Wooster School Middle School 2022 - 2023 Course of Study
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Table of Contents Introduction
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Course Sequence
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Course Registration
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Extra Help and Tutoring
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Bridge Program
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Departmental Overviews & Course Descriptions English Health History Mathematics Performing Arts Science Technology, Making, & Design Visual Arts World Languages
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Athletics
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Introduction Wooster’s Middle School curriculum is designed to provide students opportunities to develop the skills, dispositions, and knowledge for Upper School and beyond. Consistent with the developmental needs of this age group, we intentionally create opportunities for students to safely explore new passions, new ideas, and new identities. We offer a broad and diverse array of challenging classes that strengthen students’ core skills and help them solidify the base that will be further entrenched in Upper School. First and foremost, our curriculum aims to teach students how to learn, think, and communicate, understanding these foundational skills to be essential to the development of lifelong learners.
Course Sequence The following is an overview of the Middle School curriculum. Course descriptions and departmental philosophy can be found later in this document.
English
English 5: Foundations in Reading & Writing English 6: The Writer & Reader in You English 7: Collaborative Reading & Writing English 8: Literacy to Change Our World
Health
Health 5 Health 6 Health 7 Health 8
History
History: Citizenship, Geography, and Moments World Geography: People, Places, and Interactions World Cultures: Archaeology, Ancient Cultures, and People Today American History: Topics, Trends, and Turbulence
Mathematics
Math 5: Foundations in Mathematics Math 6: Arithmetic to Algebra Math 7: Strengthening Algebraic Thought Introduction to Algebra Algebra 1 Geometry
Performing Arts
Intro to Concert Band: Brass, Woodwind and Concert Percussion Intermediate Concert Band: Brass, Woodwind and Concert Percussion
Rock Band Percussion Ensemble Chamber Orchestra: Strings, Winds and Brass Instruments Chorus: Foundations in Singing Chorus: The Singing Musician
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Science
Energy Science Physical Science Life Science Earth and Space Science
Technology, Making, and Design
Makerspace 5: Creativity Makerspace 6: Design Thinking Makerspace 7: Digital Media Makerspace 8: Programming and Design
Visual Arts
Art 5: Art Foundations Art 6: Explorations in Media Art 7: Collecting Ideas Art 8: The Artist’s Story
World Language
Spanish 5 Spanish 6 Spanish 7 Spanish 8
Course Registration Every spring, Wooster conducts school-wide course registration. This generally occurs in March or April and is completed via the School’s course management software, onCampus. We send ample notification and directions at the time of course registration so that everyone has the information needed to enroll. Requests for placement in specific course sections to accommodate students’ teacher preferences cannot be granted. Wooster School reserves the right to cancel or limit enrollment in any course listed.
Extra Help and Tutoring The academic life of Wooster is strengthened by a program of extra help offered by our teachers. If more support is needed, Wooster has a tutoring system in place for an additional fee. Families of students having protracted difficulty meeting the academic expectations of the School may be urged to seek educational testing to pinpoint challenges or rule out possible causes.
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Bridge Program The Bridge Program is an academic remediation and support program designed to provide students the tools and skills necessary to be successful in school and as lifelong learners. All Middle School Bridge students meet with their Bridge teachers outside the typical learning environment in a Bridge Support course for re-teaching, skill-based learning opportunities, and executive functioning reinforcement -- as related to the specific learning goals of their academic disciplines. Bridge teachers collaborate with core academic teachers regularly, manage each Bridge student’s Wooster Educational Plan, and serve as a liaison between school and home on all academic matters of the students’ experience.
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Departmental Overviews & Course Descriptions English
The Middle School English classes strive to teach students how to ask questions, gather information, organize and evaluate that information and then share it with others in a way that leads to further inquiry. There are a multitude of skills taught in order for the students to engage in this selfperpetuating learning circle, but the essential ones are reading, writing, and conversation. All three skills are taught and refined to help the students improve their thinking. To facilitate this process, English classes implement metacognitive techniques, Visible Thinking routines, as well as studentteacher meetings to review progress. English 5: Foundations in Reading & Writing 3.0 credits AY 5 The Reader’s and Writer’s Workshop model structures the learning in English 5. The Reading Workshop provides uninterrupted time for students to read, think and converse about authentic literature on a daily basis. Students focus on growing their reading stamina as part of the transition into the Middle School environment. The Writing Workshop allows students to engage in daily, authentic, self-selected independent writing in a variety of genres and content areas. Students also have the opportunity to focus on mechanics, grammar, and vocabulary while conferencing with the teacher in small groupings. When possible, the reading and writing taking place in English 5 connects to the learning happening in social studies. English 6: The Writer and Reader in You 3.0 credits AY 6 The Reader’s and Writer’s Workshop model continues to structure the learning in English 6. Reading, writing, listening, and speaking comprise the most important skill sets we need to have to be successful in today’s world. In Reader’s Workshop, students read books as a class and independently. In all reading endeavors, the goal is to foster a love of reading, deepen students’ understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop, students deepen their understanding of narrative and informative writing and respond to literature in a variety of ways, including participating in class discussion and crafting written reflections. Vocabulary and grammar are embedded throughout the year. English 7: Collaborative Reading & Writing 3.0 credits AY 7 English 7 continues to develop students’ skills related to reading, writing, listening and speaking via the Reader’s and Writer’s Workshop model. Students read books as a class and independently to foster a love of reading, deepen their understanding of the world, explore characterization and literary elements, and practice comprehension strategies. During Writer’s Workshop students respond to literature in a variety of ways, including participating in class discussions, crafting written reflections, composing arguments, research and informative pieces. Students’ understanding of language is enhanced through the study of grammar and vocabulary which will be embedded throughout workshop lessons.
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English 8: Literacy to Change Our World 3.0 credits AY 8 In English 8, students read various genres and practice active reading strategies with multicultural short stories, whole class novels, independent reading, and poetry. Eighth graders apply elements of the writer's craft to both informal and formal writing pieces: informative, argument and narrative writing. Using the Reader’s and Writer’s Workshop model, students also write structured pieces such as literary and persuasive essays, with a deeper focus on argument and research. Throughout the year, students work independently and collaboratively, within the classroom and digitally. They continue building on and reinforcing their foundation of grammar usage, syntax, mechanics, and word study. While focusing on the core dispositions of empathy, responsibility, independence, and resilience, students will hone their reading, writing, thinking, organization, time management, and collaboration skills.
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Health
Health 5, 6, 7, 8 0.75 credits AY 5-8 The Wooster Health curriculum is a planned program of learning experiences which motivate and prepare students to promote and ensure the quality of individual, family, and community health. The Health program enables students to grow in self-awareness and to develop skills for effective decision-making. The program is responsive to student-generated concerns and increases knowledge of health issues, while encouraging the development of positive health practices. Recognizing that parents and guardians are the primary educators of their children in this regard, these programs are designed to complement and support what is being done at home.
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History
The Middle School history classes strive to teach students how to ask questions, gather information, organize and evaluate that information, and then share it with others in a way that leads to further inquiry. Building on the foundational skills of reading, writing and conversation, students study citizenship, geography, and historical moments. History: Citizenship, Geography, and Moments 3.0 credits AY 5 History: Citizenship, Geography, and Moments involves the study of citizenship, geography, and historical moments. The skills stressed are the skills that students need to continue to develop as a Middle School student: reading, writing, note-taking and questioning. The course combines both United States History and global studies, with one historical theme per trimester. As part of the curriculum for this course, students regularly engage in current event activities and lessons. World Geography: People, Places, and Interactions 3.0 credits AY 6 World Geography: People, Places & Interactions involves the study of world geography and how people live. The skills stressed are those that students need to be successful: reading comprehension, answering questions, writing essays and analyzing information. Students read current event articles as part of their preparation for class activities, with a focus on summarization and interpretation. Note-taking and properly answering questions are important parts of the sixth-grade curriculum. These skills will be taught and stressed throughout the year. World Cultures: Archeology, Ancient Cultures, and People Today 3.0 credits AY 7 World Cultures: Archeology, Ancient Cultures & People Today involves the study of anthropology, ancient history, and the world today. This course stresses reading comprehension, answering questions, writing essays and analyzing information. Current Events is an integral part of the curriculum; students read articles as part of their preparation for class activities, including summarization and interpretation. American History: Topics, Trends, and Turbulence 3.0 credits AY 8 American History: Topics, Trends & Turbulence focuses on one major historical theme per trimester. In the fall the focus is government and politics. In the winter, the focus is war and conflict. In the spring, the focus is cultural shifts. The material presented as part of each theme is structured to cover relevant historical events, the context in which the event took place, the motivation of the primary decision-makers, and the impact of those decisions on future generations of Americans. Further, the course examines and analyzes how the “social pendulum,” which identifies the country’s cultural mood and social conscience, is in constant motion and continually influences the priorities of the American people.
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Mathematics
We have created our curriculum with the view that growth in the understanding of fundamental mathematical ideas is a continuing and ordered process. We plan course offerings to give students recurring and varied contact with the essential principles, processes, language, and notation of mathematics. Discovery, logic, brainstorming, analogy, and other techniques introduce and reinforce concepts. Regular practice provides opportunities to master the manipulations and notions discussed in class. Computers and graphing calculators are used to facilitate computations after basic skills have been learned. Math 5: Foundations in Mathematics 3.0 credits AY 5 In Math 5, students explore mathematical operations and apply concepts to real-world problems. Within the course, students will sharpen computational skills, expand facility with fraction and decimal operations, and explore the concepts of ratio, proportion, and percents. Through all of this learning, there is an emphasis on developing number fluency and number sense. By the end of this course, students are ready to begin algebraic investigations, which characterize the Middle School mathematics experience. Math 6: Arithmetic to Algebra 3.0 credits AY 6 Math 6 serves as a bridge from arithmetic to algebra, reviewing foundational mathematics while offering exposure to algebraic concepts such as solving 1-step equations and translating between word and number sentences. While grappling with these topics, students develop learning strategies to support their investigation of mathematics. Upon completion of Math 6, students who demonstrate mastery of the curriculum enroll in Introduction to Algebra. Students who would benefit from additional opportunities to practice number fluency and explore foundational algebra concepts enroll in Math 7. Math 7: Strengthening Algebraic Thought 3.0 credits AY 7 Math 7 prepares students for Introduction to Algebra. Much of the curriculum is dedicated to reinforcing foundational math skills such as operations with fractions and decimals, while also building student confidence. This course structures the development of more abstract algebraic thinking in preparation for Introduction to Algebra. This course challenges students to document their thinking and show evidence of math logic on the page. Introduction to Algebra 3.0 credits AY 7-8 As the course name suggests, Introduction to Algebra introduces students to core concepts within algebra. Main topics within Introduction to Algebra include: working with positive and negative numbers, simplifying algebraic expressions, solving equations, graphing linear equations, and solving systems of equations. While exploring these ideas, students develop problem-solving skills, moving away from an algorithmic approach to mathematics. The focus is on conceptual understanding rather than memorizing “steps.”
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Algebra 1 3.0 credits AY 7-8 Prerequisite: Introduction to Algebra Algebra 1 course introduces foundational algebraic concepts including linear equations in one and two variables; systems of equations and inequalities; manipulation of monomials, binomials and polynomials; factoring; graphing lines and parabolas; direct and indirect variation; rules of exponents; and rational functions. While exploring these topics, students strengthen their ability to think logically and develop mathematical problem-solving strategies. Geometry 3.0 credits AY 8 Prerequisite: Algebra 1 Geometry centers around Euclidean geometry on the coordinate plane and also considers geometry in three dimensions. Students will study angles, areas, volumes, circles, triangles, similarity, and trigonometry. Students will practice proving conjectures with logical arguments. This course integrates hands-on activities such as constructions using a compass and straightedge. Curriculum in this course intentionally interleaves core concepts from Algebra 1 such as systems of equations, challenging students to use algebraic skills to tackle geometric problems.
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Performing Arts
“The true purpose of arts education is not necessarily to create more professional dancers or artists. [It’s] to create more complete human beings who are critical thinkers, who have curious minds, who can lead productive lives.” - Kelly Pollock. Wooster believes that participation in music is a vital component of a well-rounded education and is integral to the school’s philosophy of fostering relationships and community. We are thus committed to providing students experiences that are communal, social, and musical. Neuroscience shows that singing in a group releases endorphins and oxytocin, reducing stress and producing feelings of happiness, regardless of the singer’s skill. The performing arts program contributes to the culture and community of the arts through music ensembles, electives, and theatrical productions. Course grading is based on displayed understanding and application - in class and at home - of musical/theatrical concepts (competencies) and, when applicable, public performances. Effort is assessed through behavior, attitude, and willingness to seek extra help. Additional time commitments are expected from ensemble members for on- and off-campus performances and will be communicated in advance. Requirements All 5th - 8th grade students are required to participate in one of the music ensembles described below. Enrollment in any ensemble is at the discretion of the director and may require an audition to ensure the best placement for the student.
Additional Opportunities for Exploration in the Arts
Students may participate in our Applied Instrumental Music Program, wherein they can study privately with an instructor for an additional fee. To discuss instruments and faculty available, please contact the Performing Arts Coordinator, Claire Simard, at claire.simard@woosterschool.org. Introduction to Concert Band: Brass, Woodwind and Concert Percussion 1.5 credits AY 5-6 Introduction to Concert Band is designed to introduce students to the basics of ensemble playing within the traditional format of brass, woodwind, and percussion instruments. Each student is given the foundational skills that allow them to pursue numerous musical activities beyond this class and specifically prepares them for Intermediate Concert Band. Intermediate Concert Band: Brass, Woodwind and Concert Percussion 1.5 credits AY 6-8 Intermediate Concert Band is meant for students with at least one year of concert band experience or private instruction on a band instrument. These instruments include flute, clarinet, saxophone, trumpet, trombone and/or mallet percussion. Students build on beginning ensemble skills, expand their range, and rehearse and perform music in multiple harmonies. An emphasis will be placed on enhancing music-reading skills with work in sight-reading and score study. In this course some students may choose to switch to oboe, French horn, baritone, or tuba, with director permission.
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Rock Band 1.5 credits AY 6-8 Rock Band is open to students who study guitar, bass, piano, and drums. The music performed varies but in general covers the many subgenres of rock and modern popular music. Students may be grouped into smaller ensembles based on instrument, ability, and musical preference. Instrumentalists should have at least one year of private music instruction and should be studying privately through the duration of the class. At home practice of class material is required. Students will learn improvisation, chord chart interpretation, and rhythm section techniques. The group will perform throughout the year, at concerts and other events. Percussion Ensemble 1.5 credits AY 5-8 Percussion Ensemble offers students hands-on experience playing the djembe and other hand percussion instruments. Students in this class become familiar with African, Brazilian and Latin rhythms. Students listen to world music and break down the percussion components. Students in this class also study basic rhythmic notation and form a cohesive ensemble. Students explore the different methods involved in playing threestyles: call and response, theme and variation, and soloing. Chamber Orchestra: Strings, Winds and Brass Instruments 1.5 credits AY 5-8 Chamber Orchestra is designed to teach orchestral performance skills. Typically, the class enrolls players of bowed strings (violin, viola, cello and string bass) and orchestral winds (flute, clarinet, and others). Preparation and performance of classical music is the group's primary focus, but this ensemble incorporates lighter selections as well. Because of the repertoire demands, any student wishing to be in this group is strongly encouraged to concurrently study their instrument privately. Students in this ensemble typically have at least two years of instruction on their instrument, know the fundamentals of music, and are fluent in reading music. Enrollment in this course requires permission from the instructor and may involve an audition. Chorus: Foundations in Singing 1.5 credits AY 5-6 Chorus provides a musical foundation, love of singing and familiarity with everyone’s own natural instrument, their own voice. Via a fun and interactive process, students will sing from the vast canon of vocal repertoire as well as pop and Broadway songs, while learning correct vocal technique, music fundamentals, and performance skills. Chorus performs in both the winter and spring concerts, thereby developing skills of confidence and poise. Written and oral assessments will track students’ musical progress as they become musically literate and expressive singers. Chorus: The Singing Musician 1.5 credits AY 7-8 This class provides 7th and 8th Grade students the opportunity to strengthen their musical foundation and prepares them for singing in an Upper School chorus. Music literacy is continually stressed, with students reading their music from a vocal score and singing in 2- and 3-part harmony. The selection, preparation, and performance of music in the winter and spring concerts highlight students’ mastery of these skills. Students will gain poise and self-confidence throughout this course, as well as develop the musical skills for a lifetime of musical enjoyment. 13
Science
“If it isn’t hands-on, it isn’t science.” This maxim underscores our Middle School science curriculum. Our faculty combines their real-world experience with a passion for incorporating openquestion research into students’ experiences. Developing a basic understanding of inquiry, research, the scientific method, and articulation of that knowledge in the written and spoken word and using digital media, are core departmental goals. Energy Science 3.0 credits AY 5 Energy Science focuses on energy transfer. The first trimester explores how energy flows into an ecosystem through photosynthesis and emphasizes food webs. While exploring ecosystems, Natural Selection, physical and behavioral adaptations, and Darwinism are woven into the lessons. Students perform hands-on explorations of the ecosystems available here on campus and learn about our stream, pond, and forest ecosystems. The winter trimester transitions to physical energy. Students explore Newton’s Laws, potential and kinetic energy, and gravity via hands-on labs and engineering challenges. The spring trimester extends students' physics knowledge to the solar system. Students learn about asteroids and comets, moons, and the planets that orbit our star, the sun. Physical Science 3.0 credits AY 6 Physical Science emphasizes qualitative and quantitative observations of matter to understand the physical world around us. The curriculum focuses on metric measuring and translating calculations into scientific data. The winter trimester centers on physics, calculating forces, and hands-on engineering challenges. The spring trimester focuses on geology and the natural forces that shape our state and our planet. The sixth grade science curriculum features hands-on learning, experiments, scientific writing skills, and data exploration. Life Science 3.0 credits AY 7 Life Science explores the characteristics of and connections between living things and links our human experience to Earth's diverse biology. In the fall, we focus on the characteristics of life as well as cell structure and function. In the winter, we shift focus to plant life and animal structure and function. In the spring, students study ecology through a wide range of hands-on experiences in the outdoor classroom. Throughout each theme, students make connections to the relationships that exist between and among living organisms and the environment. Regular use of microscopes and other basic lab equipment encourages students to engage and participate in investigation and inquiry. Earth and Space Science 3.0 credits AY 8 Earth Science explores the natural history and processes that influence the lives of students on a daily basis. Through reading, discussion, research, writing, and outdoor exploration, students are encouraged to relate global phenomena to local experiences. The primary areas of focus include: methods of scientific inquiry and scientific thinking; the composition of matter; the Earth, Sun, and Moon system; solar system exploration; stellar history, influence, and exploration; atmospheric dynamics and meteorology; oceanic circulation; landscape formation and plate tectonics. Within these areas, emphasis is placed on developing analytical dispositions and student skills that support the assimilation and expression of understanding.
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Technology, Making, & Design
In order to fulfill our mission to “prepare each individual for college and a useful life,” we must include a thoughtful vision of the role of technology. It is clear that technology is becoming ever more central to our lives, and as such, it is vital that we seek to understand it. As we strive to develop Wooster students who value curiosity, kindness, and the search for truth, we prepare them to do this as technologically capable and educated people, who are prepared to ask questions about the use of and access to technology in all communities. Technology, Making, and Design curriculum builds a continuum of increased exposure and complexity in the four key areas of programming, digital media, design, and fabrication. These courses allow our students to express themselves in new ways, to see connections between disciplines that were not possible a few years ago, and to learn with their hands as well as their minds. Makerspace 5: Creativity 0.75 credits AY 5 The Makerspace 5 experience introduces the building blocks of collaboration, design, basic programming, engineering, animation, and fabrication. Students have the opportunity to gather to create, invent, and learn through the use of various technologies and tools. The overall focus is on introducing students to the possibilities of materials and technologies for creativity. When possible, coursework and experiences within Makerspace 5 connect to project-based learning experiences happening within other content areas. Makerspace 6: Design Thinking 0.75 credits AY 6 Through a blend of play and design, Makerspace 6 teaches strategies for innovative problem-solving via the design thinking process. Design thinking is a human-centered approach to creative thinking and problem solving. In this foundational makerspace course, students will identify problems, brainstorm, and prototype solutions while engaging in real-world, project-based, hands-on learning experiences. Students learn and apply coding skills to some design projects, and focus on choosing the most appropriate tools and technology for fabricating their designs. When possible, coursework and experiences within Makerspace 6 connect to project-based learning experiences happening within other content areas. Makerspace 7: Digital Media 1.5 credits AY 7 Makerspace 7 offers students hands-on experiences with a variety of digital tools while leveraging problem solving skills and the design thinking process introduced in earlier coursework. Following a student-centered approach, the possibilities are vast, ranging from graphic design, animation, digital fabrication, and digital illustration.. When possible, coursework and experiences within Makerspace 7 connect to project-based learning experiences happening within other content areas.
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Makerspace 8: Programming and Design 1.5 credits AY 8 The culminating makerspace experience in the Middle School program, Makerspace 8 brings together the skills in programming, design and fabrication built in previous years. Students gain expertise with increasingly complex programming ideas and tools while exploring programming, sensors, hydraulics, mechanics, and the design engineering process whereby “failure” is a normal stepping stone on the road to success. The course culminates with a project-based learning experience wherein the students apply their skills to a real-world situation.
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Visual Arts
Art in the Middle School is designed to foster the skills and dispositions necessary to creative thinking, encourage active problem-solving, and increase confidence in expressing original ideas. Students gain deeper knowledge of the elements and principles of art, learn to assimilate art historical information into their work, delve into personal expression, engage in collaboration, and gain experience in the conception, planning, and execution of multi-layered projects. Projects are designed to allow for maximum creative variability while advancing skills in particular media. The overriding goal is to maintain a high level of motivation and enthusiasm for all aspects of the creative process. Art 5: Art Foundations 1.5 credits AY 5 Art 5 builds upon the skills and dispositions developed throughout their elementary school years. These students are familiar with most art materials and are ready to learn more sophisticated techniques and concepts such as metaphor and social significance in art, use art terms, and implement instructions and their own research to span an entire project. Art 5 teaches the elements of art through personal storytelling, play, and experimentation, as well as curriculum-related subject matter in Humanities and STEM. Students learn to use their expanding visual vocabulary in order to communicate their own stories and deepen their understanding of the life experiences of others through their art. Art 6: Explorations in Media 1.5 credits AY 6 In Art 6, students experiment, invent, play, wonder, and create with a variety of media. Students learn the Studio Habits of Mind, which they practice with each project. One key area of skill focus is depicting space through perspective. Students become familiar with the artwork of different cultures through the Art Link cultural exchange program. Throughout the course, students exercise choice in materials and subject matter in both two and three dimensions. Art 7: Collecting Ideas 1.5 credits AY 7 Art 7 develops skills in different media and allows students to explore the fundamental concepts of art. Through continued practice and experimentation in drawing, painting, collage, and sculpture, students gain insight into their imagination and achieve greater self-confidence in visual expression. Projects are research-based, allowing students to collect inspiration and information that will guide them through their creation process from inception to completion. Student work often includes an art history component as well as some written work relating to class content, vocabulary, and selfassessment.
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Art 8: The Artist’s Story 1.5 credits AY 8 Art 8 prepares students for art classes in the Upper School. Students use a wide range of media, working toward age-appropriate mastery of basic skills and techniques and the fundamental concepts of art while developing the capacity to think creatively. Projects are more complex than in previous years, incorporating new as well as previously learned technical skills, and assimilating art history information into a personal expression of the style or period. Projects in this course are often multi-layered, incorporating different media and many stages from inception to completion. At the root of all projects is the artist’s unique story. Using the artist’s story as a source of inspiration and guidance, the middle school art experience culminates in a unique portfolio of work that is a true reflection of each student’s individuality.
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World Languages
Students in Wooster’s World Language courses focus on increasing proficiency with regard to the four skills of the American Council on Teaching of Foreign Languages (ACTFL) standards: reading, writing, listening, and speaking. Speaking skills improve through the consistent use of language in and out of the classroom. As the level of language knowledge increases, students are increasingly expected to participate aurally, orally, and in written form in Spanish. Wooster also utilizes a selfguided program provided by Rosetta Stone to both enhance and support language learners. Students can learn at their own pace and review previous units, the parts of which help students build onto the next. Under normal conditions, if a student passes, progress to the next level of the language is automatic. However, a grade of 2 or a poor performance on the final exam may indicate a weak foundation that could impede progress and success at the next level. Therefore, at year’s end, the Department will evaluate appropriate placement for the following school year for those students earning such grades. One potential outcome of that evaluation is required summer work in the language and a re-exam in order for the student to be permitted to enroll in the next level of the language. Spanish 5 3.0 credits AY 5 In Spanish 5, students begin making cultural connections and learning how to speak and create simple sentences in the target language. Students begin their foundation in interpretive communication (reading, viewing, listening); interpersonal communication, and presentational communication (writing, speaking). Students are also introduced to Spanish-speaking countries to begin the relationship between language and culture. Many group and pair activities help students practice simple communication in Spanish. Songs, skits, and cultural events enrich the formal study of world languages and make it fun as well as informative. Spanish 6 3.0 credits AY 6 In Spanish 6, students continue their studies in the target language through the introduction of ACTFL. Students further expand their learning in interpretive communication (reading, viewing, listening); interpersonal communication, and presentational communication (writing, speaking). Students take their previously acquired knowledge of Spanish-speaking countries and create presentations in the target language. Songs, skits, and cultural events are a continued practice at this level to guide students in simple conversational Spanish. Spanish 7 3.0 credits AY 7 In Spanish 7, students follow the guidelines established by ACTFL to continue growing in the Spanish classroom. Students communicate in the language with emphasis on interpretive communication (reading, viewing, listening) and presentational communication (writing, speaking), whenever possible. Students continue to develop their aural and oral skills through presentational communication (writing, speaking), focusing on the phonetics of the language to aid in spelling and pronunciation. Students also continue to gain cultural knowledge of Spanish-speaking regions and accentuate the relationship between language and culture.
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Spanish 8 3.0 credits AY 8 In Spanish 8, students continue their studies at the novice level, and aim to establish proficiency in the areas of interpretive communication (reading, viewing, listening); interpersonal communication (writing, speaking); and presentational communication (writing, speaking), as well as building cultural awareness. Students refer to guidelines established by ACTFL, which are a description of what individuals can do in speaking, writing, listening, and reading in real-world situations. Students in Spanish 8 advance from the novice-low through the novice-mid or novice-high levels. Successful completion of Spanish 8 leads to placement in Spanish II in Upper School. College Preparation: Language & Culture (CPLC) 3.0 credits AY 8 CPLC is a mandatory course for all International Students at Wooster. The course focuses primarily on the development of students’ language skills of reading, writing, listening, and speaking, and is leveled according to ability. Additionally, the course focuses on editing writing for outside academic classes. American history and culture are also covered, particularly as they are relevant to attending college in the United States.
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Athletics The Athletics Program at Wooster is an extension of the classroom. We use the playing fields, courts, rinks, and gyms to provide our student-athletes with opportunities to challenge themselves, work as a team, learn life lessons, and have fun. We believe these standards are reflected not just on the scoreboard. While winning is important, it is more critical that coaches teach life lessons through sports. A coach that focuses on both of these outcomes has a more significant effect on the team and athletes under his or her care. Coaches model and teach players respect through honoring the game. Players, in turn, focus on mastering their sport, leading to higher effort, learning, and improved athletic performance. This results in athletes having more fun and feeling better about what they are accomplishing because coaches are empowering them with positivity. Our athletic program strives to balance the needs of serious athletes who hope to play at the varsity level in our Upper School with those who wish to participate to stay in shape or for the sake of participation. In Middle School, our focus begins with skill development. No matter the athlete's ability, we aim to provide meaningful opportunities. Whether that be at the intramural, intermediate, or varsity level, athletes are challenged and nurtured appropriately, based on ability and their individual and team needs and goals. FALL
WINTER
SPRING
Team Sports
Team Sports
Team Sports
Coed Soccer
Girls’ Basketball
Coed Lacrosse
Coed Volleyball
Boys’ Basketball
Coed Tennis
Coed Cross Country
Coed Ice Hockey
Coed Ultimate Frisbee
Coed Tennis
Coed Cross Country
Coed Flag Football Physical Activities
Physical Activities
Physical Activities
Fitness
Fitness
Fitness
General Sports 5th Grade PE
5th Grade PE
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5th Grade PE
