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MIDDLE SCHOOL ACADEMIC OVERVIEW ! The Middle School years span two great transitions: from Lower School to Upper School and from childhood to young adulthood. During these years, students experience tremendous physical, social, emotional, and cognitive growth, becoming fully realized individuals with broad interests. Middle School faculty members are deeply committed to their students. Teachers are at once guides, instructors, and role models, shaping young learners as they make important discoveries about themselves and the world. Our Middle School educational programming is challenging, enriching, and flexible. It is designed to meet the developmental needs of young adolescents while teaching independent learning skills and emphasizing critical thinking. We strive to offer every Middle School student a rewarding, intellectually stimulating experience that encourages intelligent decision-making, self-exploration, and social interaction with peers and adults.
Advisor/Advisee Program Each student is assigned a faculty advisor who plays an important role throughout the Middle School years. Equal parts mentor, coach, and advocate, faculty advisors monitor students’ academic, social, and emotional progress by regularly communicating with advisees, their teachers, and their parents. Students and advisors meet twice a day, once in the morning for attendance and announcements and once after lunch for updates and reminders. Occasionally, time is set aside for discussion and activities focusing on goal setting, self-esteem, families, decision-making, friendships, and peer relationships.
Course Requirements Middle School courses take place over a six-day cycle, allowing for more time and flexibility in course planning. If a Day One occurs on a Monday, the next Day One will be Tuesday of the following week, etc. The following is an outline of the courses and activities available to sixth, seventh, and eighth grade students. The core academic courses – English, world language, mathematics, science, and history – meet each day of the cycle. Art, music, mini-courses, geography, and computer classes meet two days per cycle. Physical education meets four times per cycle.
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MIDDLE SCHOOL ACADEMIC OVERVIEW ! Sixth Grade Core Courses (6 days per cycle) English World Language History Mathematics Science
Seventh Grade Core Courses (6 days per cycle) English World Language History Mathematics Science
Eighth Grade Core Courses (6 days per cycle) English World Language History Mathematics Science
Electives (days per cycle) Band (3) Chorus (2)
Additionally Required Courses (days per cycle) Art (2) Computer (2) - 1 semester Latin (2) Mini-Courses (2) Music (2) - 1 semester Physical Education (4)
Electives (days per cycle) Band (3) Chorus (2) Interscholastic Sports (4-5)
Additionally Required Courses (days per cycle) Art (2) Computer (2) - 1 semester Geography (2) - 1 semester Latin (2) Mini-Courses (2) Music (2) - 1 semester Physical Education (4)
Electives (days per cycle) Band (3) Chorus (2) Interscholastic Sports (4-5)
Additionally Required Courses (days per cycle) Art (2) Computer (2) - 1 semester Health (3) - 1 semester Latin (2) Mini-Courses (2) Music (2) - 1 semester Physical Education (4)
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ENGLISH ! The goals of Middle School English classes are defined as much by our students’ needs as by a set curriculum. Since their future study of English will be based on their experiences in Middle School, we strive to give our students confidence and pleasure in their ability to write, read, and speak, along with a clear understanding of how they can continue to achieve success in English classes. During the three years students spend in Middle School, they follow a sequence of English classes that gradually push them to accomplish more complex tasks. By the end of eighth grade, we want our students to be able to write clearly and correctly. They should also be able to read and understand literature with increasing levels of abstraction, including novels, short stories, poems and plays, and willingly contribute ideas and opinions in small group and large group discussions. We want them to continue their study of English with confidence and enthusiasm. Finally, we want to prepare them to benefit from the academic rigor that will be demanded of them beginning in Middle School and continuing in and beyond Upper School.
English 6: Literature Laboratory In English 6, students strengthen and expand their critical thinking and reading comprehension through the regular practice of literary inference and analysis. In doing so, their thinking skills evolve from concrete to more abstract by the end of the year. Student-led book discussions are a primary mode of practice. With each genre that we read, students study the basic elements of literature. These genres include Greek and Roman mythology, fairy tales, poetry, and various forms of fiction and non-fiction. We encourage and expect reading for pleasure. Written assignments range from simple journal entries to more complex compositions. Students employ the writing process to produce clean, finished pieces, which they compile in portfolios. Lessons throughout the year emphasize proper grammar, spelling, and penmanship. Greek and Latin roots form the structure of our vocabulary program. Students also create poems to potentially be published in Muse, our school literary journal. Throughout the year, students complete several interdisciplinary projects—a product of close collaboration among Middle School faculty. Sixth graders also continue to build on their understanding of the fundamentals of writing mechanics through exercises that sharpen grammar, punctuation, vocabulary, and spelling skills.
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ENGLISH ! English 7: Legendary Literature: Classics and Short Stories The seventh grade English curriculum continues to build on the skills students developed in previous years, helping students to achieve greater capability as readers, writers, and thinkers. Students advance their reading comprehension as well as oral and written expression. Assigned reading material includes classic and contemporary novels, plays, short stories, and poetry. Literature read by the class may include: The Call of the Wild, by Jack London; Our Town, by Thorton Wilder; Roll of Thunder, Hear My Cry, by Mildred D. Taylor; The Giver, by Lois Lowry; The Outsiders, by S.E. Hinton, and works by Edgar Allan Poe, in addition to various short stories and poems. Our reading program focuses on strengthening inference and analysis skills, giving students the opportunity to study the various elements of literature such as plot, theme, characterization, and conflict in many different contexts. The seventh grade writing curriculum focuses on journal writing, persuasive writing, and creative writing. Writing projects offer students the opportunity to develop their own creative work, to develop the skills necessary to work effectively in a group, to learn to fulfill written expectations by following directions, and to improve both research and public speaking skills. Students review, then continue to sharpen the grammar skills taught in sixth grade. After review, students study new grammar skills that are specifically tailored to each class’s needs, including subjects such as frequently made grammar mistakes, punctuation usage, and compound sentences. Our vocabulary work continues to incorporate Greek and Latin roots, and students are challenged to improve both spelling and editing skills.
English 8: Exploring through Literary Lenses The eighth grade reading curriculum readies students for the challenges of Upper School while expanding the strong knowledge base established during previous years. Students study the elements of literature, analyze different literary works, and learn how to infer meaning from the many context clues within a literary text. As they complete class reading and related assignments, students continue to improve comprehension, but the focus of our studies is the development of critical thinking skills. Eighth graders read a variety of written material, including classic and contemporary novels, plays, short stories, nonfiction, and poetry. The reading list includes diverse works such as Lord of the Flies, by William Golding; Anne Frank, Diary of a Young Girl (play), by Frances Goodrich and Albert Hackett; The House on Mango Street, by Sandra Cisneros; Romeo and Juliet, by William Shakespeare; The Hobbit, by J.R.R. Tolkien; and Of Mice and Men, by John Steinbeck. The eighth grade writing curriculum focuses on thesis-driven writing and creative writing. Students learn how to develop a thesis statement, how to structure and organize a paper, and how to support an argument by using properly cited quotations. Students apply these skills primarily to a three-page literary analysis paper and to a research paper written for History 8. The history paper gives students the opportunity to refine their research skills, to learn and employ new methods of documenting and organizing their research, and to practice their editing skills. Students also have the opportunity to employ their writing skills in a number of creative activities, and time is often taken to share creative work in class. The eighth grade continues their study of grammar, reviewing the skills learned in seventh grade and then building upon those skills.
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WORLD LANGUAGES ! The study of world languages is important for all students. As they learn about other languages, values, customs, traditions, and social institutions, students become better able to understand and appreciate the diverse world. The study of world languages prepares students to positively face what is new and unfamiliar, while giving them tools to better understand the rapid changes taking place in the world around them.
Modern Languages Middle School modern language instruction emphasizes oral self-expression and interaction. The department offers a comprehensive and well-balanced study of the French and Spanish languages, as well as French- and Spanish-speaking cultures across the world. Beginning with a student’s first course, speaking and listening skills are emphasized. Teachers gradually introduce reading and writing as support for developing communication skills. Software, readers, magazines, newspapers, and audiovisual aids are integral parts of curricula designed to encourage and promote understanding of the cultures involved. In addition, students use their iPads to consume and create authentic content in the target language. Much of the teaching is in the target language.
Spanish 6: Diving In Sixth grade is the first year of full time language study, and students have the opportunity to use Spanish for authentic communication every school day. They frequently engage in dialogues and dramatic play that lend meaning to basic grammar structures such as verb conjugations and adjective concordance. They also use thematic vocabulary to produce text-rich projects that show synthesis and mastery of words and syntax. Students use a variety of iPad applications to demonstrate and reinforce their language learning. In addition, students select, complete, and present two in-depth examinations of an aspect of Spanish-speaking culture. This class provides an opportunity for collaboration and peer learning, as students work together to practice and refine their communicative skills. Text: Spanish is Fun, Book A, Wald, Amsco School Publications
Spanish 7: Branching Out In seventh grade, students build on the foundation they constructed in Spanish 6. They are introduced to more complex language structures, such as irregular verbs and common idiomatic expressions, in real-world communicative situations. Students use realia and new vocabulary in more extended activities to produce their own oral and written projects. Students use the iPad as a platform for consumption and creation as they take increasing ownership of their own developing second language skills. Text: Spanish 7 & 8 – En Espaùol, Gahala et al, McDougal Littell
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WORLD LANGUAGES ! Spanish 8: Taking Root Eighth grade is a year of synthesis in Spanish class. Not only do students call upon vocabulary and grammar foundations to produce more sophisticated communication, but the volume of second language exposure increases as the class is now conducted almost entirely in Spanish. Writing is a particular focus of the year. Students produce their first formal papers and begin to develop their awareness of writing conventions in Spanish. Students engage in cultural expressions of various Spanish-speaking countries and consider what it means to have a second-language identity as they use linguistic structures to express their unique personalities. Text: Spanish 7 & 8 – En Espaùol, Gahala et al, McDougal Littell
French 6 & 7: A World of Possibilities The aim of French 6-7 is to teach students to communicate in French and to immerse them in an authentic cultural context. Through many guided conversations and hundreds of mini-scenes in the audio and video program, students come to know and appreciate the cultures of France and the French-speaking world. A variety of practice activities provide authentic opportunities for communication, enabling students to express themselves both orally and in writing. To improve the students’ reading and comprehension skills, they interact with native speakers when possible, and the program is also supplemented with selected readers, interactive software, online activities, audio-visual materials, and films. They also use their iPads in many dramatic scenes and skits, and they participate in cultural explorations to learn about all areas of "la francophonie," or the greater French-speaking world. After completing French 7, students will be in a position to take French II in Grade 8.
French II Students who have completed French I or the equivalent Middle School sequence enter French II, which introduces students to more complex conversational situations as they work through the second book in the Discovering French series. While oral communication remains very important, this course emphasizes reading and writing of a more complex nature. Using activities similar to those in French I, students gradually move from sentence level dialogues to paragraph level conversations. A variety of reading material teaches the importance of the perfect and imperfect tenses in writing and storytelling while providing topics for conversation, essays, and creative writing. Students study the future tense and the conditional mood, and are introduced to the subjunctive mood. The class employs a variety of audio-visual materials, including feature films, CD-ROMs, CDs, and DVDs. Text: Discovering French, Blanc, Valette et Valette; various graded readers; a selection of short adventure stories based on a variety of Francophone countries; and selected French feature films. Students will complete the first book, Bleu, during sixth and seventh grade.
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WORLD LANGUAGES ! Latin Studying Latin exposes students to valuable concepts about language, providing insight into the ancient world while building lifelong speaking, reading, writing, and listening skills. Our Latin curriculum also provides substantial knowledge about the Roman Empire and its language, mores, mythology, literature, and history – a fascinating context that deepens students’ understanding of the contemporary world.
Latin 6-8: Gods and Gladiators All Middle School students study Latin on a part-time basis. Through a fun, activity-centered curriculum, the students engage in a discovery of Roman life and language. They will learn about aqueducts, family life, gods and emperors, gladiators, and charioteers. They also study basic Latin vocabulary and structure, which informs study of all Romance languages, reinforcing vocabulary roots, syntax, and grammar for English and Modern Language studies. Strong students may be placed into Latin II as ninth graders. Texts: First Latin, Polsky, Longman, Ltd.; Ecce Romani, Lawall, Tafe, Longman Ltd.!
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MATHEMATICS ! Middle School mathematics guides and challenges students as they transition from concrete thinking to abstract and conceptual reasoning. During these important years, students learn the process of mathematical thinking along with the fundamentals that inform it, developing valuable analytical and problem solving skills. Students are encouraged to “play� with and investigate mathematical ideas, having fun and discovering connections with other topics. The curriculum enables students to develop a broad base of knowledge, to make the appropriate cognitive transitions, and to enjoy the beauty of mathematics.
Mathematics 6: A Mathemagical Journey The sixth grade mathematics program is designed to build students’ self-confidence and nurture their natural curiosity by challenging them with a wide variety of problems and enrichment activities. Students take active roles as investigators, explorers, risk takers, and reporters in a nurturing and supportive environment. They master the process of learning as they make connections between mathematical topics, concrete and abstract ideas, concepts and skills, and other areas of the curriculum. The class studies operations for whole numbers, decimals, and fractions, acquiring number theory concepts. Students apply these skills to the study of ratios, proportions, percents, probability, and integers. Fundamental concepts of algebra are introduced as students learn the basic algorithms of variable representation and manipulation. Students also explore, write, and solve linear equations. Students learn and apply class topics through the manipulation of objects, the preparation of graphs and charts, and written expression. Text: Mathematics, Scott Foresman, Addison Wesley, 2005
Mathematics 7: An Exploration of Numbers The seventh grade mathematics curriculum is a continuation and advancement of many of the concepts introduced in Math 6. From the very beginning of the course, students use proper problem solving strategies and make mathematical and real world connections. The course begins with a review and continued study of operations involving integers, fractions, decimals, and mixed numbers. During these units, students are not allowed to use calculators, leading them to internalize important concepts and skills that will help them excel in higher level mathematics. Students in this course also learn the basics of solving simple one- and two-step equations and inequalities, study number patterns and number theory, work hands-on with the concepts of probability, perform various investigations in geometry, and examine problems utilizing proportions and percents. The final material covered in this course challenges students to make the next leap from rational numbers into the world of real numbers. This important step includes some challenging concepts such as understanding square roots, working with imaginary numbers, and beginning to learn about the basic concepts of trigonometry. Text: Mathematics: Course 2, Benett et al., Holt McDougal, 2010
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MATHEMATICS ! Mathematics 8 (Pre-Algebra): Math in Our World Pre-algebra includes a review of the basic skills taught in previous years and an introduction to high school level algebra and geometry concepts. Students in pre-algebra examine abstract concepts involving variables, linear equations, and algorithms, building a strong foundation for higher mathematical study. Communication, computation, number theory, number sense, and pattern recognition are emphasized. Topics covered in this course include whole numbers; fractions; decimals; graphing in a coordinate plane; percentages; proportions and ratios; matrices; simplifying, solving, and graphing linear equations; area and perimeter relationships; trigonometric functions; and the techniques and strategies of problem solving. Math 8 students embark on a numerical journey as they read The Number Devil: A Mathematical Adventure, written by Hans Magnus Enzensberger, to build their sense of numbers and patterns. The class does not use a standard textbook. It is a project-based course with packets distributed for each unit. Students learn a majority of the material by playing the role of professionals who use math in their careers. Fields into which students might step include pharmacy, cryptography, architecture, and underwater diving.
Algebra 1: Learning How to Function Algebra 1 is the equivalent of a challenging introductory high school algebra course. It is open to eighth grade students who have demonstrated mastery of the material and skills taught through Mathematics 7. Students who pass the class receive Upper School credit. Students in this course need to be ready to reason abstractly and take on the challenges of higher mathematical study. The curriculum stresses fundamental algebraic concepts and algorithms, emphasizing proper mathematical technique and expression. Students look for patterns, learn to understand alternative methods for solving a problem, and examine why these algorithms and algebraic procedures work. The ability to clearly articulate and communicate mathematical concepts, ask intelligent questions, and understand solutions to problems are important aspects of this course. Throughout the year, students make frequent use of computers and calculators. Course topics include solving linear and quadratic equations and inequalities, factoring polynomials, simplifying and using rational expressions, graphing equations and inequalities, examining functions and relations, solving systems of equations, and dealing with radical expressions and equations. Text: Holt Algebra 1, Burger et al., Holt, Rinehart and Winston: 2008 Graphing calculators are not required or recommended for this course. Students simply need a typical scientific calculator.
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SCIENCE ! Middle School science introduces students to broad disciplines of the subject, including life science, earth science, and physical science. The dynamic curriculum supports and challenges students’ intellectual development through these important years. Incoming Middle School students are ardent accumulators of factual knowledge ready to explore new topics and make fascinating discoveries. At each grade level, the science program makes use of students’ enthusiasm and skills, encouraging them as they progress to more demanding modes of thought. The demands of Middle School science evolve considerably over the three-year period. By the time students have reached the eighth grade, they will be able to meet intellectual challenges that require critical thinking and rational argument. Throughout the years, students engage actively in all aspects of science, whether in laboratory work, class discussions, or written assignments. Classrooms are active places where students express themselves and teachers listen carefully to student responses, offering guidance and positive reinforcement.
Science 6: Robots and Earth Science: A Scientific Journey Through Time This course takes students on a scientific journey from understandings of the ancient earth through modern times and into the future. Concepts of time and distance are related to ancient cultures’ understanding of our earth and atmosphere. We move on to the 17th century when there was an explosion of physics concepts, creating the foundation for our understanding of earth and space. Throughout time, robots have been the ultimate explorers into new and dangerous lands, answering questions about every aspect of earth science, from weather to weathering. Learning through the stories of Alvin the submersible, the Mars Rover, and Dante the eight-legged, volcano-exploring robot, we trace the development of robots from their earliest conceptions to present and explore what they have revealed to us about our home planet and beyond. Topics of plate tectonics, natural disasters, rocks and minerals, environmental studies, the geological scale, and GPS and mapping technology are covered. In this hands-on S.T.E.M. course, students enhance their learning by collaborating together, building and programming smart robots, and by solving simulated missions and challenges related to their scientific studies. Text: Astronomy, Inside Earth, Earth’s Changing Surface, Environmental Science, and Weather and Climate, Prentice Hall Explorer Series
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SCIENCE ! Science 7: Exploring the Living World In this course, students become scientists as they actively take part in research and labs surrounding the many areas of life. They learn how to hypothesize, research, use scientific tools, document and analyze data, and support conclusions through numerous hands-on lab experiments. Collaboration and technology use are integral parts of the class in order to prepare students for future life experiences. Through an investigative approach, students will learn about all living organisms with whom we share our planet. Students explore bacteria through self-designed experiments using bacteria cultures and documenting growth with their iPads. Microscopes enable students to explore protists to compare and contrast these fascinating organisms. The in-class salt and fresh water aquarium helps students get a more hands-on approach to water animals and plants. Math, technology, and engineering come into play when students harness their inner scientist to explore the strength of insects. The maple sugaring project gives the students a first-hand experience with vascular plants and ends with a sweet treat. Forensics puts an exciting twist on the study of human anatomy, an area that enables students to combine previously learned science, math, and technology concepts as they explore life. Texts: Prentice Hall Science Explorer: From Bacteria To Plants, and Animals, Jenner, et al, Pearson Prentice Hall, Prentice Hall Science Explorer: Animals, Jenner, et al, Pearson Prentice Hall, Prentice Hall Science Explorer: Human Biology and Health, Coolidge-Stolz, et al, Pearson Prentice Hall
Science 8: Introduction to Engineering in Your World Much of the world we experience today is human-made or engineered. From our indoor plumbing to airplanes, engineers create products that make our lives more comfortable and convenient. The eighth grade course is an introduction to the engineering concepts associated with products in our everyday life; the building of structures; machines and mechanisms; hydraulics and pneumatics; and light, sound, and electricity. Classes include collaborative experiments to solidify these concepts and apply them to new problems and technologies. From egg drop contraptions to lithium-ion battery car races, students are immersed in the engineering process through the study of mechanics, light, sound, and electricity. Text: Physics, A First Course, Hsu, CPO Science, 2005
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HISTORY ! At Allendale Columbia School, history students become global citizens with a sophisticated understanding of our nation and the increasingly interdependent world. To guide and enhance this process, the History Department pursues three sets of goals. First, we teach the ability to analyze and organize information from both primary and secondary sources, clearly distinguishing fact from opinion. Our students learn to research the internet and evaluate the validity of electronic sources, becoming advanced consumers of information. We also teach our students to perceive cause and effect relationships and compare and contrast different ideas, events, issues, and groups. Students synthesize and defend historical judgments both orally and in writing, using sound evidence to prove their points. To best serve the learning process, we impart to our students effective note-taking skills. Our second set of goals centers on what we teach. Our department follows a vigorous, detailed curriculum that delves into the complexities of history. We challenge students to take a thoughtful view of challenging topics, gaining an understanding of how the historical experiences of various nations of the world have shaped their societies, and why the roots of current events can be found in the past. Our students emerge with a knowledge of national and world geography, as well as the ability to assemble a sound historical research paper. The third set of goals we pursue focuses on the advanced development of our students’ communication skills and ability to present nuanced ideas. Our students learn in a cooperative environment and discuss historical subjects nearly every day. As they learn from each other, they become confident speakers, capable presenters, and interactive listeners. We also believe that it is important to provide opportunities for students to explore the more “humanistic” side of history. Accordingly, we expose our students to cultural pillars such as art and music, and the tenets of world religions.
History 6: Exploring the Ancient World Sixth grade history students learn essential skills necessary for worldly thought as they study selected cultural periods from the ancient world. As students discover that human history is an interaction of people, places, and circumstances, they take important steps toward world citizenship. The comprehensive program incorporates note taking, reading for meaning, test taking, organization, research, and report writing. Games, activities, and projects are also incorporated into the curriculum. Students examine and analyze the economic, political, cultural, geographic, and historic aspects of ancient civilizations, and they make connections with cultures as they exist today in Europe, the Middle East, Africa, India, and Asia. Text: History Alive! The Ancient World, Bower and Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, and videos
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HISTORY ! History 7: American History: The Roots of Democracy Seventh graders study the history, geography, and culture of the United States from the Pre-Columbian Era to the Jacksonian Era. We begin with a close look at the Native American, European, and African roots of the various cultures of the Western Hemisphere, including the Aztec, Mayan, Incan, and other Native American civilizations. Next, we compare the Spanish and French explorations and colonial experiences in the Americas to Britain’s, and we continually examine how the United States’ relationships with Canada and Latin America have helped shape American history. We also explore the human toll and economic effects of the American slave trade as it emerged and took root, and we examine the religious and economic causes of early European migration to the Americas, as well as the effects of these events on North America’s indigenous peoples. The class then investigates the philosophical roots of democratic government, with special attention given to the American Revolution, the development of the Constitution of the United States, and the policies of Andrew Jackson. To reinforce learning, students participate in role-playing activities, present songs and skits, and complete research projects. Text: History Alive! The United States, Bower & Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, field trips, and videos
History 8: American History: The Growth of the Nation Eighth graders pick up where they left off in seventh grade, resuming their study of the history, geography, and culture of the United States just before the Civil War. We study the widening divide between the cultures and economies of the North and South, the nation’s westward growth, its war with Mexico, and an era of reform epitomized by the Abolitionist Movement. Students examine how all of these situations laid the groundwork for the Civil War, the triggers and progress of the war itself, and the Reconstruction period following the war. Finally, we survey events up to the mid-20th century, beginning with the Industrial Age and ending with the World Wars. To reinforce learning, students participate in role-playing activities and song and skit presentations, and they complete research projects. Text: History Alive! The United States, Bower & Lobdell, Teachers’ Curriculum Institute. Supplemental readings, interactive content, and videos
Geography 7: International Investigations All seventh graders are required to take a geography/current events course that meets twice per cycle for one semester. During the course, students examine current events as they relate to the five themes of geography: location, place, movement, region, and the interaction of humans in the environment. Map reading skills, debates, and topical discussions are emphasized throughout the course.
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COMPUTER SCIENCE ! The 2013-2014 school year will be the third year of the Middle School iPad program. With school-wide instant internet access, computer instruction for all Middle School students begins with internet safety and the appropriate use of the internet. These areas of importance are stressed not only in computer classes, but also throughout the Middle School curriculum. Performing effective searches and validating sources are topics covered in all Middle School classes. Students are introduced to several software programs: for word processing, Pages; for spreadsheets, Numbers; and for presentations, Keynote. Students also have access to several applications (Apps) that are necessary for their individual classes. All students have access to Allendale Columbia’s data storage sites.
Computer 6, 7, 8: Everything iPad With the adoption of iPads by the Middle School, all computer classes will begin with a review of the iPad, the required Apps, and use of the virtual keyboard. Using Pages, students will learn to properly create, format, and save professional-looking documents. Students also learn to integrate text and graphics into the same document, and save and retrieve their work from different sources. Students will also learn Keynote, which they will use for presentations in many of their classes. Additionally, the eighth grade will work with the spreadsheet program Numbers, learning to create and format charts for data analysis. They will select cells, enter values, format cells and text, and use the program’s sorting tools to keep work and data organized. After mastering these basic skills, students take on more challenging tasks, learning to use formulas, conditional statements, and cell references to simplify calculations and allow Numbers to recalculate values when an initial argument is altered.
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VISUAL ART ! Middle School Art Middle School art classes blend together traditional art practices with contemporary new media and culture. The balance and connection between the digital and the analog is a constant source of dialog and reflection. The classroom functions as a studio and utilizes both individual and group work. Students self assess, reflect, and critique throughout their time in Middle School art.
Art 6: The World of Art Students will investigate their role as an artist in a variety of materials. This year of art emphasizes the process of creating work. Students will explore ceramic handbuilding techniques, digital photography, and printmaking.
Art 7: Art Exploration Students will develop work based on specific materials and techniques. This year of art emphasizes the importance of material to the development of work. Students will create narrative art, 3D models, and land art.
Art 8: Expression and Meaning in Art Students will begin to identify their identity as they make artwork with a personal narrative. This year of art emphasizes meaning making in art. Students will explore drawing, animation, and contemporary sculpture.
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MUSIC ! Music 6: Crafting Compositions In this class, students learn composition basics that enable them to create and perform their own music. Course topics include a review of the musical staff, music notation, melody, harmony, rhythm, dynamics, key signatures, and time signatures. We also explore the use of music technology and MIDI (musical instrument digital interface). Using technology, students employ fundamental composition basics to create their own musical pieces. The class is graded on lesson progress charts, word games, class participation, and the two final projects: a composition with accompanying text composed by the student during English class the previous semester, and an additional composition without text. The students perform each of the two selections for the class and discuss their work. This class meets for one semester, twice per cycle.
Music 7: Appreciating Music and its History This course traces the evolution of European Classical Music from the Middle Ages through the Twentieth Century, World Music, Work Music, and Fundamentals, giving students a broad background in some of the most influential music ever made. The class examines the role music plays in different societies, surveying diverse cultures around the world to learn what music says about how we express ourselves and who we are as human beings. Course material covers many of the social, cultural, and historical contexts of music in our lives. This class meets for one semester, twice per cycle.
Music 8: All that Jazz Music 8 follows the Jazz for Young People curriculum developed by the great musician Wynton Marsalis for Jazz at Lincoln Center. The course is a comprehensive introduction to jazz music that emphasizes its history and cultural importance. Students explore many aspects of jazz: its birthplace (New Orleans), specific terminology (improvisation, swing, bebop, etc.), its greatest practitioners, and much more. Students examine the careers of jazz legends such as Dizzy Gillespie, Louis Armstrong, Jelly Roll Morton, and others, learning about their accomplishments, breakthroughs, and lasting impact on the genre. This class meets for one semester, twice per cycle. Text: Music! Its Role and Importance in our Lives, McGraw Hill
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MUSIC ! Middle School Chorus Middle School Chorus members experience the joy of learning and singing several different genres of music, improving sight singing and rhythm skills as they prepare selections for performance at our concerts. During rehearsals, students warm up with vocal exercises that assist them with correct vowel placement, breathing, and technique. They also work on their understanding of music notation. Participants are graded on their preparation for each rehearsal, willingness to contribute, attitude toward others, and attendance at the concerts. This is a full year course meeting twice per cycle.
Concert Band The Concert Band is open to students in grades 6-8 who play woodwind, brass, and percussion instruments. The repertoire may include any style of music and is chosen based on an appropriate level of difficulty. As they study, rehearse, and perform musical selections, Concert Band members build their knowledge of music theory and composition, learning how concrete ideas are used in creative human expression. Concert Band participants develop proficiency with an instrument, learn about musical thought and creativity, build performance and interpersonal skills, and develop an appreciation of music that will last a lifetime. In addition to the typical large ensemble experience, there are opportunities for chamber music (duets, trios, etc.) and solo performances. Students in the ensemble are encouraged to participate in solo festivals, public performances, and civic events, allowing them to use their talents in ways that build self-confidence and serve the greater community. Brass players have the opportunity to perform during Holiday Breakfast, and all students in the ensemble perform each year in the Winter and Spring Concerts.
Lessons Small group or private lessons are a necessary part of the Concert Band curriculum. Students attend lessons in school once each cycle, but students who take private lessons on a weekly basis may opt out of in-school lessons. The purpose of lessons is to support musical growth, further the development of instrumental skills, and prepare students for band, solo, and chamber music performance.
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PHYSICAL EDUCATION, INTERSCHOLASTIC SPORTS, HEALTH ! Physical Education Students in grades six, seven, and eight meet four days of the six-day cycle for physical education. The curriculum includes a variety of team and individual sports, recreational activities, and opportunities for elective activities. The curriculum is presented with a focus on fitness, to encourage students to be physically active, and to promote the importance of lifetime fitness. Students may select a physical education mini-course as part of the Middle School curriculum, giving them two additional days of physical activity.
Interscholastic Sports Students in seventh and eighth grades may participate in interscholastic sports. Generally, this requires a five day per week commitment that includes practices and a game schedule. There is a no cut policy on Middle School teams, so if a student goes out for a team, attends practices regularly, and works hard, he or she is assured playing time. Fall Cross Country Boys’ Soccer Girls’ Soccer Girls’ Tennis Girls’ Volleyball
Winter Co-ed Swimming Boys’ Basketball Girls’ Basketball
Spring Baseball Boys’ Tennis Boys’ Track Girls’ Track Softball
Middle School Health All students in the eighth grade take a one-semester health class that meets three times per six-day cycle. By presenting accurate knowledge and correcting misinformation, we hope to give students the ability to make informed, intelligent decisions that positively affect their well-being. Much of the course focuses on the clarification and personalization of values. Discussion centers around effective communication, adolescent issues, human sexuality, substance abuse, eating disorders, and suicide.
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EVALUATION AND SCHOOL LIFE ! Grading System Students in the Middle School receive letter grades ranging from A+ to F that report academic achievement. Grades in the A range represent superior work; in the B range, very good work; in the C range, good to average work; and the D range, below average work. An F indicates failure to achieve at a minimal level. Additionally, effort grades of E (excellent), S+, S, S(satisfactory), and U (unsatisfactory) report attitude, preparation for class, and participation. The effort grades of S+, S, and Sindicate in varying degrees that a student has met the demands of preparing for a course, including homework assignments, test and quiz preparation, class preparation, and attitude toward learning. The U effort grade means that a student is deficient to a significant degree in several of these areas, and an E grade indicates the student has exceeded these expectations.
Reporting The academic year is divided into two semesters. Each semester has two marking periods. For 2013-2014, parent-teacher conferences will be held at the end of the first and third marking periods. Comprehensive written reports will be sent to parents at the end of each semester. Interim grades are reported halfway through each marking period. Examinations are scheduled at the end of each semester for the eighth grade students. A comprehensive standardized testing program is conducted each year.
Honors Academic recognition includes Honors or High Honors. Honors represents a B or higher average with no grade below a Band no effort grade below S. High Honors represents an A- or higher average with no grade below B+ and no effort grade below S. The core courses of English, world language, mathematics, science, and history are used to calculate academic recognition. However, a below satisfactory effort grade in any subject will result in a student not attaining academic recognition regardless of their core course average.
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EVALUATION AND SCHOOL LIFE ! Assemblies Throughout the year, Middle School students have the opportunity to attend assemblies of various types. An assembly may be a school play, a class forum, or an outside group or individual who has come to perform for the Middle School or the entire school community.
Mini-Courses Each year, a number of different mini-courses are offered. These courses meet twice per cycle during the second semester and do not assign homework. Samples of mini-course topics include Newspaper, Gardening, Sports Activity, Reading to a Friend in Kindergarten, Ultimate Frisbee, Irish Dancing, Science Bowl, Writing a Book with a Friend in Nursery School, Math Counts, Community Service, Drama and Role Play, Garage Band, Small Clay Sculpture, Video-making, Masks and Mime, Line Dancing, Knitting, Silent Reading, and Games and Puzzles.
Drama Middle School students have many opportunities to speak publicly and act. Each year, informal assemblies, classroom plays, and one major musical drama production offer students chances to gain confidence and use their talents in front of audiences.
Library The AC Rumsey Library is designed to support our Middle School curriculum and to welcome all of our Middle School students into a world of life-long learning. Visual literacy is fostered by the graphic (comics) collection, and a healthy collection of classic and current literature is provided to spark a love of reading for pleasure. Digital and information literacies are supported by a research web site, online and print resources, collaboration with faculty from many disciplines, and a healthy amount of encouragement. The research proficiency of our Middle School scholars grows tremendously during these three years. It is a critical time to develop efficient and ethical information fluency alongside enthusiastic reading habits. All kinds of discovery and growth flourish here.
Student Council Middle School students elect several Student Council representatives from each grade. Student Council officers are chosen by the elected representatives. Student council meetings take place before school or at lunch. The Student Council organizes Middle School dances, community service activities, and activity nights.
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EVALUATION AND SCHOOL LIFE ! Field Trips and Overnight Trips Each year, there are multiple opportunities for students to participate in fun and fascinating field trips. Students may take a day or half-day field trip if there is an educational experience off campus that would augment a particular subject’s curriculum. Several such trips are taken each year on a regular basis, and in certain years additional field trips may be added. Destinations often include the Memorial Art Gallery, Geva, and Ganondagan. In the spring, the sixth grade travels to central New York to tour such sites as the Herkimer Diamond Mines and nearby museums. In the fall, the seventh grade visits Camp Pathfinder in Algonquin Park, Canada for a weeklong outdoor educational experience. At Camp Pathfinder, the seventh graders canoe, hike in the wilderness, experience rustic living, learn about ecological issues, and bond as a class. The eighth grade visits Washington, DC for three days at the end of the year, a culmination of all they have learned in both History 7 and 8.
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!"#$%&'(#()&%'(*&+*,-'(#(. 2.3(4&&+56(!#++7(89:*(( |((89%;+6<+#=(>?(.1@.A(( |((2A2B/A.B12@-(( |((AllendaleColumbia.org Now well into its second century, Allendale Columbia is a leading independent co-ed college prep school for students in nursery through grade 12. Here, learning goes far beyond books and tests. We have the freedom to dig deeper so students can question more, discuss, debate, and question again. As a result, our students develop critical thinking skills and become effective problem solvers. Our faculty members use their independence and experience to connect knowledge to real life so our students can make more sense of the worldâ&#x20AC;&#x201C;and their place in it. It all adds up to a different school of thought: high expectations and relevant experiences that prepare students to succeed in a global community.