Curriculum

Core Guiding Questions

• Why do stories matter?
• How do we understand ourselves and others?
• How do we communicate our perspective and understanding effectively?

Philosophy

In the Middle School, students grow and develop into competent readers, writers, speakers, and listeners. We encourage students to become lifelong readers and writers. Students combine openness to new ideas and cultures with intelligently-formed preferences based on the breadth and depth of their reading. We reinforce basic reading and writing skills and offer age-appropriate strategies to help students open their minds to experiences beyond their own, form thoughtful opinions, and develop imaginations.

Curricular Highlights

• Explicit and scaffolded formal writing instruction in each year of Middle School.
• The exploration of more than ten literary genres including fantasy, dystopian, graphic novels, historical fiction, memoir, science fiction, mystery, poetry, Shakespearean drama, and short stories.
• Romeo & Juliet monologue performances
• A poetry portfolio
• An 8th Grade memoir project

Core Guiding Questions

• How do my own identity and values impact my influences daily?
• Why is the journey of being an adolescent hard to navigate?
• How does the connection between social, emotional, mental, and physical health correlate to my quality of life?
• How does puberty affect my body, brain chemistry, and social interactions?

Philosophy

The Middle School Health and Wellness Department focuses on providing students with an opportunity to understand the changes that occur during the Middle School years. As students begin to gain more independence throughout adolescence, they start to make decisions by themselves on a more frequent basis. Throughout the course, students learn how to handle peer pressure, changing friendships, developing and understanding their own identity, as well as the challenges of puberty. The main goal of Middle School Health and Wellness is to provide students with the knowledge and confidence to live a healthy lifestyle.

Curricular Highlights

• Students learn how to make good decisions, communicate effectively, and understand their development.
• Students interview members of the GA school community to learn about their teen years and the development of their self-esteem.
• 7th Grade students participate in an week-long drug and alcohol awareness and prevention program with Pathways for Prevention.
• Students explore and learn how to engage in healthy relationships with peers and adults and consider topics such as the influence of social media, importance of consent in relationships, emotional well-being, & gender roles.

Core Guiding Questions

• What skills does a history student need?
• How can students engage with different perspectives and voices to get the whole picture of history?
• How do societies, cultures, and civilizations develop and interact?
• To what extent has America lived up to its founding ideals?

Philosophy

We believe that only through the study of history can we understand our world, and only by understanding our world in its historical context can we make informed decisions about its future. History is the tool by which we make these connections. It is a logical study of the dynamic interaction among people, geography, economics, customs, and politics. It is the sum of the past and determines the direction of the future.

Curricular Highlights

• All grades have student-led Socratic discussions where students are prepared to respond to questions such as:
  • “How have Americans sought to expand rights, and in what ways have those efforts succeeded or failed?” (8th Grade)
  • “To what extent has the United States lived up to its founding ideals?” (7th Grade)
  • “What elements are crucial for a civilization’s success?” (6th Grade)
• 8th Graders write a research paper using primary and secondary sources on a topic of their interest relating to U.S. history between the 1890s and WWII.
• 7th Graders learn about a single North American British colony and explain why people lived there.
• 6th Graders mummify apples in connection with learning about ancient Egypt.

Core Guiding Questions

• How do I embrace the linguistic and cultural unknowns when they challenge me?
• How do I come to understand who I am and express myself in a new language?
• How do I take ownership of my learning when acquiring a new language?
• Why is it important and valuable to learn about my school and community in the target language?
• Why does exposure to the target cultures help me make better connections to the world and enable me to see myself as an active, global citizen?

Philosophy

The study of a world language is fundamental to the education of every student because it develops attitudes and skills essential to living with empathy, curiosity, and an awareness of our role as global citizens. The study of another culture cultivates an understanding of and ability to appreciate difference and empowers learners to engage others with a sense of cultural competency and sensitivity. Further, the skills of proficiency we sharpen in the language classroom prove valuable within and beyond the school community and prime learners to be successful communicators. Knowledge of a new language also enhances students' appreciation for and understanding of their own language and cultural heritage. We strive to develop in our students a love and appreciation for languages other than their own, a command of the skills and confidence to broaden and deepen their ability to communicate, and a desire to become life-long learners.

Curricular Highlights

• A proficiency-minded, acquisition-driven program with diverse language offerings to reflect student interests and personalities.
• Across the entire program, students discover curricula that prioritize creativity, collaboration, and connection.
• Students are encouraged to meaningfully shape and contribute to the curriculum, with routines and activities that are student-centered and that reflect the students’ ideas, interests, and realities.
• Experiential learning opportunities via virtual exchanges with students in the target language and culture. The curriculum intentionally centers an inclusive, comprehensive global perspective, exposing students to the diversity and range of the target cultures.

Math Placement Policy

Core Guiding Questions

• How do we develop critical thinking abilities, logical reasoning, and quantitative literacy?
• How are properties of Algebra used to manipulate and simplify mathematical expressions?
• How are algebraic equations used to model and solve real world problems?

Philosophy

The Middle School mathematics curriculum is designed to prepare students for a rigorous Upper School program that includes the study of algebra, geometry, trigonometry, statistics, and calculus. The arithmetic, algebraic, probabilistic, and geometric foundation for this work is built during the middle school years. Our program emphasizes process, problem-solving, critical thinking, and the joy of discovery. We want our students to appreciate the intrinsic beauty of mathematics as well as understand how mathematics serves as a way of making sense of the world.

Course Content

• A variety of courses designed to challenge and support each student appropriately.
• A two-year algebra sequence that emphasizes depth of understanding over speed.
• Math Center where students can meet with teachers outside of the classroom.
• Desmos activities which help students investigate new concepts and practice previously learned material.

The Typical Math Sequences Are:

Core Guiding Questions

• How is literacy developed and implemented?
• How is student identity cultivated and empowered in performing arts?
• What are the key values to build individual character and community appreciation for the performing arts?

Philosophy

Education in music and theatre is an essential part of the Middle School curriculum. Experiences in music and theatre help students develop an understanding of how to communicate emotions to others and create aesthetic experiences that have coherence and value to themselves and their audiences. Experiences in music and theatre connect students to our shared cultural heritage and help students develop the ability to expand their horizons while enriching their lives and the life of the community.

Curricular Highlights

• Each student participates in string ensemble, band, choir, or classroom music all year for each year of Middle School.
• All Middle School students take Public Speaking & Drama classes.
• Students in string ensemble, band, and choir present two concerts each year.
• Students in the performing ensembles participate in Music in the Parks at the end of the year.
• Many students choose to participate in the annual fall play and/or winter musical.

Core Guiding Questions

• What are the core elements of social-emotional learning and lifelong fitness?
• What is healthy competition and engagement through play?
• What is the value of physical fitness in an inclusive and healthy environment?

Philosophy

Students participate in activities designed to help them understand the value of physical fitness and its contribution toward a healthy lifestyle. Students receive sequential instruction in a wide variety of team and individual activities, giving each student an opportunity to discover fun through movement, develop teamwork through play, and hone social emotional learning experiences. Students are invited to learn to lead, follow, and embrace challenges while developing higher levels of individual skill.

Curricular Highlights

• Multicultural Games Unit offers a comparative study of youth games in America with other cultures.
• Students use the Jordan Center to create individual fitness workouts involving cardio, core, and upper and lower body routines using kettlebells, dumbbells, resistance bands, and bodyweight exercises.
• Students are exposed to a wide variety of MS sports encouraging non-specialization during the MS years. Sports include tennis, soccer, volleyball, flag football, field hockey, softball, swimming, golf, water polo, diving, wrestling, cross country, track and field, and lacrosse.

Core Guiding Questions

• How do we as scientists collect credible information and communicate what we’ve learned?
• How do we use a framework of mental tools to help us engage in and understand phenomena from a scientific point of view?
• What is our role as informed citizens of the natural world?

Philosophy

We believe that students learn science by doing science. To that end, we strive to provide students with the tools required to engage in authentic inquiry and the time and skills to reflect upon their work and communicate it in a meaningful way.

Curricular Highlights

• 6th Grade is a study of ENERGY through:
  • Energy transformation labs about how potential energy can become kinetic, thermal, or electrical
  • Solar Cars – an engineering project in which students design, build, and race a solar-powered car
• 7th Grade is a study of LIFE through:
  • Inquiry-based case studies in cell growth and healing, genetics and natural selection, and body systems and metabolic processes
  • Healing from a broken metatarsal bone in the foot
  • Heavily-muscled cattle and their genes
  • Pedro, the 6-foot-tall ancient penguin
  • Diagnosing a digestive illness by examining doctors’ records and endoscopy images
  • Art integration using sketchbooks to develop observational and diagramming skills
• 8th Grade is a study of MOTION through:
  • Labs about the way things move - from tiny atoms to everyday objects
  • Earth Science models to understand motion on a planetary scale
  • Independent science research project in which they choose, research, and design a controlled experiment. After collecting data and analyzing results, findings are shared and celebrated at a Science Fair Open Hous

Core Guiding Questions

• How do you utilize the Elements of Art/Principles of Design to best communicate your ideas visually?
• Do you/how do you consider the work & style of artists/movements we study when producing your artwork?
• How does experiencing different materials influence you when looking at or making art?
• When reflecting about your art experience in the MS, can you identify areas of personal growth?

Philosophy 

Our Middle School Art program revolves around the bigger picture of what happens during the act of creating. Taking time to explore a medium, discuss ideas, think about possible solutions, and work through obstacles is vital to not only making art, but also to creating a well-rounded, confident individual. Through the development of these crucial skills, the Middle School art program enhances every student’s development using exploration, active learning, and self-reflection.

Curricular Highlights

• In 6th Grade, students explore printmaking and clay, and each student creates a miniature art museum that reflects their interests and who they are.
• 7th Graders work on their drawing skills, use oil paints, create sculptures out of wood, and complete a buddy project with GA Lower School students.
• 8th Graders focus on perspective, complete a pen & ink self portrait, create a copper bird project, and explore color theory through water color painting.

Core Guiding Questions

• How do we use technology in effective and responsible ways, both in classes and outside of school?
• What are the essential technological tools the Middle School community uses and how do they fit together to encourage our students to be independent, creative, and active learners?

Philosophy

We believe that our lives and our students’ lives are growing more and more intertwined with technology and computer science. While it has been stated that this generation and future generations are “digital natives,” we believe that students need guidance and thoughtful preparation for a world in which their personal and professional lives will be a blend of the digital and physical worlds.

Curricular Highlights

• 6th Grade: Video recording and editing in Canva; Researching tech innovations
• 7th Grade: Navigating digital dilemmas; Are you using tech or is tech using you?
• 8th Grade: A CompSci Innovations class that introduces students to innovative and computer science concepts, principles, and programs as well as providing an environment where students are able to learn-play-create.

Core Guiding Questions

• What are the characteristics of effective leaders and how can those traits be developed?
• What are different styles of leadership?
• What is our definition of community? How can we better understand our own community?
• How can I use awareness of my strengths and interests to make a positive impact in my community?

Philosophy

Lead Lab is based on the philosophy that leadership can be learned and the course is designed to provide a framework for students to intentionally develop the skills necessary to grow as leaders in the GA community and beyond. The course is built on seven fundamental leadership skills: Communicating/Listening; Solving problems/thinking critically; Seeing and respecting others’ perspectives; Taking initiative; Setting goals; Following through; and Learning from mistakes/overcoming adversity.

Curricular Highlights

• Interactive games, simulations, and team-building activities designed to allow the practice of leadership skills and give students a better understanding of their own particular leadership style
• An exploration of community as students gain better understanding of their own community and how to be a positive, productive, and engaged community member
• Examination of community through the lens of a chosen area of focus to gain insight into the causes and effects of local issues
• Community outreach experiences
• Culminating “Shark-Tank” project, during which students research, develop, and communicate solutions to problems connected to their area of focus