Eighth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . 15
WEB Middle School Orientation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Physical Education & Athletics . . . . . . . . . . . . . . . . . . 7
Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
FIRST LEGO League (Robotics) . . . . . . . . . . . . . . . . . . 19
Collection & Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Programs of Study 2
Advisory-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Core-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Student Governance: Committees and Clubs . . . . . . . . . . 5
Core Courses 5
Division Objectives 3
Division-Wide Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Core-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Advisory-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 15
Encore Courses 6
Service Learning-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .15 Core-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16
Science 6
Service Learning Program . . . . . . . . . . . . . . . . . . . . . . . . . 4
Meeting for Business . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
World Languages, Literature & Cultures 6
Human Dynamics and Development 7
TABLE OF CONTENTS
Middle School Academic Program Overview 5
Information and Technology Literacy . . . . . . . . . . . . 7
Performing Arts: Band, Choir, Music . . . . . . . . . . . . . 7
Encore-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18
Advisory Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
English 5
Additional Elective Programs . . . . . . . . . . . . . . . . . . . . . . . . . . 19 Extra Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 19
Mastery Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Math Olympiad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20
Middle School Oversight Committee . . . . . . . . . . . . . . . . 20
History/Social Science 5 Mathematics 6
Meeting for Worship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4
Service Learning-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9
Encore-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14
Sixth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . 9
Encore-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Technology Program 5
Service Learning-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Computer Science 6
Seventh Grade Program of Study . . . . . . . . . . . . . . . . . . . . . 12
Advisory-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12
Core-8
Core-6
History/SocialEnglish-6 Science-6 WorldPhysicalMathematics-6Science-6Languages,Literatures and Cultures-6Chinese-6French-6Spanish-6 Encore-6
Computer Science-6 Human Dynamics and Development-6 Information and Technology Literacy-6 Performing VisualPhysicalChoir-6Music-6Arts-6andBand-6Education-6Arts-6
Extra FIRSTHelpLEGO League (Robotics)
MiddleOlympiadSchoolOversight Committee
Mastery Program
SEVENTH Programs-7PROGRAMGRADEOFSTUDY
History/SocialEnglish-7 Science-7 Mathematics-7EnrichedMath- 7 Earth and Space Science-7 World Languages, Literatures and Cultures-7Chinese-7French-7Spanish-7 Encore-7
ServiceAdvisory-6Learning-6
ServiceAdvisory-8Learning-8
WEB Middle School Orientation Program
Core-7
EIGHTH Programs-8PROGRAMGRADEOFSTUDY
PROGRAMGRADEOF STUDY
Math
SIXTH2
ServiceAdvisory-7Learning-7
Programs-6
ADDITIONAL ELECTIVE PROGRAMS
HumanComputerAthletics-7/8Science-7Dynamicsand Development-7 Information and Technology Literacy-7 Performing VisualChoir-7/8Band-7/8Music-7Arts-7Arts-7
History/SocialEnglish-8 Science-8 Mathematics-8Advanced Math-8 WorldBiology-8Languages, Literatures and Cultures-8Chinese-8French-8Spanish-8 Encore-8 HumanComputerAthletics-7/8Science-8Dynamicsand Development-8 Information and Technology Literacy-8 Performing Arts-8 8th Grade Musical VisualChoir-7/8Band-7/8Music-8Arts-8
The middle school student at Wilmington Friends School is by definition a pre-adolescent or an adolescent, and the cur riculum reflects the changing and sometimes difficult nature of that stage in our students’ development. The children who enter the sixth grade differ dramatically from the teenagers who move on to up per school after eighth grade. Their changes are intellec tual, emotional, and physical.
• Demonstrate resilience (learn from and do not dwell on failure)
• “Self-teach”
• Work effectively in groups
Live Responsibly/“Let Their Lives Speak”
Collaborate
• Understand that learning is a lifelong process
• Attribute success to their own efforts
• Connect learning to their lives; make it personally mean ingful
• Values justice and peace with a conscious responsibility for the good of all
• Manage time effectively
• Demonstrate flexibility in attitude, approach, and working with others
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 acquisi tion 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.
• Follow-through on assigned work/accepted responsibilities
• Read effectively to determine next steps
• Understand themselves as learners
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:
• Work independently
• Express thoughts, feelings, experiences, stories through visual and performing arts
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.
• Listen to, consider, and recognize others’ perspectives
• Organize efficiently
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• Identify reliable resources
• Discipline themselves to remain open to new ideas and understanding
• Value reflection
• Models creative, independent thinking
• Prepare/plan effectively for projects and assessments
• Seeks truth
Be Mindful
• Prioritize effectively
• Accept individual responsibility for role in community
• Exercise self-discipline/demonstrate an ability to delay gratification
A graduate of Wilmington Friends is expected to embody core ways of being. A graduate is someone who:
• Advocate effectively for themselves
• Recognize and act upon the “responsibility of opportunity”
Manage Time/Organize
• Accept mistakes as a key part of the learning process
• Use and apply technology in an efficient and productive way
• Produce creative solutions
• Accept and engage challenge willingly beyond personal comfort zones
• Communicate effectively in a variety of media (writing, speaking, performing and visual arts, etc.)
• Value the lessons others have to teach
• Demonstrate integrity; make ethical decisions
Inquire/Engage
• Participate actively and positively in the life of the school Create
• Ask and test questions effectively
By emphasizing interdis ciplinary activities and programs, reading, study skills, group learning, and techniques of orga nization, middle school teachers guide students through and beyond the fundamentals of academ ic work.
• Attend to detail
• Recognize godliness in others
Communicate
• Think independently
• Ask, “what if?”
DIVISION OBJECTIVES
• Is a skillful communicator and collaborator
Grow and Develop Resilience
• Exercises self awareness and intentionality
Collection: Collection, a regularly scheduled assembly of the entire middle school student-body and faculty, is an opportu nity for shared community experiences. Typically, these include presentations and performances by students, faculty, and visit ing artists and speakers.
The faculty advisor establishes a working relationship with stu dent 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 com ments 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.
• Discuss social concerns
gives students and adults, informed by their own religious iden tity and values, a meaningful opportunity for moral-intellectual growth.
Service Learning Program
Our hope is that students will gain a broader under standing of their individual roles in society by helping to improve the quality of life of others in their local and/or global community.
service experiences include activities and proj ects that:
• Discuss ethical and moral issues
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• Students grow personally and intellectually as a result
Meeting for Worship
Advisory Program
• Provide a trusting environment where students may offer support to each other
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
Middlegoals.School
• Learn conflict resolution skills
• Build group trust
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 learn ing reinforces the idea, importance, and practice of reaching out and caring for others, an aspect of education and citizen ship 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 and/or global community.
Finally, the Service Learn ing Program is based on the Quaker ideals of envi ronmental stewardship and community responsibility and the belief among edu cators 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 educa tional
• Engage students in the planning.
Collection and Activities
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.
• Involve a strong reflective component before, during, and after the service activity.
DIVISION-WIDE PROGRAMS
Meeting for Business
• Set individual goals
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, dra matic 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.
• Provide a setting in which students can...
Advisory Groups:
• Develop organizational/responsibility strategies
• Have fun in a small social group
• Are in some way connected to, or integrated with the stu dents’ academic/advisory curriculum.
The following are objectives of the Middle School ServiceLearning Program:
• Review school rules and procedures
• Are authentic (meet a real need in the community).
• Are age appropriate.
• Consist of 10-13 advisees who meet regularly and fre quently
• 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 understand that service to others is a responsibil ity of each member of the community.
• 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.
• To advance the development of 21st century skills such as collaboration, critical thinking, problem solving, creativity, and adaptability—skills recognized as increasingly essen tial to advanced studies, public service and citizenship, and leadership in industry.
Technology Program
History/Social Science
• To respect scholarship and intellectual achievement
Student Governance: Committees and Clubs
• Students connect their service experiences with the Quaker beliefs in stewardship of Earth, the environment, and economic resources.
Clubs: Middle school students are invited to propose and orga nize clubs based upon shared interests. Clubs require a faculty sponsor and typically meet during middle school lunch. Ex amples include Drama Club and One Direction Club, among many others.
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of their service experience and the subsequent reflective activities.
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 con sensus for leadership roles and then attend leadership work shops 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 deci sions, it values and, indeed, requires all voices.
• To enable faculty to incorporate technology more easily
• To deepen the student-centered approach to teaching and learning.
Theaspired.department’s
into their lessons, and to support their unyielding efforts to maintain an innovative learning environment for students.
• To develop specific skills and attitudes relevant to the disci pline (e.g. research, critical thinking, historical empathy);
• To understand and appreciate global interdependence by being aware of historical forces developing logically and representing various needs, stages of development, beliefs, and conditions
MIDDLE SCHOOL ACADEMIC PROGRAM OVERVIEW
CORE EnglishCOURSES
The middle school English program sets high expectations for students in aspects of grammar, writing mechanics, vocabu lary, and literary terminology. The program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write in various modes—and to revise; their confidence and facility in self-expression; and their capacity to organize and comfortably handle their assignments. Skills in speaking/oral presentation, reading, writing, vocabulary devel opment, 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.
• To make possible “life-long learning”
• Students discern connections between their service work and components of their academic and/or advisory cur ricula.
Thesolving.laptop program is a tool to help us reach the following objectives:
The History/Social Science department stresses student en gagement 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 foun dation 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
• To ask relevant questions, probe and be intellectually curious; to communicate by various methods, use a variety of techniques in learning, and understand how to acquire
• Students engage in several different school-sponsored ser vice opportunities throughout the academic year.
Wilmington Friends has a one-to-one laptop program for stu dents 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 opportuni ties presented by technology in service of our educational and philosophical mission. The potential of technology for collabo ration across all kinds of boundaries aligns with the Quaker be lief 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
program is designed to encourage students to appreciate history/social science as a means:
Mathematics
• To understand the difficulty of universal agreement on facts and the impact upon individual and societal perspec tive of gender, race, ethnicity, sexual orientation, religious belief, and geographical location
The middle school science program consists of inquiry-based lessons that build skills, reinforce the way scientists think, and present topics that stimulate and connect to everyday scientific and sustainability situations. The goal of the middle school
information from a variety of sources
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 inde pendently, and in collaborative groups. Each grade includes an overview of experimental design which emphasizes the prac tice of 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, design tables and graphs, and use their computer applications to store, display, share, and report their data, results, and analyses. Students also gain experience with technical writing and editing as they formulate hypoth eses and critique the practices and procedures used in their investigations. Additionally, students apply design thinking and engineering design processes as they clarify their questions and solve problems. Other highlights of the middle school science program include interdisciplinary and interdivisional activi ties, field trips with service learning components, guided use of scientific equipment including microscopes and digital probes, and technology-based programs.
• To apply moral and ethical considerations to their analyses of the past and understanding of the present;
World Languages, Literature & Cultures: Chinese, French, Spanish
In alternating years, French and Spanish seventh and eighth grade students have the opportunity to travel, respectively, to a francophone country and Puerto Rico during the summer. Mid dle and Upper School Chinese students have the opportunity to travel to China once every three years. Non-Chinese language students may join the Middle School group for this trip.
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 mathemati cal (and other intellectual) challenges. Using discovery methods as well as direct instruction, students work both individually and in small groups.
• To feel self-aware, confident, and secure in their skills to pursue multi-faceted forms of knowledge in an active, inquiring manner from various sources
Students develop their abilities to communicate their math ematical reasoning orally, symbolically, and graphically. Middle school mathematics requires an ability to calculate accurately and to use words and symbols in a meaningful manner. Stu dents 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
The ultimate goal of the World Languages, Literatures & Cultures Department is the communication of meaning as flu ently 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 cloth ing, 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.
• To understand notions of continuity, change, and historical development
ENCORE
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• To appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs
ComputerCOURSESScience
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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;
Science
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 participa tion in Math Olympiad and other challenging work that exists within the curriculum. At the beginning of the year, math teach ers distribute information concerning advanced work to all interested 6th, 7th, and 8th grade students.
• To show “geographical literacy”
The middle school math program covers a wide range of ideas and skills including arithmetic computation with rational num bers, number theory, patterns and functions, statistics, prob ability, geometry, and linear and quadratic algebraic operations.
Information and Technology Literacy (Library Media Center)
Physical Education & Athletics
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.
The middle school physical education program is designed around the team sport concept. Sixth grade students are given an opportunity to learn about the individual and team sports
Performing Arts
Middle School Band further develops the concept of ensemble to which students have been exposed as members of the fourth and fifth grade band and prepares students for participation in the Upper School. It is assumed that members have been participating in musical instruction, have a basic understand ing 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 and is wholly non-discriminatory, 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.
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To fully embrace the iterative findingworktheseandresults,fail,haveapproach,problem-solvingstudentsmusttheconfidencetotogetunexpectedandtoexploreperseverethroughchallengesastheytheirwayclosertosolutions.
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 the core subject areas. The librarian plans with classroom teach ers in order to increase the depth of research and class time for selected unitis. Students learn to evaluate and solve all forms of information needs.
Music
Human Dynamics and Development is a cross-divisional (low er, 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.
Band
computing practice and programming; computers and commu nication 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 these problems down into discrete, repeatable steps, students are able to iterate through a multitude of ap proaches before arriving at an algorithm that achieves the goals of the problem. In order to fully embrace this iterative approach,problem-solvingstudentsmusthave the confidence to fail, to get unexpected results, and to ex plore and persevere through these challenges as they work their way closer to finding solu tions. 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.
Middle School Choir builds upon the choral experience of the lower school years and prepares students for participation in the Upper School. The choral program is based on a cumulative sequence of musical experiences designed to promote con tinuous growth in musical understanding, vocal performance skill, and knowledge of theory and history. Students may then discover, understand, enjoy, and evaluate music as an art and as a means of self-expression. In conjunction with the skills learned, the student will be given opportunities to acquire and demonstrate the life skills of responsibility, teamwork, dedica tion, success through perseverance, poise, stage presence, and self-confidence. Repertoire will cover a variety of genres and will be chosen based upon the students’ interests and ability.
Human Dynamics and Development
students’ talents, abilities, and values. Our program enhances students’ collaborative skills and allows them to grow emotion ally, 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 pre sentation of outstanding concerts and productions, Wilmington Friends School students will inspire the entire school commu nity to participate in, understand, and support the performing arts as an integral part of a complete and well-rounded educa tion.
Choir
The mission of the Wilmington Friends Performing Arts De partment is to provide an exemplary education in the perform ing arts that encourages students’ life-long participation and learning in the discipline. We nurture students’ appreciation and understanding of the tools, skills, and history of the per forming arts. We encourage creativity, self-discovery, inde pendent thinking, and risk-taking through the exploration of
• Appreciates the individual/team qualities that may set him or her or them apart from other individuals/teams.
• Develops an individual moral and ethical sense of sports manship while engaged in interscholastic activities.
• Maintain a physical and digital portfolio
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• Discuss the nature of art and works of art
• Investigate the potential of visual communication through digital technologies while learning how to navigate safely in the digital world
• Learn about the importance of cultural contexts of visual works
• Development of sportsmanship (i.e., being humble in vic tory and gracious in defeat; playing by the rules; accepting decisions of officials without comment)
Specific athletic objectives which will allow the student athlete to develop and maintain self-discipline, initiative, and indepen dent thinking include:
Throughoutideas.the
In developing individual strengths and a healthy sense of self, the student athlete...
• Examine the relationship between creativity, knowledge, risk-taking, and responsibility
The department’s objectives for student-athletes in middle school are:
• Enjoyment of the experience and reward of learning new skills and techniques necessary to compete in interscholas tic competition
• Physical conditioning and training to perform at peak ef ficiency, thus enhancing a positive self-image and sense of self-worth
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...
• Practice inquisitive interdisciplinary thinking
• Study and apply the elements and principles of design
• Sets personal and team goals.
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, allowing each student to gain an interest in and to develop fundamental skills for the sports of their 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 interac tion, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized.
Throughout their activities and experiences, the student athlete develops and displays these qualities of mind, body, and spirit:
The 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 appropri ate to the athlete’s level of ability.
• Study past and contemporary important achievements in the visual arts
• Encouragement to take on and accept leadership opportu nities such as inspiring teammates and performing duties of responsibility
• Develops the confidence and the willingness to take risks in competitive interscholastic games, i.e., “Be prepared to make the big play.”
• Confidence through skill improvement and performance in all athletic endeavors
• Development of team spirit and teamwork
middle school visual arts program, students...
• Values physical as well as intellectual activity as compo nents of personal growth and well-being.
• Shows respect for others such as teammates, coaches, op posing teams, officials, spectators, and parents.
• Investigate the nature and roles of visual arts in today’s society
• Learn technical and thinking skills that allow the investiga tion, expression, and clear communication of ideas
• Explore the process of conceptualizing, producing, evaluat ing, and refining visual works
• Displays integrity, honesty, and sportsmanship.
• Learn ways of describing and interpreting visual works
• Learn how to fairly assess one’s work and the work of oth ers
• Work independently and collaboratively
• Commitment to program
Visual Arts
• Ability to work cooperatively and independently for a team
• Development of poise and composure by learning to deal with different kinds of stress situations in both practice and competition
• Recognizes, understands, and values teammates’ and op ponents’ diversity in skills and abilities.
• Practice a wide range of composition and drawing tech niques
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 com municate
• Use the design thinking process of empathizing, defining, ideating, prototyping, and testing
• Commitment to developing skills to the fullest
Students read, discuss, and write about novels that range in genre from historical fiction to contemporary fiction to dys topian literature. There is an emphasis on the ancient world that coordinates with the Social Science program. The Eng lish focus is on active reading, critical thinking, literary style, and cultural analysis. Texts include selected novels such as: Gilgamesh the Hero, Out of My Mind, Stargirl, and The Giver, 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.
SIXTH GRADE PROGRAM OF
Mathematics-6
• Service learning opportunities
The sixth grade advisory program gives students the opportu nity 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 learn ing. 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:
• Working together to plan and then run a booth at the middle school fair
• Baking apple pies for the Sunday Breakfast Mission
CORE-6
In sixth grade, English students work to achieve competence and reliability in writing assignments and projects. There is a steady emphasis on “taking care of the reader” in the follow ing ways: writing engaging openings to draw readers in, using clear topic sentences and paragraph structure to present infor mation clearly, writing strong closings to wrap up ideas interestingly, and editing well so that readers can focus on the infor
History/Social Studies-6: Ancient Cultures
• Developing organizational and study skills (these include regular locker/binder cleanouts)
Students will be required to write on a regular basis and to develop a history/social studies vocabulary. They will also learn basic research skills using printed sources, e-books, and the Internet. Among the skills emphasized throughout the year will be organization, note taking, identifying the important points in a reading, test-taking techniques, public speaking, and coopera tive group work. Students will also become proficient in the use of Google Docs and use Web 2.0 technology.
• Reforestation and Invasive Species Removal at Local Parks
A main focus of the course is the development of skills that allow the student to analyze a culture through its components. Students compare the societies they study and identify, exam ine, 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.
• A variety of friendly games and competitions
• The sixth grade Olympics
• Restocking shelves and packing food bags at a local food bank
Advisory-6STUDY
Service Learning-6
• Bonding day activities and games
The sixth grade history/social science course is an investigation of ancient cultures and civilizations. Students study the rise of civilization in Egypt, Greece, Mesopotamia, Rome and Meso america. 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.
• Maintaining the WFS Community Garden
Speaking to our values as a Quaker school, service-learning is an important part of the sixth grade program. Usually work ing 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 debrief ing session is held during which students share what they have learned. Past experiences have included:
mation and colorful use of words rather than errors. The use of peer and teacher feedback, writing resources, and rubrics, gives young writers the opportunity to get more comfortable with the writing process and to see growth in their work over the year. There is a focus on treating writing as craft rather than assign ment and writing for a readership beyond the teacher. Student work is consistently published to a broader audience.
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In sixth grade, students are exposed to a variety of new top ics, 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
For grammar study, students learn writing mechanics, espe cially as it relates to run-on sentences and sentence fragments. The vocabulary development program places an emphasis on long-term retention and application of words both orally and in writing.
English-6COURSES
• Participating in the student-organized 5K race for a local, charitable,non-profit organization
Students experience the contemporary relevance of science to their daily lives and make connec tions with other disci plines through various projects including the Kidwind challenge and Red Carpet Waste Reduction project.
• Ratios, rates, and percents
Science-6: Physical Science
• Working in groups
Computer Science-6
The sixth grade Computer Science curriculum emphasizes computational thinking, collaboration (including an emphasis on pair programming), and computer practice and program ming, mainly through the Lego NXT robotic technology and the Scratch programming language. Through the two environ ments, students are exposed to the fundamentals of program ming and algorithmic thinking, learning how to translate ideas into something a computer can implement. Students also com plete algorithmic thinking exercises through off-line activities.
• Statistics - mean, median, and mode
• Evidence of chemical reactions occurring and basic theo retical background for understanding chemical changes;
Course topics include:
The Connections element of this course seeks to develop stu
• Observing, describing, and measuring the physical proper
• Technical problem solving
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:
• Order of operations, including understanding of exponents
• Persevering in solving problems
Working in the target language, students also learn about as pects of Chinese geography, customs, and culture.
World Languages, Literatures & Cultures-Level A Level A 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 us ing 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, presenta tions, storytelling, competitions, games, and videos.
• Pre-algebraic concepts involving variables and patterns, and the coordinate system
• Metric system
• Using precise mathematical language
• The use and manipulation of rational numbers
ties of matter, using appropriate tools and units
• Composition of matter, including atomic theory, the peri odic table of elements, and molecules and compounds
Working in the target language, students also learn about the customs, and culture of France and Francophone countries. Spanish-Level A
Human Dynamics and Development-6
• Measurement of two-dimensional figures
• Developing a reasonable approach to a problem and using mathematical reasoning
• Motion, forces, and energy, including the Law of Conser vation of Energy
• Lab safety
• Writing work in an organized and logical manner
Along with learning content material, students are evaluated on the following skills throughout the year:
method, students investigate real-world problems, using mul tiple strategies and collaborative learning to arrive at common solutions. Students learn to use calculators and other technolo gies such as Khan Academy to enhance concept development, while maintaining an ability to understand the mathematics behind the calculations.
• Two-dimensional geometry
• Looking for patterns
• Number theory, including the prime factorization, LCM, GCF, and the fundamental theorem of arithmetic
• Mastering computational skills and thinking
• Experimental gardens
Chinese-Level A
ENCORE-6 COURSES
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• Experimental design including variables, reliability, and accuracy
• STEM design process
Working in the target language, students also learn about the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanish-speaking world.
Sixth grade Physical Sci ence 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 foun dation as well as a conceptual framework for further studies including renewable energy, waste reduction, and tech nological design. Students experience the contemporary relevance of science to their daily lives and make connections with other disciplines through vari ous projects including the Kidwind challenge and Red Carpet Waste Reduction project. This course examines the ways sys tems work in terms of motion, forces, matter, and energy.
• Graphing
French-Level A
• Wave properties, focusing on the commonalities of differ ent kinds of waves, including sound and light
evening choral events during the school year as well as other performances during the school day.
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 develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competi tive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-im provement are emphasized.
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, iMovie, etc). Students learn how to create a formal bibliography and image source page. 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.
The sixth grade Performing Arts 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 theater and The Sound of Music to better understand the role and impact of music and theater throughout history.
Students in sixth grade are required to take either Choir 6 or Band 6.
Performing Arts-6 Exploring the Influence of the Arts in Our Lives
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 pos sibilities. Two and three-dimensional design, imagination and observation-based drawing, digital photomontage, 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. One of the main objectives for this group of students is to begin designing works that demonstrate both the application of specific visual arts skills and the capacity to engage in interdisciplinary think ing. The 6th Grade overarching theme of Service and Com munity, together with themes from 6th grade literature, science, and social studies, are explored to facilitate interdisciplinary design. Periodical written assignments are designed to reinforce learned concepts and to promote clarity of thought, reflective thinking and visual thinking strategies.
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 out comes across the content areas. Students will learn organiza tion, time management, prioritization, and metacognitive skills.
Physical Education-6
In Band 6, students are introduced to, prepare for, and perform musical works from various historical periods and cultures. Students focus upon the importance of their specific instru ment 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). They will also develop a practice/music study routine outside of class. Students are expected to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances, and a required performance at Homecoming during the school year, as well as other perfor mances during the school day.
Visual Arts-6
dents’ interpersonal and risk-assessment skills, with lessons on values clarification, self-esteem, friendship, puberty, and the effects of alcohol and tobacco consumption. Students will de velop 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 focus of class meetings will alternate between the two con tent areas every three-to-four seven-day cycles.
Information and Technology Literacy-6: Technology Users
Choir-6 and Band-6
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In Choir 6, students perform a wide range of repertoire that includes pieces from a variety of cultural traditions, histori cal 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 expres sively, 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 expres sive musical instrument. Students also focus on learning to read music and to understand music theory. There are two required
In addition, seventh grade students help create lunch bags including sandwiches, a snack as well as fruit for the homeless population in Wilmington. The completed lunches are deliv ered to the Emmanuel Dining Room in downtown Wilmington.
Advisory-7PROGRAMS-7STUDY
Service-learning is an invaluable part of the 7th grade pro gram 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 stu dent 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:
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 in clude 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:
• Developing listening skills and how to be a good listener
• Working as a volunteer during a spring cleanup at a local park or river cleanup
As a culminating experience to service-learning in the 7th grade, students visit Materials Resource Centers (PA). Stu dents 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.
• Bonding day introductory activities and games
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 book reviews.
Service Learning-7
• Volunteering at a local animal shelter
• Developing a successful routine/system for homework and study habits
• Working with children in a preschool setting
• Working together to plan and then deliver a booth for the middle school spring fair
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 edition) by Michael Pollan.
SEVENTH GRADE PROGRAM OF
CORE-7 English-7COURSES
• Examining disciplinary cases from several years ago and looking at these issues from a student perspective
In this course, students will examine three regions of the world through the lenses of geography, history, and culture. Signifi cant emphasis will be placed upon modern societies and the connections between diverse countries, including the United States. An in-depth look into a recent political, social, or eco-
History/Social Studies-7: World Social StudiesHistory, Geography, and Culture
• Serving food at a variety of homeless shelters including Emmanuel Dining Hall
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• Preparing a portfolio of materials to be shared with parents after the first semester; setting goals for the second semes ter based on experience and outcomes of the first term
7th grade students also engage in an interdisciplinary study of food systems as well as hunger in a project-based learning experience. Students identify an organization that addresses hunger locally, nationally, or internationally then in small groups the students examine the purpose and effectiveness of various organizations.
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 writ ing 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.
• Organizing participation in the annual Spring Into Service 5K
• Current political, economic, religious, technological, and resources issues facing Africa
• Rebellions, Revolts, and Revolutions – Using the Russian
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• Rocks and minerals; identification of a selection of mineral and rock samples
• Statistics including random sampling and analyzing/inter preting data
The Earth and Space Science course continues to develop the students’ understanding of Earth systems through collaborative work with simulations, models, mathematical applications, and STEAM design activities.
Mathematics-7
• Direct and inverse proportion
• Revolution as a case study in conjunction with the seventh grade English class reading the book Animal Farm
• Tational number operations
• Similar figures, proportions, and scale factors
Some of the topics explored in the enriched math class include:
• Hunger, food systems and resources for hungry people in Delaware, the United States and the world
• Current events in the United States examined through the lense of political cartoons and editorials
• Geometric construction
• China becoming an economic power in the global commu nity
• The real number system
• Demonstrates mastery of content material
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. Design thinking and problem-based learning are applied in many of the units this course covers. Topics in diversity, inclusion, equity, and justice and sustainability are explored in every unit high lighting the implications on social, economic, and environmen tal factors on Earth’s systems.
• The theory of plate tectonics and development of this theory through history
• Algebraic expressions, equations, and inequalities
Seventh grade marks a transition to the generalized ideas and abstractions needed for algebra and all higher math courses. 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.
• Examining the Holocaust both historically and through literature
• Africa Mapping Project, analyzing two key variables
• Communicates scientific reasoning and findings from evi
• Characteristics of the solar system
Course topics include:
• The Middle East: Understanding geography, conflicts, and options for the future
• Applies knowledge to new topics.
The target skills assessed in this class are:
• Metric measurement, conversions and density
• Probability and combinatorics
• Gravity and its role in tides and in the solar system
nomic crisis will begin each unit.
• Collects and organizes data in tables, graphs, diagrams and graphic organizers.
• Matter and chemical bonding
• The hydrologic cycle
• Angle properties
• The layers of the Earth and their characteristics
Science-7: Earth and Space Science
• The study of Earth systems from space
• Climate change and severe weather events
Student experience in each unit will be geared toward an swering 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 will be placed upon relating the events of the past to those of the present and future. Additionally, students will examine different cultures using the five themes of geography, including location, movement, human/environment interaction, region, and place.
• Food systems
• Respect for the environment and care of natural resources
• Earthquakes and volcanoes
• The nature of lunar phases
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.
Course topics include:
• Lab safety
• Various Asian countries and the five themes of geography
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:
• Volume and surface area of solids
• Logic and proofs
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.
• Interprets diagrams, graphs, and models.
Enriched Math-7: In addition to the 7th grade math course, an enriched math course is offered to seventh graders. This
• The Big Bang Theory and expanding universe ideas
French-Level B
• Soccer (boys’)
• Cross Country (coed team)
Athletics-7/8COURSES
• Collaborates effectively and productively.
Working in the target language, students learn more about the customs, idioms, and culture of China with a focus on food and holidays.
Working in the target language, students learn about the geog raphy and cultures of selected Hispanic countries in Europe, the Caribbean, and the Americas.
• Tennis (coed team—limited to 24 players)
• Lacrosse (girls’ and boys’)
Spanish-Level B
• Baseball (boys’, limited to 16 players)
• Volleyball (girls’, limited to 24 players)
• Basketball (boys’ and girls’, limited to 30 players each team)
• B Team Division Weight Limit: Down Linemen—145 lbs. limitation
dence/data
Chinese-Level B
• Field Hockey (girls’)
• Soccer (girls’)
During the year, seventh and eighth grade students are re quired to participate in three sports seasons (with the limited option of petitioning to be excused from one season for an “alternate outside activity”). There are usually one or two 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.)
Defensive Down Linemen—unlimited weight
Human Dynamics and Development-7: Conflict Resolution
World Languages, Literatures & Cultures-Level B
Fall (practice daily, 2:45 - 4:15, later end time on game days)
• Football (see A and B team weight designations below)
Computer Science-7
Lessons on the geography, customs, and idioms of Frenchspeaking countries enrich the language-learning experience.
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• Wrestling (coed)
Level B 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 extemporaneously within openended scenarios based on broad vocabulary study. In addition to speaking and listening, strong emphasis is placed on develop ing reading and writing skills. Techniques in the classroom may include the use of skits, role-playing, music, pair-work, and video clips and filming.
• Follows directions and rubrics.
• Makes valid observations, inferences, and hypotheses
Winter (practice daily, 2:30 - 4:00, later end time on game days)
Offensive Linemen—unlimited from tackle to tackle Offensive Ends—145 lb. limitation
Spring (practice daily, 2:45 - 4:15, later end time on game days)
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 program ming activities. STEM experiences continue as students work with sensors and circuits to create objects with specific func tions using Snap, along with extended Scratch programmingenvironment and Hummingbird technologies.
• Using mathematics and computational thinking
• A Team Division Weight Limit:
Defensive Linebackers, Ends, and Backs—145 lbs. limitation
Backs and Ends—125 lbs. limitation
• Indoor Track (coed team)
ENCORE-7
To balance the physical programming portion of the class, stu dents begin understanding how the computer works at its “low est” 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 comput ers 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 cybersecu rity, students learn the global and ethical impacts of computer science.
This course invites students to investigate, analyze, under stand, 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 solu tions and choosing what is fair, apologizing, thanking, forgiv ing, 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.
Offensive Backs and Ball Carriers—125 lbs. limitation
in Band 7/8 are exposed to music of a more advanced technical nature. Students are expected to practice on a con sistent 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 demonstrat ing 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
In seventh grade, students begin to look at how media, in all forms, affects their lives. Students take a closer look at technol ogy, policies of acceptable use, and the potential for technology to be misused (e.g. bully ing). Students also look at how media uses color, font, and persuasive techniques to influence choices and ac tions in everyday life. Using GoogleSlides, QuickTime, and iMovie, students use those same techniques to persuade an audience to take action on a chosen topic. Using statistical information, students cre ate and manipulate information in spreadsheets and surveys. Students look into the “Fake News” phenomenon and learn to evaluate sources for statistical accuracy and fact vs. opinion. Finally, throughout the course, there is a continued emphasis on proper keyboarding technique.
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 discus sions, 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
• Parents, and teachers, and help students to build relation ships with peers whom they might not otherwise get to know.
two required evening performances, a required performance at Homecoming, and a required performance at a Music in the Parks Festival during the school year, as well as other perfor mances during the school day.
Service Learning-8
EIGHTH GRADE PROGRAM OF Advisory-8PROGRAMS-8STUDY
• Working on worthwhile projects together, developing a sense of teamwork, and creating a sense of accomplish ment.
This group of students investigates two and three-dimensional design, imagination and observation drawing, informal and formal perspective studies, digital photomontage, color theory through painting, 3D design, animation, and two and three dimensional computer-based design. Students learn and practice different ways of assessing one’s work and the work of others, and utilize collaboration, personal reflection, and brainstorm ing techniques to plan, design and evaluate works. The 7th Grade overarching theme of Interdependence and Our World Community is further explored in this course through surveys of past and present relevant interdisciplinary works. Environ mental sustainability, cultural diversity, and social responsibility are some of the topics that this group of students will use to brainstorm and create works.
• Providing students with much needed down time during their busy days. (Meetings provide a time and place for reflection and food! )
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/or 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, a required performance at a Music in the Parks Festival, and other performances during the school
In seventh grade, stu dents begin to look at how media, in all forms, affects their lives.
Information and Technology Literacy-7: Information Searchers
Choir 7/8 and Band 7/8
Visual Arts-7
Performing Arts-7 Exploring World Traditions
• Helping the student create a balance in his or her life, especially in terms of course load, homework load, and extracurricular load.
• Discussing community and social issues.
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:
• Developing strategies about how to communicate with peers,
The seventh grade Performing Arts 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.
Studentsday.
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• Analyzing current events – American topics from Upfront Magazine
student reflection throughout the process. Since the 2013-14 school year, eighth grade students have served Lutheran Com munity 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:
History/Social Studies-8: American Studies
• Presentations
• Analytical writing
-Diversity Committee
English-8COURSES
-Puerto Rico Support Group
• Establishing and leading student-run committees to benefit charitable, non-profit organizations such as -National Wildlife Federation
• 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?
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• Freedom vs. Order— Which qualities of life are more im portant to our sense of self? Is it possible to balance these two concepts? What must we give up to keep what we’ve gained?
• Note taking
• Assessments for each unit
• Dependence, Independence, Interdependence—How are these conditions different? Which is most important to the development of who we are?
• Key events in the United States from 1870 to 1916
• Written homework assignments
Keyment.requirements and assessments include:
CORE-8
• Writing and preparing a research paper
• Evolving Nature of Identity—Who are we, and how did we come to be that way? Who gets to be accepted?
Below are eight “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 con flicting demands from family, friends, different religions, different beliefs, different nationalities?
• American Revolution – focus on the Declaration of Inde pendence
• Materialism vs. Idealism— How can we be, deeply, both materialistic and idealistic?
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.
• Active participation in class discussions
This course examines key historical events and themes in Amer ican culture from the Declaration of Independence through the Cold War as well as contemporary events. This course empha sizes the founding of our government, topics in Civics, as well as historical units in which the citizens challenged the govern
• Early Republic – focus on The Constitution of the United States and elements of civics
• Key themes within the Civil Rights movement
English-8 works to help students address the question, “Who are we, and how did we come to be that way?” In this class stu dents grow in many ways: in their articulation of ideas (in both oral presentation and writing), in their grasp of the grammati cal 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.
• Cooperative learning projects – including a colonial news paper, Constitutional Convention simulation, a World War II radio show
• 1950s/Cold War – domestic and abroad; change and chal lenges
• Participating in the student-organized 5K race for a local, charitable,non-profit organization
Units of study include:
• Abolition and the struggle for African Americans to gain freedom
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.
• World War II – focus on the role of the United States
• The study of various historical topics and current events through the use of Upfront, an educational magazine pro duced by the New York Times
Mathematics-8
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.
Eighth grade math completes the Math in Focus (Singapore Math) program and prepares students for the transition into the upper school math program. This course uses a concretepictorial-abstract learning progression which is anchored in real-world, hands-on experiences. The goal is to establish foun
• Ecological footprint
• Biochemical tests for macromolecules
• HeLa cells and the Henrietta Lacks story
• Venn diagrams and set notation
• Populations
• Gene editing and CRISPR
Course topics include:
I. Ecology
• Environmental justice
• Energy Flow through an Ecosystem
• Sustainability Case Studies
• Genetic basis of adaptation
• Geometric transformations
III. Cell Biology
V. Evolution
The advanced eighth grade math may include but is not limited to con cepts such as: systems of inequalities and linear programming; properties of special right triangles, and other trigonomet ric concepts; geometric proofs; Venn diagrams and set notation; and statistics, including standard deviation.
dational independent, problem-solving skills that enables stu dents to monitor their own thinking. This approach is designed to ensure mastery of more complex math concepts needed to succeed in higher level math courses.
• Properties of water, solutions, pH
Science-8: Biology I
• Variation through time
• Cell membranes and Diffusion
• Functions and graphs of functions
• Biomes
• Carbohydrates, Proteins, Lipids and Nucleic Acids
• Ecological succession and resilience
• Pythagorean Theorem
• World Health
• Cell Structure and Function
• Representing, comparing and manipulating numbers in scientific notation
based applications as they explore topics from class. 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.
• Exponential notation and exponent rules
• Genetic testing, GMOs
IV. Genetics
• Linear programming
• Systems of inequalities and linear programming
• Biomolecules and Food Inequality
• Nutrition
• Systems of linear equations
• Producers and consumers
• Statistics including standard deviation
• Ecosystems and Change
• Interpreting Pedigrees
• Protein synthesis
• Genes and Chromosomes
World Languages, Literatures & Cultures-Level C Level C World Languages, Literatures & Cultures courses are a continuation of their respective Level B 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 such techniques as open-
• Indicators of evolution
• Biodiversity and Sustainability
II. Introduction to Biochemistry
Course topics include:
Thericulum.advanced
• Properties of special right triangles, and other trigonomet ric concepts
• Stem Cell Differentiation and Research
• Molecular Structure of DNA
• Factoring and expanding
• Darwin and theories of natural selection
• Dehydration synthesis and hydrolysis
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• Lines and linear equations
Eighth grade Biology is a multi-disciplinary, scientific introduc tion to the study of living things. Students are given oppor tunities to brainstorm and practice process skills and critical thinking via laboratory investigations, research, and coopera tive 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 Web-
• Graphing proportional relationships
class may require an additional textbook, and may include but not be limited to concepts such as:
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 addi tional 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 par ticipation in Math Olympiad and other challenging work that exists within the cur
• Geometric proofs
• Radicals and surds
• Ecological commons and Tragedy of the commons
Offensive Linemen—unlimited from tackle to tackle
Spanish-Level C
Down Linemen—145 lbs. limitation
• Baseball (boys’, limited to 16 players)
During the year, seventh and eighth grade students are re quired 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 approxi mately 5:30 p.m. (Sixth grade students take physical education, which includes units in all of the sports offered at Friends).
In this alternating seminar course, students enrich their deci sion-making skills and utilized scheduled time to pursue their 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 op portunity 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.
• Wrestling (boys’)
Division Weight Limit:
• Basketball (boys’ and girls’, limited to 30 players each team)
Defensive Linebackers, Ends, and Backs—145 lbs. limita
• Indoor Track (coed team)
Athletics-7/8COURSES
• Cross Country (coed team)
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 meaning ful 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, discov ery, communication, time management, resilience, mindfulness, collaboration, creativity, inquiry and engagement applied to the fulfillment of the investigation.
Spring (practice daily, 2:45 - 4:15, later end time on game days)
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ENCORE-8
Human Dynamics and Development-8: Decision Making and Capstone Investigation
Winter (practice daily, 2:30 - 4:00, later end time on game days)
ended scenarios, role-playing, songs, pair-work, music, videos and filming, and also may establish letter or email exchanges with students in Chinese, French, or Spanish-speaking schools. At the end of the year, eighth grade teachers recommend place ment for the ninth grade classes.
• Football (boys’, see A and B team weight designations
The focus of class meetings will alternate between the two con
Cultural study continues of holidays, customs, and daily life in selected Hispanic countries.
• Lacrosse (girls’ and boys’)
The first half of the course focuses on programming and algo rithmic thinking as students build on their basic skills. Stu dents 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 investi gate modern technology from the perspectives of both hard ware (the functions of computer components) and software (internet operations and computer security).
Chinese-Level C
French-Level C
Offensive Ends—145 lb. limitation
Offensive Backs and Ball Carriers—125 lbs. limitation
Defensive Down Linemen—unlimited weight
BtionTeam
• Volleyball (girls’, limited to 24 players)
Students learn more about the customs, cultures, and history of China through lessons/activities.
• Field Hockey (girls’)
Fall (practice daily, 2:45 - 4:15, later end time on game days) Soccer (boys’)
As part of the language study, students continue to learn about the customs of France and some Francophone countries, in cluding holidays and traditions.
• 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.
• Soccer (girls’)
Abelow)Team
Division Weight Limit:
Backs and Ends—125 lbs. limitation
Choir 7/8 and Band 7/8
Extra help is designed to provide immediate or short-term as sistance to students experiencing difficulty in or having ques tions 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 suffi cient to maintain satisfactory progress in a course, additional or alternative out-of-school measures, such as tutoring or educa tional testing, may be recommended.
In addition to the music 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 crew, or technical crew.
FIRST LEGO League (Robotics)
Information and Technology Literacy-8: Information Critics
Visual Arts-8
the Parks Festival, and other performances during the school
Exploring the Arts in America
Studentsday.
ADDITIONAL ELECTIVE ExtraPROGRAMSHelp
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/or 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, a required performance at a Music in
tent areas every three-to-four seven-day cycles.
In eighth grade, the Library Media Center introduces students to advanced search techniques, alternative search engines, sub ject specific databases and other search tools. Students evaluate sources for specific criteria and learn to defend their choice of sources in an annotated Chicago style bibliography. Students use advanced tools to organize information and files. Students continue to master techniques for effectively presenting infor mation 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.
Complementing Wilmington Friends School’s curriculum and educational philosophy, the mission of FIRST LEGO League (FLL) is to inspire and celebrate science and technol
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 crew, or techni cal crew. This is a promi nent part of the learning ex perience for 8th Graders as well as a major event in the life of the Middle School. All 8th graders are expected to be a part of after school rehearsals in preparation for this event.
in Band 7/8 are exposed to music of a more advanced technical nature. Students are expected to practice on a con sistent 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 demonstrat ing 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 two required evening performances, a required performance at Homecoming, and a required performance at a Music in the Parks Festival during the school year, as well as other perfor mances during the school day.
The eighth grade Performing Arts class expands the students’ experience with the music and theatrical traditions of the United States. Students become more aware of the cultural and historical forces that shape American society. A significant portion of the year focuses on American Musical Theatre. Ad ditional 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.
This group of students completes projects specifically designed to continue deepening their knowledge of the visual arts and their exciting interdisciplinary possibilities. Animation, mod eled drawing, formal perspective drawing with emphasis on architectural elements, digital photography, digital storytelling, and 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 Growth and Change, will make this class an exciting opportunity to listen, observe, create and reflect.
Choir 7/8 and Band 7/8 are electives.
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WEB Middle School Orientation Program
ogy (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 accomplish ments 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 tro phies 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.
Math Olympiad
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 em phasis 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.
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.
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 rec ommending disciplinary action in instances of student behav ior issues. It is supervised by the Dean for Student Life and 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.
Mastery Program
WEB stands for “Where Everybody Belongs” and is a nation wide 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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Middle School Oversight Committee
• 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: Mac Books for grades 4 to 12 and iPads for grades PS to 3.
• Global education curriculum, includ ing International Baccalaureate and School Year Abroad
Portrait of a WFS Graduate
• Campus models environmental stew ardship, including solar panels, LEED Gold certified facilities and a “net-zero” Global Learning Center
• Value justice and peace with a conscious responsibility for the good of all
Middle/Upper School Campus
• Model creative,thinkingindependent
• Advanced and independent studies
Lower School Campus
• Computer class lab, After-School Pro gram computer lab
Wilmington Friends School 101 School Wilmington,RoadDE www.wilmingtonfriends.org19803
• Visual and performing arts through advanced college-prep level
Preschool — Grade 5
Program Highlights
• Singapore Math approach, grades K-8
• Meeting Room
• Approximately 25 acres
• Library Media Center with computer lab, open every school day
• Approximately 30 acres, including wooded areas and a Natural Classroom
• Spanish, grades PK-12; Chinese and French, grades 6-12
• Library Learning Commons with solo, small and large group areas
For more information, contact: Office of Admissions and Financial admissions@wilmingtonfriends.org302.576.2930Aid
• 500-seat Theater, choir and band classrooms and practice rooms
Graduates, whether from lower school, middle school or upper school, are those who:
• Welcoming community for families of all religious and spiritual traditions (95% of families who choose Friends School are not Quaker.)
• STEM and traditional science labs
• Facilities architecturally designed for music (including practice rooms) and art (including ceramics studio)
Quaker matters. Come see why.
• Two buildings totaling 68,000 square feet
Grades 6-12
• Individualized, expert college guidance
• Two art studios and kiln room
A committee of faculty and staff collaborated with students, alumni, and parents to articulate the skills and habits of mind of a Friends school graduate. These characteristics are both aspira tional and evident at each division. They, in combination with the mis sion, guide teaching and learning in our daily work with students.
• Three outdoor playgrounds, two ad ditional outdoor paved play areas
• One connected building, 184,500 square feet
• Skillfully communicate and collaborate
• Meeting Room/auditorium
• Seek truth
• Preschool – 12th grade, co-ed
• Programming, STEM curriculum, and robotics, K-12
• Exercise self awareness and intentionality
• Five athletic fields, six tennis courts, three full-size gyms, fitness room
• Competitive athletics, grades 7-12
• Two gyms
• One turf and one grass athletic field (also used by school sports teams)
