TABLE OF CONTENTS Programs of Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 2 Division Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Division-Wide Programs . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Advisory Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Collection . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Meeting for Worship . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 4 Service Learning Program . . . . . . . . . . . . . . . . . . . . . . . . . 4 Student Governance . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Technology Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 Middle School Academic Program Overview . . . . . . . . . . . . . 5 Core Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 5
History/Social Science . . . . . . . . . . . . . . . . . . . . . . . . 5
Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6 Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
World Languages, Literature & Cultures . . . . . . . . . 6
Encore Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Computer Science . . . . . . . . . . . . . . . . . . . . . . . . . . . . 6
Human Dynamics and Development . . . . . . . . . . . . 7
Information and Technology Literacy . . . . . . . . . . . . 7
Performing Arts: Band, Choir, Music . . . . . . . . . . . . 7
Physical Education & Athletics . . . . . . . . . . . . . . . . . 7
Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8
Sixth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . . . . 8
Advisory-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Service Learning-6 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 8 Core-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 9 Encore-6 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 10 Seventh Grade Program of Study . . . . . . . . . . . . . . . .. . . . . . 12 Advisory-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Service Learning-7 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Core-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Encore-7 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Eighth Grade Program of Study . . . . . . . . . . . . . . . . . . . . . . . 16 Advisory-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Service Learning-8 . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Core-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 16 Encore-8 Courses . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 18 Additional Elective Programs . . . . . . . . . . . . . . . . . . . . . . . . . 20 Extra Help . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 FIRST LEGO League (Robotics) . . . . . . . . . . . . . . . . . 20 Mastery Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Math Olympiad . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 20 Middle School Oversight Committee . . . . . . . . . . . . . . . 20 WEB Middle School Orientation Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Committees and Clubs . . . . . . . . . . . . . . . . . . . . . . . . . . 21 Affinity and Alliance Groups . . . . . . . . . . . . . . . . . . . . . 21 Activities . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 21
SIXTH GRADE PROGRAM OF STUDY
SEVENTH GRADE PROGRAM OF STUDY
EIGHTH GRADE PROGRAM OF STUDY
Programs-6
Programs-7
Programs-8
Advisory-7
Advisory-8
Service Learning-6
Service Learning-7
Service Learning-8
Core-6
Core-7
Core-8
English-7
English-8
History/Social Science-7
History/Social Science-8
Mathematics-7
Mathematics-8
Advisory-6
English-6 History/Social Science-6 Mathematics-6
Enriched Math- 7
Physical Science-6 World Languages, Literatures and Cultures-Level A Chinese-Level A
Advanced Math-8
Earth Science-7
Life Science-8
World Languages, Literatures and Cultures-Level B Chinese-Level B
French-Level A
Spanish-Level C
Spanish-Level B
Encore-6
Spanish-Level A (8)
Encore-7
Computer Science-6 Human Dynamics and Development-6 Human Connections-6 Information and Technology Literacy-6 Performing Arts-6
Encore-8
Athletics-7/8
Athletics-7/8
Computer Science-7 Human Dynamics and Development-7 Conflict Resolution-7 Information and Technology Literacy-7
Music-6 Choir-6 and Band-6 Physical Education-6
Performing Arts-7
Computer Science-8 Human Dynamics and Development-8 Decision Making-8 Information and Technology Literacy-8 Performing Arts-8
Music-7
8th Grade Musical
Band-7/8
Visual Arts-6
Chinese-Level C French-Level C
French-Level B
Spanish-Level A
World Languages, Literatures and Cultures-Level C
Music-8
Choir-7/8
Band-7/8
Visual Arts-7
Choir-7/8 Visual Arts-8
ADDITIONAL ELECTIVE PROGRAMS Extra Help FIRST LEGO League (Robotics) Mastery Program Clubs/Committees/Affinity/Alliance Groups
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Math Olympiad Middle School Oversight Committee WEB Middle School Orientation Program
DIVISION OBJECTIVES
Collaborate • Work effectively in groups • Demonstrate flexibility in attitude, approach, and working with others • Participate actively and positively in the life of the school
The middle school student at Wilmington Friends School is by definition a pre-adolescent or an adolescent, and the curriculum reflects the changing and sometimes difficult nature of that stage in our students’ development. The children who enter the 6th grade differ dramatically from the teenagers who move on Create to upper school after 8th grade. Their changes are intellectual, • Think independently emotional, and physical. Middle school students often seek • Produce creative solutions independence by testing authority. At the same time, they both • Ask, “what if?” fear and delight in taking risks and trying new things. • Express thoughts, feelings, experiences, stories through visual and performing arts The middle school structures By emphasizing programs that stimulate interdisciplinary activiManage Time/Organize students to meet challenges, • Prepare/plan effectively for projects and assessments ties and programs, readvalue differences in each • Attend to detail ing, study skills, group other, and make good deci• Organize efficiently learning, and techniques sions. Faculty advisors (see • Manage time effectively of organization, middle “Advisory Program”) and • Prioritize effectively grade deans offer guidance school teachers guide and support for students and students through and Live Responsibly/“Let Their Lives Speak” their families. The transibeyond the fundamentals • Use and apply technology in an efficient and productive tion to adult life requires the way of academic work. acquisition of both skills and • Follow-through on assigned work/accepted responsibiliknowledge, which promote ties the growth of independent • Accept individual responsibility for role in community and cooperative learning. By emphasizing interdisciplinary • Recognize and act upon the “responsibility of opportuactivities and programs, reading, study skills, group learning, nity” and techniques of organization, middle school teachers guide • Demonstrate integrity; make ethical decisions students through and beyond the fundamentals of academic • Recognize godliness in others work. Activities that strengthen written, oral, and artistic expression allow individual talents to be recognized. Participation Grow and Develop Resilience in individual and team sports develops both the cooperative and • Accept mistakes as a key part of the learning process competitive spirits in children while satisfying their need for • Accept and engage challenge willingly beyond personal physical activity. comfort zones • Exercise self-discipline/demonstrate an ability to delay A graduate of Wilmington Friends is expected to embody core gratification ways of being. A graduate is someone who: • Demonstrate resilience (learn from and do not dwell on • Seeks truth failure) • Values justice and peace with a conscious responsibility • Attribute success to their own efforts for the good of all • Models creative, independent thinking Inquire/Engage • Exercises self awareness and intentionality • Read effectively to determine next steps • Is a skillful communicator and collaborator • Connect learning to their lives; make it personally meaningful However, there is no single class to teach these life habits. Only • Identify reliable resources through earnest engagement with our program and community • Ask and test questions effectively does the student develop and begin to exercise these ways of • “Self-teach” being. The middle school component of this journey involves • Work independently the development of eight essential cross-curricular skills. Within the WFS middle school, students work in all of their Be Mindful classes, teams, small groups, and interactions to: • Understand themselves as learners • Value reflection Communicate • Understand that learning is a lifelong process • Communicate effectively in a variety of media (writing, • Value the lessons others have to teach speaking, performing and visual arts, etc.) • Discipline themselves to remain open to new ideas and • Listen to, consider, and recognize others’ perspectives understanding • Advocate effectively for themselves
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DIVISION-WIDE PROGRAMS Advisory Program
The faculty advisor establishes a working relationship with student advisees, providing each student with an adult advocate. The advisor is the primary link between home and school, with regular communication to parents/guardians, including the facilitation of ongoing student reflection and self-assessment of progress toward mastery of the middle school eight outcome skill objectives: communication, creativity, collaboration, mindfulness, time management/organization, inquiry/engagement, responsibility, and/or resilience. This process includes student-led mid-year portfolio conferences with parents and advisor and the guidance and monitoring of advisees toward second-semester growth in up to three self-selected outcome objectives. In eighth grade, the advisor helps facilitate advisees’ completion of up to three Growth Challenges. Each student’s Growth Challenge project achieves at least one of the following: developing a practical skill, helping someone else, and broadening personal experience. The advisor is also responsible for knowing the “big picture” about her/his advisees’ academic and personal development, consulting with other teachers as needed, and tracking approaches that are more or less helpful in encouraging student success. Advisory Groups: • consist of 10-13 advisees who meet regularly and frequently. • provide a trusting environment where students may offer support to each other. - provide a setting in which students can... - review school rules and procedures - discuss ethical and moral issues - discuss social concerns - build group trust - set, monitor, and assess progress toward achieving - skill development goals - learn to be an organized and responsible student - learn conflict resolution skills -have fun in a small social group
Collection
Collection, a regularly scheduled assembly of the entire middle school student-body and faculty, is an opportunity for shared community experiences. Typically, these include presentations and performances by students, faculty, and visiting artists and speakers.
Meeting for Worship
At the heart of Wilmington Friends School is the Meeting for Worship. Friends (Quakers) worship as a group. In the middle school, this may take the form of an entire division (6th-8th grades); mixed-small groups of 10-15 6th, 7th, and 8th grade students; advisory groups; or a whole grade-level. Students and faculty gather in “attentive” or “expectant” silence. Anyone who feels moved to do so may stand and speak briefly. The 4
School tries to help students find ways of using silent meditation effectively for worship. Reflection on inward leadings and shared messages gives students and adults, informed by their own religious identity and values, a meaningful opportunity for moral-intellectual growth.
Service Learning Program
The Middle School Service-Learning Program is an important aspect of students’ growth and maturation, and it is integrally linked to curriculum covered in both academic courses and advisory. Students in all three grades engage in service-learning projects throughout the course of the school year. Our hope is that students Service learning reinforces will gain a broader underthe idea, importance, and standing of their individual practice of reaching out roles in society by helping and caring for others, an aspect of education and to improve the quality of citizenship that is nurtured life of others in their local in the lower school at and/or global community. Friends and that continues through the upper school’s service requirement. Our hope is that students will gain a broader understanding of their individual roles in society by helping to improve the quality of life of others in their local and/or global community. Finally, the Service-Learning Program is based on the Quaker ideals of environmental stewardship and community responsibility and the belief among educators that service experiences provide adolescents with an outward focus that can facilitate a personal and group sense of pride and accomplishment, as well as support educational goals. Middle School service experiences include activities and projects that: • are authentic (meet a real need in the community). • are age appropriate. • engage students in the planning. • involve a strong reflective component before, during, and after the service activity. • are in some way connected to, or integrated with the students’ academic/advisory curriculum. The following are objectives of the Middle School ServiceLearning Program: • Students develop an appreciation for the opportunities community service can provide, both in terms of personal pride for the student and positive impact on the greater community. • Students grow personally and intellectually as a result of their service experience and the subsequent reflective activities. • Students understand that service to others is a responsibility of each member of the community. • Students discern connections between their service work and components of their academic and/or advisory curricula.
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Students connect their service experiences with the Quaker beliefs in stewardship of Earth, the environment, and economic resources. Students engage in several different school-sponsored service opportunities throughout the academic year.
Student Governance: Meeting for Business
The business meeting clerk, agenda clerk, and recording clerk (all students selected by their peers) set an agenda for the monthly business meeting. The business meeting follows the Quaker method of decision making through consensus. Significant, student-initiated changes have been made to middle school life and operations through student-led initiatives in committees and business meeting.
Technology Program
Wilmington Friends has a one-to-one laptop program for students in grades 5-12. Students use their school-issued laptops both at school and at home for computer-based work in all disciplines. The goal of the program is not simply to expand the use of digital-age tools, but to make the most of the opportunities presented by technology in service of our educational and philosophical mission. The potential of technology for collaboration across all kinds of boundaries aligns with the Quaker belief in collective wisdom and the commitment of Quaker schools to prepare and inspire students “to make a better world.” It also aligns with research demonstrating that technology as a thoughtfully applied tool within a quality curriculum deepens student engagement, supporting both independent learning (including differentiated instruction) and collaborative problem solving. The laptop program is a tool to help us reach the following objectives: • To advance the development of 21st century skills such as collaboration, critical thinking, problem solving, creativity, and adaptability—skills recognized as increasingly essential to advanced studies, public service and citizenship, and leadership in industry • To enable faculty to incorporate technology more easily into their lessons, and to support their unyielding efforts to maintain an innovative learning environment for students • To deepen the student-centered approach to teaching and learning • To provide all of our students with equal access to and compatible forms of technology at school and at home • To improve the performance and efficiency of our school’s computer network, further increasing student access to technology
MIDDLE SCHOOL ACADEMIC PROGRAM OVERVIEW CORE COURSES
English
The middle school English program challenges students to explore themselves and the human condition through engaging texts, rigorous discussions, and analytical writing projects. Throughout the work is an emphasis on seeking depth by examining the perspectives of authors and characters and in communicating students’ own ideas clearly and interestingly both orally and in writing. The program also focuses on the goal of developing students’ positive attitudes toward reading; their readiness to write in various modes—and to revise; their confidence and facility in self-expression; and their capacity to organize and comfortably handle their assignments. Skills in speaking/oral presentation, reading, writing, vocabulary development, organization, and grammar and mechanics are taught in each course.
History/Social Science
The History/Social Science department stresses student engagement both in a world that should be and in a world that is. Students should feel secure in their possession of intellectual strengths and specific knowledge, as well as gain a sound foundation in history/social science methodologies. These objectives are defined to prepare students academically and in disposition to pursue further education, formally and informally; and to prepare them as citizens to be active participants in working for that “better world” to which people throughout history have aspired. The department’s program is designed to encourage students to appreciate history/social science as a means: • to make possible “life-long learning.” • to develop specific skills and attitudes relevant to the discipline (e.g. research, critical thinking, historical empathy). • to understand and appreciate global interdependence by being aware of historical forces developing logically and representing various needs, stages of development, beliefs, and conditions. • to respect scholarship and intellectual achievement. • to ask relevant questions, probe and be intellectually curious; to communicate by various methods, use a variety of techniques in learning, and understand how to acquire information from a variety of sources. • to feel self-aware, confident, and secure in their skills to pursue multi-faceted forms of knowledge in an active, inquiring manner from various sources. • to understand the difficulty of universal agreement on facts and the impact upon individual and societal perspective of gender, race, ethnicity, sexual orientation, religious belief, and geographical location. 5
• • • •
to understand notions of continuity, change, and historical development. to apply moral and ethical considerations to their analyses of the past and understanding of the present. to show “geographical literacy.” to appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs.
Mathematics
The middle school math program covers a wide range of ideas and skills including arithmetic computation with rational numbers, number theory, patterns and functions, statistics, geometry, and linear and quadratic algebraic operations. The material is presented in a variety of ways to meet the needs of students with a variety of learning styles, and to benefit all students by expanding their range of approaches to mathematical (and other intellectual) challenges. Using discovery methods as well as direct instruction, students work both individually and in small groups. Students develop their abilities to communicate their mathematical reasoning orally, symbolically, and graphically. Middle school mathematics requires an ability to calculate accurately and to use words and symbols in a meaningful manner. Students learn the appropriate use of technology, which includes the use of graphing calculators (starting in 8th grade) and support programs such as Khan Academy, Desmos and other math websites. In addition to the 8th-grade math course, there is an advanced 8th-grade math class. This fast-paced class meets several times a week with a deeper exploration of concepts and covers additional topics. Participation in this course is based on a combination of math grades from 6th and 7th grade, standardized test scores, and teacher recommendations. In preparation for the advanced section in eighth grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other challenging work that exists within the curriculum. At the beginning of the year, math teachers distribute information concerning advanced work to all interested 6th, 7th, and 8th-grade students.
Science
The middle school science program consists of inquiry-based lessons that build skills, reinforce the way scientists think, and present topics that stimulate and connect to everyday scientific and sustainability situations. The goal of the middle school program is to prepare students with the skills they will use in upper school science courses as they question and investigate the physical, chemical, and biological world around them, while broadening their understanding and application of concepts introduced in elementary science classes. Each grade includes an overview of experimental design, which emphasizes the practice of metric measurement, lab safety, and observation skills. Students brainstorm and record meaningful qualitative and 6
quantitative observations. They incorporate measurement and calculations in their lab work, design tables and graphs, and use computer applications to store, display, share, and report their data, results, and analyses. Students also gain experience with technical writing and editing as they formulate hypotheses and critique the practices and procedures used in their investigations. Additionally, students apply design thinking and engineering design processes as they clarify their questions and solve problems. Other highlights of the middle school science program include interdisciplinary and interdivisional activities, field trips with service learning components, guided use of scientific equipment, including microscopes and digital measuring tools, and citizen science programs.
World Languages, Literature and Cultures
The World Languages program aims to develop budding global citizens through immersive and meaningful engagement with language and culture. Rooted in communication and conversation, our program encourages students to use language as a tool to interpret, interact, and express ideas in authentic contexts. Through consistent exposure to the target language, students build confidence and resilience as communicators while developing curiosity about and empathy for the peoples and cultures of the world. Instruction is conducted primarily in the target language, allowing students to develop their listening, speaking, reading, and writing skills through active use of the language in meaningful contexts. Rather than focusing solely on memorization or isolated grammar study, students engage in communicative tasks that require them to exchange information, solve problems, share opinions, interpret authentic resources, and create with language in age-appropriate ways. Cultural exploration is woven throughout the curriculum and may include music, stories, current events, film, food, guest speakers, and connections with communities beyond the classroom. Through these experiences, students learn not only to communicate in another language, but also to engage thoughtfully and respectfully in an interconnected world. French-language students in seventh and eighth grades have the opportunity to travel to either Quebec or Martinique during the mid-winter break once every two years. Spanish-language students in seventh and eighth grades have the opportunity to travel to Puerto Rico in June once every two years. Middle and upper school Chinese-language students have the opportunity to travel to China once every three years. NonChinese language students may join the middle school group for the trip to China.
ENCORE COURSES Computer Science
The goal of Computer Science in the middle school is to instill a knowledge of and confidence in the iterative, problem-solving process. Using the Computer Science Teachers Association (CSTA) standards to inform the curriculum the following five
strands are covered: compuTo fully embrace the tational thinking, collaboraiterative problem-solving tion, computing practice and approach, students must programming, computers and have the confidence to communication devices and community, global and ethical fail, to get unexpected impacts. With a focus on pro- results, and to explore cess over product, students and persevere through will be able to fully harness these challenges as they the problem-solving capabiliwork their way closer to ties of a computer. Computers finding solutions. afford the programmer/user a very powerful tool with which to solve problems. By learning how to break these problems down into discrete, repeatable steps, students are able to iterate through a multitude of approaches before arriving at an algorithm that achieves the goals of the problem. In order to fully embrace this iterative problem-solving approach, students must have the confidence to fail, to get unexpected results, and to explore and persevere through these challenges as they work their way closer to finding solutions. Harnessing the potential of algorithmic thought and the programmatic potential of computers, students will use their computer science knowledge to help them to be “creators” as opposed to just “users” of technology in many fields of study.
Human Dynamics and Development
Human Dynamics and Development is a cross-divisional (lower, middle, and upper school) program at Wilmington Friends, encompassing social and emotional awareness, interpersonal relationships, academic skill development, and healthy living habits, including strategies and processes for making informed decisions.
Information and Technology Literacy (Library Media Center)
The Information and Technology Literacy curriculum of the Library Media Center focuses on integrated projects in multiple disciplines (English, social science, science, mathematics, etc.) that allow students to use acquired skills to complete academic work. Information-seeking strategies, evaluation of sources, and presentation of information, as well as other library related skills are taught in both a once or twice-a-cycle class and through the core subject areas. The librarian plans with classroom teachers in order to increase the depth of research and class time for selected units. Students learn to evaluate and solve all forms of information needs.
Performing Arts Program
The Wilmington Friends Performing Arts Department provides an outstanding arts education that fosters lifelong engagement in the performing arts. Through the study of artistic skills, history, and practice, students develop creativity, self-discovery, independent thinking, and the confidence to take risks. Our program strengthens collaboration while supporting students’ emotional, social, and spiritual growth. By combining classroom learning with authentic performance experiences in high-
quality facilities, students bring theory into practice. We strive to present exceptional concerts and productions which inspire the broader school community to value and support the performing arts as an essential part of a well-rounded education.
Performing Arts Courses
The Middle School Performing Arts courses build upon students’ prior experiences while expanding their exposure to a wide range of music and theater. Through performance, analysis, and creative exploration, students develop artistic skills, deepen their understanding of the performing arts, and make connections across disciplines. The curriculum introduces students to diverse cultural and historical perspectives while fostering growth as performers, creators, and thoughtful audience members. These experiences help students build confidence, creativity, and a lasting appreciation for the performing arts.
Band
The Middle School Band program builds upon the ensemble experience developed in the lower school years and prepares students for participation in the Upper School music program. Through a progressive sequence of musical experiences, students strengthen instrumental technique, ensemble performance skills, and their understanding of music theory and history. Students learn to collaborate effectively as members of an ensemble while developing responsibility, discipline, perseverance, and self-confidence. The repertoire represents a variety of musical styles and traditions, providing students with broad musical experiences and a strong foundation in significant works of band literature.
Choir
The Middle School Choir program builds upon the musical foundation established in the lower school and prepares students for continued participation in the Upper School choral program. Through a progressive sequence of musical experiences, students develop vocal technique, musical literacy, and an understanding of music theory and history. They explore music as both an art form and a means of personal expression while strengthening skills such as responsibility, teamwork, perseverance, and self-confidence. Repertoire spans a variety of genres and is selected to reflect students’ interests, abilities, and growth as musicians.
Physical Education & Athletics
The middle school physical education program is designed around the team sport concept. Sixth grade students are given an opportunity to learn about the individual and team sports offered in our MS athletic program. Preparation for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are presented, allowing each student to gain an interest in and to develop fundamental skills for the sports of their choice. Drills and small-numbered, lead-up games allow students to develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative 7
toward self-improvement are emphasized. The seventh and eighth grade athletic program is the start of interscholastic competition at Friends. The program offers a wide variety of team and individual sports to give each student a broad, in-depth, and meaningful athletic experience appropriate to the athlete’s level of ability. The department’s objectives for student-athletes in middle school are: In developing individual strengths and a healthy sense of self, the student athlete... • values physical as well as intellectual activity as components of personal growth and well-being. • sets personal and team goals. • appreciates the individual/team qualities that may set him or her or them apart from other individuals/teams. • develops the confidence and the willingness to take risks in competitive interscholastic games, i.e., “Be prepared to make the big play.” • develops an individual moral and ethical sense of sportsmanship while engaged in interscholastic activities. In learning to respect the dignity and worth of each individual, to value diversity, and to seek acceptance and understanding for people of all groups, the student athlete... • shows respect for others such as teammates, coaches, opposing teams, officials, spectators, and parents. • displays integrity, honesty, and sportsmanship. • recognizes, understands, and values teammates’ and opponents’ diversity in skills and abilities. Throughout their activities and experiences, the student athlete develops and displays these qualities of mind, body, and spirit: • Enjoyment of the experience and reward of learning new skills and techniques necessary to compete in interscholastic competition • Commitment to developing skills to the fullest • Ability to work cooperatively and independently for a team • Confidence through skill improvement and performance in all athletic endeavors Specific athletic objectives which will allow the student athlete to develop and maintain self-discipline, initiative, and independent thinking include: • physical conditioning and training to perform at peak efficiency, thus enhancing a positive self-image and sense of self-worth. • development of poise and composure by learning to deal with different kinds of stress situations in both practice and competition. • encouragement to take on and accept leadership opportunities such as inspiring teammates and performing duties of responsibility. • development of team spirit and teamwork. • development of sportsmanship (i.e., being humble in vic8
tory and gracious in defeat; playing by the rules; accepting decisions of officials without comment). • commitment to program.
Visual Arts
The Middle School Visual Arts Program is designed to help students deepen their elementary school foundations and expand their understanding of the nature and potential of the visual arts as a language through which we can investigate and communicate ideas. Interdisciplinary themes of identity, storytelling, community, and stewardship will help give conceptual direction to student work. Classes meet twice each seven-day cycle. Throughout the middle school visual arts program, students... • investigate the unique roles of visual arts in today’s society. • examine the relationship between creativity, knowledge, risk-taking, and responsibility. • learn technical and thinking skills that allow the investigation, expression, and clear communication of ideas. • study past and contemporary important achievements in the visual arts. • learn about the importance of cultural contexts of works. • practice a wide range of composition and drawing techniques . • learn ways of describing and interpreting visual works. • maintain a physical and digital portfolio. • work independently and collaboratively. • learn how to fairly assess one’s work and the work of others. • explore the creative process of conceptualizing, producing, evaluating, and refining visual works. • investigate the potential of visual communication through digital technologies while learning how to navigate safely in the digital world. • study and apply the elements and principles of design. • practice inquisitive interdisciplinary thinking . • discuss the nature of art and works of art. • use the design thinking process to empathize, define, ideate, prototype, and test solutions.
SIXTH GRADE PROGRAM OF STUDY Advisory-6
The sixth grade advisory program gives students the opportunity to work with a small group of peers and a faculty advisor in a less formal setting than that normally found within the classroom. The program, which is designed cooperatively by the sixth grade team and middle school dean for students, is centered around the needs of the class and includes topics relating to a student’s transition to middle school, diversity, social issues, organization and study skills, and service-learning. Mixed in
with the more formal program are activities, such as games and friendly competitions, that are designed to help each advisory establish an identity and to bond as a group. The advisor, who is also a sixth grade teacher, serves as the in-school advocate for and a confidant to his or her advisees, and is the primary contact person between home and school. Past advisory activities have included: • bonding day activities and games. • developing organizational and study skills (these include regular locker/binder cleanouts). • service-learning opportunities. • a variety of friendly games and competitions. • working together to plan and then run a booth at the middle school fair. • the sixth grade Olympics.
Service Learning-6
Speaking to our values as a Quaker school, service learning is an important part of the sixth grade program. Usually working in small groups, students help plan and carry out a number of activities during the year that are designed to increase their awareness of the needs of others. After each activity, a debriefing session is held during which students share what they have learned. Past experiences have included:
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baking apple pies for the Sunday Breakfast Mission. reforestation and invasive species removal at local parks. making dog/cat treats and socializing cats at local animal shelters. working with young children at childcare facilities run by the Ministry of Caring. engaging with the elderly at local senior living facilities. restocking shelves and packing food bags at a local food bank. maintaining the WFS Community Garden.participating in the student-organized 5K race for a local, charitable, non-profit organization.
CORE-6 COURSES English-6
In sixth grade, English students work to achieve competence and reliability in writing assignments and projects. There is a steady emphasis on “taking care of the reader” in the following ways: writing engaging openings to draw readers in, using clear topic sentences and paragraph structure to present information clearly, writing strong closings to wrap up ideas interestingly, and editing well so that readers can focus on the information and colorful use of words rather than errors. The use of peer and teacher feedback, writing resources, and rubrics, gives young writers the opportunity to get more comfortable with the writing process and to see growth in their work over the year. There is a focus on treating writing as craft rather than assignment and writing for a readership beyond the teacher. Student work is consistently written for a broader audience. Students read, discuss, and write about novels that range in
genre from historical fiction to contemporary fiction to dystopian literature. There is an emphasis on the ancient world that coordinates with the Social Science program. The English focus is on active reading, critical thinking, literary style, and cultural analysis. Texts include selected novels such as: Gilgamesh the Hero, Out of My Mind, Stargirl, and The Giver, with some variation depending on the teacher. The OutStudents read, discuss, side Reading component and write about novof the course provides the els that range in genre opportunity for students to from historical fiction select and read a variety of age-appropriate literature. to contemporary fiction to dystopian literature. For grammar study, There is an emphasis on students learn writing the ancient world that mechanics, especially as coordinates with the soit relates to run-on sencial science program. The tences, comma splices, and English focus is on active sentence fragments. The vocabulary development reading, critical thinking, program places an emphaliterary style, and cultural sis on long-term retention analysis. and application of words both orally and in writing.
History/Social Studies-6: Ancient Cultures
The sixth grade history/social science course is an investigation of ancient cultures and civilizations. Students study the rise of civilization in Egypt, Greece, Mesopotamia, Rome, India and Mesoamerica. They begin each unit by examining the role geography played in the development of the civilization before moving to a study of its system of government, economy, education, religion, social structure, arts and technology, and intellectual ideas and concepts. A main focus of the course is the development of skills that allow the student to analyze a culture through its components. Students compare the societies they study and identify, examine, and evaluate the differences they find. They also examine how each of these societies has influenced their lives and the world they live in today. Students will be required to write on a regular basis and to develop a history/social studies vocabulary. They will also learn basic research skills using printed sources, e-books, and the Internet. Among the skills emphasized throughout the year will be organization, note taking, identifying the important points in a reading, test-taking techniques, public speaking, and cooperative group work. Students will also become proficient in the use of Google Docs and use Web 2.0 technology.
Mathematics-6
In sixth grade, students are exposed to a variety of new topics, while building upon and drawing from previously learned mathematical facts and concepts (in careful coordination with our lower school program but certainly accessible to students 9
joining us from other schools, as well). Students investigate real-world problems, using multiple strategies and collaborative learning to arrive at common solutions. Students use the Math in Focus 2020 series along with the Amplify Desmos Math 2026 digital program as a framework for classroom investigations and individual study. Each unit allows for differentiation of skill level. Students choose between beginner, intermediate or expert level assignments and assessments. Course topics include: • prime numbers and prime factorization. • order of operations and exponents. • negative numbers, absolute value, and the coordinate plane. • fraction and decimal arithmetic. • introduction to algebraic expressions, equations and inequalities. • ratios and percentages. • measurement of two-dimensional figures. • statistics - mean, median, and mode.
Physical Science-6
Sixth-grade Physical Science provides students with a core introductory course that emphasizes the methods and processes of science as it relates to energy sources and materials. The scope and sequence of this course gives middle school students an appropriate foundation as well as a conceptual framework for further studies, including energy, forces in the real world, and the impact of different materials on the world. Real world concepts are brought into each unit consistently through diving into home energy efficiency, the physics Real world concepts are behind car collisions, and brought into each unit the impact of plastic on the consistently through Earth. Students experience diving into home energy the contemporary relevance efficiency, the physics of science to their daily lives behind car collisions, and and make connections with the impact of plastic on other disciplines through various projects, including the Earth. a deep dive into a home’s energy usage, designing a car safety feature, a debate on whether the use of plastic needs to be adjusted, and writing a proposal to help the world’s issues with plastic use. This course examines the ways systems work in terms of motion, forces, matter, and energy. Course topics include: • observing, describing, and measuring the physical properties of matter, using appropriate tools and units. • composition of matter, including particle movement, the periodic table of elements, and molecules and compounds. • evidence of chemical reactions occurring and basic theoretical background for understanding changes in state of matter. • motion, forces, and energy, including the Law of Con10
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servation of Energy. calculating speed, force, mass, and acceleration. determining the types of forces acting in different scenarios application of force in the design of cars, importance of braking dista.nce, and understanding of car safety features. transfers of forms of energy. energy efficiency in houses. properties of materials, specifically plastic, glass, and aluminium. the influence of materials on pollution levels.
Scientific skills include: • technical problem solving. • group collaboration skills. • understanding and use of the metric system. • different systems of graphing, including the creation and understanding of different forms of graphs. • lab safety procedures. • experimental design including variables, reliability, and accuracy. • application to real world concepts. • analyzing lab results by forming a claim with evidence • science writing.
World Languages, Literatures and Cultures-Level A
Level A World Languages, Literatures and Cultures courses are introductory courses with vocabulary, grammar, and culture taught through meaningful communication. Within the first marking period, students converse with each other, not only using memorized text, but also within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, images, presentations, storytelling, competitions, games, and videos.
Chinese-Level A
Working in the target language, students also learn about aspects of Chinese geography, customs, and culture.
French-Level A
Working in the target language, students also learn about the customs, and culture of France and Francophone countries.
Spanish-Level A
Working in the target language, students also learn about the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanish-speaking world.
ENCORE-6 COURSES Computer Science-6
The sixth grade Computer Science curriculum emphasizes computational thinking, collaboration (including an emphasis on pair programming), and computer practice and programming, mainly through the Karel and Scratch programming languages
and Turing Tumbles™ Marble-Powered Computers. Through the two environments, students are exposed to the fundamentals of programming and algorithmic thinking, learning how to translate ideas into something a computer can implement. Students also complete algorithmic thinking exercises through off-line activities. The various robotics environments are used for STEM activities, as students build and test a variety of projects that require an understanding of logical and algorithmbased thinking.
Human Dynamics and Development-6: Study Skills and Connections
The Connections element of this course seeks to develop students’ interpersonal and risk-assessment skills, with lessons on values clarification, self-esteem, friendship, puberty, and the effects of alcohol and tobacco consumption. Students will develop a more explicit understanding of how and why they make choices. The course, first, provides information, so that students have and appreciate the importance of having sound factual data on which to base choices; and second, builds social and emotional awareness, so that students recognize factors other than factual data that influence their choices. The Study Skills portion of the course introduces necessary strategies for learning in middle school. It focuses on executive function skills - academic behaviors that influence learning outcomes across the content areas. The WFS middle school planner is utilized as a central tool to enhance organization, metacognition, time management, task prioritization, and goal setting. The focus of the once-per-seven-day-cycle class meetings will be “Study Skills” during the first semester and “Connections” during the second semester. The focus of the once-per-seven-day-cycle class meetings will be Study Skills during the first semester and Connections during the second semester.
Information and Technology Literacy-6: Technology Users
In sixth grade, students are introduced to the Middle/Upper School Library Media Center - its organization, resources, and policies. Students learn how to use and locate information in various sources (books, e-books, databases, and the Internet) and evaluate, organize, and present information in various formats (public speaking, formal papers, wiki pages, etc.). Students learn how to create a bibliography. Students learn how to use applications and programs used in other classes, specifically the GoogleSuite and school website. Students investigate the role of technology in their lives and how to “be safe” in today’s technological society. In sixth grade, students are also given instruction on proper typing technique, which will be highlighted throughout the rest of the middle school curriculum.
Performing Arts-6
Exploring the Influence of the Arts in Our Lives Sixth Grade Performing Arts explores the role of music and theater in our lives and how they shape personal and cultural identity. Students examine topics such as the changing adolescent voice, musical preferences, and the influences that shape our tastes and perspectives. Through the study of Ancient Greek Theater and The Sound of Music, students discover how music and storytelling have reflected and influenced society across different time periods and cultures. Choir-6 and Band-6 Students in sixth grade are required to take either Choir 6 or Band 6. In Choir 6, students perform a diverse repertoire representing a variety of cultures, historical periods, and world languages, written for unison and two-part chorus. Through rehearsal and performance, students develop vocal technique, expressive musicianship, and critical listening skills while strengthening their understanding of music literacy and theory. Instruction emphasizes healthy vocal production, including diction, breathing, and vowel formation, helping students to use their voices with confidence and artistry. Students participate in two required evening choral performances during the school year, as well as additional performances during the school day. In Band 6, students perform music representing a variety of cultures, styles, and historical periods while developing their skills as individual musicians and ensemble members. Through rehearsal and performance, students strengthen instrumental technique, music-reading skills, and their understanding of foundational music theory. Students learn how their individual part contributes to the success of the ensemble while refining their control of rhythm, tone, pitch, tempo, dynamics, and musical expression. Instruction also emphasizes effective practice habits and proper instrument care. Students participate in two required evening performances, a Homecoming performance, and additional performances during the school day.
Physical Education-6
The middle school physical education program is designed around the team sport concept. Sixth-grade students are gender-separated so that boys and girls have an opportunity to learn about the individual and team sports offered in our MS athletic program. Preparation for their sport choices begins in P.E. classes. A range of skills, concepts, and activities are presented which allow each student to gain an interest in and to develop the foundation skills for sports of his or her choice. Drills and small-numbered, lead-up games allow students to develop a cognitive understanding of each sport, helping them learn to transfer their newly acquired skills into more competitive scrimmage situations. Effort, social interaction, conceptual knowledge, skill development, and initiative toward self-improvement are emphasized.
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Visual Arts-6
Sixth graders are beginning an important transition from elementary school competencies in the visual arts to a deeper and broader understanding of the subject and its possibilities. Two and three-dimensional design, imagination and observationbased drawing, digital photomontage, color theory, and 2D/3D digital design are explored. Through exposure to significant historical and contemporary works of art, students learn to analyze, discuss, and critique both their own work and the work of others. A primary goal of the course is to help students design works that demonstrate not only the application of specific visual arts skills, but also the ability to think across disciplines. The sixth grade overarching theme of Service and Community, together with themes from literature, science, and social studies, serves as a foundation for interdisciplinary exploration and design. Periodic written assignments reinforce key concepts while encouraging clarity of thought, reflection, and the development of visual thinking strategies.
SEVENTH GRADE PROGRAM OF STUDY PROGRAMS-7 Advisory-7
The 7th grade advisory program is a place where students meet informally with a smaller group of classmates and work closely with a faculty advisor on a range of issues. These issues may include academic challenges and expectations in 7th grade, social adjustments in terms of “being in the middle of middle school,” and what it is like to compete against other schools and be a member of a competitive sports team. The advisor serves as the in-school advocate for and a confidant to his or her advisee, and is often the first line of communication for parents. In essence it is the job of the advisor to help guide and shepherd each member of their advisory through the 7th grade program at WFS. Past activities in advisory have included: • bonding day introductory activities and games as well as an end of the year team building experience at Genesee Valley Outdoor Learning Center, in Parkton, Maryland. • developing listening skills and how to be a good listener; how to be a friend and classmate - working cooperatively with others in advisory groups. • developing a successful routine/system for homework and study habits. • examining disciplinary cases from several years ago and looking at these issues from a student perspective. • working together to plan and then deliver a booth for the middle school spring fair. • organizing participation in the annual Spring Into Service 5K. • a focus upon stewardship with an individual stewardship project and an annual service trip to the Material Resources Center in Ephrata, Pennsylvania. • preparing a portfolio of materials to be shared with parents after the first semester; setting goals for the second 12
semester based experience and outcomes of the first term as well as an end of the year written reflection.
Service Learning-7
Service learning is an invaluable part of the 7th grade program at Wilmington Friends and speaks directly to our role as a Quaker school. In 7th grade, students primarily pursue service learning through the vehicle of the Seventh Grade Stewardship Project. Between October and March, each student designs and completes a three-hour service project. Many students work with a partner in the 7th grade on this project and some also involve their parents. The project culminates in mid-April with individuals presenting their service-learning experiences to their peers. Sample projects have included: • volunteering at a local animal shelter. • working as a volunteer during a spring cleanup at a local park or river cleanup. • werving food at a variety of homeless shelters including Emmanuel Dining Hall. • working with children in a preschool setting. Seventh grade students also engage in an interdisciplinary study of food systems as well as hunger in a project-based learning experience. Students identify an organization that addresses hunger locally, nationally, or internationally then in small groups the students examine the purpose and effectiveness of various organizations. In addition, seventh grade students help create lunch bags including sandwiches, a snack as well as fruit for the homeless population in Wilmington. The completed lunches are delivered to the Emmanuel Dining Room in downtown Wilmington. As a culminating experience to service learning in the 7th grade, students visit Materials Resource Centers (PA). Students engage in service work to support at-risk and vulnerable communities by preparing school kits, hygiene supplies, and other needed items for shipment around the world. Work at the Material Resource Center includes packing relief kits for international areas in need. Students and faculty also engage in recycling work, which funds many of the materials that this organization supplies to families around the world.
CORE-7 COURSES English-7
In coordination with the seventh grade social studies class, English 7 is an exploration of modern global cultures through literature. At the same time, students look at themselves, using literature as a lens through which to view their own culture and identities. Students explore life in Africa while reading The Boy Who Harnessed the Wind by William Kamkwamba and study the Holocaust through the eyes of real people and literary characters in works such as The Diary of Anne Frank, The Cage, and Surviving Hitler. Students consider how life differs for characters living in the Middle East region when reading The Breadwinner by Deborah Ellis and consider universal human rights and how
they affect people worldwide. Throughout the year, Students analyze key points students are encouraged in Russian history through to develop their enjoyAnimal Farm by George Orwell. The seventh grade ment and habit of readcurriculum also intersects ing through free choice with social studies, science, reading books. and other subjects for a unit about food production and consumption, based on featured readings from The Omnivore’s Dilemma (young reader’s edition) by Michael Pollan. Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impressions of the books they read through a variety of formats, including posters, small-group discussion and book reviews. Using text support in analytical writing is emphasized. In addition to analytical writing about the texts we read, students write informative magazine articles, personal poems and communicate their ideas in writing on a regular basis. Students write and revise extensively. Mastering many rules of writing mechanics and usage as well as vocabulary building are also important aspects of the course. Students have the opportunity to develop skills and confidence in public speaking through frequent discussion and presentation.
History/Social Studies-7: World Social Studies History, Geography, and Culture
In this course, students will examine three regions of the world through the lenses of geography, history, and culture. Significant emphasis will be placed upon modern societies and the connections between diverse countries, including the United States. An in-depth look into a recent political, social, or economic crisis will begin each unit. Student experience in each unit will be geared toward answering the essential questions of “who, what, when, where, why, and how” through an exploration of the political, social, religious, economic, and geographic histories of various parts of the world. Emphasis will be placed upon relating the events of the past to those of the present and future. Additionally, students will examine different cultures using the five themes of geography, including location, movement, human/environment interaction, region, and place. Course topics include: • Africa Mapping Project, analyzing two key variables. • current political, economic, religious, technological, and resources issues facing Africa. • examining the Holocaust both historically and through literature. • rebellions, Revolts, and Revolutions – Using the Russian Revolution as a case study in conjunction with the seventh grade English class reading the book Animal Farm • current events in the United States examined through the lens of political cartoons and editorials. • China becoming an economic power in the global community
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various Asian countries and the five themes of geography the Middle East: Understanding geography, conflicts, and options for the future. • hunger, food systems and resources for hungry people in Delaware, the United States and the world. Course content is a vehicle for developing critical thinking skills in the following areas: methods of research and inquiry, writing, problem solving, public speaking, and group work.
Mathematics-7
Seventh grade marks a transition to the generalized ideas and abstractions needed for algebra and all higher math courses. All students are encouraged to investigate concepts as deeply as possible; in addition, students may request (or the teacher may encourage them to request) more challenging problems for practice and assessment. Students use the Math in Focus series (Singapore Math) along with the Amplify Desmos Math 2026 digital program as a framework for classroom investigations and individual study; each unit within the series allows for both remediation and enrichment activities. Course topics include: • the real number system. • rational number operations. • algebraic expressions, equations, and inequalities. • direct and inverse proportion. • angle properties. • geometric construction. • volume and surface area of solids. Enriched Math-7: In addition to the 7th grade math course, an enriched math course is offered to seventh graders. This is an opt-in course that meets twice-per-cycle during regularly assigned study hall periods. Students who choose to participate in this course must commit to a minimum of one full marking period enrollment and a high level of expectations with regard to purposeful engagement with the material and peers. A skills assessment will be used to determine placement in this course if interest exceeds the number of seats available. Some of the topics explored in the enriched math class include: • probability and combinatorics. • similar figures, proportions, and scale factors. • logic and proofs. • statistics including random sampling and analyzing/interpreting data.
Earth Science-7
The Earth and Space Science course continues to develop the students’ understanding of Earth systems through collaborative work with simulations, models, mathematical applications, and STEAM design activities. Course topics include: • metric measurement, conversions, and density. • lab safety. 13
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the layers of the Earth and their characteristics. the theory of plate tectonics and the development of this theory throughout history. earthquakes and volcanoes. matter and chemical bonding. rocks and minerals; identification of a selection of mineral and rock samples. rock cycle. climate change and severe weather events. the hydrologic cycle. the study of Earth systems from space. gravity and its role in tides and the solar system. the nature of lunar phases. the Big Bang Theory and expanding universe ideas. respect for the environment and care of natural resources food systems.
In addition to the study of topics in Earth and Space science, this course helps students develop and apply process skills as well as logical and useful study skills for the sciences. Design thinking and problem-based learning are applied in many of the units this course covers. Topics in diversity, inclusion, equity, and justice, and sustainability are explored in every unit, highlighting the implications of social, economic, and environmental factors on Earth’s systems. The Target Skills assessed in this class are: • Demonstrates mastery of content material • Applies knowledge to new topics • Interprets diagrams, graphs, and mathematical models • Collects and organizes data in tables, graphs, diagrams and graphic organizers • Communicates scientific reasoning and findings from evidence/data • Makes valid observations, inferences, and hypotheses
World Languages, Literatures and Cultures-Level B
Level B World Languages, Literatures and Cultures continues introductory-level instruction, with emphasis on speaking in the target language from the beginning of the year. Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within openended scenarios based on broad vocabulary study. In addition to speaking and listening, strong emphasis is placed on developing reading and writing skills. Techniques in the classroom may include the use of skits, role-playing, music, pair-work, and video clips and filming.
Chinese-Level B
Working in the target language, students learn more about the customs, idioms, and culture of China with a focus on food and holidays.
French-Level B
Lessons on the geography, customs, and idioms of Frenchspeaking countries enrich the language-learning experience.
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Spanish-Level B
Working in the target language, students continue building their understanding of the customs, vocabularies (dialectical differences), and cultures of different countries in the Spanishspeaking world.
ENCORE-7 COURSES Athletics-7/8
During the year, seventh and eighth grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season for an “alternate outside activity”). There are usually one or two teams for each sport. Practice is held Monday through Friday from 2:45 to 4:15 p.m. (fall and spring), 2:30-4:00 p.m. (winter). Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. (Sixth grade students take physical education, which includes units in all of the sports offered at Friends.) Fall (practice daily, 2:45 - 4:15, later end time on game days) Soccer (boys’) Football (see A and B team weight designations below) A Team Division Weight Limit: • Offensive Linemen—unlimited from tackle to tackle • Offensive Ends—145 lb. limitation • Offensive Backs and Ball Carriers—125 lbs. limitation • Defensive Down Linemen—unlimited weight • Defensive Linebackers, Ends, and Backs—145 lbs. limitat ion B Team Division Weight Limit: • Down Linemen—145 lbs. limitation • Backs and Ends—125 lbs. limitation Field Hockey (girls’) Volleyball (girls’)* Cross Country (coed team) Winter (practice daily, 2:30 - 4:00, later end time on game days) Basketball (boys’ and girls’)* Wrestling ( co-ed) Indoor Track (coed team) Spring (practice daily, 2:45 - 4:15, later end time on game days) Baseball * Lacrosse (girls’ and boys’) Soccer (girls’) Tennis (coed team—limited to 24 players) * Team may be capped, depending on numbers.
Computer Science-7
The seventh grade Computer Science curriculum continues to develop students’ computational thinking and computer programming skills through the Scratch and Snap visual environments. An emphasis is placed on the use of variables, lists, and sorting, as well as math-related programming activities. Through extended Scratch and Snap environments, students explore Hummingbird technologies along with EV3 Mind-
storms Robotics. To balance the physical programming portion of the class, students begin understanding how the computer works at its “lowest” level mainly through unplugged activities. From this foundation, students learn how computers store and manipulate documents, images, video, and other types of data. As the course progresses, students learn how computers share information by building an HTML web site and investigating basic computer system and networking concepts that underlie the Internet. By exploring internet topics such as cybersecurity, students learn the global and ethical impacts of computer science.
Human Dynamics and Development-7: Conflict Resolution
This course invites students to investigate, analyze, understand, and practice strategies to manage inter and intrapersonal conflicts. Students learn effective negotiating skills in the pursuit of non-violent resolution of conflict. Some of the topics discussed include trust, friendship, conflict starters at home and school, conflict makers vs conflict solvers, choosing vs reacting to conflict, the power of calming statements and deep breathing (Self-Reflection and Emotional Awareness - Identifying one’s own emotions, triggers, and role within a conflict, while developing strategies for self-regulation and thoughtful response), I-messages (Respectful Communication - Using calm, honest, and non-harmful language, including “I” statements, thoughtful questioning, and constructive dialogue), taking responsibility, courage, listening to understand others’ perspectives (Active Listening - Learning to listen attentively without interrupting, seeking to understand another person’s perspective before responding), brainstorming solutions (Collaborative Problem-Solving - Working together to identify shared needs, brainstorm solutions, and reach fair and peaceful resolutions that strengthen community) and choosing what is fair, apologizing, thanking, forgiving (Restorative Practices and Accountability - Understanding how to repair harm, rebuild trust, and take responsibility for one’s actions through reflection, apology, and restorative conversations), empathy (Empathy and Perspective-Taking - Practicing the ability to recognize and respect the feelings, experiences, and viewpoints of others, even during disagreement), compassion, and how to manage anger and avoid violence. The goal of the course is to equip students with skills to navigate and negotiate conflict in their lives, and to view conflict as an opportunity for growth.
Information and Technology Literacy-7: Media Critics
In seventh grade, students investigate the role of media in their daily lives and in the wider world. Students take a closer look at technology, policies of acceptable use, and the potential of technology to be misused (e.g. bullying). Students investigate various aspects of media including the psychology behind how our brains work with various media and persuasion techniques used by the media. Students also look at how design choices can be used to “nudge” a person into certain actions or be-
haviors. Students evaluate sources for statistical accuracy and fact vs. opinion. Students use various search techniques to find information for various core subject research and create bibliographies to support that research. Throughout the year, students practice taking lecture notes and improve their keyboarding skills.
In 7th grade, students investigate the role of media in their daily lives and in the wider world. Students take a closer look at technology, policies of acceptable use, and the potential for technology to be misused (e.g. bullying).
Performing Arts-7
Exploring World Traditions Seventh Grade Performing Arts expands students’ understanding of global music and theater traditions, with a particular focus on African music and other non-Western cultures. Students examine how music reflects history, identity, and cultural experience, including a study of Holocaust music that connects with the Social Studies curriculum. The course also introduces students to European opera, exploring its key elements while critically examining the ways non-Western cultures have been represented on the operatic stage. In addition, students investigate theatrical traditions from around the world, broadening their understanding of performance across cultures. Choir 7/8 and Band 7/8 Choir 7/8 and Band 7/8 are electives. Students in Choir 7/8 perform a diverse repertoire representing a variety of cultures, historical periods, and world languages, written in two-, three-, and four-part harmony. Through rehearsal and performance, students strengthen vocal technique, musicianship, and music-reading skills while expanding their understanding of music theory. Instruction emphasizes healthy vocal production, including diction, breathing, and vowel formation, enabling students to sing with greater confidence, independence, and expression. Students participate in two required evening choral performances, a required Music in the Parks Festival performance, and additional performances during the school day. Students in Band 7/8 perform a diverse repertoire representing a variety of cultures, styles, and historical periods while continuing to develop as individual musicians and ensemble members. Through rehearsal and performance, students refine instrumental technique, strengthen music-reading skills, and expand their understanding of intermediate and advanced music theory. Instruction emphasizes musical expression, technical proficiency, and greater control of rhythm, tone, pitch, tempo, and dynamics, while encouraging consistent practice and responsible instrument care. Students participate in two required evening performances, a required Homecoming performance, a required Music in the Parks Festival performance, and additional performances during the school day.
Visual Arts-7
Seventh graders investigate two- and three-dimensional design, 15
imagination and observation drawing, informal and formal perspective studies, digital photomontage, color theory through painting, 3D design, animation, and two- and three-dimensional computer-based design. Students learn and practice a variety of approaches to assessing their own work and the work of others, while using collaboration, personal reflection, and brainstorming techniques to plan, develop, and evaluate creative projects. The seventh grade overarching theme of Interdependence and Our World Community is explored throughout the course through the study of relevant historical and contemporary interdisciplinary works. Topics such as environmental sustainability, cultural diversity, and social responsibility serve as points of inspiration for discussion, research, and artistic creation.
EIGHTH GRADE PROGRAM OF STUDY PROGRAMS-8 Advisory-8
All middle school students need an adult who is informed about and interested in their lives, willing to listen, and happy to spend time with them. The eighth grade advising program is structured to foster this mentoring relationship. Activities are designed with the following goals in mind: • Helping the student create a balance in his or her life, especially in terms of course load, homework load, and extracurricular load • Developing strategies about how to communicate with peers, parents, and teachers, and help students to build relationships with peers whom they might not otherwise get to know • Discussing community and social issues • Providing students with much needed down time during their busy days. (Meetings provide a time and place for reflection and food!) • Working on worthwhile projects together, developing a sense of teamwork, and creating a sense of accomplishment • Consulting and sharing about students’ visions and progress on the Growth Challenge program
Service Learning-8
The service program in 8th grade provides opportunities for students to address human and community issues. Once an issue is explored through research and small group discussions, students are encouraged to develop skills to help solve a problem around the issue by participating in service activities both in school and in the broader community. There is ongoing student reflection throughout the process. Since the 2013, 8th grade students have served Lutheran Community Services in that organization’s efforts to address need (hunger) in our local community and have provided school-wide service by working with lower, middle, and upper school faculty and staff at the end of the year. Additionally, 8th grade students have engaged 16
service-learning in the following ways: • participating in the student-organized 5K race for a local, charitable,non-profit organization • establishing and leading student-run committees to benefit charitable, non-profit organizations such as - National Wildlife Federation - Puerto Rico Support Group - Diversity Committee
CORE-8 COURSES English-8
English 8 works to help students address the question, “Who are we, and how did we come to be that way?” In this class students grow in many ways: in their articulation of ideas in both oral presentation and writing, in their grasp of the grammatical structure of language, and in their understanding of ways in which writings reflect the ideas, attitudes, and conflicts of our identity. English 8 examines coming-of-age for young people from diverse cultures. Students learn how identities are shaped by conflicting values and experiences, undergoing continuous growth, absorbing and being altered by political and economic concepts, and by immigrant cultures. Students seek to determine some constant values and directions amid the clash and change. Students read works of literature that deal with the concepts of identity, conflicting loyalties, and how both freedom and order affect a person’s sense of self. Texts include The Absolutely True Diary of a Part Time Indian by Sherman Alexie, To Kill a Mockingbird by Harper Lee, a choice from nonfiction narrative novels, and The House on Mango Street by Sandra Cisneros. As the characters face questions of materialism versus idealism and experience dependence, independence, and interdependence as they grow up, the students consider how these affect a character’s identity as well as how they could influence their own individuality. Written assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes opportunities for both peer review and revision. Students also evaluate their own writing according to a well-articulated set of standards for different types of writing.
History/Social Studies-8: American Studies
This course examines key historical events and themes in American culture from the Declaration of Independence through the Cold War as well as contemporary events. This course emphasizes the founding of
Written assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression.
our government, topics in Civics, as well as historical units in which the citizens challenged the government. Key requirements and assessments include: • writing and preparing a research paper. • analyzing current events – American topics from Upfront Magazine. • presentations. • active participation in class discussion; Socratic Seminars. • note taking and individual projects. • cooperative learning projects – including a regions of the United States assignment, significant aspects of Constitution including various amendments, and a final project that covers aspects of Civil Rights. • assessments for each unit. • analytical writing. • written homework assignments. Units of study include: • American Revolution – focus on the Declaration of Independence and who the colonies were at the time of the Revolution. • Native Americans and their role in American history. • Early Republic – focus on The Constitution of the United States and elements of civics. • abolition and the struggle for African Americans to gain freedom. • key events in the United States during Reconstruction. • key themes within the Civil Rights movement. • the study of various historical topics and current events though the use of Upfront, an educational magazine produced by the New York Times. • researching, writing, editing and completing an historical research paper.
Mathematics-8
Eighth grade math completes the Math in Focus (Singapore Math) program and prepares students for the transition into the upper school math program. This course uses a concretepictorial-abstract learning progression which is anchored in real-world, hands-on experiences. The goal is to establish foundational independent, problem-solving skills that enable students to monitor their own thinking. This approach is designed to ensure mastery of more complex math concepts needed to succeed in higher level math courses. Course topics include: • exponential notation and exponent rules. • representing, comparing and manipulating numbers in scientific notation. • graphing proportional relationships. • lines and linear equations. • factoring and expanding. • systems of linear equations. • functions and graphs of functions. • Pythagorean Theorem. • linear programming.
Advanced Math-8: In addition to the 8th grade math course there is an advanced 8th grade math class. This fast-paced class meets several times a week with deeper exploration of concepts and covers additional topics. Participation in this course is based on a combination of math grades from 6th and 7th grade, standardized test scores, and teacher recommendation. In preparation for the advanced section in 8th grade, students are strongly encouraged to seek out challenges in earlier grades, such as regular participation in Math Olympiad and other challenging work that exists within the curriculum. The advanced class may require an additional textbook, and may include but not be limited to concepts such as: • systems of inequalities and linear programming. • properties of special right triangles, and other trigonometric concepts. • geometric proofs. • Venn diagrams and set notation. • statistics including standard deviation. • Radicals and surds.
Life Science-8
Eighth-grade Life Science is a multidisciplinary, phenomenonbased introduction to the study of living things. Students brainstorm and practice inquiry and critical-thinking skills via laboratory investigations, research, and cooperative activities. Students explore concepts through a variety of learning practices, including, but not limited to, inquiry lab activities, collaborative group work, computer models and simulations, citizen science events, and design-thinking challenges. Throughout the year, students practice skills of modeling, CER (claim, evidence, and reasoning), data collection and interpretation, graphing and graph interpretation, and drawing conclusions from data. Students apply their knowledge and connect to issues of equity, social justice, and sustainability as they study the living world in every unit. Course topics include: I. Ecology • Ecosystems and change • Sustainability case studies • Populations • Biomes • Producers and consumers • Ecological commons and tragedy of the commons • Energy flow through an ecosystem • Ecological succession and resilience • Biodiversity and sustainability • Environmental justice II. Body Systems • Disease classification • Organ systems as parts of a whole - levels of organization • Digestive System - structure and function
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• • • • •
Breakdown of carbohydrates, proteins, and fats for absorption into the body (biomolecules) Nervous system - structure and function, concussions and traumatic brain injury Respiratory system - structure and function (gas exchange) Interaction of body systems Circulatory system - structure and function
III. Cell Biology • Disease outbreaks - epidemiology • Microscopy • History of cell theory • Cellular respiration • Parts of a cell • Modeling cell structure and function • Cells, tissues, and organs - levels of organization • Energy and matter in cells • Plant cells • Photosynthesis IV. Genetics • Genes and chromosomes • Asexual vs. sexual reproduction • Genetic mutation • Molecular structure of DNA • Genetic testing, GMOs • Gene editing and CRISPR V. Evolution (as time permits) • Darwin and the theory of natural selection • Indicators of evolution • Genetic basis of adaptation • Variation through time
World Languages, Literatures and Cultures-Level C
Level C World Languages, Literatures and Cultures courses are a continuation of their respective Level B classes, and focus on aural-oral comprehension. Communicative skills are increasingly emphasized. Students learn how to function and react in many different real-life situations, such as socializing, expressing attitudes and opinions, exchanging basic day-to-day information, seeking to persuade, expressing abilities and goals, talking about actions in the past and in the future, and making comparisons. Teachers continue to use such techniques as open-ended scenarios, role-playing, songs, pair-work, music, videos and filming, and also may establish letter or email exchanges with students in Chinese, French, or Spanish-speaking schools. At the end of the year, 8th grade teachers recommend placement for the 9th grade classes.
Chinese-Level C
Students learn more about the customs, cultures, and history of China through lessons/activities.
French-Level C
As part of the language study, students continue to learn about 18
the customs of France and some Francophone countries, including holidays and traditions.
Spanish-Level C
Cultural study continues of holidays, customs, and daily life in selected Hispanic countries.
ENCORE-8 COURSES Athletics-7/8
During the year, 7th and 8th grade students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season a year for an “alternate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 -4:15 p.m. (fall and spring), 2:30-4 p.m. (winter). Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. (Sixth-grade students take physical education, which includes units in all of the sports offered at Friends). Fall (practice daily, 2:45 - 4:15 p.m., later end time on game days) • Boys’ Soccer • Boys’ Football (see A and B team weight designations below) A Team Division Weight Limit: - Offensive Linemen—unlimited from tackle to tackle - Offensive Ends—145 lb. limitation - Offensive Backs and Ball Carriers—125 lbs. limitation - Defensive Down Linemen—unlimited weight - Defensive Linebackers, Ends, and Backs—145 lbs. limitation B Team Division Weight Limit: - Down Linemen—145 lbs. limitation - Backs and Ends—125 lbs. limitation • Girls’ Field Hockey • Girls’ Volleyball (limited to 24 players) • Cross Country (co-ed) Winter (practice daily, 2:30 - 4 p.m., later end time on game days) • Boys’ and Girls’ Basketball (limited to 30 players each team) • Boys’ Wrestling • Indoor Track (co-ed) Spring (practice daily, 2:45 - 4:15 p.m., later end time on game days) • Boys’ Baseball (limited to 16 players) • Boys’ and Girls’ Lacrosse • Girls’ Soccer • Tennis (co-ed, limited to 24 players)
Computer Science-8
The eighth grade Computer Science curriculum builds on the problem-solving skills developed in previous years. The course focuses on exposing students to real-world problems for which
they have to design, build, and test various solutions with enduser specifications. Although the students generate a product, the application/program design process is a main focus. The first half of the course focuses on programming and algorithmic thinking as students build on their basic skills. Students investigate and implement processes that form the basis of computer science, with topics including variables, searching, sorting, and graphs. They also expand their programming knowledge using the Python programming language, Finch robots and/or Micro:bits. Throughout the year, students employ computer science as a tool to enhance other studies, with crosscurricular projects. Students also investigate modern technology from the perspectives of both hardware (the functions of computer components) and software (internet operations and computer security).
Human Dynamics and Development-8: Decision Making and Capstone Investigation
In this alternating seminar course, students enrich their decision making skills and utilize scheduled time to pursue their Capstone Investigation. In Decision Making students enhance their self-awareness, develop perspective on the internal and external forces acting upon them, and broaden their knowledge about healthy/unhealthy behaviors. The course does not seek to instill values, but is designed to provide students with an opportunity for clarification of their own. Students identify their personal decision-making styles, learn a decision-making rubric and practice using it in practical, authentic applications. They explore the external factors that influence decisions and learn factual information needed to make informed decisions about matters affecting their emotional and physical health. Students periodically use the class period to attend to their Capstone Investigations. A student’s Capstone Investigation asks them to explore something (a topic, a question, a goal, a hobby, a solution to a problem, etc.) that they find meaningful to themselves and others through disciplined investment of their time, energy, and creativity. The culminating product of the investigation involves the presentation of evidence showing the process of learning, growth, planning, adaptation, discovery, communication, time management, resilience, mindfulness, collaboration, creativity, inquiry and engagement applied to the fulfillment of the investigation. The focus of class meetings will alternate between the two content areas every three-to-four seven-day cycles.
Information and Technology Literacy-8: Academic Researchers
In eighth grade, the Library Media Center introduces students to advanced search techniques, alternative search engines, subject-specific databases and other search tools. Students evaluate sources for specific criteria and learn to defend their choice of sources in an annotated bibliography. Students use advanced tools to organize information and files. Students continue to master techniques for effectively presenting information in
formal research papers, public speaking, and graphic representations. Students also continue to look at the role of technology in their lives and the implications in appropriate behavior and acceptable use.
Performing Arts-8
Exploring the Arts in America Eighth Grade Performing Arts explores the music and theatrical traditions of the United States, helping students understand how cultural and historical forces have shaped American identity. A central focus of the course is American musical theater, along with units focusing on protest music, African American musical traditions with an emphasis on the blues, and American folk music from the Colonial period through the 20th century. Through listening, analysis, and performance, students engage with a broad range of American musical styles and their historical contexts. 8th Grade Musical In addition to their performing arts classes and ensembles, all eighth-grade students participate in the annual class musical. Whether performing on stage, playing in the pit band, working backstage, or supporting the technical crew, every student contributes to bringing the production to life. The musical is a signature experience of the eighth-grade year, providing opportunities for creativity, collaboThe musical is a signaration, and leadership while serving as a highlight of the ture experience of the Middle School community. eighth-grade year, proParticipation in after-school viding opportunities for rehearsals is an essential and creativity, collaboration, required part of the preparaand leadership while tion process for all students.
serving as a highlight of
Choir 7/8 and Band 7/8 the Middle School comChoir 7/8 and Band 7/8 are elecmunity. tives. Students in Choir 7/8 perform a diverse repertoire representing a variety of cultures, historical periods, and world languages, written in two-, three-, and four-part harmony. Through rehearsal and performance, students strengthen vocal technique, musicianship, and music-reading skills while expanding their understanding of music theory. Instruction emphasizes healthy vocal production, including diction, breathing, and vowel formation, enabling students to sing with greater confidence, independence, and expression. Students participate in two required evening choral performances, a required Music in the Parks Festival performance, and additional performances during the school day. Students in Band 7/8 perform a diverse repertoire representing a variety of cultures, styles, and historical periods while continuing to develop as individual musicians and ensemble members. Through rehearsal and performance, students refine instrumental technique, strengthen music-reading skills, and expand their understanding of intermediate and advanced mu19
sic theory. Instruction emphasizes musical expression, technical proficiency, and greater control of rhythm, tone, pitch, tempo, and dynamics, while encouraging consistent practice and responsible instrument care. Students participate in two required evening performances, a required Homecoming performance, a required Music in the Parks Festival performance, and additional performances during the school day.
and earn recognition for excellence in various aspects of the process. Robot design and performance, teamwork, sportsmanship, and documented research are some criteria the judges use to determine award winners, and present the trophies that signify team excellence. Teams are expected to follow the FIRST credo of “gracious professionalism,” which includes generous cooperation and sharing of knowledge at all times.
Visual Arts-8
Mastery Program
Eighth grade visual arts students complete projects designed to further deepen their understanding of the visual arts and their interdisciplinary possibilities. Course highlights include observational drawing, formal perspective drawing with an emphasis on architectural elements, digital photography, digital storytelling, and three-dimensional computer-based design explorations focused on innovative architecture. Students develop both physical and digital portfolios that demonstrate their growth, levels of mastery, and potential directions for future artistic exploration. Through the study of relevant historical and contemporary interdisciplinary works, as well as project-based challenges connected to the eighth grade theme of Growth and Change, students develop brainstorming strategies, learn to remain open to feedback, and engage in reflection throughout the creative process.
ADDITIONAL ELECTIVE PROGRAMS Extra Help
Extra help is designed to provide immediate or short-term assistance to students experiencing difficulty in or having questions about the work in an academic subject. A student may seek extra help from a teacher by appointment, or a teacher may require a student to attend an extra-help session. Extra help is most often scheduled during the daily 2:10 p.m. Excel Study Hall period. Excel periods occur throughout the school week when both students and teachers are available. Depending on the availability of the teacher, extra help may also be scheduled (by appointment) before or after school or during study hall periods. Extra-help sessions with a teacher may involve one or two meetings over a short term. When extra help is not sufficient to maintain satisfactory progress in a course, additional or alternative out-of-school measures, such as tutoring or educational testing, may be recommended.
FIRST LEGO League (Robotics)
Complementing Wilmington Friends School’s curriculum and educational philosophy, the mission of FIRST LEGO League (FLL) is to inspire and celebrate science and technology (FIRST: For Inspiration and Recognition of Science and Technology). FLL challenges kids to think like scientists and engineers. Teams build, test, and program an autonomous robot using LEGO MINDSTORMS® to solve a set of missions in the Robot Game. They also choose and solve a real-world problem in the Project. The FLL Tournament is a competition that allows students to demonstrate their team’s accomplishments 20
The mastery program in middle school is a semester or yearlong, student-initiated and student-produced project designed to develop that student’s talents, interests, and skills. The emphasis is on achievement and completing a finished product that is either presented or displayed publicly in a polished, masterful way. Mastery projects may include academic research papers, visual and performing arts projects or performances, special teaching units, and physical projects.
Math Olympiad
During the school year, the middle school participates in a National Math Olympiad. Participation is optional and involves a test scheduled once a month for six months. These tests are generally scheduled during a study hall or lunch-recess period. The winner for each grade along with national high scorers will receive awards. Students who want to participate in advanced math in 8th grade should be in the Olympiad in 6th and 7th grades.
Middle School Oversight Committee
The Middle School Oversight Committee (MSOC), based upon the Upper School Student Discipline Committee (SDC), nurtures and oversees the development of a safe, respectful, and inclusive middle school community by reviewing and preparing abstracts of past disciplinary issues for advisory-based consideration of community guidelines and appropriate responses to transgressions of those guidelines. It is supervised by the dean for student life and consists of a permanent group of four members, one from each grade and a clerk. These members sit on each case that is brought before the committee for review. The remainder of the students who have applied to serve on the committee, and have completed the necessary training for participation are selected on a rotating basis to sit in on cases. The committee reviews an abstract in which disciplinary action was taken in instances of student behavior problems other than routine attendance problems or matters where an automatic response such as detention is designated. The committee is then tasked with generating queries regarding the transgression and the consequences for advisory groups to consider as a means for helping students better understand the values and approaches the School takes when needing to uphold community standards. An “abstract” of each case including reflective queries is written and edited by the parties involved and presented to all middle school advisories for review and discussion.
WEB Middle School Orientation Program
WEB stands for “Where Everybody Belongs” and is a nationwide program whose purpose is to help 6th graders feel more comfortable as well as help them achieve success in their first year of middle school. The WEB 6th grade orientation and transition program is designed to both welcome and support 6th graders by assigning them an 8th grade WEB Leader as a mentor during this first year. This WEB Leader is a responsible older student who was selected from a large pool of applicants and has met the qualifications of being a good role model and a positive leader on our campus.
Committees and Clubs
As part of our effort to foster student initiative and small groups of students with similar interests and life experiences, the middle school not only makes room for but encourages the formation of clubs, committees, affinity, and ally groups. Student committees all require the identification of a willing middle school faculty sponsor and have included: a sound and light committee to assist with plays and other theatrical productions; a diversity committee with interests in celebrating the variety of life experiences and identities within our middle school; a micro-lending committee invests in $25 increments to promising third-world entrepreneurs through Kiva.org; and WEB Leaders, a group of 8th graders who serve as orientation leaders for incoming students. Student clubs have included a sports talk group, a musicals-enthusiasts club, an American Sign Language club, a Pokémon club, a chess club, a Random Acts of Kindness club, and many more.
a Boys of Color group, and an Asian and Pacific Islanders group. Alliance groups are a collection of individuals who share a common commitment to a common identifier even if they do not share that particular identifier. For instance, our Female Alliance is open to any child to join and focuses on discussing issues pertinent to girls and women such as inequitable dress code policies or the pay gap. The GSA (Genders and Sexualities Alliance) group is our newest ally group. It serves to create a community in which students can ask questions and share experiences, share support for peers, and work to ensure that safe spaces exist for all in our community.
Activities
Sponsored by middle school faculty, the middle school activities program is an opportunity for students to participate in fun and differently-paced experiences during the academic cycle. Students sign up for an activity twice in the school year. Activities meet every other week for 45 minutes. Some activities include dice baseball, cricket, Origami, dramatic improvisation, low impact camping, surfing the Internet, Latin American dancing, mind teasers, indoor soccer, chess, kickball, S.P.O.R.T.S. talk, cake and cookie decorating, “philm and philosophy,” silly videos, and international cooking.
Affinity and Alliance Groups
In recent years, both ally and affinity groups have emerged as critical and welcomed components of our middle school community. An affinity group is a group of individuals all sharing a common identifier and representing some small subset of the larger community. The group serves as a space and place in which individuals can share their common experiences and find support. Active affinity groups in the middle school include a Sisters of Color group,
Wilmington Friends School 101 School Road Wilmington, DE 19803 www.wilmingtonfriends.org 20