MIDDLE SCHOOL ACADEMIC PROGRAM OVERVIEW
CORE COURSES
English
The middle school English program sets high expectations for students in aspects of grammar, writing mechanics, vocabulary, and literary terminology. The program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write 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 development, organization, and grammar and mechanics are taught in each course. Methods include in-class essays and take-home essays (in stages of thesis statement, outline, first draft, and final draft); student multimedia presentations; dramatizations; cooperative learning groups; reading aloud; creative writing; and teaching through games and competitions.
History/Social Science
The History/Social Science department stresses student engagement both in a world that should be and in a world that is. Students should feel secure in their possession of intellectual strengths and specific knowledge, as well as gain a sound foundation in history/social science methodologies. These objectives are defined to prepare students academically and in disposition to pursue further education, formally and informally; and to prepare them as citizens to be active participants in working for that “better world” to which people throughout history have aspired.
The department’s program is designed to encourage students to appreciate history/social science as a means:
• To make possible “life-long learning”
• To develop specific skills and attitudes relevant to the discipline (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
• To respect scholarship and intellectual achievement
• 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 information from a variety of sources
• 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
• To understand the difficulty of universal agreement on facts and the impact upon individual and societal perspective of gender, race, ethnicity, sexual orientation, religious belief, and geographical location
• To understand notions of continuity, change, and historical development
• To apply moral and ethical considerations to their analyses of the past and understanding of the present;
• To show “geographical literacy”
• To appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs
Mathematics
The middle school math program covers a wide range of ideas and skills including arithmetic computation with rational numbers, number theory, patterns and functions, statistics, geometry, and linear and quadratic algebraic operations.
The material is presented in a variety of ways to meet the needs of students with a variety of learning styles, and to benefit all students by expanding their range of approaches to mathematical (and other intellectual) challenges. Using discovery methods as well as direct instruction, students work both individually and in small groups.
Students develop their abilities to communicate their mathematical reasoning orally, symbolically, and graphically. Middle
school mathematics requires an ability to calculate accurately and to use words and symbols in a meaningful manner. Students learn the appropriate use of technology, which includes the use of graphing calculators (starting in 8th grade) and support programs such as Khan Academy and other math websites.
In addition to the 8th-grade math course, there is an advanced 8th-grade math class. This fast-paced class meets several times a week with a deeper exploration of concepts and covers additional topics. Participation in this course is based on a combination of math grades from 6th and 7th grade, standardized test scores, and teacher recommendations. In preparation for the advanced section in eighth grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other challenging work that exists within the curriculum. At the beginning of the year, math teachers distribute information concerning advanced work to all interested 6th, 7th, and 8th-grade students.
Science
The middle school science program consists of inquiry-based lessons that build skills, reinforce the way scientists think, and present topics that stimulate and connect to everyday scientific and sustainability situations. The goal of the middle school program is to prepare students with the skills they will use in upper school science courses as they question and investigate the physical, chemical, and biological world around them, while broadening their understanding and application of concepts introduced in elementary science classes. Students engage in research, problem solving, critical thinking, and learning independently, and in collaborative groups. Each grade includes an overview of experimental design which emphasizes the practice 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 hypotheses 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 activities, field trips with service learning components, guided use of scientific equipment including microscopes and digital probes, and technology-based programs.
World Languages, Literature & Cultures: Chinese, French, Spanish
The ultimate goal of the World Languages, Literatures & Cultures Department is the communication of meaning as fluently and accurately as possible. We teach the four basic skills of listening, speaking, reading, and writing. Our focus is on using the language in the classroom; teachers speak to students only in the target language. Such immersion necessitates active listening on the part of students and encourages and enhances
conversation. We reinforce the study of grammar through open-ended scenarios, skits, and dialogues, which might include such real-life situations as navigating travel, shopping for clothing, and restaurant and market excursions. We also include aspects of the culture and civilization in order to enrich the language-learning experience. Additional enrichment activities may include guest speakers, music, video clips and filming, and pen pal exchanges.
French and Spanish seventh and eighth grade students have the opportunity to travel, respectively, to a francophone country during the mid-winter break and Puerto Rico during the summer. Middle and Upper School Chinese students have the opportunity to travel to China once every three years. NonChinese language students may join the Middle School group for this trip.
ENCORE COURSES
Computer Science
The goal of Computer Science in the middle school is to instill a knowledge of and confidence in the iterative, problem-solving process. Using the Computer Science Teachers Association (CSTA) standards to inform the curriculum, the following five strands are covered: computational thinking; collaboration; computing practice and programming; computers and communication devices; and community, global, and ethical impacts. With a focus on process over product, students will be able to fully harness the problem-solving capabilities of a computer. Computers afford the programmer/user a very powerful tool with which to solve problems. By learning how to break these problems down into discrete, repeatable steps, students are able to iterate through a multitude of approaches before arriving at an algorithm that achieves the goals of the problem. In order to fully embrace this iterative problem-solving approach, students must have the confidence to fail, to get unexpected results, and to explore and persevere through these challenges as they work their way closer to finding solutions. Harnessing the potential of algorithmic thought and the programmatic potential of computers, students will use their computer science knowledge to be “creators” as opposed to just “users” of technology in many fields of study.
Human Dynamics and Development
Human Dynamics and Development is a cross-divisional (lower, middle, and upper school) program at Wilmington Friends, encompassing social and emotional awareness, interpersonal relationships, academic skill development, and healthy living habits, including strategies and processes for making informed decisions.
Information and Technology Literacy (Library Media Center)
The Information and Technology Literacy curriculum of the Library Media Center focuses on integrated projects in multiple disciplines (English, social science, science, mathematics, etc.) that allow students to use acquired skills to complete academic
work. Information-seeking strategies, evaluation of sources, and presentation of information, as well as other library related skills are taught in both a once or twice-a-cycle class and through the core subject areas. The librarian plans with classroom teachers in order to increase the depth of research and class time for selected units. Students learn to evaluate and solve all forms of information needs.
Performing Arts
To fully embrace the iterative problem-solving approach, students must have the confidence to fail, to get unexpected results, and to explore and persevere through these challenges as they work their way closer to finding solutions.
The mission of the Wilmington Friends Performing Arts Department is to provide an exemplary education in the performing 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 performing arts. We encourage creativity, self-discovery, independent thinking, and risk-taking through the exploration of students’ talents, abilities, and values. Our program enhances students’ collaborative skills and allows them to grow emotionally, socially, and spiritually. It is our goal to teach students to put theory into practice through authentic experiences utilizing quality performance facilities and equipment. With the presentation of outstanding concerts and productions, Wilmington Friends School students will inspire the entire school community to participate in, understand, and support the performing arts as an integral part of a complete and well-rounded education.
Band
Middle School Band further develops the concept of ensemble to which 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 understanding of music theory, and understand the mechanics and sound production of the instrument they are playing. Repertoire will be drawn from many different musical traditions 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.
Choir
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 continuous 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, dedication, 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.
Music
The middle school general music experience builds on the skills and knowledge from elementary years and expands students’ experiences with a variety of music to allow them to make informed musical judgments. This broad exposure also aids students in making connections between music and other disciplines. Students become more aware of the cultural and historical forces that shape society and thus are prepared to live and work in a multicultural community. These courses intend to expand the role that music plays in students’ lives, and thus enhance the level of skill they develop in creating, performing, and listening to music.
Physical Education & Athletics
The middle school physical education program is designed around the team sport concept. Sixth grade students are given 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, 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 interaction, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized.
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 appropriate to the athlete’s level of ability.
The department’s objectives for student-athletes in middle school are:
In developing individual strengths and a healthy sense of self, the student athlete...
• Values physical as well as intellectual activity as components of personal growth and well-being.
• Sets personal and team goals.
• Appreciates the individual/team qualities that may set him or her or them apart from other individuals/teams.
• Develops the confidence and the willingness to take risks in competitive interscholastic games, i.e., “Be prepared to make the big play.”
• Develops an individual moral and ethical sense of sportsmanship while engaged in interscholastic activities.
In learning to respect the dignity and worth of each individual, to value diversity, and to seek acceptance and understanding
for people of all groups, the student athlete...
• Shows respect for others such as teammates, coaches, opposing teams, officials, spectators, and parents.
• Displays integrity, honesty, and sportsmanship.
• Recognizes, understands, and values teammates’ and opponents’ diversity in skills and abilities.
Throughout their activities and experiences, the student athlete develops and displays these qualities of mind, body, and spirit:
• Enjoyment of the experience and reward of learning new skills and techniques necessary to compete in interscholastic competition
• Commitment to developing skills to the fullest
• Ability to work cooperatively and independently for a team
• Confidence through skill improvement and performance in all athletic endeavors
Specific athletic objectives which will allow the student athlete to develop and maintain self-discipline, initiative, and independent thinking include:
• Physical conditioning and training to perform at peak efficiency, thus enhancing a positive self-image and sense of self-worth
• Development of poise and composure by learning to deal with different kinds of stress situations in both practice and competition
• Encouragement to take on and accept leadership opportunities such as inspiring teammates and performing duties of responsibility
• Development of team spirit and teamwork
• Development of sportsmanship (i.e., being humble in victory and gracious in defeat; playing by the rules; accepting decisions of officials without comment)
• Commitment to program
Visual Arts
The Middle School Visual Arts Program is designed to help students deepen their elementary school foundations and expand their understanding of the nature and potential of the visual arts as a language through which we can investigate and communicate ideas. Interdisciplinary themes of identity, storytelling, community, and stewardship will help give conceptual direction to student work. Classes meet twice each seven-day cycle.
Throughout the middle school visual arts program, students...
• investigate the unique roles of visual arts in today’s society
• examine the relationship between creativity, knowledge, risk-taking, and responsibility
• learn technical and thinking skills that allow the investigation, expression, and clear communication of ideas
• study past and contemporary important achievements in the visual arts
• learn about the importance of cultural contexts of works
• practice a wide range of composition and drawing techniques
• learn ways of describing and interpreting visual works
• maintain a physical and digital portfolio
• work independently and collaboratively
• learn how to fairly assess one’s work and the work of others
• explore the creative process of conceptualizing, producing, evaluating, and refining visual works
• investigate the potential of visual communication through digital technologies while learning how to navigate safely in the digital world
• study and apply the elements and principles of design
• practice inquisitive interdisciplinary thinking
• discuss the nature of art and works of art
• use the design thinking process to empathize, define, ideate, prototype, and test solutions.
SIXTH GRADE PROGRAM OF STUDY
Advisory-6
The sixth grade advisory program gives students the opportunity to work with a small group of peers and a faculty advisor in a less formal setting than that normally found within the classroom. The program, which is designed cooperatively by the sixth grade team and middle school dean for student life, is centered around the needs of the class and includes topics relating to a student’s transition to middle school, diversity, social issues, organization and study skills, and service learning. Mixed in with the more formal program are activities, such as games and friendly competitions, that are designed to help each advisory establish an identity and to bond as a group. The advisor, who is also a sixth grade teacher, serves as the inschool advocate for and a confidant to his or her advisees, and is the primary contact person between home and school. Past advisory activities have included:
• Bonding day activities and games
• Developing organizational and study skills (these include regular locker/binder cleanouts)
• Service learning opportunities
• A variety of friendly games and competitions
• Working together to plan and then run a booth at the middle school fair
• The sixth grade Olympics
Service Learning-6
Speaking to our values as a Quaker school, service learning is an important part of the sixth grade program. Usually working in small groups, students help plan and carry out a number of activities during the year that are designed to increase their awareness of the needs of others. After each activity, a debriefing session is held during which students share what they have learned. Past experiences have included:
• Baking apple pies for the Sunday Breakfast Mission
• Reforestation and Invasive Species Removal at Local Parks
• Maintaining the WFS Community Garden
• Restocking shelves and packing food bags at a local food bank
• Participating in the student-organized 5K race for a local, charitable,non-profit organization
CORE-6 COURSES
English-6
In sixth grade, English students work to achieve competence and reliability in writing assignments and projects. There is a steady emphasis on “taking care of the reader” in the following ways: writing engaging openings to draw readers in, using clear topic sentences and paragraph structure to present information clearly, writing strong closings to wrap up ideas interestingly, and editing well so that readers can focus on the information 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 assignment and writing for a readership beyond the teacher. Student work is consistently written for a broader audience.
Students read, discuss, and write about novels that range in genre from historical fiction to contemporary fiction to dystopian literature. There is an emphasis on the ancient world that coordinates with the Social Science program. The English focus is on active reading, critical thinking, literary style, and cultural analysis.
Students read, discuss, and write about novels that range in genre from historical fiction to contemporary fiction to dystopian literature. There is an emphasis on the ancient world that coordinates with the Social Science program. The English focus is on active reading, critical thinking, literary style, and cultural analysis. Texts include selected novels such as: Gilgamesh the Hero, 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 ageappropriate literature.
For grammar study, students learn writing mechanics, especially as it relates to run-on sentences, comma splices, and sentence fragments. The vocabulary development program places an emphasis on long-term retention and application of words both orally and in writing.
History/Social Studies-6: Ancient Cultures
The sixth grade history/social science course is an investigation of ancient cultures and civilizations. Students study the rise of civilization in Egypt, Greece, Mesopotamia, Rome, India and Mesoamerica. They begin each unit by examining the role geography played in the development of the civilization before
moving to a study of its system of government, economy, education, religion, social structure, arts and technology, and intellectual ideas and concepts.
A main focus of the course is the development of skills that allow the student to analyze a culture through its components. Students compare the societies they study and identify, examine, and evaluate the differences they find. They also examine how each of these societies has influenced their lives and the world they live in today.
Students 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 cooperative group work. Students will also become proficient in the use of Google Docs and use Web 2.0 technology.
Mathematics-6
In sixth grade, students are exposed to a variety of new topics, while building upon and drawing from previously learned mathematical facts and concepts (in careful coordination with our lower school program but certainly accessible to students joining us from other schools, as well). Through the discovery method, students investigate real-world problems, using multiple strategies and collaborative learning to arrive at common solutions. Students learn to use calculators and other technologies such as Khan Academy to enhance concept development, while maintaining an ability to understand the mathematics behind the calculations.
Students use the Math in Focus 2020 series (Singapore Math) as a framework for classroom investigations and individual study; each unit within the series allows for both remediation and enrichment activities. Course topics include:
• Number theory, including the prime factorization, LCM, GCF, and the fundamental theorem of arithmetic
• Two-dimensional geometry
• Measurement of two-dimensional figures
• Statistics - mean, median, and mode
• The use and manipulation of rational numbers
• Order of operations, including understanding of exponents
• Ratios, rates, and percents
• Pre-algebraic concepts involving variables and patterns, and the coordinate system
Along with learning content material, students are evaluated on the following skills throughout the year:
• Mastering computational skills and thinking
• Writing work in an organized and logical manner
• Using precise mathematical language
• Developing a reasonable approach to a problem and using mathematical reasoning
• Persevering in solving problems
• Looking for patterns
Physical Science-6
French-Level A
Working in the target language, students also learn about the customs, and culture of France and Francophone countries.
Spanish-Level A
Working in the target language, students also learn about the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanish-speaking world.
ENCORE-6 COURSES
Students experience the contemporary relevance of science to their daily lives and make connections with other disciplines through various projects including the Kidwind challenge and Red Carpet Waste Reduction project.
Sixth grade Physical Science provides students with a core introductory course that emphasizes the methods and processes of science as it relates to sustainability. The scope and sequence of this course gives middle school students an appropriate foundation as well as a conceptual framework for further studies including renewable energy, waste reduction, and technological design. Food education is woven into the first half of the year as a means to understand the science of cooking and nutrition and its connection to matter and energy. Students experience the contemporary relevance of science to their daily lives and make connections with other disciplines through various projects including the Kidwind challenge and Red Carpet Waste Reduction project. This course examines the ways systems work in terms of motion, forces, matter, and energy.
Course topics include:
• observing, describing, and measuring the physical properties of matter, using appropriate tools and units
• composition of matter, including atomic theory, the periodic table of elements, and molecules and compounds
• evidence of chemical reactions occurring and basic theoretical background for understanding chemical changes;
• motion, forces, and energy, including the Law of Conservation of Energy
• technical problem solving
• working in groups
• metric system
• graphing
• lab safety
• experimental design including variables, reliability, and accuracy
• STEM design process
• experimental gardens
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 using memorized text, but also within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, images, presentations, storytelling, competitions, games, and videos.
Chinese-Level A
Working in the target language, students also learn about aspects of Chinese geography, customs, and culture.
Computer Science-6
The sixth grade Computer Science curriculum emphasizes computational thinking, collaboration (including an emphasis on pair programming), and computer practice and programming, mainly through the Lego NXT robotic technology and the Scratch programming language. Through the two environments, students are exposed to the fundamentals of programming and algorithmic thinking, learning how to translate ideas into something a computer can implement. Students also complete algorithmic thinking exercises through off-line activities.
Human Dynamics and Development-6: Study Skills and Connections
The Connections element of this course seeks to develop students’ interpersonal and risk-assessment skills, with lessons on values clarification, self-esteem, friendship, puberty, and the effects of alcohol and tobacco consumption. Students will develop a more explicit understanding of how and why they make choices. The course, first, provides information, so that students have and appreciate the importance of having sound factual data on which to base choices; and second, builds social and emotional awareness, so that students recognize factors other than factual data that influence their choices.
The Study Skills portion of the course introduces necessary strategies for learning in middle school. It focuses on executive function skills - academic behaviors that influence learning outcomes across the content areas. The WFS middle school planner is utilized as a central tool to enhance organization, metacognition, time management, task prioritization, and goal setting.
The focus of the once-per-seven-day-cycle class meetings will be “Study Skills” during the first semester and “Connections” during the second semester.
Information and Technology Literacy-6: Technology Users
In sixth grade, students are introduced to the Middle/Upper School Library Media Center, its organization, resources, and policies. Students learn how to use and locate information in various sources (books, e-books, databases, and the Internet) and evaluate, organize, and present information in various formats (public speaking, formal papers, 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. Students are also encouraged to practice good technology habits, such as backing up their computer on a regular basis. In sixth grade, students are also given instruction on proper typing technique, which will be highlighted throughout the rest of the middle school curriculum.
Performing Arts-6
Exploring the Influence of the Arts in Our Lives
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.
Choir-6 and Band-6
Students in sixth grade are required to take either Choir 6 or Band 6.
In Choir 6, students perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for unison and two-part chorus. This experience deepens understanding of these traditions as students learn to use their voices expressively, build sensitivity to musical nuance, and develop critical listening skills. Technical skills in diction, breathing, and vowel formation encourage an awareness of the body as an expressive musical instrument. Students also focus on learning to read music and to understand music theory. There are two required evening choral events during the school year as well as other performances during the school day.
In Band 6, students are introduced to, prepare for, and perform musical works from various historical periods and cultures. Students focus upon the importance of their specific instrument and the role that instrument plays in the production of the whole. Musicians in Band 6 create and interpret music by applying a working knowledge of rudimentary music theory and by demonstrating skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, and dynamics). 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 performances during the school day.
Physical Education-6
The middle school physical education program is designed around the team sport concept. Sixth grade students are gender-separated so that boys and girls have an opportunity to learn about the individual and team sports offered in our MS athletic program. Preparation for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are
presented which allow each student to gain an interest in and to develop the foundation skills for sports of his or her choice. Drills and small-numbered, lead-up games allow students to develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized.
Visual Arts-6
Sixth graders are beginning an important transition from elementary school competencies in the visual arts to a deeper and broader understanding of the subject and its possibilities. Two and three-dimensional design, imagination and observationbased 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 thinking. The 6th Grade overarching theme of Service and Community, 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.
SEVENTH GRADE PROGRAM OF STUDY
PROGRAMS-7
Advisory-7
The 7th grade advisory program is a place where students meet informally with a smaller group of classmates and work closely with a faculty advisor on a range of issues. These issues may include academic challenges and expectations in 7th grade, social adjustments in terms of “being in the middle of middle school,” and what it is like to compete against other schools and be a member of a competitive sports team. The advisor serves as the in-school advocate for and a confidant to his or her advisee, and is often the first line of communication for parents. In essence it is the job of the advisor to help guide and shepherd each member of their advisory through the 7th grade program at WFS. Past activities in advisory have included:
• Bonding day introductory activities and games
• Developing listening skills and how to be a good listener
• Developing a successful routine/system for homework and study habits
• Examining disciplinary cases from several years ago and looking at these issues from a student perspective
• Working together to plan and then deliver a booth for the middle school spring fair
• Organizing participation in the annual Spring Into Service 5K
• Preparing a portfolio of materials to be shared with parents after the first semester; setting goals for the second semester based on experience and outcomes of the first term
Service Learning-7
Service learning is an invaluable part of the 7th grade program at Wilmington Friends and speaks directly to our role as a Quaker school. In 7th grade, students primarily pursue service learning through the vehicle of the Seventh Grade Stewardship Project. Between October and March, each student designs and completes a three-hour service project. Many students work with a partner in the 7th grade on this project and some also involve their parents. The project culminates in mid-April with individuals presenting their service-learning experiences to their peers. Sample projects have included:
• Volunteering at a local animal shelter
• Working as a volunteer during a spring cleanup at a local park or river cleanup
• Serving food at a variety of homeless shelters including Emmanuel Dining Hall
• Working with children in a preschool setting
Seventh 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.
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 delivered to the Emmanuel Dining Room in downtown Wilmington.
As a culminating experience to service learning in the 7th grade, students visit Materials Resource Centers (PA). Students engage in service work to support at-risk and vulnerable communities by preparing school kits, hygiene supplies, and other needed items for shipment around the world. Work at the Material Resource Center includes packing relief kits for international areas in need. Students and faculty also engage in recycling work, which funds many of the materials that this organization supplies to families around the world.
CORE-7 COURSES
English-7
In coordination with the seventh grade social studies class, English 7 is an exploration of modern global cultures through literature. At the same time, students look at themselves, using literature as a lens through which to view their own culture and identities. Students explore life in Africa while reading The Boy Who Harnessed the Wind by William Kamkwamba and experience the Holocaust through the eyes of real people and literary characters in works such as The Diary of Anne Frank, The Cage, and Surviving Hitler. Students consider how life differs for
characters living in the Middle East region while exchanging ideas in a variety of literature circles with books such as A Little Piece of Ground or Persepolis, and analyze key points in Russian history through Animal Farm by George Orwell. The seventh grade curriculum also intersects with social studies, science, and other subjects for a unit about the food choices we make, based on featured readings from The Omnivore’s Dilemma (young reader’s edition) by Michael Pollan.
Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impressions of the books they read through a variety of formats, including talk shows, posters, small-group discussion and book reviews.
Skill building is emphasized. Students write and revise extensively. Writings range from argumentation and analysis to personal narratives and poems.
Skill building is also emphasized. Students write and revise extensively. Writings range from argumentation and analysis to personal narratives and poems. Mastering many rules of writing mechanics and usage as well as vocabulary building are also important aspects of the course. Students have the opportunity to develop skills and confidence in public speaking through frequent discussion and presentation.
History/Social Studies-7: World Social StudiesHistory, Geography, and Culture
In this course, students will examine three regions of the world through the lenses of geography, history, and culture. Significant 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 economic crisis will begin each unit.
Student experience in each unit will be geared toward answering the essential questions of “who, what, when, where, why, and how” through an exploration of the political, social, religious, economic, and geographic histories of various parts of the world. Emphasis 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.
Course topics include:
• Africa Mapping Project, analyzing two key variables
• Current political, economic, religious, technological, and resources issues facing Africa
• Examining the Holocaust both historically and through literature
• Rebellions, Revolts, and Revolutions – Using the Russian
• Revolution as a case study in conjunction with the seventh grade English class reading the book Animal Farm
• Current events in the United States examined through the
lense of political cartoons and editorials
• China becoming an economic power in the global community
• Various Asian countries and the five themes of geography
• The Middle East: Understanding geography, conflicts, and options for the future
• Hunger, food systems and resources for hungry people in Delaware, the United States and the world
Course content is a vehicle for developing critical thinking skills in the following areas: methods of research and inquiry, writing, problem solving, public speaking, and group work.
Mathematics-7
Seventh grade marks a transition to the generalized ideas and abstractions needed for algebra and all higher math courses. All students are encouraged to investigate concepts as deeply as possible; in addition, students may request (or the teacher may encourage them to request) more challenging problems for practice and assessment.
Students use the Math in Focus series (Singapore Math) as a framework for classroom investigations and individual study; each unit within the series allows for both remediation and enrichment activities. Course topics include:
• The real number system
• Tational number operations
• Algebraic expressions, equations, and inequalities
• Direct and inverse proportion
• Angle properties
• Geometric construction
• Volume and surface area of solids
Enriched Math-7: In addition to the 7th grade math course, an enriched math course is offered to seventh graders. This is an opt-in course that meets twice-per-cycle during regularly assigned study hall periods. Students who choose to participate in this course must commit to a minimum of one full marking period enrollment and a high level of expectations with regard to purposeful engagement with the material and peers. A skills assessment will be used to determine placement in this course if interest exceeds the number of seats available.
Some of the topics explored in the enriched math class include:
• Probability and combinatorics
• Similar figures, proportions, and scale factors
• Logic and proofs
• Statistics including random sampling and analyzing/interpreting data
Earth Science-7
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.
Course topics include:
• metric measurement, conversions, and density
• lab safety
• the layers of the Earth and their characteristics
• the theory of plate tectonics and the development of this theory throughout history
• earthquakes and volcanoes
• matter and chemical bonding
• rocks and minerals; identification of a selection of mineral and rock samples
• climate change and severe weather events
• the hydrologic cycle
• the study of Earth systems from space
• gravity and its role in tides and the solar system
• the nature of lunar phases
• the Big Bang Theory and expanding universe ideas
• respect for the environment and care of natural resources
• food systems
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 highlighting the implications of social, economic, and environmental factors on Earth’s systems.
The Target Skills assessed in this class are:
• Demonstrates mastery of content material
• Applies knowledge to new topics.
• Interprets diagrams, graphs, and models.
• Collects and organizes data in tables, graphs, diagrams and graphic organizers.
• Communicates scientific reasoning and findings from evidence/data
• Collaborates effectively and productively.
• Follow directions and rubrics.
• Makes valid observations, inferences, and hypotheses
• Using mathematics and computational thinking
World Languages, Literatures & Cultures-Level B
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 developing reading and writing skills. Techniques in the classroom may include the use of skits, role-playing, music, pair-work, and video clips and filming.
Chinese-Level B
Working in the target language, students learn more about the customs, idioms, and culture of China with a focus on food and holidays.
French-Level B
Lessons on the geography, customs, and idioms of Frenchspeaking countries enrich the language-learning experience.
Spanish-Level B
Working in the target language, students continue building their understanding of the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanishspeaking world.
ENCORE-7 COURSES
Athletics-7/8
During the year, seventh and eighth grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season 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.)
Fall (practice daily, 2:45 - 4:15, later end time on game days)
• Soccer (boys’)
• Football (see A and B team weight designations below)
• A Team Division Weight Limit:
Offensive Linemen—unlimited from tackle to tackle Offensive Ends—145 lb. limitation
Offensive Backs and Ball Carriers—125 lbs. limitation Defensive Down Linemen—unlimited weight Defensive Linebackers, Ends, and Backs—145 lbs. limitation
• B Team Division Weight Limit: Down Linemen—145 lbs. limitation Backs and Ends—125 lbs. limitation
• Field Hockey (girls’)
• Volleyball (girls’, limited to 24 players)
• Cross Country (coed team)
Winter (practice daily, 2:30 - 4:00, later end time on game days)
• Basketball (boys’ and girls’, limited to 30 players each team)
• Wrestling (coed)
• Indoor Track (coed team)
Spring (practice daily, 2:45 - 4:15, later end time on game days)
• Baseball (boys’, limited to 16 players)
• Lacrosse (girls’ and boys’)
• Soccer (girls’)
• Tennis (coed team—limited to 24 players)
Computer Science-7
The seventh grade Computer Science curriculum emphasizes computational thinking, data collection, data manipulation, data presentation, and data analysis using both internally generated
and external data sets. Methods and tools used to query and store data are also explored. Students continue to program in Scratch with more of an emphasis on math-related programming activities. STEM experiences continue as students work with sensors and circuits to create objects with specific functions using Snap, along with extended Scratch programmingenvironment and Hummingbird technologies.
To balance the physical programming portion of the class, students begin understanding how the computer works at its “lowest” level. From this foundation, students learn how computers store and manipulate documents, images, video, and other types of data. As the course progresses, students learn how computers share information by building a web site and investigating basic computer system and networking concepts that underlie the Internet. By exploring Internet topics such as cybersecurity, students learn the global and ethical impacts of computer science.
Human Dynamics and Development-7: Conflict Resolution
This course invites students to investigate, analyze, understand, and practice strategies to manage inter and intrapersonal conflicts. Some of the topics discussed include trust, friendship, conflict starters at home and school, conflict makers vs conflict solvers, choosing vs reacting to conflict, suicide, the power of calming statements and deep breathing, listening strategies, I-messages, taking responsibility, courage, brainstorming solutions and choosing what is fair, apologizing, thanking, forgiving, empathy, compassion, and how to manage anger and avoid violence. The goal of the course is to equip students with skills to handle conflict in their lives and to help them view conflict as an opportunity for growth.
Information and Technology Literacy-7: Information Searchers
In seventh grade, students begin to look at how media, in all forms, affects their lives. Students take a closer look at technology, policies of acceptable use, and the potential for technology to be misused (e.g. bullying). Students continue to be encouraged to practice good technology habits, such as backing up their computer on a regular basis. Students also look at how media creators use color, font, and persuasive techniques to influence choices and actions 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 create 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.
In seventh grade, students begin to look at how media, in all forms, affects their lives.
Performing Arts-7
Exploring World Traditions
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 African music. Students also study the music of the Holocaust in conjunction with the corresponding unit in Social Studies. A portion of the year is spent learning about European opera, covering many of the essential or common elements and components of opera and considering how non-Western cultures are portrayed by European composers. Students then explore theatrical traditions of non-Western origin.
Choir 7/8 and Band 7/8
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 day.
Students in Band 7/8 are exposed to music of a more advanced technical nature. Students are expected to practice on a consistent basis outside of rehearsals. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are 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 performances during the school day.
Visual Arts-7
Seventh graders investigate 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 brainstorming 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. Environmental sustainability, cultural diversity, and social responsibility are some of the topics that this group of students will use to brainstorm and create works.
EIGHTH GRADE PROGRAM OF STUDY
PROGRAMS-8
Advisory-8
All middle school students need an adult who is informed about and interested in their lives, willing to listen, and happy to spend time with them. The eighth grade advising program is structured to foster this mentoring relationship. Activities are designed with the following goals in mind:
• Helping the student create a balance in his or her life, especially in terms of course load, homework load, and extracurricular load.
• Developing strategies about how to communicate with peers,
• Parents, and teachers, and help students to build relationships with peers whom they might not otherwise get to know.
• Discussing community and social issues.
• Providing students with much needed down time during their busy days. (Meetings provide a time and place for reflection and food! )
• Working on worthwhile projects together, developing a sense of teamwork, and creating a sense of accomplishment.
Service Learning-8
The service program in 8th grade provides opportunities for students to address human and community issues. Once an issue is explored through research and small group discussions, students are encouraged to develop skills to help solve a problem around the issue by participating in service activities both in school and in the broader community. There is ongoing student reflection throughout the process. Since the 2013, 8th grade students have served Lutheran Community Services in that organization’s efforts to address need (hunger) in our local community and have provided school-wide service by working with lower, middle, and upper school faculty and staff at the end of the year. Additionally, 8th grade students have engaged service-learning in the following ways:
Participating in the student-organized 5K race for a local, charitable,non-profit organization
Establishing and leading student-run committees to benefit charitable, non-profit organizations such as
• National Wildlife Federation
• Puerto Rico Support Group
• Diversity Committee
CORE-8 COURSES
English-8
English-8 works to help students address the question, “Who are we, and how did we come to be that way?” In this class students grow in many ways: in their articulation of ideas (in both oral presentation and writing), in their grasp of the grammatical structure of language, and in their understanding of ways in
which writings reflect the ideas, attitudes, and conflicts of our identity. English-8 examines coming-of-age for young men and women from diverse cultures.
Students learn how identities are shaped by conflicting values and experiences, undergoing continuous growth, absorbing and being altered by political and economic concepts, and by immigrant cultures. Students seek to determine some constant values and directions amid the clash and change.
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.
• Evolving Nature of Identity—Who are we, and how did we come to be that way? Who gets to be accepted?
• Conflicting Loyalties –How does a person resolve conflicting demands from family, friends, different religions, different beliefs, different nationalities?
• Dependence, Independence, Interdependence—How are these conditions different? Which is most important to the development of who we are?
• Materialism vs. Idealism— How can we be, deeply, both materialistic and idealistic?
• Freedom vs. Order— Which qualities of life are more important to our sense of self? Is it possible to balance these two concepts? What must we give up to keep what we’ve gained?
• Expanding of the Domain of Freedom— “The land of the free” –to whom do those words apply? To whom do they not apply? How, when, and to whom has that freedom extended?
Texts studied in recent years have included Absolutely True Diary of a Part Time Indian by Sherman Alexie, Copper Sun by Sharon Draper, To Kill a Mockingbird by Harper Lee, and The House on Mango Street by Sandra Cisneros.
Composition assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression.
Composition assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes opportunities for both peer review and revision. Students also evaluate their own writing according to a well-articulated set of standards for different types of writing.
History/Social Studies-8: American Studies
This course examines key historical events and themes in American culture from the Declaration of Independence through the Cold War as well as contemporary events. This course emphasizes the founding of our government, topics in Civics, as well
as historical units in which the citizens challenged the government.
Key requirements and assessments include:
• writing and preparing a research paper
• analyzing current events – American topics from Upfront Magazine
• presentations
• active participation in class discussion; Socratic Seminars
• note taking and individual projects
• cooperative learning projects – including a regions of the United States assignment, significant aspects of Constitution including various amendments, and a final project that covers aspects of Civil Rights
• assessments for each unit
• analytical writing
• written homework assignments
Units of study include:
• American Revolution – focus on the Declaration of Independence and who the colonies were at the time of the Revolution
• Early Republic – focus on The Constitution of the United States and elements of civics
• Abolition and the struggle for African Americans to gain freedom
• Key events in the United States during Reconstruction
• Key themes within the Civil Rights movement
• The study of various historical topics and current events through the use of Upfront, an educational magazine produced by the New York Times
Mathematics-8
Eighth grade math completes the Math in Focus (Singapore Math) program and prepares 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 foundational independent, problem-solving skills that enables students 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.
Course topics include:
• exponential notation and exponent rules
• representing, comparing and manipulating numbers in scientific notation
• graphing proportional relationships
• lines and linear equations
• factoring and expanding
• systems of linear equations
• functions and graphs of functions
• Pythagorean Theorem
• linear programming
Life Science-8
Eighth-grade Life Science is a multi-disciplinary, phenomenonbased introduction to the study of living things. Students are
given opportunities to brainstorm and practice inquiry and critical-thinking skills via laboratory investigations, research, and cooperative activities. Concepts are explored using a variety of teaching methods including, but not limited to, inquiry lab activities, collaborative group work, computer models and simulations, and design-thinking challenges. Skills practiced include modeling, CER (claim, evidence, and reasoning), data collection and interpretation, graphing and graph interpretation, and drawing conclusions from data. Topics in diversity, equity, justice, and sustainability are explored in every unit highlighting the implications on social, economic, and environmental factors in the living world.
Course topics include:
I. Ecology
• Ecosystems and change
• Sustainability case studies
• Populations
• Biomes
• Producers and consumers
• Ecological commons and tragedy of the commons
• Energy flow through an ecosystem
• Ecological succession and resilience
• Biodiversity and sustainability
• Ecological footprint
• Environmental justice
II. Body Systems
• Disease - clinical testing of medicines
• Organ systems as parts of a whole - levels of organization
• Digestive System - structure and function
• Breakdown of carbohydrates, proteins, and fats for absorption into the body (biomolecules)
• Nervous system - structure and function
• Respiratory system - structure and function (gas exchange)
• Exercise and the body
• Interaction of body systems
• Circulatory system - structure and function
III. Cell Biology
• Disease outbreaks - epidemiology
• Microscopy
• History of cell theory
• Cellular respiration
• Parts of a cell
• Cell membranes
• Modeling cell structure and function
• Cells, tissues, and organs - levels of organization
• Energy and matter in cells
• Plant cells
• Photosynthesis
IV. Genetics
• Genes and chromosomes
• Asexual vs. sexual reproduction
• Genetic diversity
• Genetic mutation
• Interpreting pedigrees
• Molecular structure of DNA
• Genetic testing, GMOs
• Gene editing and CRISPR
• Protein synthesis
• V. Evolution (as time permits)
• Darwin and theories of natural selection
• Indicators of evolution
• Genetic basis of adaptation
• Variation through time
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 openended 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 placement for the ninth grade classes.
Chinese-Level C
Students learn more about the customs, cultures, and history of China through lessons/activities.
French-Level C
As part of the language study, students continue to learn about the customs of France and some Francophone countries, including holidays and traditions.
Spanish-Level C
Cultural study continues of holidays, customs, and daily life in selected Hispanic countries.
ENCORE-8 COURSES
Athletics-7/8
During the year, seventh and eighth grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season a year for an “alternate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 to 4:15 p.m. (fall and spring), 2:30-4:00 p.m. (winter). Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. (Sixth grade students take physical education, which includes units in all of the sports offered at Friends).
Fall (practice daily, 2:45 - 4:15, later end time on game days) Soccer (boys’)
• Football (boys’, see A and B team weight designations
below)
A Team Division Weight Limit:
Offensive Linemen—unlimited from tackle to tackle
Offensive Ends—145 lb. limitation
Offensive Backs and Ball Carriers—125 lbs. limitation
Defensive Down Linemen—unlimited weight
Defensive Linebackers, Ends, and Backs—145 lbs. limitation
B Team Division Weight Limit:
Down Linemen—145 lbs. limitation Backs and Ends—125 lbs. limitation
• Field Hockey (girls’)
• Volleyball (girls’, limited to 24 players)
• Cross Country (coed team)
Winter (practice daily, 2:30 - 4:00, later end time on game days)
• Basketball (boys’ and girls’, limited to 30 players each team)
• Wrestling (boys’)
• Indoor Track (coed team)
Spring (practice daily, 2:45 - 4:15, later end time on game days)
• Baseball (boys’, limited to 16 players)
• Lacrosse (girls’ and boys’)
• Soccer (girls’)
• Tennis (coed team—limited to 24 players)
Computer Science-8
In eighth grade, the Library Media Center introduces students to advanced search techniques, alternative search engines, subject specific databases and other search tools. Students evaluate sources for specific criteria and learn to defend their choice of sources in an annotated Chicago style bibliography. Students use advanced tools to organize information and files. Students continue to master techniques for effectively presenting information in formal research papers, public speaking, and graphic representations. Students also continue to look at the role of technology in their lives and the implications in appropriate behavior and acceptable use. Students are also encouraged to practice good technology habits, such as backing up their computer on a regular basis.
Human Dynamics and Development-8: Decision Making and Capstone Investigation
In this alternating seminar course, students enrich their decision-making skills and utilize 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 opportunity for clarification of their own. Students identify their personal decision-making styles, learn a decision-making rubric and practice using it in practical, authentic applications. They explore the external factors that influence decisions and learn factual information needed to make informed decisions about matters affecting their emotional and physical health.
Students periodically use the class period to attend to their Capstone Investigations. A student’s Capstone Investigation asks them to explore something (a topic, a question, a goal, a hobby, a solution to a problem, etc.) that they find meaningful to themselves and others through disciplined investment of their time, energy, and creativity. The culminating product of the investigation involves the presentation of evidence showing the process of learning, growth, planning, adaptation, discovery, communication, time management, resilience, mindfulness, collaboration, creativity, inquiry and engagement applied to the fulfillment of the investigation.
The focus of class meetings will alternate between the two content areas every three-to-four seven-day cycles.
Information and Technology Literacy-8: Information Critics
In eighth grade, the Library Media Center introduces students to advanced search techniques, alternative search engines, subject specific databases and other search tools. Students evaluate sources for specific criteria and learn to defend their choice of sources in an annotated Chicago style bibliography. Students use advanced tools to organize information and files. Students continue to master techniques for effectively presenting information in formal research papers, public speaking, and graphic representations. Students also continue to look at the role of technology in their lives and the implications in appropriate behavior and acceptable use.
Performing Arts-8 8th Grade Musical
In addition to the classroom courses and ensembles, there is an annual eighth grade musical, in which every member of the class participates—as a member of the cast, pit band, stage crew, or technical crew. This is a prominent part of the learning experience 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.
Exploring the Arts in America
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.
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. Additional areas of focus include Protest Music, African-American music (with a focus on Blues), and American folk music from the Colonial era through the 20th century.
Choir 7/8 and Band 7/8
Choir 7/8 and Band 7/8 are electives.
Students in Choir 7/8 perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for two-, three-, and/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 day.
Students in Band 7/8 are exposed to music of a more advanced technical nature. Students are expected to practice on a consistent basis outside of rehearsals. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are 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 performances during the school day.
Visual Arts-8
Eighth graders complete projects specifically designed to continue deepening their knowledge of the visual arts and their exciting interdisciplinary possibilities. Animation, modeled drawing, formal perspective drawing with emphasis on architectural elements, digital photography, 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.
ADDITIONAL ELECTIVE PROGRAMS
Extra Help
Extra help is designed to provide immediate or short-term assistance to students experiencing difficulty in or having questions about the work in an academic subject. A student may seek extra help from a teacher by appointment, or a teacher may require a student to attend an extra-help session. Extra help is most often scheduled during the daily 2:10 Excel Study Hall period. Excel periods occur throughout the school week when both students and teachers are available. Depending on
the availability of the teacher, extra help may also be scheduled (by appointment) before or after school or during study hall periods. Extra-help sessions with a teacher may involve one or two meetings over a short term. When extra help is not sufficient to maintain satisfactory progress in a course, additional or alternative out-of-school measures, such as tutoring or educational testing, may be recommended.
FIRST LEGO League (Robotics)
Complementing Wilmington Friends School’s curriculum and educational philosophy, the mission of FIRST LEGO League (FLL) is to inspire and celebrate science and technology (FIRST: For Inspiration and Recognition of Science and Technology). FLL challenges kids to think like scientists and engineers. Teams build, test, and program an autonomous robot using LEGO MINDSTORMS® to solve a set of missions in the Robot Game. They will also choose and solve a real-world problem in the Project. The FLL Tournament is a competition that allows students to demonstrate their team’s accomplishments and earn recognition for excellence in various aspects of the process. Robot design and performance, teamwork, sportsmanship, and documented research are some criteria the judges use to determine award winners, and present the trophies that signify team excellence. Teams are expected to follow the FIRST credo of “gracious professionalism,” which includes generous cooperation and sharing of knowledge at all times.
Mastery Program
The mastery program in middle school is a semester or yearlong, student-initiated and student-produced project designed to develop that student’s talents, interests, and skills. The emphasis is on achievement and completing a finished product that is either presented or displayed publicly in a polished, masterful way. Mastery projects may include academic research papers, visual and performing arts projects or performances, special teaching units, and physical projects.
Math Olympiad
During the school year, the middle school participates in a National Math Olympiad. Participation is optional and involves a test scheduled once a month for six months. These tests are generally scheduled during a study hall or lunch-recess period. The winner for each grade along with national high scorers will receive awards. Students who want to participate in advanced math in 8th grade should be in the Olympiad in 6th and 7th grades.
Middle School Oversight Committee
The Middle School Oversight Committee (MSOC), based upon the Upper School Student Discipline Committee (SDC), nurtures and oversees the development of a safe, respectful, and inclusive middle school community by reviewing and preparing abstracts of past disciplinary issues for advisory-based consideration of community guidelines and appropriate responses to transgressions of those guidelines. It is supervised by the dean for student life and consists 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 for review. 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. The committee reviews an abstract in which disciplinary action was taken in instances of student behavior problems other than routine attendance problems or matters where an automatic response such as detention is designated. The committee is then tasked with generating queries regarding the transgression and the consequences for advisory groups to consider as a means for helping students better understand the values and approaches the School takes when needing to uphold community standards.
An “abstract” of each case including reflective queries is written and edited by the parties involved and presented to all middle school advisories for review and discussion.
WEB Middle School Orientation Program
WEB stands for “Where Everybody Belongs” and is a nationwide program whose purpose is to help sixth graders feel more comfortable as well as help them achieve success in their first year of middle school. The WEB sixth grade orientation and transition program is designed to both welcome and support sixth graders by assigning them an 8th grade WEB Leader as a mentor during this first year. This WEB Leader is a responsible older student who was selected from a large pool of applicants and has met the qualifications of being a good role model and a positive leader on our campus.
Committees and Clubs
As part of our effort to foster student initiative and small groups of students with similar interests and life experiences, the middle school not only makes room for but encourages the formation of clubs, committees, affinity and ally groups. Student committees all require the identification of a willing middle school faculty sponsor and have included: a sound and light committee to assist with plays and other theatrical productions, a diversity committee with interests in celebrating the variety of life experiences and identities within our middle school, a micro-lending committee invests in $25 increments to promising third-world entrepreneurs through Kiva.org, WEB Leaders are a group of 8th graders who serve as orientation leaders for incoming students. Student clubs have included a sports talk group, a musicals-enthusiasts club, an American Sign Language club, a Pokémon club, a chess club, a Random Acts of Kindness club, and many more.
Affinity and Alliance Groups
In recent years, both ally and affinity groups have emerged as critical and welcomed components of our middle school community. An affinity group is a group of individuals all sharing a common identifier and representing some small subset of the larger community. The group serves as a space and place in which individuals can share their common experiences and find support. Active affinity groups in the middle school include a
Sisters of Color group, a Boys of Color group, and an Asian and Pacific Islanders group. Alliance groups are a collection of individuals who share a common commitment to a common identifier even if they do not share that particular identifier. For instance, our Female Alliance is open to any child to join and focuses on discussing issues pertinent to girls and women such as inequitable dress code policies or the pay gap. The GSA (Genders and Sexualities Alliance) group is our newest ally group. It serves to create a community in which students can ask questions and share experiences, share support for peers, and work to ensure that safe spaces exist for all in our community.
Activities
Sponsored by middle school faculty, the Middle School Activities Program is an opportunity for students to participate in fun and differently paced experiences during the academic cycle. Students sign up for an activity twice in the school year. Activities meet every other week for 45 minutes. Some activities include dice baseball, cricket, Origami, dramatic improvisation, low impact camping, surfing the Internet, Latin American dancing, mind teasers, indoor soccer, chess, kickball, S.P.O.R.T.S. talk, cake and cookie decorating, “philm and philosophy,” silly videos, and international cooking.
