TABLE OF CONTENTS Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Division Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Division-Wide Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Advisory Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Collection & Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Meeting for Worship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Meeting for Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Service Learning Program . . . . . . . . . . . . . . . . . . . . . . . . . 4
Student Governance: Committees and Clubs . . . . . . . . . . 5
Technology Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
Middle School Academic Program Overview . . . . . . . . . . . . . 5
Core Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
History/Social Science . . . . . . . . . . . . . . . . . . . . . . . . . 5
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
World Languages, Literature & Cultures . . . . . . . . . . 6
Encore Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Human Dynamics and Development . . . . . . . . . . . . . 7
Information and Technology Literacy . . . . . . . . . . . . 7
Performing Arts: Band, Choir, Music . . . . . . . . . . . . . 7
Physical Education & Athletics . . . . . . . . . . . . . . . . . . 8
Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sixth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . 9
Advisory-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Service Learning-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Core-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Encore-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Seventh Grade Program of Study . . . . . . . . . . . . . . . . . . . . . 11
Advisory-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11
Service Learning-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Core-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Encore-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Eighth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . 15
Advisory-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Service Learning-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Core-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Encore-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Additional Elective Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Extra Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
FIRST LEGO League (Robotics) . . . . . . . . . . . . . . . . . . 19
Mastery Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Math Olympiad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Middle School Oversight Committee . . . . . . . . . . . . . . . . 20
WEB Middle School Orientation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Sixth Grade Program of Study
Seventh Grade Program of Study
Eighth Grade Program of Study
Programs-6
Programs-7
Programs-8
Advisory-7
Advisory-8
Service Learning-6
Service Learning-7
Service Learning-8
Core-6
Core-7
Core-8
English-7
English-8
History/Social Science-7
History/Social Science-8
Mathematics-7
Mathematics-8
Advisory-6
English-6 History/Social Science-6 Mathematics-6 Physical Science-6 World Languages, Literatures and Cultures-6 Chinese-6
Earth and Space Science-7 World Languages, Literatures and Cultures-7 Chinese-7
French-6
Human Dynamics and Development-6 Information and Technology Literacy-6 Performing Arts-6 Choir-6 and Band-6
Physical Education-6
Computer Science-8
Computer Science-7 Human Dynamics and Development-7 Performing Arts-7
Human Dynamics and Development-8 Information and Technology Literacy-8 Performing Arts-8
Music-7
8th Grade Musical
Music-8
Band-7/8
Visual Arts-6
Chinese-8
Athletics-7/8
Athletics-7/8
Information and Technology Literacy-7
Music-6
World Languages, Literatures and Cultures-8
Encore-8
Encore-7
Computer Science-6
Biology-8
Spanish-8
Spanish-7
Encore-6
Advanced Math-8
French-8
French-7
Spanish-6
Enriched Math- 7
Band-7/8
Choir-7/8
Choir-7/8
Visual Arts-7
Visual Arts-8
Additional Elective Programs Extra Help FIRST LEGO League (Robotics) Mastery Program
2
Math Olympiad Middle School Oversight Committee WEB Middle School Orientation Program
Division Objectives The middle school student at By emphasizing interdisWilmington Friends School is ciplinary activities and by definition a pre-adolescent programs, reading, study or an adolescent, and the curskills, group learning, riculum reflects the changing and sometimes difficult nature and techniques of organization, middle school of that stage in our students’ development. The children teachers guide students who enter the sixth grade through and beyond the differ dramatically from the fundamentals of academteenagers who move on to upic work. per school after eighth grade. Their changes are intellectual, emotional, and physical. Middle school students often seek independence by testing authority. At the same time, they both fear and delight in taking risks and trying new things. The middle school structures programs that stimulate students to meet challenges, value differences in each other, and make good decisions. Faculty advisors (see “Advisory Program”) and grade deans offer guidance and support for students and their families. The transition to adult life requires the acquisition of both skills and knowledge, which promote the growth of independent and cooperative learning. By emphasizing interdisciplinary activities and programs, reading, study skills, group learning, and techniques of organization, middle school teachers guide students through and beyond the fundamentals of academic work. Activities that strengthen written, oral, and artistic expression allow individual talents to be recognized. Participation in individual and team sports develops both the cooperative and competitive spirits in children while satisfying their need for physical activity. A graduate of Wilmington Friends is expected to embody core ways of being. A graduate is someone who: • Seeks truth • Values justice and peace with a conscious responsibility for the good of all • Models creative, independent thinking • Exercises self awareness and intentionality • Is a skillful communicator and collaborator However, there is no single class to teach these life habits. Only through earnest engagement with our program and community does the student develop and begin to exercise these ways of being. The middle school component of this journey involves the development of eight essential cross-curricular skills. Within the WFS middle school students work in all of their classes, teams, small groups, and interactions to: Communicate • Communicate effectively in a variety of media (writing, speaking, performing and visual arts, etc.) • Listen to, consider, and recognize others’ perspectives
• Advocate effectively for themselves Collaborate • Work effectively in groups • Demonstrate flexibility in attitude, approach, and working with others • Participate actively and positively in the life of the school Create • Think independently • Produce creative solutions • Ask, “what if?” • Express thoughts, feelings, experiences, stories through visual and performing arts Manage Time/Organize • Prepare/plan effectively for projects and assessments • Attend to detail • Organize efficiently • Manage time effectively • Prioritize effectively Live Responsibly/“Let Their Lives Speak” • Use and apply technology in an efficient and productive way • Follow-through on assigned work/accepted responsibilities • Accept individual responsibility for role in community • Recognize and act upon the “responsibility of opportunity” • Demonstrate integrity; make ethical decisions • Recognize godliness in others Grow and Develop Resilience • Accept mistakes as a key part of the learning process • Accept and engage challenge willingly beyond personal comfort zones • Exercise self-discipline/demonstrate an ability to delay gratification • Demonstrate resilience (learn from and do not dwell on failure) • Attribute success to their own efforts Inquire/Engage • Read effectively to determine next steps • Connect learning to their lives; make it personally meaningful • Identify reliable resources • Ask and test questions effectively • “Self-teach” • Work independently Be Mindful • Understand themselves as learners • Value reflection • Understand that learning is a lifelong process • Value the lessons others have to teach • Discipline themselves to remain open to new ideas and understanding 3
Division-Wide Programs ADVISORY PROGRAM
The faculty advisor establishes a working relationship with student advisees, providing each student with an adult advocate. The advisor is the primary link between home and school, with regular communication to parents/guardians, including comments in interim and semester reports concerning the growth and progress of the student. The advisor is also responsible for knowing the “big picture” about her/his advisees’ academic and personal development, consulting with other teachers as needed, and tracking approaches that are more or less helpful in encouraging student success. Advisory Groups: • Consist of 10-13 advisees who meet regularly and frequently • Provide a trusting environment where students may offer support to each other • Provide a setting in which students can... • Review school rules and procedures • Discuss ethical and moral issues • Discuss social concerns • Build group trust • Set individual goals • Develop organizational/responsibility strategies • Learn conflict resolution skills • Have fun in a small social group
COLLECTION AND ACTIVITIES
Collection: Collection, a regularly scheduled assembly of the entire middle school student-body and faculty, is an opportunity for shared community experiences. Typically, these include presentations and performances by students, faculty, and visiting artists and speakers. Activities: Sponsored by middle school faculty, the Middle School Activities Program is an opportunity for students to participate in fun and differently paced experiences during the academic cycle. Students sign up for an activity twice in the school year. Activities meet every other week for 45 minutes. Some activities include dice baseball, cricket, Origami, dramatic improvisation, low impact camping, surfing the Internet, Latin American dancing, mind teasers, indoor soccer, chess, kickball, S.P.O.R.T.S. talk, cake and cookie decorating, “philm and philosophy,” silly videos, and international cooking.
MEETING FOR WORSHIP
At the heart of Friends School is the Meeting for Worship. Friends (Quakers) worship as a group. In the middle school this may take the form of an entire division (6th-8th grades); mixed-small groups of 10-15 6th, 7th, and 8th grade students; advisory group; or a whole grade-level. Students and faculty gather in “attentive” or “expectant” silence. Anyone who feels moved to do so may stand and speak briefly. The school tries to help students find ways of using silent meditation effectively for worship. Reflection on inward leadings and shared messages 4
gives students and adults, informed by their own religious identity and values, a meaningful opportunity for moral-intellectual growth.
MEETING FOR BUSINESS
The business meeting clerk, agenda clerk, and recording clerk (all students selected by their peers) set an agenda for the monthly business meeting. The business meeting follows the Quaker method of decision making through consensus. Significant, student-initiated changes have been made to middle school life and operations through student-led initiatives in committees (see below) and business meeting.
SERVICE LEARNING PROGRAM
The Middle School Service Learning Program is an important aspect of students’ growth and maturation, and it is integrally linked to curriculum covered in both academic courses and advisory. Students in all three grades engage in service learning projects throughout the course of the school year. Service learning reinforces the idea, importance, and practice of reaching out and caring for others, an aspect of education and citizenship that is nurtured in the lower school at Friends and that continues through the upper school’s service requirement. Our hope is that students will gain a broader understanding of their individual roles in society by helping to improve the quality of life of others in their local Our hope is that students and/or global community. will gain a broader under standing of their individual Finally, the Service Learnroles in society by helping ing Program is based to improve the quality of on the Quaker ideals of life of others in their local environmental stewardship and community responsibil- and/or global community. ity and the belief among educators that service experiences provide adolescents with an outward focus that can facilitate a personal and group sense of pride and accomplishment, as well as support educational goals. Middle School service experiences include activities and projects that: • Are authentic (meet a real need in the community). • Are age appropriate. • Engage students in the planning. • Involve a strong reflective component before, during, and after the service activity. • Are in some way connected to, or integrated with the students’ academic/advisory curriculum. The following are objectives of the Middle School Service Learning Program: • Students develop an appreciation for the opportunities community service can provide, both in terms of personal pride for the student and positive impact on the greater community. • Students grow personally and intellectually as a result
• • • •
of their service experience and the subsequent reflective activities. Students understand that service to others is a responsibility of each member of the community. Students discern connections between their service work and components of their academic and/or advisory curricula. Students connect their service experiences with the Quaker beliefs in stewardship of Earth, the environment, and economic resources. Students engage in several different school-sponsored service opportunities throughout the academic year.
STUDENT GOVERNANCE: COMMITTEES AND CLUBS
Committees: In our middle school, students are directly involved in community decision making. Students organize and run committees that seek to improve the quality of middle school life. Faculty members sponsor each committee, but they are not decision makers; they are simply guiding members. Individual students are selected by the Quaker process of consensus for leadership roles and then attend leadership workshops to develop facilitation and group-management skills. All committee plans and decisions are arrived at through consensus as well. While this process is often not a quick means to decisions, it values and, indeed, requires all voices. Clubs: Middle school students are invited to propose and organize clubs based upon shared interests. Clubs require a faculty sponsor and typically meet during middle school lunch. Examples include Drama Club and One Direction Club, among many others.
TECHNOLOGY PROGRAM
Wilmington Friends has a one-to-one laptop program for students in grades 5-12. Students use their school-issued laptops both at school and at home for computer-based work in all disciplines. The goal of the program is not simply to expand the use of digital-age tools, but to make the most of the opportunities presented by technology in service of our educational and philosophical mission. The potential of technology for collaboration across all kinds of boundaries aligns with the Quaker belief in collective wisdom and the commitment of Quaker schools to prepare and inspire students “to make a better world.” It also aligns with research demonstrating that technology as a thoughtfully applied tool within a quality curriculum deepens student engagement, supporting both independent learning (including differentiated instruction) and collaborative problem solving. The laptop program is a tool to help us reach the following objectives: • To advance the development of 21st century skills such as collaboration, critical thinking, problem solving, creativity, and adaptability—skills recognized as increasingly essential to advanced studies, public service and citizenship, and leadership in industry. • To enable faculty to incorporate technology more easily
into their lessons, and to support their unyielding efforts to maintain an innovative learning environment for students. • To deepen the student-centered approach to teaching and learning. • To provide all of our students with equal access to and compatible forms of technology at school and at home. • To improve the performance and efficiency of our school’s computer network, further increasing student access to technology.
MIDDLE SCHOOL ACADEMIC PROGRAM OVERVIEW CORE COURSES
ENGLISH
The middle school English program sets high expectations for students in aspects of grammar, writing mechanics, vocabulary, and literary terminology. The program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write—and to revise—in various modes; their confidence and facility in self-expression; and their capacity to organize and comfortably manage their assignments. Skills in speaking/oral presentation, reading, writing, vocabulary development, organization, and grammar and mechanics are taught in each course. Methods include in-class essays and take-home essays (in stages of thesis statement, outline, first draft, and final draft); student multimedia presentations; dramatizations; cooperative learning groups; reading aloud; creative writing; and teaching through games and competitions.
HISTORY/SOCIAL SCIENCE
The History/Social Science Department stresses student engagement both in a world that should be and in a world that is. Students should feel secure in their possession of intellectual strengths and specific knowledge, as well as gain a sound foundation in history/social science methodologies. These objectives are defined to prepare students academically and in disposition to pursue further education, formally and informally; and to prepare them as citizens to be active participants in working for that “better world” to which people throughout history have aspired. The department’s program is designed to encourage students to appreciate history/social science as a means to: • Make possible “lifelong learning” • Develop specific skills and attitudes relevant to the discipline (e.g., research, critical thinking, historical empathy) • Understand and appreciate global interdependence by being aware of historical forces developing logically and representing various needs, stages of development, beliefs, and conditions • Respect scholarship and intellectual achievement • Ask relevant questions, probe and be intellectually curious; communicate by various methods, use a variety of techniques in learning, and understand how to acquire informa5
tion from a variety of sources
• Feel self-aware, confident, and secure in their skills to pur• • • • •
sue multi-faceted forms of knowledge in an active, inquiring manner from various sources Understand the difficulty of universal agreement on facts and the impact upon individual and societal perspective of gender, race, ethnicity, sexual orientation, religious belief, and geographical location Understand notions of continuity, change, and historical development Apply moral and ethical considerations to their analyses of the past and understanding of the present. Show “geographical literacy” Appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs
MATHEMATICS
The middle school math program covers a wide range of ideas and skills including arithmetic computation with rational numbers, number theory, patterns and functions, statistics, probability, geometry, and linear and quadratic algebraic operations. The material is presented in a variety of ways to meet the needs of students with a variety of learning styles, and to benefit all students by expanding their range of approaches to mathematical (and other intellectual) challenges. Using discovery methods as well as direct instruction, students work both individually and in small groups. Students develop their abilities to communicate their mathematical reasoning orally, symbolically, and graphically. Middle school mathematics requires an ability to calculate accurately and to use words and symbols in a meaningful manner. Students learn the appropriate use of technology, which includes the use of graphing calculators (starting in 8th grade) and supported programs such as Khan Academy and other math websites. In addition to the 8th grade math course, there is an advanced 8th grade math class. This fast-paced class meets several times a week with deeper exploration of concepts and covers additional topics. Participation in this course is based on a combination of math grades from 6th and 7th grade, standardized test scores, and teacher recommendations. In preparation for the advanced section in eighth grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other challenging work within the curriculum. At the beginning of the year, math teachers distribute information concerning advanced work to all interested 6th, 7th, and 8th grade students.
SCIENCE
The middle school science program consists of inquiry-based lessons that build skills, reinforce understanding of the scientific method, and present topics that stimulate and connect to everyday scientific and sustainability situations. The goal of the 6
middle school program is to prepare students with the skills they will use in upper school science courses as they question and investigate the physical, chemical, and biological world around them, while broadening their understanding and application of concepts introduced in elementary science classes. Students engage in research, problem solving, critical thinking, and learning independently and in collaborative groups. Each grade begins the year with units to practice metric measurement, lab safety, and observation skills. Students brainstorm and record meaningful qualitative and quantitative observations. They incorporate measurement and calculations in their lab work, practice designing tables and graphs, and use their laptop computers to store, display, share, and report their data, results, and analyses. Students also gain experience with technical writing and editing as they formulate hypotheses and critique the practices and procedures used in their investigations. Additionally, students apply the STEM design process as they clarify their questions and solve problems. Other highlights of the middle school science program include interdisciplinary and interdivisional activities, field trips with service learning components, guided use of scientific equipment including microscopes and digital probes, and technology-based programs such as Stellarium, iMovie, and Google Earth.
WORLD LANGUAGES, LITERATURE & CULTURES: Chinese, French, Spanish
The ultimate goal of the World Languages, Literatures & Cultures Department is the communication of meaning as fluently and accurately as possible. We teach the four basic skills of listening, speaking, reading, and writing. Our focus is on using the language in the classroom; teachers speak to students only in the target language. Such immersion necessitates active listening on the part of students and encourages and enhances conversation. We reinforce the study of grammar through open-ended scenarios, skits, and dialogues, which might include such real-life situations as navigating travel, shopping for clothing, and restaurant and market excursions. We also include aspects of the culture and civilization in order to enrich the language-learning experience. Additional enrichment activities may include guest speakers, music, video clips and filming, and pen pal exchanges. In alternating years, French and Spanish seventh and eighth grade students have the opportunity to travel, respectively, to Québec and Puerto Rico during the summer. The school traveled to China (which was not limited to students in the Chinese program) in the summers of 2012 and 2014, and the spring of 2017.
ENCORE COURSES COMPUTER SCIENCE
The goal of Computer Science in the middle school is to instill a knowledge of and confidence in the iterative, problem-solving process. Using the Computer Science Teachers Association (CSTA) standards to inform the curriculum, the following five strands are covered: computational thinking; collaboration;
computing practice and programming; computers and communication devices; and community, global, and ethical impacts. With a focus on process over product, students will be able to fully harness the problem-solving capabilities of a computer. Computers afford the programmer/user a very powerful tool with which to solve problems. By learning how to break To fully embrace the these problems down into iterative problem-solving discrete, repeatable steps, approach, students must students are able to iterate have the confidence to through a multitude of apfail, to get unexpected proaches before arriving at results, and to explore an algorithm that achieves the goals of the problem. In and persevere through order to fully embrace this these challenges as they iterative problem-solving work their way closer to approach, students must have finding solutions. the confidence to fail, to get unexpected results, and to explore and persevere through these challenges as they work their way closer to finding solutions. Harnessing the potential of algorithmic thought and the programmatic potential of computers, students will use their computer science knowledge to be “creators” as opposed to just “users” of technology in many fields of study.
HUMAN DYNAMICS & DEVELOPMENT
Human Dynamics and Development is a cross-divisional (lower, middle, and upper school) program at Wilmington Friends, encompassing social and emotional awareness, interpersonal relationships, academic skill development, and healthy living habits, including strategies and processes for making informed decisions.
INFORMATION AND TECHNOLOGY LITERACY (Library Media Center)
The Information and Technology Literacy curriculum of the Library Media Center focuses on integrated projects in multiple disciplines (English, social science, science, mathematics, etc.) that allow students to use acquired skills to complete academic work. Information-seeking strategies, evaluation of sources, and presentation of information, as well as other library-related skills are taught in both a once-a-cycle class and through projects in the core subject areas. The librarian plans selected teaching units with classroom teachers and integrates lessons based on the “Big Six Information Problem Solving Model” into assignments and research projects. Students learn to evaluate and solve all forms of information challenges.
PERFORMING ARTS
The mission of the Wilmington Friends Performing Arts Department is to provide an exemplary education in the performing arts that encourages students’ lifelong participation and learning in the discipline. We nurture students’ appreciation and understanding of the tools, skills, and history of the performing arts. We encourage creativity, self-discovery, inde-
pendent thinking, and risk-taking through the exploration of students’ talents, abilities, and values. Our program enhances students’ collaborative skills and allows them to grow emotionally, socially, and spiritually. It is our goal to teach students to put theory into practice through authentic experiences utilizing quality performance facilities and equipment. With the presentation of outstanding concerts and productions, Wilmington Friends School students will inspire the entire school community to participate in, understand, and support the performing arts as an integral part of a complete and well-rounded education.
BAND
Middle school band further develops the concept of ensemble to which many of our students have been exposed as members of the fourth and fifth grade band. It is assumed that members have been participating in musical instruction, have a basic understanding of music theory, and understand the mechanics and sound production of the instrument they are playing. Repertoire will be drawn from many different musical traditions, but is subject to the availability of instruments and players. A distinct grounding in the classics of musical literature provides for historical and chronological coherence.
CHOIR
Middle school choir builds upon elementary choral experiences and prepares students for participation in the Upper School. The choral program is based on a cumulative sequence of musical experiences designed to promote continuous growth in musical understanding, vocal performance skill, and knowledge of theory and history so that students might discover, understand, enjoy, and evaluate music as an art and as a means of self-expression. In conjunction with the skills learned, students are given opportunities to acquire and demonstrate the life skills of responsibility, teamwork, dedication, and the pursuit of success through hard work and the development and practice of poise, stage presence, and self-confidence. Repertoire covers a variety of genres and is chosen based upon students’ interests and abilities.
MUSIC
The middle school general music experience builds on the skills and knowledge from elementary years and expands students’ experiences with a variety of music to allow them to make informed musical judgments. This broad exposure also aids students in making connections between music and other disciplines. Students become more aware of the cultural and historical forces that shape society and thus are prepared to live and work in a multicultural community. These courses intend to expand the role that music plays in students’ lives, and thus enhance the level of skill they develop in creating, performing, and listening to music.
PHYSICAL EDUCATION & ATHLETICS
The middle school physical education program is designed around the team sport concept. Sixth grade students are gender-separated so that boys and girls have an opportunity to 7
learn about the individual and team sports offered in our MS athletic program. Preparation for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are presented which allow each student to gain an interest in and to develop the foundation skills for sports of his or her choice. Drills and small-numbered, lead-up games allow students to develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized. The girls’ and boys’ seventh and eighth grade athletic program is the start of interscholastic competition at Friends. The program offers a wide variety of team and individual sports to give each student a broad, in-depth, and meaningful athletic experience appropriate to the athlete’s level of ability. The department’s objectives for student-athletes in middle school are: • In developing individual strengths and a healthy sense of self, the student athlete... • Values physical as well as intellectual activity as components of personal growth and well-being. • Sets personal and team goals. • Appreciates the individual/team qualities that may set him or her or them apart from other individuals/teams. • Develops the confidence and the willingness to take risks in competitive interscholastic games, i.e., “Be prepared to make the big play.” • Develops an individual moral and ethical sense of sportsmanship while engaged in interscholastic activities. In learning to respect the dignity and worth of each individual, to value diversity, and to seek acceptance and understanding for people of all groups, the student athlete... • Shows respect for others such as teammates, coaches, opposing teams, officials, spectators, and parents. • Displays integrity, honesty, and sportsmanship. • Recognizes, understands, and values teammates’ and opponents’ diversity in skills and abilities. Throughout her/his activities and experiences, the student athlete develops and displays these qualities of mind, body, and spirit: • Enjoyment of the experience and reward of learning new skills and techniques necessary to compete in interscholastic competition • Commitment to developing skills to the fullest • Ability to work cooperatively and independently for a team • Confidence through skill improvement and performance in all athletic endeavors Specific athletic objectives which will allow the student athlete to develop and maintain self-discipline, initiative, and independent thinking include: • Physical conditioning and training to perform at peak efficiency, thus enhancing a positive self-image and sense of self-worth 8
• Development of poise and composure by learning to deal
with different kinds of stress situations in both practice and competition • Encouragement to take on and accept leadership opportunities such as inspiring teammates and performing duties of responsibility • Development of team spirit and teamwork • Development of sportsmanship (i.e., being humble in victory and gracious in defeat; playing by the rules; accepting decisions of officials without comment) • Commitment to program
VISUAL ARTS
The middle school visual arts program is designed to guide students deeper into the exciting and powerful world of visual expression. Students broaden their knowledge of visual arts as a language through which they are able to investigate and communicate ideas. Throughout the middle school visual arts program, students... • Investigate the nature and roles of visual arts in today’s society • Examine the relationship between creativity, knowledge, risk-taking, and responsibility • Learn technical and thinking skills that allow the investigation, expression, and clear communication of ideas • Study past and contemporary important achievements in the visual arts • Learn about the importance of cultural contexts of works • Practice a wide range of composition and drawing techniques • Learn ways of describing and interpreting visual works • Develop and assess a physical and digital portfolio • Work independently and collaboratively • Learn how to fairly assess one’s work and the work of others • Explore the process of conceptualizing, producing, evaluating, and refining visual works • Study and apply the elements and principles of design • Practice inquisitive interdisciplinary thinking • Discuss the nature of art and works of art • Use the design thinking process of empathizing, defining, ideating, prototyping, and testing • Investigate the potential of visual communication through digital technologies while learning how to navigate safely in the digital world
SIXTH GRADE PROGRAM of STUDY Programs-6
Advisory-6
The sixth grade advisory program gives students the opportunity to work with a small group of peers and a faculty advisor
in a less formal setting than that normally found within the classroom. The program, which is designed cooperatively by the sixth grade team and middle school dean for student life, is centered around the needs of the class and includes topics relating to a student’s transition to middle school, diversity, social issues, organization and study skills, and service learning. Mixed in with the more formal program are activities, such as games and friendly competitions, that are designed to help each advisory establish an identity and to bond as a group. The advisor, who is also a sixth grade teacher, serves as the inschool advocate for and a confidant to his or her advisees, and is the primary contact person between home and school. Past advisory activities have included: • Bonding day activities and games • Developing organizational and study skills (these include regular locker/binder cleanouts) • Service learning opportunities • A variety of friendly games and competitions • Working together to plan and then run a booth at the middle school fair • The sixth grade Olympics
Service Learning-6
Speaking to our values as a Quaker school, service learning is an important part of the sixth grade program. Usually working in small groups, students help plan and carry out a number of activities during the year that are designed to increase their awareness of the needs of others. After each activity, a debriefing session is held during which students share what they have learned. Past experiences have included: • Baking apple pies for the Sunday Breakfast Mission • Making sandwiches for the Sunday Breakfast Mission in honor of Dr. Martin Luther King, Jr.’s call to service • Restocking shelves and packing food bags at a local food bank • Participating in the student-organized 5K race for a local, charitable, non-profit organization
Core-6 Courses English-6
In sixth grade, English students work to achieve competence and consistency in writing assignments, emphasizing proofreading, paragraph structure, fictional works of varying length, poetic language, and four-paragraph essays. They make use of peer editing, thereby internalizing the guidelines and rules of good writing, and they use assessment rubrics to help guide both the writing and revision of their work. Some sixth grade English writing is done in coordination with other courses, especially sixth grade social science. Students read, discuss, and write about novels focusing primarily on the ancient world. Much of the reading coordinates with the social science program. The English focus is on active reading, critical thinking, literary style, and cultural analysis. Texts include selected novels such as Gilgamesh the Hero, Pharaoh’s Daughter, and Inside the Walls of Troy, with some variation
depending on the teacher. The Outside Reading component of the course provides the opportunity for students to select and read a variety of age-appropriate literature. For grammar study, students learn writing mechanics, especially as it relates to run-on sentences and sentence fragments. The vocabulary/spelling development program is primarily derived from class readings.
History/Social Studies-6: “Ancient Cultures”
The sixth grade history/social science course is an investigation of ancient cultures and civilizations. Students study the rise of civilization in Egypt, Greece, and Mesoamerica. They begin each unit by examining the role geography played in the development of the civilization before moving to a study of its system of government, economy, education, religion, social structure, arts and technology, and intellectual ideas and concepts. A main focus of the course is the development of skills that allow students to analyze a culture through its components. Students compare the societies they study and identify, examine, and evaluate the differences they find. They also examine how each of these societies has influenced their lives and the world they live in today. Students are required to write on a regular basis and to develop a history/social studies vocabulary. They also learn basic research skills using printed sources, e-books, and the Internet. Among the skills emphasized throughout the year are organization, note taking, identifying the important points in a reading, test-taking techniques, public speaking, and cooperative group work. Students also become proficient in the use of Google Docs and use Web 2.0 technology.
Mathematics-6
In sixth grade, students are exposed to a variety of new topics, while building upon and drawing from previously learned mathematical facts and concepts (in careful coordination with our lower school program but certainly accessible to students joining us from other schools, as well). Through the discovery method, students investigate real-world problems, using multiple strategies and collaborative learning to arrive at common solutions. Students learn to use calculators and other technologies such as Khan Academy to enhance concept development, while maintaining an ability to understand the mathematics behind the calculations. Students use the Math in Focus 2020 series (Singapore Math) as a framework for classroom investigations and individual study. Each unit within the series allows for both remediation and enrichment activities. Course topics include: • Number theory, including the prime factorization, LCM, GCF, and the fundamental theorem of arithmetic • Two-dimensional geometry • Measurement of two-dimensional figures • Statistics - mean, median, and mode • The use and manipulation of rational numbers 9
• Order of operations, including understanding of exponents
tions, storytelling, competitions, games, and videos.
• •
Chinese-6
and square roots Ratios, rates, and percents Pre-algebraic concepts involving variables and patterns, and the coordinate system
Science-6: “Physical Science”
Sixth grade Physical Science provides students with a core introductory course that emphasizes the methods and processes of science as it relates to sustainability. The scope and sequence of this course gives middle school students an appropriate foundation as well as a conceptual framework for further studies Students experience the including renewable energy, contemporary relevance waste reduction, and techof science to their daily nological design. Students lives and make connecexperience the contemporary relevance of science to their tions with other discidaily lives and make connecplines through various tions with other disciplines projects including the through various projects Kidwind challenge and including the Kidwind challenge and Zero Waste project. Red Carpet Waste Reduction project. This course examines the ways systems work in terms of motion, forces, matter, and energy. Course topics include: • Observing, describing, and measuring the physical properties of matter, using appropriate tools and units • Composition of matter, including atomic theory, the periodic table of elements, and molecules and compounds • Evidence of chemical reactions occurring and basic theoretical background for understanding chemical changes; • Affecting rates of change of reactions and effects of the concentration of chemicals on biological responses • Wave properties, focusing on the commonalities of different kinds of waves, including sound and light • Motion, forces, and energy, including the Law of Conservation of Energy • Technical problem solving • Metric system • Graphing • Lab safety • Scientific design including variables, reliability, and accuracy • STEM design process
World Languages, Literatures & Cultures-6
Sixth grade World Languages, Literatures & Cultures courses are introductory courses with vocabulary, grammar, and culture taught through meaningful communication. Within the first marking period, students converse with each other, not only using memorized text but also within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, images, presenta10
Working in the target language, students also learn about aspects of Chinese geography, customs, and culture.
French-6
Working in the target language, students also learn about the customs, and culture of France and Francophone countries.
Spanish-6
Working in the target language, students also learn about the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanish-speaking world.
Encore-6 Courses Computer Science-6
The sixth grade Computer Science curriculum emphasizes computational thinking, collaboration (including an emphasis on pair programming), and computer practice and programming, mainly through the Lego NXT robotic technology and the Scratch programming language. Through the two environments, students are exposed to the fundamentals of programming and algorithmic thinking, learning how to translate ideas into something a computer can implement. Students also complete algorithmic thinking exercises through off-line activities.
Human Dynamics and Development-6
The Connections element of this course seeks to develop students’ interpersonal and risk-assessment skills, with lessons on values clarification, self-esteem, friendship, puberty, and the effects of alcohol and tobacco consumption. Students will develop a more explicit understanding of how and why they make choices. The course, first, provides information, so that students have and appreciate the importance of having sound factual data on which to base choices; and second, builds social and emotional awareness, so that students recognize factors other than factual data that influence their choices. The Study Skills portion of the course introduces necessary strategies for learning in middle school. It focuses on executive function skills - academic behaviors that influence learning outcomes across the content areas. Students will learn organization, time management, prioritization, and metacognitive skills. The focus of class meetings will alternate between the two content areas every three-to-four seven-day cycles.
Information and Technology Literacy-6: “Technology Users”
In sixth grade, students are introduced to the Middle/Upper School Library Media Center - its organization, resources, and policies. Students learn how to use and locate information in various sources (books, e-books, databases, and the Internet) and evaluate, organize, and present information in various formats (public speaking, formal papers, wiki pages, etc.).
Students learn how to create a bibliography. Students investigate the role of technology in their lives and how to “be safe” in today’s technological society. In sixth grade, students are also given instruction on proper typing technique, which will be highlighted throughout the rest of the middle school curriculum.
develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized.
Performing Arts-6
This group of students is beginning an important transition from elementary school competencies in the visual arts to a deeper and broader understanding of the subject and its possibilities. Two- and three-dimensional design, imagination and observation-based drawing, digital photomontage, digital storytelling, color theory, and 2D/3D digital design are explored. Students are exposed to surveys of relevant past and present visual works, and learn how to critique their work and the work of others. The main objective for this group of students is to engage in the production of works that demonstrate both the application of specific visual arts skills and the capacity to make and reflect interdisciplinary connections. Problem-based learning and themes from 6th grade literature, science, and social studies are used to facilitate the exploration of interdisciplinary thinking. Written assignments are used to facilitate clarity of thought, to reinforce learned concepts, and to promote reflective thinking.
Exploring the Influence of the Arts in Our Lives The sixth grade music class aims to help students better understand how the arts fit in our lives. The curriculum focuses on our individual identities including the changing teenage voice, and our own musical preferences and bias. This course also includes a study of Ancient Greek theatre and The Sound of Music to better understand the role and impact of the arts throughout history, Choir-6 and Band-6 Note: Students in sixth grade are required to take either Choir 6 or Band 6. In Choir-6, students perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for unison and two-part chorus. This experience deepens understanding of these traditions as students learn to use their voices expressively, build sensitivity to musical nuance, and develop critical listening skills. Technical skills in diction, breathing, and vowel formation encourage an awareness of the body as an expressive musical instrument. Students also focus on learning to read music and to understand music theory. There are two required evening choral events during the school year as well as other performances during the school day. In Band-6, students are introduced to, prepare for, and perform musical works from various historical periods and cultures. Students focus on their specific instrument and the role that instrument plays in the production of the whole. Musicians in Band-6 create and interpret music by applying a working knowledge of rudimentary music theory and by demonstrating skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, and dynamics). Students are also expected to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances during the school year as well as other performances during the school day.
Physical Education-6
The middle school physical education program is designed around the team sport concept. Sixth grade students are gender-separated so that boys and girls have an opportunity to learn about the individual and team sports offered in our MS athletic program. Preparation for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are presented which allow each student to gain an interest in and to develop the foundation skills for sports of his or her choice. Drills and small-numbered, lead-up games allow students to
Visual Arts-6
SEVENTH GRADE PROGRAM of STUDY Programs-7 Advisory-7
The 7th grade advisory program is a place where students meet informally with a smaller group of classmates and work closely with a faculty advisor on a range of issues. These issues may include academic challenges and expectations in 7th grade, social adjustments in terms of “being in the middle of middle school,” and what it is like to compete against other schools and be a member of a competitive sports team. The advisor serves as the in-school advocate for and a confidant to his or her advisee, and is often the first line of communication for parents. In essence it is the job of the advisor to help guide and shepherd each member of their advisory through the 7th grade program at WFS. Past activities in advisory have included: • Bonding day introductory activities and games • Developing listening skills and how to be a good listener • Developing a successful routine/system for homework and study habits • Examining disciplinary cases from several years ago and looking at these issues from a student perspective • Working together to plan and then deliver a booth for the middle school spring fair • Organizing participation in the annual Spring Into Service 5K • Preparing a portfolio of materials to be shared with parents after the first semester; setting goals for the second semester based on experience and outcomes of the first term 11
Service Learning-7
Service-learning is an invaluable part of the 7th grade program at Wilmington Friends, and speaks directly to our role as a Quaker school. In 7th grade, students primarily pursue service-learning through the vehicle of the Seventh Grade Stewardship Project. Between October and March, each student designs and completes a three-hour service project. Many students work with a partner in the 7th grade on this project and some also involve their parents. The project culminates in mid-April with individuals presenting their service-learning experiences to their peers. Sample projects have included:
• Volunteering at a local animal shelter • Working as a volunteer during a spring cleanup at a local park or river cleanup
• Serving food at a variety of homeless shelters including Emmanuel Dining Hall
• Working with children in a preschool setting 7th grade students also engage in the, “Wait...that’s not fair!” project-based learning experience. Students identify an issue of justice that concerns or interests them to learn more about and to address. They investigate and interview those impacted by the issue to build empathy and understanding. Students utilize a design-thinking process to propose and present potential solutions to our community. As a culminating experience to service-learning in the 7th grade, students visit the Materials Resource Center, located in Ephrata, Pennsylvania. Students engage in service work to support at risk and vulnerable communities by preparing school kits, hygiene supplies, and other needed items for shipment around the world. Work at the Material Resource Center includes packing relief kits for international areas in need. Students and faculty also engage in recycling work, which funds many of the materials that this organization supplies to families around the world.
Core-7 Courses English-7
In coordination with the seventh grade social studies class, English 7 is an exploration of modern global cultures through literature. At the same time, students look at themselves, using literature as a lens through which to view their own culture and identities. Students explore life in Africa while reading The Boy Who Harnessed the Wind by William Kamkwamba and experience the Holocaust through the eyes of real people and literary characters in works such as The Diary of Anne Frank, The Cage, and Surviving Hitler. Students consider how life differs for characters living in the Middle East region while exchanging ideas in a variety of literature circles with books such as A Little Piece of Ground or Persepolis, and analyze key points in Russian history through Animal Farm by George Orwell. The seventh grade curriculum also intersects with social studies, science, and other subjects for a unit about the food choices we make, based on featured readings from The Omnivore’s Dilemma (young reader’s 12
edition) by Michael Pollan. Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impressions of the books they read through a variety of formats, including talk shows, posters, small-group discussion and letter essays. Skill building is also emphasized. Students write and revise extensively. Writings range from argumentation and analysis to personal narratives and poems. Mastering many rules of writing mechanics and usage as well as vocabulary building are also important aspects of the course. Students have the opportunity to develop skills and confidence in public speaking through frequent discussion and presentation. Books used in the course, for the full class and for small-group “literature circles,” include: • The Omnivore’s Dilemma (young reader’s edition) by Michael Pollan • The Diary of Anne Frank • Animal Farm by George Orwell • Surviving Hitler by Andrea Warren • The Man from the Other Side by Uri Orlev • The Cage by Ruth Minsky Sender • China’s Son by Da Chen • The Boy Who Harnessed the Wind by William Kamkwamba • Red Scarf Girl by Ji Li Jiang • Chinese Cinderella by Adeline Yen Mah • The Year of Impossible Goodbyes by Sook Nyul Choi • Persepolis by Marjane Satrapi • A Little Piece of Ground by Elizabeth Laird • Real Time by Pnina Moed Kass • Habibi by Naomi Shihab Nye
History/Social Studies-7: “World Social Studies History, Geography, and Culture”
In this course, students examine three regions of the world through the lenses of geography, history, and culture. Significant emphasis is placed upon modern societies and the connections between diverse countries, including the United States. An in-depth look into a recent political, social, or economic crisis begins each unit. Student experience in each unit is geared toward answering the essential questions of “who, what, when, where, why, and how” through an exploration of the political, social, religious, economic, and geographic histories of various parts of the world. Emphasis is placed upon relating the events of the past to those of the present and future. Additionally, students examine different cultures using the five themes of geography, including location, movement, human/environment interaction, region, and place. Course topics include: • Africa Mapping Project, analyzing two key variables • Current political, economic, religious, technological, and resources issues facing Africa
• Examining the Holocaust both historically and through
literature • Rebellions, Revolts, and Revolutions–using the Russian Revolution as a case study in conjunction with reading Animal Farm in seventh grade English • Current events in the United States examined through the lense of political cartoons and editorials • China becoming an economic power in the global community • Various Asian countries and the five themes of geography • The Middle East: understanding geography, conflicts, and options for the future • Hunger, food systems, and resources for hungry people in Delaware, the United States, and around the world Course content is a vehicle for developing critical thinking skills in the following areas: methods of research and inquiry, writing, problem solving, public speaking, and group work.
Mathematics-7
Seventh grade marks a transition to the generalized ideas and abstractions needed for algebra and all higher math courses. The course makes regular use of technology (including the TI-83 Plus or TI-84 Plus graphic calculator) and manipulatives in helping students to make that transition. All students are encouraged to investigate concepts as deeply as possible; in addition, students may request (or the teacher may encourage them to request) more challenging problems for practice and assessment. Students use the Math in Focus series (Singapore Math) as a framework for classroom investigations and individual study; each unit within the series allows for both remediation and enrichment activities. Course topics include: • Algebraic expressions, equations, and inequalities • Proportionality and ratios • Similarity relating to two-dimensional shapes and ratios • Introduction to linear equations • Integers • Three-dimensional measurement • One-variable statistics as represented in graphs and tables • Sampling and surveying Enriched Math-7: In addition to the 7th grade math course, an enriched math course is offered to seventh graders. This is an opt-in course that meets twice-per-cycle during regularly assigned study hall periods. Students who choose to participate in this course must commit to a minimum of one full marking period enrollment and a high level of expectations with regard to purposeful engagement with the material and peers. A skills assessment will be used to determine placement in this course if interest exceeds the number of seats available. Some of the topics explored in the enriched math class include: • Probability and combinatorics • Similar figures, proportions, and scale factors • Logic and proofs
• Statistics including random sampling and analyzing/interpreting data
Science-7: “Earth and Space Science”
The Earth and Space Science course continues to develop the students’ understanding of the scientific method through the study of the Earth’s atmosphere, biosphere, hydrosphere, and lithosphere. Course topics include: • The layers of the Earth and their characteristics • The theory of plate tectonics and formation of this theory through history • Types and locations of earthquakes and volcanoes • Matter and chemical bonding • Rocks and minerals; identification of a selection of mineral and rock samples • Severe weather events • The hydrologic cycle • The study of Earth systems from space • Gravity and its role in tides and in the solar system • The nature of lunar phases • Characteristics of the solar system • The Big Bang Theory • Respect for the environment and care of natural resources In addition to the study of topics in earth and space science, this course helps students develop and apply process skills as well as logical and useful study skills for the sciences. STEMdesign and problem-based learning are included. Topics in diversity, inclusion, equity, and justice and sustainability are explored in every unit highlighting the implications on social, economic, and environmental factors in the living world.
World Languages, Literatures & Cultures-7
Seventh grade World Languages, Literatures & Cultures continues introductory-level instruction, with emphasis on speaking in the target language from the beginning of the year. Within the first month, students are expected to converse with each other, not with a memorized text but also extemporaneously within open-ended scenarios based on broad vocabulary study. In addition to speaking and listening, strong emphasis is placed on developing reading and writing skills. Techniques in the classroom may include the use of skits, role playing, music, pair work, and video clips and filming.
Chinese-7
Working in the target language, students learn more about the customs, idioms, and culture of China with a focus on food and holidays.
French-7
Lessons on the geography, customs, and idioms of Frenchspeaking countries enrich the language-learning experience.
Spanish-7
Working in the target language, students learn about the geography and cultures of selected Hispanic countries in Europe, 13
the Caribbean, and the Americas.
Encore-7 Courses Athletics-7/8
During the year, seventh and eighth grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season a year for an “alternate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 to 4:15 p.m. (fall and spring), 2:30-4:00 p.m. (winter). Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. (Sixth grade students take physical education, which includes units in all of the sports offered at Friends). Fall (practice daily, 2:45 - 4:15, later end time on game days) • Soccer (boys’) • Football (boys’, see A and B team weight designations below) • A Team Division Weight Limit: • • Offensive Linemen—unlimited from tackle to tackle • • Offensive Ends—145 lb. limitation • • Offensive Backs and Ball Carriers—125 lbs. limitation • • Defensive Down Linemen—unlimited weight • • Defensive Linebackers, Ends, and Backs—145 lbs. limitation • B Team Division Weight Limit: • • Down Linemen—145 lbs. limitation • • Backs and Ends—125 lbs. limitation • Field Hockey (girls’) • Volleyball (girls’, limited to 24 players) • Cross Country (coed team) Winter (practice daily, 2:30 - 4:00, later end time on game days) • Basketball (boys’ and girls’, limited to 30 players each team) • Wrestling (boys’) • Indoor Track (coed team) Spring (practice daily, 2:45 - 4:15, later end time on game days) • Baseball (boys’, limited to 16 players) • Lacrosse (girls’ and boys’) • Soccer (girls’) • Tennis (coed team—limited to 24 players)
Computer Science-7
The seventh grade Computer Science curriculum emphasizes computational thinking, data collection, data manipulation, data presentation, and data analysis using both internally generated and external data sets. Methods and tools used to query and store data are also explored. Students continue to program in Scratch with more of an emphasis on math-related programming activities. STEM experiences continue as students work with sensors and circuits to create objects with specific functions using Snap, along with extended Scratch programmingenvironment and Hummingbird technologies. 14
To balance the physical programming portion of the class, students begin understanding how the computer works at its “lowest” level. From this foundation, students learn how computers store and manipulate documents, images, video, and other types of data. As the course progresses, students learn how computers share information by building a web site and investigating basic computer system and networking concepts that underlie the Internet. By exploring Internet topics such as cybersecurity, students learn the global and ethical impacts of computer science.
Human Dynamics and Development-7: “Conflict Resolution”
This course invites students to investigate, analyze, understand, and practice strategies to manage inter and intrapersonal conflicts. Some of the topics discussed include trust, friendship, conflict starters at home and school, conflict makers vs conflict solvers, choosing vs reacting to conflict, suicide, the power of calming statements and deep breathing, listening strategies, I-messages, taking responsibility, courage, brainstorming solutions and choosing what is fair, apologizing, thanking, forgiving, empathy, compassion, and how to manage anger and avoid violence. The goal of the course is to equip students with skills to handle conflict in their lives and to help them view conflict as an opportunity for growth.
Information and Technology Literacy-7: “Information Searchers”
In seventh grade, students build on their knowledge of sources by learning how to be effective information searchers and organizers. Students utilize the Library Media Center and its resources, and learn how to de-construct a search tool, such as a search engine, database, or index (print or online) to create searches that yield quality information sources. Students evaluate sources for statistical accuracy and fact vs. opinion. Using statistical information, students create and manipulate information in spreadsheets and surveys. Students look at various ways to organize information and documents for easier retrieval and presentations. Students take a closer look at technology, policies of acceptable use, and the potential of technology to be misused (e.g. bullying). Finally, throughout the course, there is a continued emphasis on proper keyboarding technique.
Performing Arts-7
Exploring World Traditions The seventh grade music class further expands students’ experience with a variety of music from around the world. The focus is on the music of non-Western countries and cultures, with an emphasis on Africa and Asia. Students also study the music of the Holocaust in conjunction with the corresponding unit in Social Studies. A portion of the year is also spent learning about European opera, covering many of the essential or common elements and components of opera and viewing scenes from the Metropolitan Opera that illustrate these key points. Students then explore theatrical traditions of non-Western origin. Choir 7/8 and Band 7/8
Choir 7/8 and Band 7/8 are electives. Students in Choir 7/8 perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for two-, three-, and four-part harmony. Students develop technical skills in diction, breathing, and vowel formation, encouraging them to become expressive interpreters of music. Students also broaden their knowledge of music theory and continue to build their reading skills. There are two required evening choral events during the school year as well as other performances during the In seventh grade, school day. students build on their knowledge of sources Students in Band 7/8 are by learning how to be exposed to music of a more effective information advanced technical nature. searchers and organizStudents are expected to practice on a consistent basis ers. outside of rehearsals. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are three required performances during the school year as well as other performances.
Visual Arts-7
This group of students investigates two- and three-dimensional computer-based design, imagination and observation drawing, informal and formal perspective studies, digital photomontage, color theory, 3D design, and animation. Students learn and practice different ways of assessing one’s work and the work of others, and utilize collaboration, personal reflection, and brainstorming techniques to plan and design works. The 7th Grade overarching theme of Contemporary Global Perspectives is further explored in this course through surveys of past and present relevant interdisciplinary works. Environmental sustainability, cultural diversity, and social responsibility are some of the concepts that this group of students will learn to consider when brainstorming design-based solutions.
EIGHTH GRADE PROGRAM of STUDY Programs-8 Advisory-8
All middle school students need an adult who is informed about and interested in their lives, willing to listen, and happy to spend time with them. The eighth grade advising program is structured to foster this mentoring relationship. Activities are
designed with the following goals in mind: • Helping the student create a balance in his or her life, especially in terms of course load, homework load, and extracurricular load. • Developing strategies about how to communicate with peers, • Parents, and teachers, and help students to build relationships with peers whom they might not otherwise get to know. • Discussing community and social issues. • Providing students with much needed down time during their busy days. (Meetings provide a time and place for reflection and food! ) • Working on worthwhile projects together, developing a sense of teamwork, and creating a sense of accomplishment.
Service Learning-8
The service program in eighth grade provides opportunities for students to address human and community issues. Once an issue is explored through research and small group discussions, students are encouraged to develop skills to help solve a problem around the issue by participating in service activities both in school and in the broader community. There is ongoing student reflection throughout the process. Since the 2013-14 school year, eighth grade students have served Lutheran Community Services in that organization’s efforts to address need (hunger) in our local community and have provided schoolwide service by working with lower, middle, and upper school faculty and staff at the end of the year. Additionally, eighth grade students have engaged service learning in the following ways: • Participating in the student-organized 5K race for a local, charitable, non-profit organization • Establishing and leading student-run committees to benefit charitable, non-profit organizations such as: • National Wildlife Federation • Puerto Rico Support Group • Diversity Committee
Core-8 Courses English-8
English-8 works to help students address the question, “Who are we, and how did we come to be that way?” In this class students grow in many ways: in their articulation of ideas (in both oral presentation and writing), in their grasp of the grammatical structure of language, and in their understanding of ways in which writings reflect the ideas, attitudes, and conflicts of our identity. English-8 examines coming-of-age for young men and women from diverse cultures. Students learn how identities are shaped by conflicting values and experiences, undergoing continuous growth, absorbing and being altered by political and economic concepts, and by immigrant cultures. Students seek to determine some constant values and directions amid the clash and change. 15
Below are six “thematic rivers” - concepts that guide study within English-8. Students read works of literature that deal with at least one (and often many) of these concepts. • Conflicting Loyalties –How does a person resolve conflicting demands from family, friends, different religions, different beliefs, different nationalities? • Dependence, Independence, Interdependence—How are these conditions different? Which is most important to the development of who we are? • Materialism vs. Idealism— How can we be, deeply, both materialistic and idealistic? • Freedom vs. Order— Which qualities of life are more important to our sense of self? Is it possible to balance these two concepts? What must we give up to keep what we’ve gained? • Expanding of the Domain of Freedom - “The land of the free” - to whom do those words apply? To whom do they not apply? How, when, and to whom has that freedom extended? • Evolving Nature of Identity—Who are we, and how did we come to be that way? Who gets to be accepted? Texts studied in recent years have included Absolutely True Diary of a Part Time Indian by Sherman Alexie, Copper Sun by Sharon Draper, To Kill a Mockingbird by Harper Lee, and The House on Mango Street by Sandra Cisneros. Composition assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes opportunities for both peer review and revision. Students also evaluate their own writing according to a well-articulated set of standards for different types of writing.
History/Social Studies-8: American Studies
This course examines key historical events and themes in American culture from the Declaration of Independence through the Cold War as well as contemporary events. This course emphasizes the founding of our government, topics in Civics, as well as historical units in which the citizens challenged the government. Key requirements and assessments include: • Writing and preparing a research paper • Analyzing current events – American topics from Upfront magazine • Presentations • Active participation in class discussions • Note taking • Cooperative learning projects – including a colonial newspaper, Constitutional Convention simulation, a World War II radio show • Assessments for each unit • Analytical writing • Written homework assignments 16
Units of study include: • American Revolution – focus on the Declaration of Independence • Early Republic – focus on The Constitution of the United States and elements of civics • Abolition and the struggle for African Americans to gain freedom • Key events in the United States from 1870 to 1916 • Key themes within the Civil Rights movement • World War II – focus on the role of the United States • 1950s/Cold War – domestic and abroad; change and challenges • The study of various historical topics and current events through the use of Upfront, an educational magazine produced by The New York Times
Mathematics-8
Eighth grade math completes the Math in Focus (Singapore Math) program and prepares student for the transition The advanced eighth into the upper school math grade math may include program. This course uses a but is not limited to conconcrete-pictorial-abstract cepts such as: systems learning progression which is anchored in real-world, of inequalities and linear hands-on experiences. The programming; properties goal is to establish foundaof special right triangles, tional independent, problemand other trigonometsolving skills that enable students to monitor their own ric concepts; geometric proofs; Venn diagrams thinking. This approach is designed to ensure mastery of and set notation; and more complex math concepts statistics, including needed to succeed in higher standard deviation. level math courses. Course topics include: • Exponential notation and exponent rules • Representing, comparing, and manipulating numbers in scientific notation • Graphing proportional relationships • Lines and linear equations • Factoring and expanding • Systems of linear equations • Functions and graphs of functions • Geometric transformations • Pythagorean Theorem • Linear programming Advanced Math-8: In addition to the 8th grade math course there is an advanced 8th grade math class. This fast-paced class meets several times a week with deeper exploration of concepts and covers additional topics. Participation in this course is based on a combination of math grades from 6th and 7th grade, standardized test scores, and teacher recommendation. In preparation for the advanced section in 8th grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other chal-
lenging work that exists within the curriculum. The advanced class may require an additional textbook, and may include but not be limited to concepts such as: • Systems of inequalities and linear programming • Properties of special right triangles, and other trigonometric concepts • Geometric proofs • Venn diagrams and set notation • Statistics including standard deviation • Radicals and surds
Science-8: Biology I
Eighth grade Biology is a multi-disciplinary, scientific introduction to the study of living things. Students are given opportunities to brainstorm and practice process skills and critical thinking via laboratory investigations, research, and cooperative activities. Concepts are explored using a variety of teaching methods including, but not limited to inquiry lab activities, collaborative group work, computer models and simulations, and design-thinking challenges. Students use a variety of Webbased applications as they explore topics from class as well. Topics in diversity, inclusion, equity, and justice and sustainability are explored in every unit highlighting the implications on social, economic, and environmental factors in the living world. Course topics include: I. Ecology • Ecosystems and Change • Sustainability Case Studies • Populations • Biomes • Producers and consumers • Ecological commons and Tragedy of the commons • Energy Flow through an Ecosystem • Ecological succession and resilience • Biodiversity and Sustainability • Ecological footprint • Environmental justice II. Introduction to Biochemistry • Properties of water • Dehydration synthesis and hydrolysis • Carbohydrates, Proteins, Lipids and Nucleic Acids • Biochemical tests for macromolecules • Nutrition and Digestion • Biomolecules and Food Inequality III. Cell Biology • World Health • Cell Structure and Function • Cell division • Cell membranes and Diffusion • Stem Cell Differentiation and Research • HeLa cells and the Henrietta Lacks story IV. Genetics
• • • • • • •
Genes and Chromosomes Interpreting Pedigrees Molecular Structure of DNA Cell Differentiation Genetic testing, GMOs Gene editing and CRISPR Protein synthesis
V. Evolution • Biodiversity and sustainability • Darwin and theories of natural selection • Indicators of evolution • Genetic basis of adaptation • Variation through time
World Languages, Literatures & Cultures-8
Eighth grade World Languages, Literatures & Cultures courses are a continuation of their respective seventh grade classes, and focus on aural-oral comprehension. Communicative skills are increasingly emphasized. Students learn how to function and react in many different real-life situations, such as socializing, expressing attitudes and opinions, exchanging basic day-to-day information, seeking to persuade, expressing abilities and goals, talking about actions in the past and in the future, and making comparisons. Teachers continue to use techniques such as openended scenarios, role playing, songs, pair work, music, videos and filming, and also establish letter or email exchanges with students in Chinese-, French-, or Spanish-speaking schools. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes.
Chinese-8
Students learn more about the customs, cultures, and history of China through lessons/activities.
French-8
As part of the language study, students learn about the geography of France and some Francophone countries, and about holidays and traditions in French provinces.
Spanish-8
Cultural study continues of holidays, customs, and daily life in selected Hispanic countries.
Encore-8 Courses Athletics-7/8
During the year, seventh and eighth grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season a year for an “alternate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 to 4:15 p.m. (fall and spring), 2:30-4:00 p.m. (winter). Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. (Sixth grade students take physical education, which includes units in all of the sports offered at Friends). 17
Fall (practice daily, 2:45 - 4:15, later end time on game days) Soccer (boys’) • Football (boys’, see A and B team weight designations below) A Team Division Weight Limit: • Offensive Linemen—unlimited from tackle to tackle • Offensive Ends—145 lb. limitation • Offensive Backs and Ball Carriers—125 lbs. limitation • Defensive Down Linemen—unlimited weight • Defensive Linebackers, Ends, and Backs—145 lbs. limitation B Team Division Weight Limit: • Down Linemen—145 lbs. limitation • Backs and Ends—125 lbs. limitation • Field Hockey (girls’) • Volleyball (girls’, limited to 24 players) • Cross Country (coed team) Winter (practice daily, 2:30 - 4:00, later end time on game days) • Basketball (boys’ and girls’, limited to 30 players each team) • Wrestling (boys’) • Indoor Track (coed team) Spring (practice daily, 2:45 - 4:15, later end time on game days) • Baseball (boys’, limited to 16 players) • Lacrosse (girls’ and boys’) • Soccer (girls’) • Tennis (coed team—limited to 24 players)
Computer Science-8
The eighth grade Computer Science curriculum builds on the problem-solving skills developed in previous years. The course focuses on exposing students to real-world problems for which they have to design, build, and test various solutions with enduser specifications. Although the students generate a product, the application/program design process is a main focus. The first half of the course focuses on programming and algorithmic thinking as students build on their basic skills. Students investigate and implement processes that form the basis of computer science, with topics including variables, sorting, and graphs, and also expand their knowledge of programming languages and environments. Throughout the year, students employ computer science as a tool to enhance other studies, performing cross-curricular projects such as using spreadsheets to analyze data from science experiments and building HTML websites based on social studies reports. Students also investigate modern technology from the perspectives of both hardware (the functions of computer components) and software (internet operations and computer security).
Human Dynamics and Development-8: “Decision Making” and “Capstone Investigation”
In this alternating seminar course, students enrich their decision-making skills and utilized scheduled time to pursue their 18
Capstone Investigation. In Decision Making students enhance their self-awareness, develop perspective on the internal and external forces acting upon them, and broaden their knowledge about healthy/unhealthy behaviors. The course does not seek to instill values, but is designed to provide students with an opportunity for clarification of their own. Students identify their personal decision-making styles, learn a decision-making rubric and practice using it in practical, authentic applications. They explore the external factors that influence decisions and learn factual information needed to make informed decisions about matters affecting their emotional and physical health. Students periodically use the class period to attend to their Capstone Investigations. A student’s Capstone Investigation asks them to explore something (a topic, a question, a goal, a hobby, a solution to a problem, etc.) that they find meaningful to themselves and others through disciplined investment of their time, energy, and creativity. The culminating product of the investigation involves the presentation of evidence showing the process of learning, growth, planning, adaptation, discovery, communication, time management, resilience, mindfulness, collaboration, creativity, inquiry and engagement applied to the fulfillment of the investigation. The focus of class meetings will alternate between the two content areas every three-to-four seven-day cycles.
Information and Technology Literacy-8: “Information Critics”
In eighth grade, the Library Media Center introduces students to advanced search techniques, alternative search engines, subject-specific databases and other search tools. Students evaluate sources for specific criteria and learn to defend their choice of sources in an annotated bibliography. Students use advanced tools to organize information and files. Students continue to master techniques for effectively presenting information in formal research papers, public speaking, and graphic representations. Students also continue to look at the role of technology in their lives and the implications in appropriate behavior and acceptable use.
Performing Arts-8
8th Grade Musical In addition to the classroom courses and ensembles, there is an annual eighth grade musical, in which every member of the class participates—as a member of the cast, pit band, stage In addition to the music courses and ensembles, crew, or technical crew. Exploring the Arts in America The eighth grade music class expands the students’ experience with the music and theatrical traditions of the United States. Students become more aware of the
there is an annual eighth grade musical, in which every member of the class participates—as a member of the cast, pit band, stage crew, or technical crew.
cultural and historical forces that shape American society. A significant portion of the year focuses on American Musical Theatre. Additional areas of focus include Protest Music, African-American music (chants/hollers, work songs, spirituals, blues, & jazz), and American folk music from the Colonial era through the 20th century. Choir 7/8 and Band 7/8 Choir 7/8 and Band 7/8 are electives. Students in Choir 7/8 perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for two-, three-, and four-part harmony. Students develop technical skills in diction, breathing, and vowel formation, encouraging them to become expressive interpreters of music. Students also broaden their knowledge of music theory and continue to build their reading skills. There are two required evening choral events during the school year as well as other performances during the school day. Students in Band 7/8 are exposed to music of a more advanced technical nature. Students are expected to practice on a consistent basis outside of rehearsals. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are three required performances during the school year as well as other performances.
Visual Arts-8
This group of students completes projects specifically designed to continue deepening their knowledge of the visual arts and their exciting interdisciplinary possibilities. Animation, modeled drawing, formal perspective drawing with emphasis on architectural elements, digital photography, 3D design, and two/three-dimensional computer-based design explorations, are some of the highlights of the course. Students will develop a physical and digital portfolio to demonstrate achieved levels of mastery and possible personal future visual explorations. Surveys of relevant past and contemporary interdisciplinary works and interdisciplinary project challenges based on the 8th grade’s theme of Identity, will make this class an exciting opportunity to listen, reflect, and create.
ADDITIONAL ELECTIVE PROGRAMS Extra Help
Extra help is designed to provide immediate or short-term assistance to students experiencing difficulty in or having questions about the work in an academic subject. A student may seek extra help from a teacher by appointment, or a teacher
may require a student to attend an extra-help session. Extra help is most often scheduled during the daily 2:10 Excel Study Hall period. Excel periods occur throughout the school week when both students and teachers are available. Depending on the availability of the teacher, extra help may also be scheduled (by appointment) before or after school or during study hall periods. Extra-help sessions with a teacher may involve one or two meetings over a short term. When extra help is not sufficient to maintain satisfactory progress in a course, additional or alternative out-of-school measures, such as tutoring or educational testing, may be recommended.
FIRST LEGO League (Robotics)
Complementing Wilmington Friends School’s curriculum and educational philosophy, the mission of FIRST LEGO League (FLL) is to inspire and celebrate science and technology (FIRST: For Inspiration and Recognition of Science and Technology). FLL challenges kids to think like scientists and engineers. Teams build, test, and program an autonomous robot using LEGO MINDSTORMS® to solve a set of missions in the Robot Game. They will also choose and solve a real-world problem in the Project. The FLL Tournament is a competition that allows students to demonstrate their team’s accomplishments and earn recognition for excellence in various aspects of the process. Robot design and performance, teamwork, sportsmanship, and documented research are some criteria the judges use to determine award winners, and present the trophies that signify team excellence. Teams are expected to follow the FIRST credo of “gracious professionalism,” which includes generous cooperation and sharing of knowledge at all times.
Mastery Program
The mastery program in middle school is a semester or yearlong, student-initiated and student-produced project designed to develop that student’s talents, interests, and skills. The emphasis is on achievement and completing a finished product that is either presented or displayed publicly in a polished, masterful way. Mastery projects may include academic research papers, visual and performing arts projects or performances, special teaching units, and physical projects.
Math Olympiad
During the school year, the middle school participates in a National Math Olympiad. Participation is optional and involves a test scheduled once a month for six months. These tests are generally scheduled during a study hall or lunch-recess period. The winner for each grade along with national high scorers will receive awards. Students who want to participate in advanced math in 8th grade should be in the Olympiad in 6th and 7th grades.
Middle School Oversight Committee
The Middle School Oversight Committee (MSOC), based upon the Upper School Student Discipline Committee (SDC), nurtures and oversees the development of a safe, respectful, and inclusive middle school community by reviewing and recommending disciplinary action in instances of student behavior issues. It is supervised by the Dean for Student Life and 19
comprised of a permanent group of four members, one from each grade and a clerk. These members sit on each case that is brought before the committee. The remainder of the students who have applied to serve on the committee, and have completed the necessary training for participation, are selected on a rotating basis to sit in on cases.
WEB Middle School Orientation Program
WEB stands for “Where Everybody Belongs” and is a nationwide program whose purpose is to help sixth graders feel more comfortable as well as help them achieve success in their first year of middle school. The WEB sixth grade orientation and transition program is designed to both welcome and support sixth graders by assigning them an 8th grade WEB Leader as a mentor during this first year. This WEB Leader is a responsible older student who was selected from a large pool of applicants and has met the qualifications of being a good role model and a positive leader on our campus.
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Quaker matters. Come see why. Wilmington Friends School 101 School Road Wilmington, DE 19803 www.wilmingtonfriends.org
Program Highlights
• Preschool – 12th grade, co-ed • Character education, mindfulness, stewardship, and social justice (including a commitment to diversity and financial aid) are part of founding mission • Twice nationally recognized 1:1 student device program expanded to include students in every grade: MacBooks for grades 4 to 12 and iPads for grades PS to 3. • Welcoming community for families of all religious and spiritual traditions (95% of families who choose Friends School are not Quaker.) • Global education curriculum, including International Baccalaureate and School Year Abroad • Spanish, grades PK-12; Chinese and French, grades 6-12 • Programming, STEM curriculum, and robotics, K-12 • Singapore Math approach, grades K-8 • Campus models environmental stewardship, including solar panels, LEED Gold certified facilities and a “net-zero” Global Learning Center • Competitive athletics, grades 7-12 • Visual and performing arts through advanced college-prep level • Advanced and independent studies • Individualized, expert college guidance • After-school program, PS-grade 6
Lower School Campus Preschool — Grade 5
• STEM and traditional science labs • Computer class lab, After-School Program computer lab • Laptop and iPad carts • Two gyms • Three outdoor playgrounds, two additional outdoor paved play areas • One turf and one grass athletic field (also used by school sports teams) • Library Media Center with computer lab, open every school day • Meeting Room/auditorium • Facilities architecturally designed for music (including practice rooms) and art (including ceramics studio) • Approximately 30 acres, including wooded areas and a Natural Classroom • Two buildings totaling 68,000 square feet
Middle/Upper School Campus Grades 6-12 • Five athletic fields, six tennis courts, three full-size gyms, fitness room • Two art studios and kiln room • 500-seat Theater, choir and band classrooms and practice rooms • Library Learning Commons with solo, small and large group areas • Meeting Room • Approximately 25 acres, including open green space • One connected building, 184,500 square feet
Portrait of a WFS Graduate In 2017-18 a committee of faculty and staff collaborated with students, alumni, and parents to develop the skills and habits of mind of a Friends school graduate. These characteristics are both aspirational and evident at each division. They, in combination with the mission, guide teaching and learning in our daily work with students. Graduates, whether from lower school, middle school or upper school, are those who: • Seek truth • Value justice and peace with a conscious responsibility for the good of all • Model creative, independent thinking • Exercise self awareness and intentionality • Skillfully communicate and collaborate
For more information, contact: Office of Admissions and Financial Aid 302.576.2930 admissions@wilmingtonfriends.org
