Pine Street School ~ Middle School Program of Learning 2023-24

The Common Ground Collaborative (CGC) is a growing global coalition of schools working together to define and implement the fundamental principles of learning, teaching, and assessing. The CGC, while preserving the core elements of the traditional disciplines, goes beyond to explore where they are present and used in the real world, and how the disciplines interact and coexist. The CGC acknowledges that learning is far from a linear process, and that it is social in nature. The CGC defines a school as a learning ecosystem, where teachers, students and parents have an important role to play in the learning process. The CGC allows us to plan and implement bespoke learning experiences to challenge and stretch students’ capabilities, as well as giving them a solid foundation of disciplinary understanding and skills, allowing them to confidently launch into the next stage of their education.

A PORTRAIT OF A PINE STREET LEARNER

THE HUMAN COMMONALITIES THE PORTRAIT

Purpose & Balance

We all seek meaning and purpose in our existence and strive towards achieving balance in our lives.

Patterns & Principles

We all look for recurring patterns and enduring principles to help us make sense of things.

Individuals & Groups

We all seek personal identity; we all need a place to belong. The groups we belong to, and how they organize themselves, have a defining influence on our lives.

Sustainability & Systems

We all share a duty of stewardship for the ecosystems we inhabit and a need to understand how they work.

Imagination & Creativity

We are all creators; we are all capable of imagining new futures, new tools, new artifacts, and making them real.

Stories & Signals

We are all storytellers; we all send messages to each other, in different languages, for different purposes, in different genres, through different media.

A Balanced Person

A Learning Expert can independently pursue their passions, apply their values and balance their resources to achieve a sustained sense of personal wellbeing and purpose.

A Rational Problem-solver

A Learning Expert can independently solve complex problems using sound reasoning based on an enduring understanding of causation.

A Respectful Relationship-solver

A Learning Expert can independently build respectful relationships with diverse individuals and groups, building networks to achieve individual and collective goals.

A Contributing Citizen

A Learning Expert can independently contribute to sustainable, equitable social and ecological ecosystems through leadership, humility, empathy and the practice of service.

An Innovative Creator

A Learning Expert can independently conceptualize and create a unique artifact, aesthetic or technological, to enhance human experience and/or expand human possibility.

A Compelling Communicator

A Learning Expert can independently design and deliver persuasive, informed communications, using different media, on matters of principle and ideas that matter.

MIDDLE SCHOOL SCHEDULE

DISMISSAL / TRANSITION TO AFTER SCHOOL

CO-CURRICULAR CLUBS AND TEAMS

Middle School English Language Arts is designed to develop confident and skilled writers, capable of revising their own work and analyzing texts. They will learn to recognize the relationship between cultural values and literature, as well as how writers use their skills to examine issues and ask questions of their readers. The curriculum will lay the groundwork for students to develop their own voices as writers, helping them understand the value of self-expression and the various techniques available to them. They will examine literary conventions and learn their role in achieving coherence and clarity in texts.

GRADE 6

In Grade 6, students will focus on the skills necessary for effective expression, examining the relationship of language and meaning, as well as the culturally-defined methods for creating texts. They will ask questions of texts, taking the first steps of looking beyond the words on a page, while also learning how their own life experiences can be used to broaden their understanding of literature. They will study a wide range of texts, applying their knowledge to a variety of forms of expression.

UNITS OF STUDY

How do authors use convention to convey meaning?

READING WRITING

How do life experiences inform authors?

How do symbols help us express ourselves and our cultures?

How might stories reflect our beliefs about power?

ENGLISH LANGUAGE ARTS

GRADE 7

Grade 7 focuses on sharpening student skills, helping them on the path of finding their own voice as writers. They will study how literature reflects the societies from which it springs, learning how to contextually analyze a text, both in its form and content, and learn how to apply these concepts to their own work. Through the development of their understanding of the function of literature within a society, they can ask questions of their own self and expression in order to open possibilities for growth and change.

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNITS OF STUDY

READING

WRITING

GRADE 8

How do authors use their voices to communicate a message?

Literary Essay

Persuasive Writing

Are the heroes of yesterday still important today?

Biography & Nonfiction Texts

Memoir

Why are historical stories important to the future of mankind?

Epic PoetryThe Odyssey

Analytical

Essay

How can we communicate in a way that inspires and provokes change?

Dystopian Book Club: The Giver

Narrative Writing

Students will focus on analysis in Grade 8, building an understanding of how the structure of a text can be used to convey meaning, in addition to examining questions of truth and the philosophical place of writing and literature within a society. They will reflect on their own experiences as learners and consumers within a highly media-centric culture, while broadening their knowledge of storytelling and the tools for self-expression.

UNIT 1

UNIT 2

UNIT 3

UNIT 4

UNITS OF STUDY

READING

WRITING

How much information is enough?

Is the truth the same for everyone?

Does the form of communication impact the message?

What makes a story unforgettable?

Current Events & Nonfiction Texts

Persuasive Writing

Nothing But the Truth

Analytical Writing

Poetry & Figurative Language

Poetry

Romeo and Juliet

Narrative Writing

TARGET LANGUAGE

Language immersion is an important aspect of the Pine Street Middle School experience. Our learners are globally-minded inquirers, and being bilingual provides a unique lens for learners to engage with the world around them. Students will continue their bilingual education with daily blocks of language immersion and the curriculum includes authentic literacy learning through reading, writing, speaking and listening. Students will have the opportunity to continue their Pathway to the Seal of Biliteracy in Grade 6 and Grade 8, through public-speaking opportunities, assessments and essay-writing. Mandarin students will also be supported in taking the HSK test, which provides learners with a globally-recognized Mandarin language proficiency level. Students will get to put their bilingualism to the test in the real-world through our week-long travel programs that take place in unique locations each year of Middle School.

GRADE 6

UNITS OF STUDY

How do writers communicate their story?

READING

WRITING

How is wisdom passed on through cultural stories?

Classic Literature Book Clubs Fables & Idioms

How does storytelling engage readers?

Who gets to decide who our heroes are?

Narrative & Ancient Poems Biography

SOCIAL ISSUES BOOK CLUB

TARGET LANGUAGE

GRADE

UNITS

Why are languages spoken in different areas?

Can critical thinking change people’s perspectives?

How does the world shape our perspectives?

What makes someone’s story worth telling?

GRADE

UNITS

How do authors persuade?

How are stories shared over time?

Is truth influenced by our beliefs or convictions?

How do authors write captivating stories? Informational

Language immersion is an important aspect of the Pine Street Middle School experience. Our learners are globally-minded inquirers, and being bilingual provides a unique lens for learners to engage with the world around them.

In Middle School, the science curriculum is developed as a ‘spiral’, allowing students to build their understanding of each topic, over the course of their time in Middle School.

In Physical Science, students develop understandings that explain real world phenomena. Students will investigate the structure and properties of matter, chemical reactions, forces and interactions, energy, waves and electromagnetic radiation.

In Earth and Space Sciences, students will investigate space systems, the history of the Earth, the Earth’s systems, weather and climate, and human impacts. With an Earth Systems science approach, students will reflect on the societally relevant aspects of Earth and Space science, such as resources, hazards and environmental impacts, as well as connections to engineering and technology.

In Life Sciences, students will investigate 5 specific topics: Structure, Function, and Information Process; Growth, Development and Reproduction of Organisms; Matter and Energy in Organisms and Ecosystems; Interdependent Relationships in Ecosystems; and Natural Selection and Adaptations.

Across all sciences, students will develop their understanding of scientific practices, including creating and using models, planning and conducting investigations, analyzing and interpreting data, using mathematical and computational thinking, constructing explanations, define problems, develop solutions and improve designs.

GRADE 6

The continuous flow of energy and matter enables the rich diversity of life found on Earth. Grade 6 provides students with a basic overview and understanding of energy. They will investigate how energy flows through electrical systems, ecological systems, and how it affects weather and climate patterns. This deepens and becomes more granular in Grade 7 as the flow of energy is investigated at the atomic and cellular level. Finally, in Grade 8 we study the energy of celestial systems, exploring the forces and motion on Earth and in the universe.

Students will use their knowledge of energy to engage in engineering design projects that minimize or maximize energy transfer, maintain biodiversity or ecosystem stability, or develop technologies to lessen the effects of catastrophic events. The study of ecosystems will provide an understanding of how all living things are connected to the flow of energy and matter, and how nonliving things, such as water in the atmosphere and weather conditions, become factors for either changing or sustaining that flow of energy.

How does energy flow through systems?

Why does matter change temperature?

Why does the Earth never run out of matter or energy?

If the climate is warming, then why do we still have such cold winters?

GRADE 7

Scale, proportion, and quantity is an essential crosscutting concept necessary to make sense of changes over short and long periods of time. An understanding of this crosscutting concept is important in deciding the appropriate scale of the phenomenon being investigated, and to make sense of changes over space and time. In seventh grade, students study the properties of matter, beginning at the atomic level and moving towards an understanding of how matter and energy interact at the cellular level. As we move into the final two units of study, the scale for time and space increases as students study the history of the Earth and changes in the Earth’s surface.

Grade 7 students connect their observations and new learnings to the theory of plate tectonics as they investigate natural hazards such as earthquakes and volcanoes. While learning about geology, students will apply their understanding of the flow of energy to the biogeochemical cycles on Earth. Geologic processes can result in permanent changes to the surface or landscape, often making the distribution of natural resources such as minerals, water, and energy uneven. The unit of study Impact of Changes to Earth and Engineering Design is an opportunity to promote positive social change at a local and global scale. After analyzing and interpreting data of the amount and distribution of natural resources, students plan and design solutions to balance the human consumption of resources or to equitably manage these resources.

UNIT 3

UNIT 4

UNIT 5

How do we identify and classify matter?

How do we know if a chemical reaction has occurred during cellular processes?

Why are cells considered the smallest unit of life?

How does the surface of the Earth change over time?

How can we prevent or minimize harm from a natural disaster?

GRADE 8

Stability and change is a crosscutting concept that connects the units of study in Grade 8. Students investigate the changes in the motion of an object when forces are applied to that object. Students also learn that there are predictable patterns in the motion of planets and celestial bodies in the solar system maintained by gravitational forces. They develop models to explain phases of the moon and seasons on Earth. Students observe that when ecosystems are stable, organisms find habitats, nutrients, and weather conditions suitable for living. Changes in climate and other factors, however, may affect the ecosystem in a way that requires organisms to respond in ways to ensure this survival.

Students also learn that stability in the genetic sequence leads to continuity of life on this planet. Patterns in the genetic sequence contain encrypted instructions to form structures that will enable organisms to be successful in the habitat in which they live. Genetic codes ensure stability and the preservation of species. Changes through mutations guarantee genetic variation which leads to diversity within a species, but may also lead to the extinction of others. The study of evolution and the mechanism of natural selection provides the grounds for students to gather evidence that will help them develop an understanding of why some species are similar, and how organisms change over time.

Modern society has created technological tools that enabled a greater understanding of our world. Technology has also allowed scientists to respond to issues threatening the diversity of life on Earth, as well as helping to develop solutions to increase the quality of life for communities in need around the globe. Students have opportunities to investigate how technology has increased our ability to communicate on a global level and to compare the effectiveness of analog and digital technology tools. This knowledge will allow students to propose the design of new devices or modify current ones to solve problems or that may provide necessary and beneficial changes to communities in need.

UNIT 1

How do Newton’s Laws help us to better understand the natural world?

UNIT 2

What would happen if gravity did not exist?

UNIT 3

Is it possible for an organism to be identical to its parent?

UNIT 4

How can living things share similarities yet differ in their appearance and behavior?

UNIT 5

How has technology changed the way we communicate?

In Middle School, the science curriculum is developed as a ‘spiral’, allowing students to build their understanding of each topic, over the course of their time in Middle School.

MATH

Mathematics has played a central role in the advancement of humanity, and plays an equally important role in the learning of our Middle School students. Dedicated mathematics instruction occurs daily throughout the Middle School years, ensuring that students develop competence in foundational topics in algebra, data manipulation, number sense, and spatial sense.

The Middle School math program strives to create learners who are capable problem-solvers with a deep appreciation for the conceptual beauty of mathematics. Students will move through a spiral curriculum that allows for continuous practice of previous concepts, helping to create the strong basis of operational and procedural fluency needed for the pursuit of higher mathematics.

The Middle School math program strives to create learners who are capable problem-solvers with a deep appreciation for the conceptual beauty of mathematics.

GRADE 6

In Grade 6, students focus on developing number sense and general fluency with the basic operations of arithmetic. This course of study begins by exploring the application of ratios and rates to word problems and mathematical expressions. Students will then explore the properties of number systems beyond the Natural Numbers, learn how to manipulate data sets, and calculate area, surface, and volume.

In Grade 6, students will focus on the following 5 areas:

• Connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems

• Completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers

• Writing, interpreting, and using expressions and equations

• Deepening understanding of area, surface area and volume

• Developing understanding of simple probabilities and statistical thinking

How can we compare quantities? Understanding ratios and proportions.

UNIT 1 UNIT 2

How are parts and wholes related? Developing number sense through manipulating fractions and decimals.

UNIT 3 UNIT 4 UNIT 5 UNIT 6

What happens when we expand the number line? Understanding the properties of positive and negative numbers.

How can we use math to represent real-world problems? Understanding how unknown quantities are represented mathematically.

Ratio and Proportional Reasoning:

• Representing and Reasoning About Ratios

• Collections of Equivalent Ratios

• Unit Rates

• Percent

Fraction Relationships: The Number System

• Dividing Fractions by Fractions

• Multi-Digit Decimal Operations

• Dividing Whole Numbers and Decimals

• Number Theory

Rational Numbers:

• Understanding Positive and Negative Numbers on the Number Line

• Order and Absolute Value

• Rational Numbers and the Coordinate Plane

Expressions and Equations:

• Relationships of the Operations

• Special Notations of Operations

• Replacing Letters and Numbers

• Expanding, Factoring, and Distributing Expressions

• Expressing Operations in Algebraic Form

• Writing and Evaluating Expressions and Formulas

• Solving Equations

• Applications of Equations

Can you create nets in your mind? Understanding area, surface area, and volume through visualization.

How do we manipulate data? Understanding how to generate meaning from data.

Area, Surface Area, and Volume:

• Area of Triangles, Quadrilaterals, and Polygons

• Polygons on the Coordinate Plane

• Volume or Right Rectangular Prisms

• Nets and Surface Area

Statistics and Probability:

• Understanding Distributions

• Summarizing a Distribution That is Approximately Symmetric Using the Mean and Mean Absolute

• Summarizing a Distribution That is Skewed Using the Median and the Interquartile Range

• Summarizing and Describing Distributions

GRADE 7

In Grade 7, students will expand upon their solid understanding of rates, ratios, and arithmetic and apply it to changing systems. This program of study emphasizes proportional reasoning and students are introduced to rates of change, proportionality constants, and more complex fraction and percentage problems. Students will encounter more difficult algebraic formulae and develop competence in creating expression, equations, and inequalities that represent real-world scenarios. The data literacy component of this course will examine how data sets are manipulated, with an emphasis placed on their interpretation.

In Grade 7, students will focus on the following 3 areas:

• Developing understanding of and applying proportional relationships

• Developing understanding of operations with rational numbers and working with expressions and linear equations

• Drawing inferences about populations based on samples UNIT 1

How can we compare changing quantities? Understanding proportional relationships.

Ratio and Proportional Reasoning:

• Proportional Relationships

• Unit Rate and the Constant of Proportionality

• Ratios and Rates Involving Fractions

• Rations of Scale Drawings

How can you expand the number line? Exploring the number line through basic operations.

Rational Numbers:

• Addition and Subtraction of Integers and Rational Numbers

• Multiplication and Division of Integers and Rational Numbers

• Applying Operations with Rational Numbers to Expressions and Equations

How do numbers and symbols describe real-world events? Analyzing and manipulating expressions to solve problems.

Expressions and Equations:

• Use Properties of Operations to Generate Equivalent Expressions

• Solve Problems Using Expressions, Equations, and Inequalities

• Use Equations and Inequalities to Solve Geometry Problems

How can you be a smart shopper? Percent and Proportional Relationships:

• Finding the Whole

• Percent Problems Including more Than One Whole

• Scale Drawings

• Population, Mixture, and Counting Problems Involving Percents

How many different ways are there to win? Calculating and interpreting probabilities.

Can you have a four-sided triangle? Understanding the relationship between angles and side length.

Statistics and Probability:

• Calculating and Interpreting Probabilities

• Estimating Probabilities

• Random Sampling and Estimating Population Characteristics

• Comparing Populations

Geometry:

• Unknown Angles

• Constructing Triangles

• Slicing Solids

• Problems Involving Area and Surface Area

• Problems Involving Volume

GRADE 8

In Grade 8 students sharpen their mathematical intuition with regards to the formulation of and reasoning about algebraic expressions and equations. The main emphasis of this course is developing a solid understanding of the creation, manipulation, and graphing of linear functions. Students will expand their data literacy skills through modelling bivariate data with linear functions, solving systems of equations, and complete their understanding of number systems through a geometric study of the Real Numbers. Finally, students will expand their geometric knowledge and analyze twoand three-dimensional spaces, explore congruency, and examine practical use cases of the Pythagorean Theorem.

In Grade 8, students will focus on the following 3 areas:

• Formulating and reasoning about expressions and equations, including modeling an association in bivariate data with a linear equation, and solving linear equations and systems of linear equations

• Grasping the concept of a function and using functions to describe quantitative relationships

• Analyzing two- and three-dimensional space and figures using distance, angle, similarity, and congruence, and understanding and applying the Pythagorean Theorem

How do scientists manipulate large numbers?

UNIT 1 UNIT 2

Manipulating large numbers using scientific and exponential notation.

How does area relate to length? Exploring the Pythagorean Theorem.

UNIT 3

What does it mean to be the same? Exploring similarity and congruence.

Integer Exponents and Scientific Notation:

• Exponential Notation and Properties of Integer Exponents

• Magnitude and Scientific Notation

The Concept of Congruence:

• Triangle Relationships

• Theoretical and practical applications of the Pythagorean Theorem

Similarity:

• Dilation

• Similar Figures

• Definitions and Properties of the Basic Rigid Motions

• Sequencing the Basic Rigid Motions

UNIT 4 UNIT 5 UNIT 6

How can we combine algebra and geometry? Exploring basic functions and their graphs.

Linear Equations:

• Writing and Solving Linear Equations

• Linear Equations in Two Variables and Their Graphs

• Slope and Equations of Lines

• Systems of Linear Equations and Their Solutions

• Pythagorean Theorem

What type of data can I collect and model?

Linear Functions:

• Linear Functions

• Bivariate Numerical Data

• Linear and Nonlinear Models

• Bivariate Categorical Data

Why does this number never end? Exploring irrational numbers using geometry.

Introduction to Real Numbers Using Geometry:

• Square and Cube Roots

• Decimal Expansions of Numbers

• The Pythagorean theorem

HUMANITIES

In Middle School Humanities, students will investigate 4 key topics across all three years, History, Economics, Geography and Civics.

Reading and writing skills are deeply embedded in the Humanities and are a foundational element of a robust, globally-minded Humanities program. Students will develop their research skills, understand how to identify and utilize a variety of sources, and ask questions of the society in which they live.

GRADE

How does geography influence development?

GRADE 7

Why do people create, structure, and change governments?

What role do belief systems play in a society?

Why do civilizations rise and fall?

UNIT 5

How can power and wealth influence change and development?

UNIT 5

How do issues of power, wealth, and morality influence exploration and colonization?

GRADE 8

How does revolution play a role in the development of societies?

What are the responsibilities of citizens within society?

How does trade and the exploitation of resources affect social development?

What is the relationship of population to power?

UNIT 5

What are the effects of economic, political, and social challenges on a society?

How do people, policies, and technological advances shape a society?

Is isolation feasible in the 21st century?

What is the effect of warfare on societies?

What is the cost of globalization?

TECHNOLOGY & INNOVATION

Technology and Innovation are deeply embedded in teaching and learning in Middle School, across all disciplines. To deepen students’ understandings, Middle Schoolers at Pine Street will have a Technology & Innovation course that exposes learners to a wide range of emerging technologies and the skills associated with them. Students will inquire into the moral and ethical nature of technologies like drones, AI and social media, while also developing an understanding of how to be responsible users and creators in the digital world.

TECHNOLOGY & INNOVATION

Grade 6 & 7 students will continue to learn how to code through Swift Playgrounds, applying their coding skills to various tools like Scratch, Sphero, microBit, and more. Finally, in Grade 8, students will apply their knowledge of coding to app development, alongside entrepreneurship and innovation skills via an App Pitch.

GRADE 6

UNIT 1 UNIT 2 UNIT 3 UNIT 4

What is my digital footprint and how do I manage it?

GRADE 7

How do I protect myself online?

Does technology solve or create problems?

UNIT 5

UNIT 6

How do movies convey stories effectively?

Year-long: Coding

UNIT 1 UNIT 2 UNIT 3 UNIT 4

How do I find media balance?

GRADE 8

Who has my data and what are they using it for?

How does social media impact society?

How can I use design to convey a message?

Year-long: Coding

UNIT 1 UNIT 2 UNIT 3 UNIT 4

What is the impact of digital media on my brain?

Will blockchain make society more efficient and secure?

How does social media impact my digital footprint?

Can we put an end to fake news?

From pizza delivery to fighting wars - will drones change everything?

UNIT 5

Can digital products be sustainable?

UNIT 6

Can you tell the difference between a human-written and an AI-written story?

Could technology create a more equitable and accessible society?

Year-long: App Development

UNIT 5

Will machines replace humans?

UNIT 6

How much influence does digital media really have?

THE ARTS

MUSIC

Construct their own knowledge and understanding through inquiry based learning. Our middle school music curriculum provides an environment that stimulates and challenges students. Students have the opportunity to explore instruments and to participate in ensemble work. The use of technology influences and enhances student learning giving them the opportunity to create, compose and record their work.

GRADE 6

How does music theory help us to interpret and perform music?

GRADE 7

What power does music have and how can it convey a message?

What can music tell us about cultures and histories from the past?

How can we express ourselves through songwriting?

How does music theory contribute to a more complete musical interpretation?

GRADE 8

What can we learn from early musical traditions?

How can we see evidence of our past in contemporary music?

How can we write songs and compose music that engages an audience?

How might music theory contribute to my success as a composer?

What makes a musical genre?

How do song structures and music vary in different cultures?

How can we apply our musical knowledge to compose our own music and songs?

THE ARTS

VISUAL ART

Visual arts play a crucial role in the curriculum at Pine Street Middle School, with a course that aims to foster creativity, critical thinking, and visual literacy skills. Students will be exposed to a wide range of artistic mediums, techniques, and styles, including drawing, painting, sculpture, photography, and digital art. Through hands-on experiences and inquiry-based learning, students will develop their artistic skills while exploring the diverse cultural and historical contexts of art. They will learn to analyze and interpret visual artworks, as well as express their own ideas and emotions through their artistic creations. In addition, students will engage in discussions on the ethical and social aspects of art, such as representation, appropriation, and cultural sensitivity. The visual arts course at Pine Street Middle School seeks to cultivate students' creativity, appreciation for aesthetics, and critical understanding of visual culture, empowering them to become informed and expressive participants in the world of art.

GRADE 6

What techniques and skills do artists use?

GRADE 7

How can artwork reflect culture and identity?

How can you create an artwork that expresses ideas about a social or cultural issue?

What can we learn from art and artists across time and place?

What techniques and skills do artists use?

GRADE 8

How can art be used alongside other sensorial experiences to convey a message?

Does art inspire change?

Does art influence or reflect culture?

What techniques and skills do artists use?

How do past art movements influence future artists?

How has 3 dimensional art influenced societies over time?

What makes an artist influential?

THE ARTS

DRAMA

Pine Street is dedicated to the study of drama as a discipline and an art form, focusing on its history since the beginning of human society, as well as its function as a means of creative expression. Students will develop an academic understanding of theatre, while also building skills through hands-on experience and collaboration with their peers, emphasizing the importance of using these skills outside of the stage. Through various theatrical exercises, they will learn physical control and sharpen their instincts for performance, while also learning the logistical considerations and adaptive techniques necessary for interacting with an audience. Focus will be on comfort within a performing space, as well as teambuilding and flexibility.

GRADE 6

How has theatre developed alongside society?

GRADE 7

What are the historical roles of comedy and tragedy?

How do actors use their bodies to convey meaning on stage?

How do you craft a narrative out of a series of events?

What is the role of emotion in theatre?

GRADE 8

How do theatre forms reflect the societies that create them?

How can existing stories be adapted theatrically to create meaning?

How do we use improvisation to convey meaning to an audience?

What is the role of theatre in drawing attention to social issues and working for change?

How does Devised theatre transform “real life” into drama?

How do directors take apart a play in order to craft specific experiences for an audience?

How do actors create the illusion of urgency and danger onstage while minimizing risk?

PHYSICAL EDUCATION

Physical education is an essential part of the Middle School program, as it helps students develop the skills and habits necessary for a healthy and active lifestyle. At Pine Street, students will engage in a variety of activities that promote physical fitness, including team sports, individual activities, and games that emphasize cooperation and sportsmanship. In addition, the physical education program will emphasize the importance of proper nutrition and hydration, providing students with the knowledge they need to make healthy choices. Students will also learn stress management techniques and the importance of adequate rest as components of overall wellness.The physical education program at Pine Street will encourage students to adopt lifelong habits of physical activity, helping them to stay healthy and active well into adulthood.

GRADE 6

How can we become more physically fit and healthy?

GRADE 7

How can we work together as a team and show sportsmanship?

How do we coordinate our bodies and skills to play net games?

How can we develop discipline, individual skills and respect through individual sports?

How can we improve our physical fitness and conditioning?

GRADE 8

How can participation in team sports promote sportsmanship?

How can we develop rhythm and coordination through dance?

What techniques and strategies for individual sports?

How can we design and implement an effective fitness and conditioning program to improve our physical health and athletic performance?

How can we cultivate leadership qualities through participation in both individual and team sports?

How can we develop rhythm and coordination through cultural dance?

What choices can we make in our lives to maintain a healthy lifestyle?

EVIDENCE OF LEARNING

Our approaches to assessment are purpose-driven, and center on the commitment to providing all learners with regular, equitable ways to provide well-curated evidence of their own learning. This evidence provides us with data that we can use to give them feedback to improve their learning and data to inform our practice as teachers.

We have a Balanced Assessment System, which is driven by 5 Assessment Principles: Purpose, Alignment, Reliability, Value and Equity. It focusses on assessment that is purposeful, learner-centered, and evidence based. It addresses the cycle of:

• Purpose: What are the goals for this Learner?

• Performance: Where are they now against those goals?

• Progress: How far have they traveled?

• Process: What factors, internal or external, have impacted performance and progress?

• Proof: What’s the evidence?

FROM EXTRINSIC CONTROL TO INTRINSIC SELF-REGULATION

We don’t manipulate students into quality performance. We work with students to provide them with the time, training, and tools to self-regulate towards outstanding learning achievements.

CRITERION REFERENCED ASSESSMENT

Criterion referenced assessment is the process of evaluating the learning of students against a set of pre-specified criteria, without reference to the achievement of others. The pre-specified criteria are what students have to do during assessment in order to demonstrate that they have achieved the learning outcomes. How well they do this is described at different levels - these are performance descriptors presented in a rubric. Students know ahead of time what the criteria for success are.

We have a Balanced Assessment System, which is driven by 5 Assessment Principles: Purpose, Alignment, Reliability, Value and Equity.

THE IMPACT

The impact of a balanced assessment system is that assessment is a driving force for learning. At the heart of this system is consistent, frequent feedback that is timely, specific, actionable, and respectful.

REPORTS

Students will receive report cards four times a year, with two narrative reports and two progress reports.

HOW STUDENTS ARE ASSESSED

The student will not be judged against the work of other students, but against assessment criteria which the teacher will present and explain to the student. This will help the student to keep an eye on their progress and to see where they need to improve. The descriptors help the student and the teacher to find the student’s level of achievement for each criterion. The descriptors also can be used for students to revise and improve their work.

SUMMATIVE ASSESSMENT

Final assessment takes place at the end of the unit of study to determine the levels individual students have achieved in relation to the stated objectives for each subject group and for the personal project. Grades from 7 (highest) to 1 (lowest) are awarded to the students, for each subject based on the criteria. The numerical grades are also displayed as letter grades on the quarterly reports.

LEARNING TEAMS

EVIDENCE OF LEARNING

Middle Schoolers are experiencing rapid change and development, emotionally, physically and socially. At Pine Street School, our Learning Teams are aimed at creating a safe, inclusive and focused mentor group that involves both peers and a dedicated PSS teacher. The class is divided up into smaller groupings, and each group is assigned a teacher mentor. Students meet with their Learning Team weekly. Learning teams have three primary goals:

• To support students in setting and achieving goals, both academic and personal

• To grow students’ organizational skills in order to promote greater agency and independence

• To create a social-emotional safety net, where students can check in with each other, as well as their educator mentor

PERSONAL INQUIRY & PORTFOLIOS

PERSONAL INQUIRY

During Personal Inquiry blocks, students will have the opportunity to investigate and pursue topics and projects they are passionate about. Students will work with their Learning Team mentor as they engage in the inquiry process. Throughout the year, students will have check-ins with their mentor and will be required to document their learning journey. Process over product is the name of the game during Personal Inquiry! We want learners to focus on the joy of learning for the sake of learning, to reflect on how their perspectives, understandings and opinions change over time, and to become true lifelong learners with a desire to make a difference in the world around them.

In eighth grade, personal inquiry becomes a Community Project, similar to the PYP Exhibition students engage in during grade 5. During their 6th and 7th grade years, students are building up the skills to be agentic, curious learners who are well-equipped to engage in an extended inquiry. Students will select a global challenge they are interested in, and will work with teacher mentors as they investigate and take action. By the end of their 8th grade year, students will present their Community Project.

CO-CURRICULAR PROGRAM

Developing well-rounded students who have the opportunity to engage in a wide variety of experiences and activities is a crucial component of Pine Street Middle School. Our co-curricular programming is grounded in the Portrait of Learner, providing learners with multiple opportunities to develop the attributes, skills and qualities needed for success. While these offerings are optional, they should be viewed as part of the school day. Students will be able to choose new activities every 12 weeks.

The below offerings are subject to change and may not be available during all trimesters.

Contributing Citizens

Innovative Creators

Student Council Roots & Shoots Film Club Choir Music Lessons (Church Street School of Music)

Ensemble Music

Compelling Communications

Drama Photography Debate

Respectful RelationshipBuilders

Jr. Model UN Service Learning

Balanced People

Team Sports (Volleyball, Basketball, Indoor Soccer)

Badminton

Running/Cross

Country

Yoga & Meditation

Karate

Swim

Rational ProblemSolvers

Chess Math Olympiad Coding & Robotics

CO-CURRICULAR PROGRAM

Several of our after-school programs are made possible through external providers in the community. Students can participate in these activities at an additional cost.

Church Street School of Music is a nonprofit community school for the arts in lower Manhattan, committed to providing high-quality art and music programs for all. A long-standing community resource dedicated to public programming and outreach, the school specializes in facilitating the physical creative process, and strives to connect each student with their unique artistic voice. Church Street School of Music will offer small group or private music lessons in the following instruments:

• Piano

• Violin & other strings

• Guitar - acoustic and electric

• Ukulele

• Recorder

• Saxophone, Clarinet

• Flute, other woodwinds

• Voice

• Harmonica

• Drums and and other percussions

• Trumpet, trombone, other brass

Chess Max Academy is one of the leading chess schools in NYC, led by World Chess Champion Grandmaster Maxim Dlugy. Sessions are tailor-made for students to fit their chess level. Students are grouped based on their level, and are moved up as they show they have mastered the current material.

Court 16 offers a unique and holistic tennis experience to kids of all physical abilities, and from all social and geographical backgrounds, in a safe environment curated specifically for them.

Pine Street School will partner with Physique Swimming in the Fall and Spring trimesters, these lessons are included in your tuition. Classes are offered at all skill levels, and for students in Kindergarten and up, allowing our students to progress smoothly into skilled swimmers.

HOW DO WE PREPARE STUDENTS FOR LIFE BEYOND PINE STREET SCHOOL?

Throughout our entire Middle School program, we have developed courses, curriculum and structures to support our learners for high school and life beyond. Whether it’s embedding inquiry and questioning skills that support lifelong learning and curiosity, portfolios and learning exhibitions to help showcase and reflect on their learning journey, or co-curricular programs that develop the whole-child, a Pine Street Middle Schooler is well-prepared for the world of high school.

HOW DO WE SUPPORT STUDENTS WITH TEST PREP?

Beginning in Grade 6, students will have dedicated time for strengthening test-taking skills and preparing for the test(s) they will take for High School admissions. Whether students are taking the SSAT, ISEE or SHSAT, our in-house test-prep sessions ensure learners are ready to show what they know in a standardized test. Additionally, we will introduce a new assessment, the CTP test, providing students with more opportunities to practice taking tests that are similar to those required for entrance into Grade 9. If your family is interested in additional test prep, Pine Street School will have after-school tutoring available, at an additional cost.

HOW ARE STUDENTS SUPPORTED WITH APPLICATION ESSAYS?

Through our English and Humanities courses, students have significant practice with extended writing. During the Spring of Grade 7, we have a targeted unit on persuasive writing, to prepare students for the essays they will write for their applications. In the Fall of Grade 8, part of our English class time will be devoted to application essay writing.

HOW ARE STUDENTS PREPARED FOR INTERVIEWS?

Drama, Debate, a dedicated public-speaking consultant and real-world public-speaking experiences provide our students with ample opportunities to practice expressing themselves confidently and with clarity. In the fall of Grade 8, we will begin explicit interview preparation, with opportunities for each student to engage in two mock interviews.

HIGH SCHOOL PREP

WHO WILL HELP PSS FAMILIES WITH THE HIGH SCHOOL ADMISSIONS PROCESS?

We have an ongoing partnership with Dana Haddad, NYC’s leading admissions consultant to support Pine Street Families with the High School admissions process. Dana will provide in-house services for our families, everything from 1:1 sessions, open office hours, coffee chats and topic-specific workshops. Dana is already supporting our Middle School leadership team in getting ready to open in the Fall, and will continue to work alongside our community. Her role will evolve as families need greater support, and her presence will increase as we get closer to the High School admissions season.

HOW WILL HIGH SCHOOLS GET TO KNOW OUR STUDENTS AND OUR SCHOOL? HOW DO WE KNOW WHAT SCHOOLS TO CHOOSE?

In the Spring of Grade 6, we will invite admissions directors from various schools around the city to visit us and to see what the Pine Street learning community is all about. We will do this again in the Spring of Grade 7. Then, in the Fall of Grade 8, schools will be invited to make presentations to our students. Each of these visits will allow for schools in the community to get to know our students and our school as whole, over the course of several years.

In the Spring of Grade 7, our admissions consultant will provide a session to guide families on what to think about when going through the High School admissions process. Then, in the Fall of Grade 8, she will provide another session with more specific guidance around what families should be looking for as they visit and apply to high schools.

In addition to the above, Dana will provide individual consulting to each family.

TRAVEL PROGRAM

In order to foster a truly internationally-minded Middle School experience, students will be able to participate in international travel experiences that allow them to engage with the world in authentic ways.

Each year of Middle School, students will travel to a unique destination. Prior to the trip, students will engage in research and action-oriented projects that connect with the location they are visiting.

During 6th grade, students will visit a Central American nation for a week. Throughout the year, families will participate in fundraising activities to help defer the cost of their trip.

Grade 7 and 8 educational trips locations will be decided by teachers and students.