MIDDLE SCHOOL :: PROGRAM OF STUDIES 2012 • 2013
TABLE OF CONTENTS
Division Objectives . . . . . . . . . . . . . . . . . . . . . . . . . . 2 English . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 3 Foreign Language . . . . . . . . . . . . . . . . . . . . . . . . . . 4 History/Social Science . . . . . . . . . . . . . . . . . . . . . . . 6 Mathematics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 7 Science . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . 9 Computer Technology . . . . . . . . . . . . . . . . . . . . . . 10 Music . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 11 Visual Arts . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 12 Advisory Program . . . . . . . . . . . . . . . . . . . . . . . . . . . . 13 Athletics . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . 14 Human Dynamics and Development . . . . . . . . . . . . . . 15 Library Media Center . . . . . . . . . . . . . . . . . . . . . . 15 Physical Education . . . . . . . . . . . . . . . . . . . . . . . . . 16 Service Learning Program . . . . . . . . . . . . . . . . . . . . 16
Front cover: Formal instrumental music instruction and ensembles at Friends begin in fourth grade; in middle school, there is a sixth grade band and a seventh & eighth grade band; and in upper school, there are three instrumental ensembles.
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Wilmington Friends middle School Division Objectives
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 sixth grade differ dramatically from the teenagers who move on to upper school after eighth grade. Their changes are intellectual, emotional, and physical. Middle school students often seek independence by testing authority. At the same time, they both fear and delight in taking risks and trying new things. The middle school structures programs that stimulate students to meet challenges, value differences in each other, and make good decisions. Faculty advisors (see “Advisory Program”) and grade deans offer guidance and support for students and their families. The transition to adult life requires the acquisition of both skills and knowledge, which promote the growth of independent and cooperative learning. By emphasizing interdisciplinary activities and programs, reading, study skills, group work, and techniques of organization, middle school teachers guide students through and beyond the fundamentals of academic work. Activities that strengthen written, oral, and artistic expression allow individual talents to be recognized. Participation in individual and team sports develops both the cooperative and competitive spirits in children while satisfying their need for physical activity.
In Wilmington Friends Middle School, students... I. Academic Development •
demonstrate curiosity, excitement, commitment, cooperation, and independence in learning.
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demonstrate the desire to do their personal best.
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communicate, orally and on paper, with confi- dence and clarity.
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demonstrate techniques of organization and efficiency in work.
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appreciate and participate in the arts.
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exhibit a broadened cultural perspective, beyond American/Western outlook.
II. Social / Interpersonal Development •
make and sustain successful social relationships with peers and adults.
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show integrity and honesty in dealing with others and oneself.
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show social consciousness and responsibility.
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respect and value individual differences,
a.) dealing with our school population.
b.) dealing with the wider community.
III. Personal / Spiritual Development
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make good decisions and accept responsibility for consequences.
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demonstrate physical and emotional self-confidence.
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show resilience and perseverance in dealing with responsibilities.
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show spiritual awareness and the habit of personal reflection.
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know and respect themselves.
ENGLISH In setting high expectations for students in aspects of grammar, writing mechanics, vocabulary, and literary terminology, the middle school English 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 in English. Skills in speaking/oral presentation, reading, writing, vocabulary development, organization, and grammar and mechanics are taught in each course. Methods include in-class essays and take-home essays (in stages of thesis statement, outline, first draft, and final draft); student multimedia presentations; dramatizations; cooperative learning groups; reading aloud; creative writing; and teaching through games and competitions. Grade 6 In sixth grade, English students work to achieve competence and reliability in writing assignments, emphasizing paragraph structure, fictional works of varying length, poetic language, and five-paragraph essays. They make use of peer editing, thereby internalizing the guidelines and rules of good writing, and they use assessment rubrics to help revise their work effectively. Some sixth grade English writing is done in coordination with other courses, especially sixth grade social science. Students read, discuss, and write about novels focusing on the ancient world. Much of the reading coordinates with the social science program. The English focus is on literary style and cultural analysis. Texts include selected novels such as Gilgamesh the Hero, Pharaoh’s Daughter, and Inside the Walls of Troy, with some variation depending on the teacher. The Outside Reading component of the course provides the opportunity for students to select and read a variety of age appropriate literature. For grammar study, students learn the parts of speech. They also review sentence structure. The vocabulary development program is primarily derived from class readings. Grade 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. Throughout the year, students are encouraged to develop their enjoyment and habit of reading through free choice reading books. Students share their impressions through informal book endorsements as well as letter-essays, in which they articulate their reactions to
themes and writing techniques. Skill building is also emphasized. Students write and revise extensively. Writings range from argumentation and analysis to personal narratives and vignettes. 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. Books used in the course, for the full class and for small-group “literature circles” include: • The Gospel According to Larry by Janet Tashjian • The Omnivore’s Dilemma (young reader’s edition) by Michael Pollan • The Diary of Anne Frank • Surviving Hitler by Andrea Warren • The Devil’s Arithmetic by Jane Yolen • The Man from the Other Side by Uri Orlev • The Cage by Ruth Minsky Sender • China’s Son by Da Chen • Red Scarf Girl by Ji Li Jiang • Chinese Cinderella by Adeline Yen Mah • The Year of Impossible Goodbyes by Sook Nyul Choi • Persepolis by Marjane Satrapi • A Little Piece of Ground by Elizabeth Laird • Real Time by Pnina Moed Kass • Habibi by Naomi Shihab Nye Grade 8 Eighth grade English and history form an interdisciplinary program called “The American Identity,” involving historical fiction, literature of the period, and history of the country. In the English portion of this program, students grow in their articulation of ideas in writing and orally, their grasp of the grammatical structure of language, and their understanding of the ways in which American literature reflects the ideas, attitudes, and conflicts of American culture. Readings will include many genres— sermons, poetry, essays, novels, and plays—and also outside reading from a list of books related to the themes of the class. Listed below are eight “thematic rivers” that course throughout American history and culture. Students read works of literature that deal with at least one (and often many) of these concepts. • “A City Upon a Hill” • Conflicting Loyalties • Dependence, Independence, Interdependence 3
• Materialism vs. Idealism • Changing Perceptions of Nature • Freedom vs. Order
skits, role-playing, music, and video clips. The geography, customs, and culture of France are introduced.
• Expanding the Domain of Freedom
Grade 7 - French
• Evolving Nature of American Identity
Seventh grade French continues introductory level instruction, with emphasis on speaking French from the beginning of the year. (The course description from this point is basically the same as for sixth grade, with an increased level of challenge.) Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within open-ended 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. We teach the customs and idioms of French-speaking countries in order to enrich the language-learning experience.
Texts studied in recent years have included To Kill a Mockingbird by Harper Lee, April Morning by Howard Fast, The Crucible by Arthur Miller, and Wolf by the Ears by Ann Rinaldi. Composition assignments encourage students’ organization, paragraph development, factual support for ideas, use of quotations, syntactic accuracy, and confidence in expression. The composition process includes some peer review sessions and extensive opportunity for and requirement of revision. Students also evaluate their own writing according to a well-articulated set of standards for different types of writing. Teacher and student have at least one writing conference each term.
FOREIGN LANGUAGE The ultimate goal of the Foreign Language Department is the communication of meaning as fluently and accurately as possible. We teach the four basic skills of listening, speaking, reading, and writing. Our focus is on using the language in the classroom; teachers speak to students only in the target language. Such immersion necessitates active listening on the part of students and encourages and enhances conversation. We reinforce the study of grammar through open-ended scenarios, skits, and dialogs, which might include such real-life situations as airplane rides, applications for jobs, and restaurant and market excursions. We also include aspects of the culture and civilization in order to enrich the language-learning experience. Additional techniques may include field trips, music, video clips and filming, and pen pal exchanges. In alternating years, French and Spanish seventh and eighth grade students have the opportunity to travel, respectively, to Québec and Puerto Rico during the summer. The first school trip to China (which was not limited to students in the Chinese program) was in the summer of 2012, and we will continue to develop that travel program. Grade 6 - French This is an introductory course with vocabulary, grammar, and culture taught through meaningful communication. Within the first marking period, students converse with each other, not using memorized text, but within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of 4
Grade 8 - French This course is a continuation of seventh grade French, and focuses on aural-oral comprehension. There is increasing emphasis on communicative skills. Students learn how to function and react in many different reallife 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. We continue to use such techniques as open-ended scenarios, role-playing, songs, pair-work, music, videos and filming, and also establish a letter or email exchange with students in a French school. As part of the language study, students learn about the geography of France and some Francophone countries, and about holidays and traditions in French provinces. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes. Grade 6 – Spanish This is an introductory course with vocabulary, grammar, and culture taught through meaningful communication. Within the first marking period, students converse with each other, not using memorized text, but within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, and video clips. Working in the target language, students also learn about the geography of Central and South America and the customs and cultures of different countries in the Spanish-speaking world.
Grade 7 – Spanish
Chinese 7
Seventh grade Spanish continues introductory level instruction, with emphasis on speaking Spanish from the beginning of the year. (The course description from this point is basically the same as for sixth grade, with an increased level of challenge and expanded geographical/cultural study.) Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within open-ended 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, video clips and filming. Working in the target language, students learn about the geography and cultures of selected Hispanic countries in Europe, the Caribbean, and Central and South America.
Seventh grade Chinese continues introductory level instruction, with emphasis on speaking Chinese from the beginning of the year. (The course description from this point is basically the same as for sixth grade, with an increased level of challenge and expanded geographical/cultural study.) Within the first month, students are expected to converse with each other, not with a memorized text, but extemporaneously within open-ended 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, games, video clips and filming. We teach the customs and idioms of Chinese-speaking countries in order to enrich the language-learning experience.
Grade 8 - Spanish
Chinese 8
This course is a continuation of seventh grade Spanish, with an increasing emphasis on aural-oral comprehension and communicative skills. Students learn how to function and react in many different practical circumstances, using vocabulary useful to everyday situations, such as conducting basic transactions, extending invitations, sharing information about past activities, socializing, expressing attitudes and opinions, seeking to persuade, expressing agreement or disagreement, discussing food and family, and giving directions or instructions. We continue to use such techniques as openended scenarios, role-playing, songs, pair work, music, videos and filming. Cultural study continues of holidays, customs, and daily life in selected Hispanic countries. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes.
This course is a continuation of seventh grade Chinese, and focuses on aural-oral comprehension with increasing expectations for the development of communicative skills. 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. We continue to use such techniques as open-ended scenarios, role-playing, songs, pair-work, music, videos and filming, and also establish a letter or email exchange with students at the Chinese School of Delaware. At the end of the year, eighth grade teachers recommend placement for the ninth grade classes.
Chinese 6 This is an introductory course with vocabulary, grammar, and culture—and speaking, listening, reading, and writing skills—taught through meaningful communication. Class begins with pronunciation (pinyin) and the writing of characters, and then progresses to daily topics. Within the first marking period, students converse with each other, not using memorized text, but within open-ended scenarios based on broad vocabulary study. Techniques in the classroom may include the use of skits, role-playing, songs, slides, presentations, story-telling, competitions, games, and videos. Aspects of Chinese geography, customs, and culture are introduced.
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HISTORY/SOCIAL SCIENCE The History/Social Science department stresses the development of students to be engaged effectively in a world that should be in addition to 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 toward developing go students prepared academically and in disposition to pursue further education, formally and informally; and citizens, prepared to be active participants in that “better world” to which people throughout history have aspired. The department’s program is designed to encourage students to appreciate history/social science as a means to make possible “life-long learning”; to develop specific skills and attitudes relevant to the discipline (e.g. research, critical thinking, historical empathy); to understand and appreciate global interdependence by being aware of historical forces developing logically and representing various needs, stages of development, beliefs, and conditions; to respect scholarship and intellectual achievement; to ask relevant questions, probe and be intellectually curious; to communicate by various methods, use a variety of techniques in learning, and understand how to acquire information from a variety of sources; to feel self-aware, confident, and secure in their skills to pursue multi-faceted forms of knowledge in an active, inquiring manner from various sources; to understand the difficulty of universal agreement on facts and the impact upon individual and societal perspective of gender, race, ethnicity, sexual orientation, religious belief, and geographical location; to understand notions of continuity, change, and historical development; to apply moral and ethical considerations to their analyses of the past and understanding of the present; to show “geographical literacy”; to appreciate the creative forces and the creations of a culture, such as mythology, ritual, folklore and legends, literature, values, and beliefs. Grade 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, 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. 6
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. Grade 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 • Berlin West Africa Conference of 1885 • Examining the Holocaust both historically and through literature • Rebellions, Revolt, and Revolutions – Using the Russian Revolution as a case study in conjunction with the seventh grade English class reading the book Animal Farm • China becoming an economic power in the global community • Various Asian countries and the five themes of geography • The Middle East: Understanding geography, conflicts, and options for the future • Latin America (persuasive speech assignment) 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 Grade 8 — American Identity: American History/Civics American Identity – American History/Civics 8 examines key historical events and themes in American culture from the Declaration of Independence through the Cold War. This course parallels the English 8 course (American literature) to create a coordinated approach at the grade level to analyzing key events within the American experience. Students identify how their own American Identity has been shaped by historical events and what responsibilities they have as a citizens (Civics). Key requirements and assessments include: • writing and preparing a research paper • analyzing current events – American topics from Upfront Magazine • presentations – two formal presentations • active participation in class discussions • note taking • cooperative learning projects – including a colonial newspaper, Constitutional Convention simulation, a Supreme Court case, and a controversial presidential decision • assessments for each unit • analytical writing • written homework assignments Units of study include: • American Revolution – focus on the Declaration of Independence • Early Republic – focus on The Constitution of the United States • Jacksonian Democracy – sectional conflict and western expansion • World War II – focus on the role of the United States • 1950s/Cold War – domestic and abroad; change and challenges Within this course special consideration is given to American government and politics. Students explore the relationship between the three branches of government. The election process also is investigated (especially in even # years – e.g. 2012).
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, probability, 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 7th grade) and supported programs such as Fathom, Excel, The Geometer’s Sketchpad, LOGO, and others. There is an advanced math section in eighth grade, with a quicker pace and deeper exploration of concepts, and covering additional topics. 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 students. Sixth Grade Mathematics In sixth grade, students are exposed to a variety of new topics, while building upon and drawing from previously learned mathematical facts and concepts (in careful coordination with our lower school program but certainly accessible to students joining us from other schools, as well). Through the discovery method, students investigate real-world problems, using multiple strategies and collaborative learning to arrive at common solutions. Students learn to use calculators and other technologies such as The Geometer’s Sketchpad to enhance concept development, while maintaining an ability to understand the mathematics behind the calculations. Students use the Connected Mathematics 2 series as a framework for classroom investigations and individual study; each unit within the series allows for both remediation and enrichment activities. Course topics include: • number theory, including the LCM, GCF, and the fundamental theorem of arithmetic • two-dimensional geometry • measurement of two-dimensional figures 7
• probability and statistics • the use and manipulation of rational numbers • order of operations, including understanding of exponents and square roots • pre-algebraic concepts involving variables and patterns Seventh Grade Mathematics Seventh grade marks a transition to the generalized ideas and abstractions needed for algebra and all higher math courses. The course makes regular use of technology (including the TI-83 Plus or TI-84 Plus graphic calculator) and manipulatives in helping students to make that transition. 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 and may apply for “advanced standing” in math.
Advanced Math 8 will cover topics at a quicker pace and in greater depth, with an emphasis on abstract extensions and applications of lessons. In each section, all students are encouraged to investigate concepts as deeply as possible. Upon request, students will be given more challenging problems for practice and assessment and can earn advanced credit. Students will use the Connected Mathematics 2 series as a framework for classroom investigations and individual study. Course topics include: • representing patterns of change through tables, graphs, and equations • modeling data with linear equations • analyzing and comparing linear and nonlinear relationships • deriving and applying the Pythagorean theorem • exponential growth and decay as patterns of change • quadratic relationships
The Connected Mathematics 2 series provides the framework of concepts covered and will be supplemented with additional skill exercises and projects integrated with the other subjects. Each unit within the Connected Mathematics series allows for both remediation and enrichment activities. Course topics include:
• geometric transformations as they connect to algebra
• algebraic representations in tables and graphs
• systems of inequalities and linear programming
• proportionality and ratios
• properties of special right triangles, and other trigonometric concepts
• similarity relating toward two-dimensional shapes and ratios • introduction to linear equations • integers • three-dimensional measurement • one-variable statistics as represented in graphs and tables • sampling and surveying Eighth Grade Mathematics Math 8 focuses on modeling patterns of change through the use of both symbolic and non-symbolic representations. In the final math course in the middle school, students hone their mathematical communication and organization with real-world applications. This course incorporates meaningful contexts to develop familiarity and comfort with the universality of mathematical reasoning necessary within all subject areas. The course makes regular use of technology (including the TI-83 Plus or TI-84 Plus graphic calculator). Through class discussion, group work, and reflection, students strive to achieve a deeper understanding of traditional algebraic concepts and how they connect to the other disciplines within math. 8
• solving equations and systems of equations • number theory and properties • combinatorics Advanced topics may also include such concepts as:
science Grade 6 – Physical Science
• erosion and deposition by rivers, waves, and ice
Sixth grade science provides students with a core introductory course that emphasizes the methods and processes of science. The scope and sequence of this course gives middle school students an appropriate foundation as well as a conceptual framework for further studies. Students experience the contemporary relevance of science to their daily lives and make connections with other disciplines through various projects. This course examines the ways systems work in terms of motion, forces, matter, and energy.
• ocean floor bathymetry
Course topics include: • observing, describing, and measuring the physical properties of matter, using appropriate tools and units • composition of matter, including atomic theory, the periodic table of elements, and molecules and compounds • evidence of chemical reactions occurring and basic theoretical background for understanding chemical changes; affecting rates of change of reactions and effects of the concentration of chemicals on biological responses • wave properties, focusing on the commonalities of different kinds of waves, including sound and light • motion, forces, and energy, including the Law of Conservation of Energy • technical problem solving • metric system • graphing • lab safety • scientific design including variables, reliability, and accuracy Grade 7 – Earth and Space Science The Earth and Space Science course continues to develop the students’ understanding of the scientific method through the study of the Earth’s atmosphere, biosphere, hydrosphere, and lithosphere. Course topics include:
• instruments and methods of observing and forecasting weather • weather systems, air masses, and fronts • severe weather events • the hydrologic cycle • surface water • mass movements • proxies and their use in the study of climate change • the study of Earth systems from space • formation and evolution of the Moon • gravity and its role in tides and in the solar system • the nature of lunar phases • formation, scale, and characteristics of the solar system • the Big Bang Theory • respect for the environment and care of natural resources In addition to the study of topics in earth and space science, this course helps students apply developing process skills as well as logical and useful study skills for the sciences. Grade 8 – Biology: An Experimental Perspective Eighth grade Biology is a multi-disciplinary, scientific introduction to the study of living things. Students are given opportunities to brainstorm and practice process skills and critical thinking via laboratory investigations, research, and cooperative activities. STEM practices, as recommended by the National Science Teachers Association, are woven throughout the course as the students are often asked to collaborate and design solutions to problems or needs in the biological world. Students use a variety of Web 2.0 applications as they explore topics from class as well. Course topics include: I. Sustainability
• models and maps
• Our Global Community
• the layers of the Earth and their characteristics
• Sustainability Case Studies
• the theory of plate tectonics and formation of this theory through history
• Ecological Footprint
• types and locations of earthquakes and volcanoes • matter and chemical bonding • rocks and minerals; identification of a selection of mineral and rock samples • the rock cycle and its importance to the rocks of Delaware
• World Health • Biodiversity and Sustainability II. Ecology • Ecosystems and Change • Populations • Energy Flow through an Ecosystem 9
III. Cell Biology
• Digital movie cameras
• Cell Structure and Function
• Geometer’s Sketchpad
• Cell membranes and Diffusion
• Glider Kit
• Stem Cell Differentiation and Research
• MasterKey Typing Software
• Disease Intervention IV.Genetics • Sexual and Asexual Reproduction • Genes and Chromosomes • Interpreting Pedigrees • Molecular Structure of DNA • Cell Differentiation • Ideas about Evolution
computerS & technology Grade 6 The sixth grade Computers & Technology course emphasizes interdisciplinary work in introducing students to the applications and technologies (e.g. Excel, video editing) that will be required in both the middle and upper school; students follow a STEM based curriculum. Students are exposed to the fundamentals of programming and algorithmic thinking, learning how to translate ideas into something a computer can implement. Students are also introduced to the engineering process, how to methodically solve a problem in order to achieve a reliable solution. Students build, test, and implement a variety of projects that require an understanding of logical and algorithm-based thinking. In sixth grade, students are also given instruction on proper typing technique, which will be highlighted throughout the rest of the middle school curriculum.
Grade 7 Students taking the seventh grade Computers & Technology course explore how information is represented and shared on a computer. Students begin by understanding how the computer works at its “lowest” level. From this foundation, students learn how computers store and manipulate documents, images, video, and other types of data. As the course progresses, students learn how computers share information by building a website and investigating basic networking concepts that underlie the Internet. During this unit, important social issues such as privacy, piracy, and web safety are examined. Students continue the STEM track that began in 6th grade by applying the engineering process to solve a series of real world problems. Topics include gears and robotics. Finally, throughout the course, there is a continued emphasis on proper keyboarding technique. Course topics include: • Binary • Discretization and Data Representation • Boolean Operations • Web Site Design • Web Safety • Spreadsheet and Database Use • Engineering Concepts • Keyboarding Skills Resources/materials include:
Course topics include:
• Excel
• File system management
• Text Edit
• Spreadsheets and Graphing
• Photoshop
• Video editing
• Lego NXT Robots
• Algorithmic and Logical Thinking
• Lego Technic Gears
• Iterative Programming
• MasterKey typing software
• Engineering Concepts • Keyboarding skills
Grade 8
Resources/materials include:
The eighth grade Computer & Technology curriculum builds on the problem solving skills fostered in the previous two years. The course focuses on exposing students to real world problems in which they have to design, build, and test various solutions. The first half of the course focuses on programming and algorithmic thinking as students expand upon their basic skills. In doing so, students investigate and implement processes
• Excel • Scratch • Google Sketchup • iMovie • Digital cameras 10
music that form the basis of computer science. Topics include lists, variables, searching, sorting, and graphs. The object of these classes is not only to have students be able to learn the fundamentals of programming, but to view the computer as a tool to implement their ideas. During the second half of the course, students continue their study of the engineering process, this time learning about and using simple machines to complete a series of tasks. Topics include bridges building and robotics. Finally, throughout the course, students will continue the development of proper keyboarding techniques. Course topics include: • Programming concepts and programming • Searching • Sorting • Graph Theory • Engineering Concepts • Simple Machines • Robotics • Improve keyboarding speed and efficiency Resources and materials include: • Excel • Scratch • West Point Bridge Design • Spaghetti Bridge Kit • Solar Car Kit • Lego NXT Robots • MasterKey typing software
Note: In addition to the music courses and ensembles, there is an annual eighth grade musical, in which every member of the class participates—as a member of the cast, pit band, stage crew, or technical crew. Sixth Grade Exploring Music: Our Musical Selves The sixth grade music class expands students’ experience with a variety of music. This broad exposure helps students in making connections between music and other disciplines. Students become more aware of the cultural and historical forces that shape society, part of their preparation to live and work in a multicultural community. They also explore their changing teenage voice and define what might be considered music. This course intends to expand the role that music plays in students’ lives, and to enhance the level of skill they develop in creating, performing, and listening to music. Seventh Grade Exploring Music: Music in Our World The seventh grade music class further expands students’ experience with a variety of world music. The focus is on the music of non-Western countries and cultures, with an emphasis on Africa and Asia. This broad exposure aids students in making connections between music and the other disciplines. Students become more aware of the cultural and historical forces that shape our world, part of their preparation to live and work in a multicultural community. This course intends to expand the role that music plays in students’ lives, and to enhance the level of skill they develop in creating, performing, and listening to music. Eighth Grade Exploring Music: The American Experience The eighth grade music class expands the students’ experience with American music. This exposure aids students in making connections between music and the other disciplines as they study American civilization. Students become more aware of the cultural and historical forces that shape American society, another important part of their preparation to live and work in a multicultural community. This course intends to expand the role that music plays in students’ lives, and to enhance the level of skill they develop in creating, performing, and listening to music. Choir 6 and Band 6 Students in sixth grade are required to take either Choir 6 or Band 6. In Choir 6, students perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for unison and two-part chorus. This experience deepens 11
visual arts understanding of these traditions as students learn to use their voices expressively, build sensitivity to musical nuance, and develop critical listening skills. Technical skills in diction, breathing, and vowel formation encourage an awareness of the body as an expressive musical instrument. Students also focus on learning to read music and to understand music theory. There are two required evening choral events during the school year as well as other performances during the school day. In Band 6, students are introduced to, prepare for, and perform musical works from various historical periods and cultures. Students focus upon the importance of their specific instrument and the role that instrument plays in the production of the whole. Musicians in Band 6 create and interpret music by applying a working knowledge of rudimentary music theory and by demonstrating skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, and dynamics). Students are also expected to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances during the school year as well as other performances during the school day. Choir 7/8 and Band 7/8 Choir 7/8 and Band 7/8 are electives. Students in Choir 7/8 perform a wide range of repertoire that includes pieces from a variety of cultural traditions, historical time periods, and world languages, written for two-, three-, and four-part harmony. Students develop technical skills in diction, breathing, and vowel formation, encouraging them to become expressive interpreters of music. Students also broaden their knowledge of music theory and continue to build their reading skills. There are two required evening choral events during the school year as well as other performances during the school day. Students in Band 7/8 are exposed to music of a more advanced technical nature. While emphasis is given to group performance, instrumental sectionals help to provide an essential as well as satisfying forum in which individual parts are mastered and understood. Members of Band 7/8 will create and interpret music by applying a working knowledge of intermediate to advanced music theory, and by demonstrating more refined skill in and control of all elements of music (form, rhythm, tone, pitch, tempo, dynamics). Students are also expected to understand fully and to demonstrate the proper care and maintenance of their musical instruments. There are two required evening performances during the school year as well as other performances during the school day.
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The middle school visual arts program is designed to guide students deeper into the exciting world of visual expression. Students broaden their knowledge of visual arts as a language through which they are able to investigate and communicate ideas. In this course, students are systematically introduced to: • inquiries regarding the nature and roles of visual arts in today’s society • the meaning of responsible and sustainable creativity • surveys of past and contemporary important achievements in the visual arts • works created within different cultural contexts addressing a variety of topics • a wide range of technique demonstrations • physical and digital portfolio development and assessment • producing visual works individually and cooperatively • learning how to fairly assess one’s work and the work of others • manipulating different materials and techniques • exploring the potential of visual communication through digital technologies • studying and applying elements and principles of design • inquisitive interdisciplinary thinking • ways of expanding creative, reflective and critical thinking • discussions regarding the nature of art and works of art Grade 6 This group of students is 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 observation-based drawing, photomontage, color theory, digital photography, and 2 and 3D digital design are explored. Students are exposed to surveys of relevant past and present visual works, and learn how to critique their work and the work of others. The main objective for this group of students is to engage in the production of works that demonstrate both the application of specific visual arts skills and the capacity to engage in interdisciplinary thinking. Themes from 6th grade literature, science, and social studies are used to facilitate the exploration of interdisciplinary connections through visual works. Written assignments are used to promote clarity of thought and reflective thinking. Problem-based learning is used to guide various interdisciplinary explorations.
advisory program Grade 7 This group of students investigates two and threedimensional design, imagination and observation drawing, informal and formal perspective studies, photomontage, color theory, and mixed media. Digital technology is explored to support photography studies, animation, and 2 and 3D design. Special attention is given to different ways of assessing one’s work and the work of others. Group critiques and personal reflection are used to plan, produce, and assess works. Surveys of past and present relevant interdisciplinary works are used to deepen the understanding of 7th grade topics that include the study of contemporary global perspectives and social responsibility. Grade 8 Eighth grade students complete projects specifically designed to further deepen their knowledge of the visual arts and exciting interdisciplinary possibilities. Animation, modeled drawing, formal perspective drawing with emphasis on architectural elements, digital photography, photomontage, 3D design, and 2 and 3D digital design assignments are some of the highlights of the course. Students develop a physical and digital portfolio to demonstrate achieved levels of mastery and personal directions regarding their visual expression. This is an important task that allows these students to begin planning their visual art explorations in high school. Surveys of relevant past and contemporary interdisciplinary works, and interdisciplinary projects based on the 8th grade theme of American identity, make this class an exciting opportunity to listen, reflect, and express.
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 comments in interim and semester reports, concerning the growth and progress of the student. 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 and 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 individual goals —learn to be an organized and responsible student —learn conflict resolution skills —have fun in a small social group
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athletics The girls’ and boys’ 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., “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 her/his 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 inter-scholastic 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 14
• encouragement to take on and accept leadership opportunities such as inspiring teammates and performing duties of responsibility • development of team spirit and teamwork • development of sportsmanship (i.e., being humble in victory and gracious in defeat; playing by the rules; accepting decisions of officials without comment) • commitment to program During the year, students are required to participate in three sports seasons (with the limited option of petitioning to be excused from one season a year for an “alternate outside activity”). There are usually two or three teams for each sport. Practice is held Monday through Friday from 2:45 to 4:00 p.m. Games usually begin at 3:30 p.m. and end at approximately 5:30 p.m. Girls – Grades 7 and 8 Fall Field Hockey Volleyball (limited to 24 players) Coed Cross County Winter Basketball (limited to 30 players) Physical Fitness* Spring Lacrosse Soccer Tennis (one coed team—limited to 20 players) *not interscholastic Boys – Grades 7 and 8 Fall Football — 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
Soccer Coed Cross Country
Winter Basketball (limited to 30 players) Wrestling Physical Fitness*
Spring Baseball (limited to 16 players) Lacrosse Tennis — one coed team (limited to 20 players) *not interscholastic
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, and healthy living habits, including strategies and processes for making informed decisions. Sixth Grade Connections The Connections 6 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. Seventh Grade Conflict Resolution The seventh grade Conflict Resolution course teaches students how to examine, understand, and resolve conflict. During the first half of the course, students learn about and improve their communication skills, as these are the essential tools in resolving conflict. Students gain insight about behaviors that escalate conflict, and they acquire skills for de-escalating conflicts. During the second half of the course, students investigate conflicts at their sources, studying how point of view, power differentials, competition, collaboration, and diversity may all play a role in conflict development. The goal of the course is to equip students with the skills necessary to handle conflict in their lives and to help them view conflict as an opportunity for growth, not as something always to be avoided. Eighth Grade Decision Making In this seminar course, students learn how to assess healthy and unhealthy risks through enhanced social/ emotional awareness, decision-making skill development, and knowledge of healthy living habits. 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 the 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.
LIBRARY MEDIA CENTER Information Literacy (Library Media Center) The Information Literacy curriculum 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-a-cycle class and through the core subject areas. The librarian plans selected teaching units with classroom teachers and integrates lessons based on the “Big Six Information Problem-Solving Model” into assignments and research projects. Students learn to evaluate and solve all forms of information needs. Grade 6–Information Users In sixth grade, students are introduced to the Middle/ Upper School Library, 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 investigate the role of technology in their lives and how to “be safe” in today’s technological society. Grade 7–Information Searchers In seventh grade, students build on their knowledge of sources by learning how to be effective information searchers and organizers. Students learn how to de-construct a search tool, such as a search engine, database or index (print or on-line) to create searches that yield quality information sources. Students evaluate sources for statistical accuracy and fact vs. opinion. Using statistical information, students create and manipulate information in spreadsheets and surveys. Students look at various ways to organize information and documents for easier retrieval and presentations. Students take a 15
SERVICE LEARNING PROGRAM closer look at technology, policies of acceptable use, and the potential of technology to be mis-used (e.g. bullying). Grade 8–Information Critics In eighth grade, students are introduced 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.
PHYSICAL EDUCATION 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.
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. Service learning reinforces the idea, importance, and practice of reaching out and caring for others, an aspect of education and citizenship that is nurtured in the lower school at 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 Service Learning 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. • Students connect their service experiences with the Quaker beliefs in stewardship of the Earth, the environment, and economic resources. • Students engage in several different school-sponsored service opportunities throughout the academic year.
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Wilmington Friends School 101 School Road Wilmington, DE 19803
Quaker, founded in 1748, welcoming to all faith and spiritual traditions; Coed, Early Learning Center (ages two and three) through 12th grade; Signature international programs, including the International Baccalaureate (first in Delaware), School Year Abroad (first in Delaware), interdivisional Chinese program, and language study beginning in PK; A “global” approach at all grade levels, in content and in teaching students to engage complex issues intellectually and in action, in and outside of the classroom, with a sense of confidence and responsibility;
SOLAR PV SYSTEM Both campuses
During the summer of 2011, Wilmington Friends installed an 860-panel solar PV system, which provides power to meet approximately 16% of the school’s electricity needs. The solar PV system is also a distinctive teaching tool and an important addition to our global curriculum across all divisions.
Middle/upper school campus: Grades 6-12
Lower school STEM Lab;
Located in the residential neighborhood of Alapocas, just outside the City of Wilmington: approximately 25 acres, one building of 175,000 square feet; includes five athletic fields, six tennis courts, three full-size gyms (one under major renovation in 2012-13), fitness room, a newly designed theatre (under construction 2012-13), Meeting Room, seven science labs, two art studios, choir and band classrooms and rehearsal rooms, with wireless internet to support the 1:1 student laptop program.
Singapore Math approach, “Math in Focus, in K-5;
Lower school campus:
“One-to-one” student laptop program, grades 5-12, with additional laptop carts, iPads, technology lab, and library computer lab in lower school;
Advanced and independent study opportunities; Commitment to diversity central to the school’s original and ongoing mission; National/international faculty searches, emphasis on professional development; Competitive athletics in grades 7-12, extensive physical education program PK-6; Highly individualized, professional college guidance, matching students with schools that fit their goals and interests; Visual and performing arts, with courses/independent study to prepare for college majors, and with performance opportunities in instrumental and choral music, drama, and musical theatre; Extensive financial aid program, rooted in the school’s mission, to meet a range of need, including the national Malone Scholars Program (first and only school in Delaware); After-School Program for Early Learning Center through sixth grade; Summer camps for age three through ninth grade.
Early Learning Center – Grade 5 Located on the wooded boundary of Alapocas: approximately 30 acres (including wooded areas), two buildings totaling 68,000 square feet; includes two gyms, science and STEM labs, computer classroom lab, After-School Program computer lab, laptop and iPad carts, three outdoor playgrounds, two additional paved outdoor play areas, two athletic fields (also used by middle and upper school sports teams), a Library Media Center with a computer lab open every school day, Meeting Room/auditorium, and facilities architecturally designed for music (including practice rooms) and art (including ceramics studio). For more information, contact: Office of Admissions and Financial Aid (302) 576-2930 admissions@wilmingtonfriends.org