At each level, students explore the history and nature of science, investigate science as inquiry, and examine science in personal and social perspectives. Unifying topics include properties and changes of matter, the structures and functions in living systems, and the structures of the earth system. Hands-on activities create experiential learning opportunities. Integrated Science 6: Students examine three main areas: cells and heredity, chemical building blocks, and Earth’s waters. Linking these areas are the common threads of properties, processes, and changes. Integrated Science 7: Science 7 includes investigations into various science disciplines including ~ 15 ~
biology, chemistry, physics, environmental science and earth science. The focus centers on Ecology, Human Biology, Inside Earth and Earth’s Surface, Ocean, and Sound and Light. Integrated Science 8: Science 8 focuses on Earth science, physical science, and chemistry. Connecting themes include the interdependence of forces and the cause and effects of changes.
HISTORY American History 6: American History 6 examines historical events from the post-Civil War period through the present. The lives of ordinary Americans as well as the way national and international events shaped their world provide the foundation for study. Cultural and technological areas such as the arts, sports, entertainment, and inventions help students understand and form connections to the concepts being explored. Students work independently or in groups researching and presenting material on current events. Civics 7: In Civics, seventh graders examine key concepts of American citizenship, government and political systems at local, state, and national levels. Key components include an in-depth study of the United States Constitution and Bill of Rights, the branches of the Federal Government, and the court system. Students also learn about other governmental and political systems around the world. Additionally, this course examines fundamental issues such as
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immigration, poverty, natural disasters, and terrorism that confront our American and Global communities. Students discover how countries and individuals respond to those issues. World Geography 8: Geography provides a foundation on which students can build an understanding of the environmental conditions that shaped their world and the diversity of living things that populate it. As our world transforms from a collection of isolated civilizations to a connected international community, it becomes increasingly necessary for students to think globally. In this course, students learn the requisite map-reading and research skills which allow them to understand the countries of the world, the uniqueness of each, and the interrelatedness of all. WORLD LANGUAGES Introduction to French and Spanish: This course consists of one semester of French and one semester of Spanish. It is designed to raise students’ awareness of foreign languages through the study of French and Spanish. In this class, students learn some of the language as well as study elements of its culture, its history and its connections with our lives in the United States. After this year of introduction to a language, students pick one to study for a full year in eighth grade. French 1 or Spanish 1: Level I students are introduced to the basics of the language such as the alphabet, rhythm and accent, the first group of verb conjugation, introductions, interrogative expressions, telling time, expressing basic needs, preferences, and common expressions. Course content includes grammar, music, art, and culture. Instruction addresses written and oral expression, listening comprehension, and reading comprehension. Upon completion of this course, students will have a general language base and simple, every day conversation skills. If successfully completed, French 1 or Spanish 1 may earn one Upper School credit.
INTEGRATED ARTS In sixth and seventh grades, Integrated Arts classes occur for nine weeks. Eighth graders choose two classes from Visual Arts, Music, or Theater, and study each of these for twelve weeks. Complementing these rotations are specially designed, grade-level classes. Visual Art: In the Middle School art program, students are encouraged to improve their visual awareness by learning to look at and record what is experienced. While solving creative problems, students learn to use a variety of tools, materials and approaches. The Middle School art program also recognizes the significance of art history and the need to develop an appreciation for the work of artists from the past and present. Both two-dimensional and threedimensional media and techniques are explored, including drawing, painting, clay work, collage and sculpture. Students have the opportunity to study the formal elements of art and to experience both "observed" and "imagined" work.
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General Music: Music focuses on building listening skills and an appreciation of musical styles and construction. Through this course, students are exposed to reading and writing using standard music notation and discuss the basic principles of pitch, rhythm, tempo, dynamics, and phrasing. Students are introduced to Western music history and style periods and nonWestern musical traditions in Africa, China, India, and indigenous music of Polynesia, Australia, and the Americas. Students explore instrumental and vocal music pulled from a wide variety of high-quality sources. Students sing, play, and collaborate in order to compose, improvise, read and gain a greater understanding of many forms of music. By doing so, students gain the confidence to analyze, describe, and evaluate music and musical performances with informed, knowledgeable opinions. This fosters and encourages students to become music appreciators, performers, and creators in their lives beyond Stuart Hall School.
Theatre: Students in this class focus on the basics of theater arts, stagecraft, and performance. Establishing a routine of preparation exercises to warm up and develop the voice (vocal resonance, projection, articulation skills) and the body (stretching, relaxation, and physical awareness) serves as a touchstone for progress as students begin to develop a personal sense of stage presence. Working on improvisation exercises and short play creation, students have the opportunity to reflect on how the connection with an acting partner reflects the way they relate to peers in the real world. Class units include work on the power of gestures, creating characters from costumes, and weight-sharing exercises which form the basis of physical theater from clowning to mime and beyond. Each term is structured so that every exercise and class ~ 18 ~
activity builds on to culminate in the final production of a 10 minute play which is conceived, written, cast, directed and performed entirely by the students. 6th Grade “SOS”: Study and Organization Skills are critical for success in Middle School and beyond, and often middle schoolers need help learning them. In SOS, students practice and refine time management, classroom, home study, note taking, listening, and test-taking skills. They will also practice using word documents, making sure to understand formatting. Learning “drop box” technology and “netiquette” adds to the class work. This is a nine week class. 7th Grade “TRW”: This is a nine week class that combines technology, research, and writing. Choosing an event or scientific invention, students do in depth research on the event/invention, paying particular attention to the person who played the central role. Working through the research process, the seventh graders produce a mini-research paper and prepare a presentation in which they “become” the person they researched. Parents and classmates are invited to come and share the newly gained knowledge at the “Notable Names” festival. 8th Grade ME Project: The ME project focuses on speech writing and public speaking. During this 12 week experience, eighth graders write and present a 10 minute speech which reflects on their maturation in Mind, Body, Heart, and Spirit during middle school. While working together and independently on their speeches, the eighth graders will practice public speaking techniques, learn about “drop boxes” and put together a digital photo display. The culmination of the project is presenting their finished work for parents and classmates. PHYSICAL & WELLNESS EDUCATION This class meets all year and is designed to promote regular fitness and wellness. Complementing the School’s program of educating the whole child, PE-Wellness classes help the students to understand the importance of life-long fitness and nutrition wellness. Students work independently and collaboratively during activities and discussions. CO-CURRICULAR COURSES Middle School Theater Productions: Each year, the theater department presents a Middle School production. Generally, any interested Middle School student can participate, although sometimes auditioning for specific parts is required. In addition, Middle School students are encouraged to audition or to volunteer for technical work, such as creating props or helping backstage for the All-School spring production. Middle School Chorus: The Middle School chorus program stresses vocal technique, harmonization, and a cappella singing. The chorus performs throughout the year. As students progress, they begin the study of more advanced and complex music with emphasis on a spring performance. Middle School Orchestra: Students focus on the correct playing of violin, viola, or cello; proper posture, bow hold, playing techniques, performance techniques, and rehearsal etiquette are ~ 19 ~
learned. Students combine these skills with learning to play in an ensemble, make musical decisions, and play with dynamics, proper bowing, and phrasing. Students learn to read standard musical notation for their instrument and perform at least twice per year.
MIDDLE SCHOOL ATHLETICS Stuart Hall School is a member of the Virginia Association of Christian Athletics (VACA). A variety of athletic options are available for Middle School girls and boys, including basketball, cross-country, soccer, and volleyball. We also offer cheerleading and continue to consider additional sports offerings based on the interests and well-being of our students.
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ADDENDUM: Dress Code The primary goal of the Stuart Hall dress code is for our students to dress appropriately for school. Adherence to the dress code is a community responsibility. The dress code is designed to present a neat and conservative appearance. Families are expected to accept and abide by not only the written word, but as importantly, the spirit of the code. The School makes the final determination of acceptable and appropriate dress. The School trusts parents/guardians to ensure that students arrive to school dressed appropriately. The School expects that parents and students will work together to comply with dress code standards. Core Concepts: Clean, Coordinated, Conservative All clothes must be neat, clean, well-coordinated, and without holes. Attire must be in good taste and modest to reflect Stuart Hall values. Always Prohibited Athletic clothing - no clothes of mesh or terry cloth; no stretch jersey shorts; no sweatpants; no nylon warm-up pants, unless official uniform worn on a game day; Flip-flops, bare feet, and bedroom slippers; Pajamas; Ripped jeans and cut-offs; Hats: No head coverings, such as hats or bandanas, may be worn inside the School buildings. Facial piercing; Clothes with writing other than “Stuart Hall School”; Excessively tight or form fitting clothing, including spandex & Lycra. DRESS CODE GUIDELINES Every Day Dress Bottoms: Khaki or black slacks, capris, or knee-length shorts or skirts. In cold weather, solid color tights or leggings may be worn under skirts. Not acceptable: Denim fabric, jeans-style pants, “jeggings,” yoga pants, skinny jeans, cargo-style pants or shorts Tops: Solid color button-down Oxford-like shirt (long or short-sleeved); solid color polo shirt (long or short-sleeved); solid color turtleneck/turtleneck sweater in winter. Tops and shirts must cover the waistband and meet the following test: when hands are placed upon the head, the top must still cover the midriff. Sweaters, sweatshirts, blazers and outerwear, i.e. jackets, do not count as “collared shirts.” – a collared shirt as specified above must be worn under these items ~ 21 ~
Shoes:
Plain (i.e. no images/writing) sweatshirts or sweaters with a collared shirt underneath may be worn. Hoods must be down and not on the head. Not acceptable: Shirts unbuttoned; scarves in lieu of a collared shirt; denim fabric
For safety, the School strongly encourages students to wear close-toed shoes. Shoes must be in good repair and worn at all times. Heels may not exceed two inches in height. Not acceptable: flip-flops, bare feet, and slippers.
Formal Dress Ladies Required: khaki dress slacks or knee-length skirts with brown or black belts (as needed); solid white or light blue Oxford dress shirt, tucked in; solid navy vest, sweater, or blazer; black, navy, or brown dress shoes. Prohibited: Denim or jeans-style pants or fabric; sneakers or athletic shoes; fleece, sweatshirts, or outerwear (may not be worn inside) Gentlemen Required: khaki dress pants with brown or black belts; solid white or light blue button down Oxford dress shirt, tucked in; tie; navy blue blazers; black or brown dress shoes. Optional: sweater/sweater vest worn under blazer. Prohibited: Denim or jeans-style pants or fabric; sneakers or athletic shoes; fleece, sweatshirts, or outerwear (may not be worn inside) Red/White Dress Days In addition to Every Day Dress: Red or white Stuart Hall t-shirt; denim, in good repair. Dress Down Days In addition to Every Day Dress: T-shirts; denim, in good repair.
2013-2014
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ADDENDUM: 2013-2014 Major Dates Calendar August 14 – Boarding Prefects and new Boarders arrive for orientation August 16 – International Boarders arrive August 17 – Domestic Boarders arrive August 20 – First day of school; First Quarter Begins September 2 – Labor Day; School Closed September 27 – MS and US Early Dismissal (Parent/Teacher Conferences) September 30 – Professional Development; No Class October 17 – First Quarter Ends October 18 – All School No Class October 21 – Second Quarter Begins October 24 – LS Early dismissal (Parent/Teacher Conferences) October 25 – No Class for the Lower School (Parent/Teacher Conferences) November 22 – All School Early Dismissal November 25-29 – Thanksgiving Break December 17-19 – Middle School and Upper School Exams December 18 – LS Early Dismissal December 20 – Make Up Exams; No Class December 23-January 3 – Christmas Break January 6 – Classes Resume January 17 – All School Early Dismissal; Second Quarter Ends January 20 – MLK Day; No Class January 21 – Third Quarter Begins February 14-17 – Winter Break March 20 – Third Quarter Ends March 21 – No Class; Dorms Close March 24-28 – Spring Break March 31 –Fourth Quarter Begins April 3 – LS Early Dismissal (Parent/Teacher Conferences) April 4 – No Class for the Lower School (Parent/Teacher Conferences) April 18-21 – Easter Break April 22 – Professional Development; No Class May 19-21 – Senior Exams May 24 – Commencement May 26 – Memorial Day; School Closed May 27-29 – Middle School and Upper School Exams (all but Seniors) May 29 – Fourth Quarter Ends May 30 – Lower School Commencement May 30 – Dorms close
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ADDENDUM: Supply List
Stuart Hall Middle School Supply List Here is a list of common supplies used by STU middle schoolers:
a sturdy book bag locker supplies (shelving, pencil holders, magnets, etc.) 3-ring binder/s with dividers pocket folders lots of loose leaf ruled notebook paper 2 composition books (100 page minimum) lots of #2 pencils or mechanical pencils blue, black, and red pens pencil box/holder colored pencils, markers, and highlighters scissors and glue sticks Post-it-Notes 3”x 5” index cards 3 hole, hole punch water bottle for staying hydrated throughout the day project supplies for home
Individual teachers may give you a list of additional materials. Be prepared to replace supplies as necessary throughout the year. Put your name on everything!
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