By grade

In Grade 5, English is taught as part of the humanities program. At times during the year, the teaching of reading and writing is integrated within the social studies curriculum; at other times, the two areas are treated as distinct subjects.

Within the writers' workshop format, students are encouraged to work with a growing sense of independence and initiative. Teachers expose students to a variety of writing styles and aim to develop each student's unique writing voice. Students are carefully guided through the writing process, and writing lessons scaffold to allow students to build upon strategies and skills learned throughout the year. Organization of writing is a focus, and students hone their planning techniques, developing effective leads and conclusions, working on paragraphing, and incorporating transition words to organize ideas. Teachers stress revising and editing, helping students move independently through the writing process. Vocabulary, grammar, and conventions are taught through direct instruction and reinforced within the context of student writing.

In reading, focus is placed on developing critical-thinking skills, increasing independence, and the ability to analyze a text. Students are exposed to new novels and encouraged to read for deeper understanding through discussion groups, reading partnerships, and independent work. We reinforce active reading strategies, with a specific focus on making inferences and summarizing. Independent reading is a critical component to being a successful reader, and this is heavily emphasized. As students progress through the Grade 5 program, they become comfortable and adept at thinking, speaking and writing about what they read. Teachers aim to integrate reading and writing concepts and skills to enable students to make valuable connections between these areas.

Students examine nonfiction reading and writing in the context of social studies units on Mesopotamia, ancient Egypt, and ancient Greece. The skills taught include reading for specific information, note taking, organization, sequencing information, writing paragraphs, and editing. Students engage in several self-directed research projects, focusing on building effective research skills. An emphasis is placed on how to formulate research questions, evaluate and cite sources, and effectively share information with a larger audience in multiple ways. Students also develop their presentation skills, speaking in front of an audience to present with expression and clarity.

The Grade 5 Mathematics course is based upon the Common Core State Standards for mathematics. In Grade 5, instructional time focuses on three critical areas: (1) understanding the structure of the base ten system and the relationships among the places; (2) developing flexibility and fluency with whole number and decimal operations; (3) understanding what fractions represent and how fractions and decimals are related, as well as how to model fractions and decimals when solving problems; and (4) developing estimation skills. Measurement and geometry topics including the coordinate plane, volume, and converting within the measurement systems are also covered.

We refer to a variety of resources in Grade 5 including Illustrative Mathematics, Desmos, YouCubed and nRich Maths. We also use a range of teacher-created tasks and activities that support our focus on rich mathematical conversations.

Throughout the Middle School, there is an emphasis on developing a deeper understanding of concepts and how they are connected. We support problem-based learning; in mathematics, students are encouraged to make sense of a situation rather than memorizing techniques and algorithms. At each grade level, a select set of important mathematical concepts, ideas and related procedures are studied in depth rather than skimming through a larger set of ideas in a shallow manner. There is an emphasis on writing about mathematical understanding and demonstrating mastery through constructing viable arguments. When computation is not the focus of a task, calculators can be used to support problem solving.

Reporting to parents is made through fall and winter conferences and two report cards. Each student’s report card is informed by formative check-ins, summative assessments and reflections. Homework completion is noted and considered in the report under Approaches To Learning. All students who have not yet met content area standards will be given an opportunity to show their growth by making corrections to their assessments.

Teachers differentiate in order to meet the needs of each student. Instruction is responsive to the individuals, and teachers consistently monitor the level of enrichment and reinforcement needed.

The Next Generation Science Standards (NGSS) are an integral part of the Grade 5 Science program. All domains of science will be studied while incorporating Engineering Practices and Design Thinking across the content areas. Learning is inspired by scientific phenomena, an observable event that is interesting and complex.  The focus in Grade 5 Science is on reading, writing, investigating, and arguing as scientists.  Students are encouraged to look at mistakes as opportunities to learn. In Physical Science, students investigate evidence for chemical reactions by planning investigations and analyzing data. In Life Science, students explore the organization of life and interactions within our living world such as movement of matter through plants, animals, decomposers, and the environment. In Earth Science, students develop and use models of the Earth-sun-moon system to describe the cyclic patterns of lunar phases, eclipses of the sun and moon, and seasons.

In Grade 5, English and social studies are taught as part of the humanities program. At times during the year, the teaching of reading and writing is integrated within the social studies curriculum; at other times, the two areas are treated as distinct subjects.

Within a modified writers' workshop format, students are encouraged to work with a growing sense of independence and initiative. Teachers expose students to a variety of writing styles and aim to develop each student's unique writing voice. Students are carefully guided through the writing process, and writing lessons scaffold to allow students to build upon strategies and skills learned throughout the year. Organization of writing is a focus, and students hone their planning techniques, developing effective leads and conclusions, working on paragraphing, and incorporating transition words to organize ideas. Teachers stress revising and editing, helping students move independently through the writing process. Vocabulary, grammar, and conventions are taught through direct instruction and reinforced within the context of student writing.

In reading, students focus on developing critical-thinking skills, increasing independence, and the ability to analyze a text. Students are exposed to new novels and encouraged to read for deeper understanding through discussion groups, reading partnerships, and independent work. We reinforce active reading strategies, with a specific focus on making inferences and summarizing. Independent reading is a critical component to being a successful reader, and this is heavily emphasized. As students progress through the Grade 5 program, they become comfortable and adept at thinking, speaking, and writing about what they read. Teachers aim to integrate reading and writing skills, enabling students to make valuable connections between these areas.

Students often examine nonfiction reading and writing in the context of social studies. The skills taught include reading for specific information, note-taking, organization, sequencing information, writing paragraphs, and editing. Students engage in several self-directed research projects, focusing on building effective research skills. An emphasis is placed on how to formulate research questions, evaluate and cite sources, and effectively share information with a larger audience in multiple ways. Students also develop their presentation skills, speaking in front of an audience to present with expression and clarity.

In Grade 5, the social studies curriculum explores ancient cultures. Students first investigate how archaeologists use artifacts to learn about pre-historic humans, specifically early human settlement and the development of agriculture in the Neolithic Age.  Students then embark on a journey to explore how ancient cultures developed, framing this work as a study of 'The Human Story'.  Students are concerned with how groups of people develop a defined social, cultural and organizational identity over time.  Furthermore, students explore how ancient people made sense of the world around them and what influenced their personal and collective beliefs. 

Throughout the year, students are developing independence in their research, study habits, and time management. Inquiry-based research is the basis for project work in the Grade 5 program, with a focus on non-fiction reading skills, note-taking, and oral presentations.

Download a flowchart of world language progressions (PDF).

The MS world languages program offers introductory courses (level Aa) in Chinese, French and Spanish to all Grade 5 students. These courses are designed for true beginners or those who have had minimal exposure to the target language. The Aa Spanish course is suitable for returning ASL students, who have been exposed to Spanish in the Lower School.

The Grade 5 world languages program aims to introduce students to the language and cultures of the Chinese‐, French- and Spanish‐speaking worlds.

This course aims to develop students’ ability to communicate about themselves and their immediate environment using simple sentences containing basic vocabulary and language structures.

Students practice and develop the skills of listening, speaking, reading and writing through a variety of communicative activities.

Note: Grade 5 students already fluent in one of these languages cannot enroll in this language class as it is designed for beginners.

Grade 5 students begin instruction on a band or orchestral instrument in addition to participating in the Grade 5 Choir. Each student chooses, with the assistance of the music faculty, an instrument suitable for the individual as well as to balance the instrumentation of the ensembles.

The instrumental program is designed to develop students' understanding of music through ensemble participation. Students learn pieces from music method books, along with age-appropriate concert music, and other scales and exercises. Emphasis is placed on technical development, tone production, good posture, rehearsal etiquette and the importance of regular practice at home.

The choral music classes utilize two-part choral music to introduce the concepts of breathing, tone production, blend, balance and musicianship. Early emphasis is placed on rehearsal skills and group cooperation. Students study a variety of choral literature representing a broad range of time periods and musical styles.

Grade 5 students spend four days at Calshot Activities and Environmental Centre which is located on the edge of the New Forest in Hampshire. The overnight field trip allows the students to experience science in the field, utilizing their ecology skills that have been developed in the ASL classroom. The over arching goal of this trip is to provide the students with opportunities to make new friendships while building team spirit.  In their teams they are engaged in a variety of activities ranging from stream mapping to rock climbing.

In Grade 6, English is taught as part of the humanities program. At times during the year, the teaching of reading and writing is integrated within the social studies curriculum; at other times, the two areas are treated as distinct subjects.

Within the writers' workshop format, students are encouraged to work with a growing sense of independence and initiative. Students learn specific writing strategies through whole class mini-lessons, and writing lessons scaffold to allow students to build upon skills learned throughout the year. Teachers stress revising and editing, helping students move independently through the writing process, and students learn to reflect on their own writing as well as to use peer and teacher feedback to clarify and strengthen their drafts. Vocabulary, grammar, and conventions are taught through direct instruction as well as within the context of student writing.

Our reading work throughout the year is balanced between whole class studies of a text and reading partnerships, where students strengthen their own reading abilities by discussing and analyzing texts with other readers. Students use close reading strategies to develop claims about a text and learn to support their ideas with textual evidence. Whenever possible, teachers aim to integrate reading and writing concepts and skills to enable students to make valuable connections between these areas. Independent reading is emphasized for enjoyment and as a way to build reading skills and stamina.

Students examine nonfiction reading and writing in the context of social studies units on ancient China, ancient Rome, the rise of Islam, and the Silk Road. The skills taught include reading for specific information, note taking, analyzing sources, and organizing information. Students engage in several self-directed research projects, focusing on building effective research skills. An emphasis is placed on formulating research questions, evaluating and citing sources, and synthesizing information.

The Grade 6 mathematics course is based upon the Common Core State Standards for mathematics. In Grade 6, instructional time focuses on four critical areas: (1) connecting ratio and rate to whole number multiplication and division and using concepts of ratio and rate to solve problems; (2) completing understanding of division of fractions and extending the notion of number to the system of rational numbers, which includes negative numbers; 3) writing, interpreting, and using expressions and equations; and (4) developing understanding of statistical thinking.

The course is taught from a variety of resources. The core resource is Connected Mathematics Project (CMP). Buzzmath.com is an online program used to reinforce skills; teachers assign individual and class assignments using this tool. Manipulatives, math games and online resources are also part of the instruction.

Throughout the Middle School, there is an emphasis on developing a deeper understanding of concepts and how they are connected. We support problem-based learning; in mathematics, students are encouraged to make sense of a situation rather than memorizing techniques and algorithms. At each grade level, a select set of important mathematical concepts, ideas and related procedures are studied in depth rather than skimming through a larger set of ideas in a shallow manner. There is an emphasis on writing about mathematical understanding and demonstrating mastery through constructing viable arguments. Calculators are not intended to replace mental math operations. Students will be informed when calculators are appropriate for homework.

Reporting to parents is made through conferences, two progress reports and mid-semester access to the grade portal. The semester proficiency level is comprised of unit assessments, projects, check-ups quizzes (individual and partnered), and written reflections. Students are given multiple opportunities to show mastery of the math standards and practices. Homework is an opportunity to practice and to challenge. Parents will be notified if there are three late assignments in one semester. 

Teachers seek to differentiate in order to meet the needs of each student. Instruction is responsive to the individuals, and teachers consistently monitor the level of enrichment and reinforcement needed.

Students focus on the three dimensions of the Next Generation Science Standards (NGSS) with an emphasis on the cross-cutting concepts of patterns, cause and effect, stability and change and structure and function. Throughout the year students have multiple opportunities to develop their science and engineering practices with a focus on: developing and using models, analyzing and interpreting data, evaluating information and constructing explanations. Students mirror the work of scientists and engineers by developing an understanding of these concepts and immersing themselves in the practices and the engineering design process with a focus on understanding the iterative nature of design. The unit questions for the year are: What are the properties of sound and light waves and how do they interact with materials? How do geologists understand how Earth has changed over time? How can we mitigate the impact of human activity as well as natural hazards? How do environmental and genetic factors determine a person’s traits? How and why do traits vary amongst organisms of the same species and how have humans tried to influence traits?

In Grade 6 humanities, the teaching of English and social studies is integrated, and throughout the year students work to become more advanced readers, writers, researchers, and speakers and listeners through an interdisciplinary approach to our topics.

In writing we use a writer’s workshop format, and students are encouraged to work with a growing sense of independence and initiative through the writing process. Students learn specific writing strategies through whole class mini-lessons, and writing lessons scaffold to allow students to build upon skills learned throughout the year. Teachers stress revising and editing, and students learn to reflect on their own writing as well as to use peer and teacher feedback to clarify and strengthen their drafts. Vocabulary, grammar, and conventions are taught through direct instruction as well as within the context of student writing.

Our reading work throughout the year is balanced between whole class studies of a text and reading partnerships, where students strengthen their reading abilities by discussing and analyzing texts with other readers. Guided by whole class mini-lessons, students use close reading strategies to develop claims about a text and learn to support their ideas with textual evidence. Independent reading is emphasized for enjoyment and as a way to build reading skills and stamina. Whenever possible, teachers aim to integrate reading and writing skills with our social studies concepts to enable students to make valuable connections between these areas. 

Our social studies program begins with an exploration of identity, as students examine the essential question: Who am I and what makes me who I am? Our second unit focuses on the idea of community, and we investigate questions such as: What makes a group a community? How do communities shape the way you think about yourself and others? Building on students’ understanding of individual identity and how individuals form communities, we then explore the topic of human migration. Using personal stories, modern and historical case studies, and current events, students seek to understand the questions: What factors influence someone to leave their home? What do people experience as they move from one place to another? How does migration impact the people who move and the communities they move to?

Throughout the year, students engage in several self-directed research projects, focusing on building effective research skills. Teachers work closely with the librarians to help students access and evaluate information using online and print resources. An emphasis is placed on formulating research questions, evaluating and citing sources, and synthesizing information.

Download a flowchart of world language progressions (PDF).

The MS world languages program offers beginners’ and continuers’ courses in Chinese, French and Spanish for students in Grade 6.

Level A is aimed at true beginners and students who have had minimal academic exposure to the target language.

Level Ab is aimed at students who have successfully completed at least one full year of an academic program in their chosen language. Classes are designed to develop listening, speaking, reading and writing skills through a variety of communicative activities.

A student who successfully completes the A or Ab courses continues on to a B course.

Students in Grade 6 participate in both an instrumental ensemble—either band or string orchestra—and the Grade 6 choir. Students new to the School, who have never played a band or orchestra instrument before, are given a specified choice of instruments to begin in Grade 6, and receive small-group instruction appropriate to their level. For all students, half of the music block is devoted to singing in the Grade 6 choir. Students who learned to play an instrument in Grade 5, either at ASL or at another school, can continue to build upon that experience and in the appropriate instrument class. The emphasis of the performing groups in Grade 6 is on developing an understanding of communication through music, along with technical and ensemble skills. The ultimate goal is an enjoyment and appreciation of the ability to make music, and for students to think of themselves as musicians.

The Grade 6 band class reinforces the basics of good musicianship, which include good posture, proper breathing, rhythmic accuracy, good intonation, ensemble balance, correct embouchure, proper fingerings, musical phrasing and clear articulation. Students learn many types of concert music, which represent a variety of styles and moods, and perform in both full band and small group settings.

The Grade 6 string orchestra program continues to support the development of technical skills such as proper playing position, rhythmic accuracy, listening and intonation, stylistic use of the bow, musical phrasing and literacy. Students play and perform a wide variety of music reflecting different styles and periods.

Grade 6 choir students learn rehearsal skills, proper tone production, sight-singing and performance techniques. Students practice sight-singing using the solfege system. There is occasional written work. The Grade 6 choir emphasizes the development of musical understanding in a fun and collaborative setting.

Grade 6 go to an Adventure Centre near Swindon for four days after the late May Bank Holiday. Cooperative activities on site are combined with time in Bath at the Roman Baths and to Fishbourne Roman Palace. The goals of this trip include developing friendships and strengthening existing ones, challenging themselves by trying new activities and igniting interests in new hobbies, and developing a healthy sense of self awareness and empathy for others.

In Grade 7 English, students continue to develop their independence and their literacy skills through writer’s and reader’s workshops, which emphasize student goals, student choice, and individualized support.

In writer’s workshop, students develop their writing skills through genre studies, using their independent and in-class reading as model texts. Guided lessons allow students to receive structured strategies for writing while also learning about the various stages of the writing process. Specific writing lessons may focus on genre-specific skills as well as idea development, organization, word choice, or voice. Vocabulary, grammar, and conventions are taught through direct instruction as well as within the context of student writing.

In readers’ workshop, students practice their literacy skills as a class, in literature groups, with a partner, and independently. Through reading a variety of literary and informational texts, students work toward individual reading goals and standards. Students are exposed to a wide variety of texts, including realistic fiction and dystopian novels, and specific reading lessons may focus on connecting, predicting, inferring, analyzing, and other skills. Students choose texts for their independent reading to challenge and stretch themselves as readers as they work toward their goals.

In speaking & listening, students engage in various discussions around both fiction and nonfiction texts. They learn collegial discussion practices, how to pose intriguing questions, and how to form relevant responses using textual evidence. To practice presentation skills, students give talks to the class focusing on emphasizing salient points whilst using appropriate eye contact, adequate volume, and clear pronunciation.

Throughout our studies, student choice and agency are at the heart of our curriculum.  We strive to empower our students to follow their passions, set personal goals, and support them in working to achieve them.

The Grade 7 mathematics course is based upon the Common Core State Standards for mathematics. In Grade 7, instructional time focuses on four critical areas: (1) developing understanding of and applying proportional relationships; (2) developing understanding of operations with rational numbers and working with expressions and linear equations; (3) solving problems involving scale drawings and informal geometric constructions, and working with two- and three-dimensional shapes to solve problems involving area, surface area, and volume; and (4) drawing inferences about populations based on samples.

The Grade 7 Math course is taught from a variety of resources and the core resource is the Connected Mathematics Project (CMP). Buzzmath.com is an online program used to reinforce skills; teachers assign individual and class assignments using this tool. Manipulatives, math games, online resources and calculators are also part of the instruction.

Throughout the Middle School, there is an emphasis on developing a deeper understanding of concepts and how they are connected. We support problem-based learning; in mathematics, students are encouraged to make sense of a situation rather than memorizing techniques and algorithms. At each grade level, a select set of important mathematical concepts, ideas and related procedures are studied in depth rather than skimming through a larger set of ideas in a shallow manner. There is an emphasis on writing about mathematical understanding and demonstrating mastery through constructing viable arguments. Calculators should be used to manipulate advanced numerical situations and to store information. Calculators are not intended to replace mental math operations. Students will be informed when calculators are appropriate for homework.

Reporting to parents is made through conferences, mid-semester access to the mastery portal, and end of semester report cards. The semester proficiency level consists of unit assessments, projects, check-ups, quizzes (individual and partnered), and written reflections. Students are given multiple opportunities to show mastery of the math standards and practices. Homework is an opportunity to practice and to challenge. 

Teachers seek to differentiate in order to meet the needs of each student. Instruction is responsive to the individuals, and teachers consistently monitor the level of enrichment and reinforcement needed.

The focus in Grade 7 Science is to continue to develop the skills of thinking, acting and working as scientists do. Students explore these skills through the content areas of evolution, energy and forces, and geoscience processes, with a culminating project about human impacts on Earth’s resources. The themes of energy, cause and effect and system interactions help students to construct connections between these concepts inclusive of all three areas of science, life, physical and earth. Students utilize practices such as engaging in scientific arguments, modeling, analyzing data, constructing explanations, and working with engineering practices to gain a deeper understanding of the world around them and to communicate these ideas to a wider community.  

The Grade 7 social studies curriculum explores the concepts of Identity and Perspective, Power and The British Empire, and Change and Post-Colonialism. Through conceptual learning strategies, students are encouraged to inquire, learn, and develop generalizations in order to come to deeper understandings about the world in which they live. Through this course of study, students gain an appreciation for identity, diversity, justice, and action while developing a greater understanding of what happens when diverse cultures interact and how that has impacted the world we live in today. Students leave the course considering the role of the individual in ensuring the general welfare of society and how individuals and small groups can enact change on a large scale.

Students use a variety of sources, including primary sources, videos, handouts, databases, textbook excerpts, educational websites, and simulations in order to examine the course concepts through the lenses of personal, historical, and current events. Students use these sources to establish a narrative timeline of key historical events. Once students have a grasp of this timeline, they consider essential questions that are linked to Grade 7 social studies standards in order to draw their own conclusions about the past and to link those conclusions to the present.

Throughout Grade 7, students focus on key social studies skills. While learning about places and themes, students develop their persuasive writing skills, beginning with individual paragraphs and working up to constructing complex essays. While learning the content, note taking and research skills are explicitly taught. Students also develop historical thinking skills over the length of the year through learning to source documents, analyze sources for reliability and bias, to corroborate findings, to consider conflicting information, and how to communicate their learning.

Download a flowchart of world language progressions (PDF).

The MS world languages program offers two levels of courses in Chinese, French and Spanish for students in Grade 7 (levels A and B).

Level A is aimed at true beginners and students who have had minimal academic exposure to the target language.

This course aims to develop students’ ability to communicate about themselves and their immediate environment using simple sentences containing basic vocabulary and language structures.

A student who successfully completes the A course continues on to a B course in Grade 8.

Level B is for students who have successfully completed a minimum of one full year of an academic program in their chosen language. Building on the skills acquired in the A course, students continue to use simple sentence structures and vocabulary on more familiar topics. Through a variety of communicative activities, students continue to develop the four language skills: listening, speaking, reading and writing.

A student who successfully completes the B course continues on to a C course in Grade 8.

Students in Grade 7 participate in both an instrumental ensemble—either band or string orchestra—and the Grade 7 choir. Students new to the School who have never played a band or orchestra instrument before are given a specified choice of instruments to begin in Grade 7, and receive small-group instruction appropriate to their level. For all students, a portion of their music block is devoted to singing in the Grade 7 choir. Students who begun learning to play an instrument, either at ASL or at another school, can continue to build upon that experience and in the appropriate instrument class. The emphasis of the performing groups in Grade 7 is on developing an understanding of communication through music, along with technical and ensemble skills. The ultimate goal is an enjoyment and appreciation of the ability to make music, and for students to think of themselves as musicians.

The Grade 7 band class reinforces the basics of good musicianship, which include good posture, proper breathing, rhythmic accuracy, good intonation, ensemble balance, correct embouchure, proper fingerings, musical phrasing and clear articulation. Students learn many types of concert music, which represent a variety of styles and moods, and perform in both full band and small group settings.

The Grade 7 string orchestra program continues to support the development of technical skills such as proper playing position, rhythmic accuracy, listening and intonation, stylistic use of the bow, musical phrasing and literacy. Students play and perform a wide variety of music reflecting different styles and periods.

Grade 7 choir students learn rehearsal skills, proper tone production, sight-singing and performance techniques. Students practice sight-singing using the solfege system. There is occasional written work. The Grade 7 choir emphasizes the development of musical understanding in a fun and collaborative setting.

Grade 7 students participate in one field study experience, which coordinates with their study of ecology. Trips are taken to Pembrokeshire in Wales, the Yorkshire Dales and the Lake District. Students are able to experience first-hand many of the larger concepts covered throughout the year. They practice interpreting field data and observations.  There is also an emphasis on team-building and building positive relationships with their peers and advisors.

Most students in Grade 7 take one elective each semester. Students in the specific learning differences program (SLD) in Grade 7 will take an elective for one semester. All students are asked to rank all available classes in order of their preferred choices (1 for first choice, 2 for second, up through 14 for last choice). Students are assigned to elective classes based on a combination of their choices, random lottery allocation, and to allow for a variety of disciplinary experiences within a student's middle school career. Depending on enrollment numbers, it may not be possible to offer all courses. No middle school elective is a prerequisite for a high school course.

Ceramics: This elective allows students to experience the creative and imaginative possibilities of clay. Students create both functional and sculptural pieces using pinch pot, slab and coil techniques, inspired by ceramic artists from many cultures and time periods. Sketchbooks are used for planning designs, documenting process and reflecting on their work. Students are encouraged to envision, explore, engage and persist as they develop their craft and methods of expression.

Dance: The dance elective provides an opportunity for students to learn about dance and choreography and its relation to music. Students will develop skills in new and innovative genres, such as the acrobatic techniques of break dance and the pace and dynamics of modern dance. Participating in dance develops co-ordination, strength, flexibility and musicality. It can also provide a foundation for students considering taking dance courses in high school. All levels of experience are welcome. Beginners and more experienced dancers will be challenged accordingly.

Design: In this course, students will be introduced to 2-D and 3-D modeling programs and sophisticated laser machining and 3D printing technology to construct innovative designs and products. Students will learn about the product design process and how to use powerful computer software. They will then use state-of-the-art tools to build their designed objects. No prior technology knowledge is required, just a good imagination.

Digital filmmaking: This course focuses on the use of multi-media elements to tell a story. Students will learn what is involved in the filmmaking process and how to edit video clips in iMovie. Using sound and video, students will produce several digital media projects. They will be assessed on their ability to plan their projects, tell a story through movies, and demonstrate effective use of filmmaking and editing techniques.

Digital photography: By examining topics such as exposure, composition, and photographic vision, this course explores how to create compelling images. Students will complete short- and long-term projects in a range of genres such as photo essays, action, portrait and still life photography. The course will also introduce students to basic Adobe Photoshop editing skills. Since it is important to be able to take pictures on-the-go, the school provides digital cameras to the students, although students are also welcome to bring their own cameras from home. Students will maintain a digital portfolio of their best work in Picasa (through their school Google Docs accounts) to highlight their work throughout the semester.

Drama: The drama elective encourages students to explore their imagination, develop self-confidence and self-expression, reinforce speech and communication skills, as well as develop a general appreciation for the theater arts. Students are introduced to the elements of drama (location, character, problem, solution and ending) through the use of theater games, improvised storytelling and scripts. Through role-play, students reinforce their ability to use the elements of drama to develop improvised stories based on fairy tales, myths, dreams, books, films, and personal experiences, which they create, rehearse and present to their peers. Students are required to present an original final performance piece at the end of the semester.

Journalistic writing: Have you ever wanted to see your name in print or have your writing read by many people? This course teaches you the necessary skills to explore the world of journalism. Students examine different types of journalistic writing: news stories, feature stories that you might see in a magazine or the features section of a newspaper, sports stories, arts and entertainment stories such as music and movie reviews, opinions or commentary pieces, and many more. All writing is submitted to The Scroll or the Middle School Yearbook to be considered for publication.

Media studies: Students will explore the impact that media messages have on society and, specifically, themselves. By examining various media messages, such as magazine advertisements and TV commercials, students will learn how to deconstruct each ad to uncover the truth behind the messages. Students will also learn how to use Photoshop, InDesign and iMovie in order to create their own media messages.

Outdoor fitness: Students in this elective will discover how to measure their fitness level, use a heart rate monitor and will learn about the relationship between heart rate and overall health. Classes are very active and held mostly at Primrose Hill. Activities include running, soccer, ultimate frisbee, hockey and flag rugby.

Podcast production: In this elective, students will work together as a class to record, edit and produce their own radio podcasts. Combining music, interviews, news and human-interest stories, the class-created podcasts will be available for all middle school students to listen to. Working as part of a team, students will become programmers, announcers, producers and engineers, and will communicate through their podcasts with a wide audience.

Sculpture: This class allows students to experience the creative and imaginative possibilities of a variety of three-dimensional mediums. Inspired by sculptors and designers from different cultures and time periods, students plan and create sculptural pieces using materials such as paper mache, wire, found objects, and clay. With a focus on individual expression and personal meaning, students are encouraged to push their creative boundaries as they envision ideas, explore possibilities, and develop their sculptural craft.

Service learning: Are you interested in making our school, our city, and our world a better place? In this class students will investigate issues in our community, locally and globally, and use skills and interests to affect positive change. Students will learn more about topics that are important to them, and make plans and decisions for action. With continual reflection and revision, students’ skills will improve and their positive impact will continue to grow. Service learning is an opportunity to be a leader and to make a difference here at ASL and beyond!

Studio art: In this elective, students work on a series of drawing, painting, and printmaking projects. They use a variety of media including watercolors, acrylic paint, colored pencils, chalk pastels and inks. Projects are based around drawing from observation as well as the imagination and creative problem solving is encouraged at all times. Subject matter includes soft toys, cakes, soft drink cans, as well as other still life objects. Over the semester students develop a colorful portfolio of expressive two dimensional artworks that explore the elements and principles of art and work with various techniques and learn about mark making, color, pattern and value. They look at the work of famous contemporary artists as well as those from the past to help enhance their understanding of art production and appreciation.

Yearbook: Make your mark on the Middle School by becoming a member of the yearbook staff! Help chronicle a year in time while learning about graphic design, photography, and copywriting. Learn the basics of layout design and how to use Adobe InDesign, the software used by almost all major publications. Stand-alone projects will also allow you to practice your skills and flex your graphic design muscles. Of course, the most exciting part of being a yearbook staff member is being able to take the interviews you conduct and the photographs you collect or shoot and craft them into a book that everyone looks forward to receiving at the end of the year!

In Grade 8 English, students continue to grow more independent through our use of modified writers’ and readers’ workshops.

Students explore several genres of writing and media over the course of the year, with the central idea that purpose and audience drive format and style. Genres may include personal narrative, journalistic writing, fiction and poetry. Our classes are writing communities where students apply lessons to their own work and make decisions about their writing process. They practice writing to elicit intentional emotions or connections in their readers, creating greater awareness of the effects of words.

Vocabulary, grammar, and conventions are taught through direct instruction as well as within the context of student writing.

The goal of text study in Grade 8 is to expose students to a wide range of texts and to inspire actively involved readers. During the year, students work individually and collaboratively, both in guided and independent reading of genres including non fiction, drama, novels and poetry. For example, as part of our unit on drama, students take part in a workshop at The Globe Theatre—learning that drama is meant to be performed, not simply read. Students learn to analyze literature, practice annotating text, and participate in small group and whole class discussions. Reading serves as a model for writing and as a means to understand the world.

Students hone their speaking and listening skills through frequent in-class discussions as well as through the Art of Rhetoric unit, in which students analyze speeches and identify rhetorical devices, before writing and performing speeches of their own.

Students take one of two courses: Grade 8 mathematics or Algebra 1. Both courses are based upon the Common Core State Standards for mathematics. Both courses emphasize the Standards for Mathematical Practice. 

In Grade 8 mathematics, instructional time focuses on five key content areas: (1) Irrational numbers and the Pythagorean Theorem. (2) Geometric transformations, congruence, and similarity. (3) Exponents & Scientific Notation. (4) Introduction to Functions. (5) Linear functions, systems of linear equations & modeling bivariate data with lines of best fit.

In Algebra I, instructional time focuses on six content areas: (1) Introduction to Data Science, (2) Linear Functions, systems of linear equations, & modeling bivariate data with lines of best fit, (3) Function Relationships, (4) Exponential Functions, (5) Quadratic Functions (6) Rational & Irrational numbers & Pythagorean Theorem

We use a variety of resources for both courses including: Illustrative Mathematics, Fishtank, Desmos, Geogebra, Connected Mathematics Project, Citizen Math, YouCubed, and various other resources.

Throughout the Middle School, there is an emphasis on developing a deeper understanding of concepts and how they are connected. We support problem-based learning; in mathematics, students are encouraged to make sense of a situation rather than memorizing techniques and algorithms. At each grade level, a select set of important mathematical concepts, ideas and related procedures are studied in depth rather than skimming through a larger set of ideas in a shallow manner. There is an emphasis on writing about mathematical understanding and demonstrating mastery through novel problem solving. Technology is integrated throughout the course to support problem solving.

Reporting to parents is done through conferences, two progress reports and access to the mastery portal. The semester proficiency levels are derived from unit tests, end of unit projects, presentations, quizzes, check-ups, partner work, reflections, and investigative work. Homework is monitored, provided feedback, and completion is reflected in the Approaches to Learning.  Students are provided multiple opportunities to demonstrate their proficiency on any given standard. Students' year-long performance on the academic standards and Approaches to Learning, along with teacher recommendations, play a role in course placement for the following year.

Teachers seek to differentiate in order to meet the needs of each student. Instruction is responsive to the individuals, and teachers consistently monitor the level of enrichment and reinforcement needed.

Download a flowchart of world language progressions (PDF).

The MS world languages program offers three levels of courses in Chinese, French and Spanish for students in Grade 8 (levels A, B and C).

Level A is aimed at true beginners and students who have had minimal academic exposure to the target language. A student who successfully completes the A course enters a high school level I course.

Level B is for students who have successfully completed a minimum of one full year of an academic program in their chosen language. A student who successfully completes the B course continues on to a high school level II course.

Level C is for students who have successfully completed a minimum of two full years of an academic program in their chosen language. Building on the skills acquired in the B course, students begin to use more complex sentence structures and expand their vocabulary. Through a variety of communicative activities, students continue to develop the four language skills: listening, speaking, reading and writing. A student who successfully completes the C course continues on to a high school level III course.

Grade 8 Science marks the culmination of scientific inquiry in the Middle School. The NGSS cross-cutting concepts underpin the learning during this year's theme of how energy and matter interact with and move through systems.  This course of inquiry is interwoven throughout the integrated curriculum. Through this work, students continue to develop and refine their scientific and engineering practices through the content areas of chemical reactions, the transfer of thermal energy, weather and climate, the cycling of matter and energy in organisms and ecosystems, as well as ecosystems’ interdependent relationships. Engineering standards are emphasized as students move through several design and solution iterations within problem criteria and constraints. Finally, students continue to reinforce and master the ability to design and conduct experiments and to analyze, communicate and explain the results.  Through these experiences and more, students gain a strong understanding of environmental justice and develop a keen eye for engaging critically in the world around them.

Grade 8 Social Studies builds upon previous years’ skills and is centered on conceptual understanding, thinking critically, research/ inquiry, knowledge and communication of understanding. Student voice and critical thinking continue to be at the heart of the curriculum. The year begins with a unit on thinking and reading like a historian which focuses on the role of bias and perspective and the analysis of primary and secondary sources.. This study informs and drives our studies throughout the year. In the belief that Grade 8 is an important time to practice critical learning skills, throughout this year students work on developing and honing skills such as: historical research, developing research questions, the art of argument (both oral and written), examining primary documents, and both questioning and analyzing historical and current issues.

Conceptual understanding is focused on the themes of governance, rights and conflict. Throughout the year, students will gain an appreciation for the roles of identity, diversity, justice and action as they deepen their understanding of these course themes. As part of their study on governance students look to understand why governments exist as well as political change through several possible lenses; i.e South African Apartheid, US Elections, the Partition of India, the Cuban Revolution, etc. As part of their study of rights they will gain a deeper understanding of the US Bill of Rights and the Universal Declaration of Human Rights. The study of global human rights and the challenges that exist in guaranteeing rights for all is a primary focus for student-led inquiry. As part of their study of conflict students focus on WW I and II as examples, examining the human impact of war on a society. Students practice and hone the skills of inquiry, choosing research topics, crafting essential questions, and increasing ownership over their learning throughout the year.

In the final year of middle school, every ASL student may choose two areas of concentration in the Performing Arts. These include:

• Band
• Choir
• Orchestra
• Dance
• Drama

Grade 8 students will attend their two performing arts classes on alternating days, attending one class on Days 1 & 5, and attending the other class on Days 3 & 7.

It is also possible to do a “specialist” concentration in Orchestra or Band, meaning that you do that ONE music ensemble class all four times in the 8-day cycle.

Different combinations are possible apart from pairing dance with drama, and please note that there are no beginner instrument classes in Grade 8.

Band

This ensemble is for students with at least one year of experience playing a brass or woodwind or percussion instrument (percussion includes instruments such as snare drum and keyboard percussion such as marimba). The Grade 8 Band will play a wide variety of music. Members of the band will be eligible to audition for the European Middle School Honor Band.

 
Choir

This ensemble is for students who enjoy singing in a multi-part ensemble. Choir will be organized by gender to allow for vocal techniques and repertoire specific to adolescent development. The Grade 8 choirs will sing a wide variety of music and may include a cappella projects. No previous experience required. Members of the choir will be eligible to audition for European Middle School Honor Choirs.

 
Orchestra

This ensemble class is for students with at least one year of experience playing a bowed string instrument (violin, viola, cello, double bass). The Grade 8 Orchestra will develop intermediate-advanced string technique and play a wide variety of music. Members of the orchestra will be eligible to audition for the European Middle School Honor Orchestra.

 
Dance

This class is for students who wish to explore the art of dance and movement. Students will experience a variety of movement and dance forms through routines, improvisation, and performances both in and out of class to a variety of musical styles. No previous experience required.

 
Drama

This class is for students who wish to deepen their experience with the dramatic arts through improvisation, script-work, and performances both in and out of class. No previous experience required.

Grade 8 students participate in an Outward Bound trip in the fall. Based at the Outward Bound center in Aberdovey, Wales, students and their advisors take part in outdoor activities and challenges. The trip emphasizes safety, group cooperation and responsibility, and age-appropriate risk-taking. The trip is of significant value to the individual student and to the positive dynamics of the grade as a whole throughout the school year. In the spring, Grade 8 students travel to the beaches of Normandy to visit World War II sites in connection with their study of American and European history.

Most students in Grade 8 take one elective each semester. Students in the specific learning differences program (SLD) in Grade 8 will take an elective for one semester. All students are asked to rank all available classes in order of their preferred choices (1 for first choice, 2 for second, up through 16 for last choice). Students are assigned to elective classes based on a combination of their choices, random lottery allocation, and to allow for a variety of disciplinary experiences within a student's middle school career. Depending on enrollment numbers, it may not be possible to offer all courses. No middle school elective is a prerequisite for a high school course.

Artful computing with Arduino: In this elective, students will explore a mix of electronics, computer science, and artistic whimsy by designing and building devices that interact with the world around them. Students will collaborate with others to think of interesting devices that emit light, make sounds, run motors, and respond to temperature, touch, sound, or light and then implement them using the Arduino sensor board. This course is a great opportunity to develop creativity, programming skills, artistry and invention. No prior experience is required.

Ceramics: This elective allows students to experience the creative and imaginative possibilities of clay. Students create both functional and sculptural pieces using pinch pot, slab and coil techniques, inspired by ceramic artists from many cultures and time periods. Sketchbooks are used for planning designs, documenting process and reflecting on their work. Students are encouraged to envision, explore, engage and persist as they develop their craft and methods of expression.

Dance: The dance elective provides an opportunity for students to learn about dance and choreography and its relation to music. Students will develop skills in new and innovative genres, such as the acrobatic techniques of break dance and the pace and dynamics of modern dance. Participating in dance develops coordination, strength, flexibility and musicality. It can also provide a foundation for students considering taking dance courses in high school. All levels of experience are welcome. Beginners and more experienced dancers will be challenged accordingly.

Design: In this course, students will be introduced to 2-D and 3-D modeling programs and sophisticated laser machining and 3D printing technology to construct innovative designs and products. Students will learn about the product design process and how to use powerful computer software. They will then use state-of-the-art tools to build their designed objects. No prior technology knowledge is required, just a good imagination.

Digital animation: This elective allows students to use state-of-the-art software to turn their wildest imaginative ideas into incredible 3D creations. The course is designed to teach the skills needed to produce a short 3D animated movie with a program called Maya. Students will learn how to model polygons to build characters and objects. Adding textures and colors to 3D creations and building a world, or a movie set for models to populate will follow. Next students will set up cameras and lighting and add movement so that the models fly, walk, crawl, roll, climb, slither, swim or move in some new creative way. If you can imagine it, you can build it in Maya.  

Digital filmmaking: This course focuses on the use of multi-media elements to tell a story. Students will learn what is involved in the filmmaking process and how to edit video clips in iMovie. Using sound and video, students will produce several digital media projects. They will be assessed on their ability to plan their projects, tell a story through movies, and demonstrate effective use of filmmaking and editing techniques.

Digital photography: By examining topics such as exposure, composition, and photographic vision, this course explores how to create compelling images. Students will complete short- and long-term projects in a range of genres such as photo essays, action, portrait and still life photography. The course will also introduce students to basic Adobe Photoshop editing skills. Since it is important to be able to take pictures on-the-go, the school provides digital cameras to the students, although students are also welcome to bring their own cameras from home. Students will maintain a digital portfolio of their best work in Picasa (through their school Google Docs accounts) to highlight their work throughout the semester.

Drama: The drama elective encourages students to explore their imagination, develop self-confidence and self-expression, reinforce speech and communication skills, as well as develop a general appreciation for the theater arts. Students are introduced to the elements of drama (location, character, problem, solution and ending) through the use of theater games, improvised storytelling and scripts. Through role-play, students reinforce their ability to use the elements of drama to develop improvised stories based on fairy tales, myths, dreams, books, films, and personal experiences, which they create, rehearse and present to their peers. Students are required to present an original final performance piece at the end of the semester.

Drawing and painting: In this elective, students develop their artistic skills and vision, working from observation and imagination. A variety of media is introduced as students expand their skills with painting, drawing and printmaking media. Subject matter includes candy, still life, lobsters, fish and animal portraits. Students work with watercolors, acrylic paint, colored pencils, chalk and oil pastels and inks. The work of various artists and their techniques is introduced to supplement students’ knowledge of how art is used in the world. Student work is displayed around the school and regular class critiques develop the use of art terminology to communicate ideas.

Explore London: What is your passion: Music? Art? History? Sports? Literature? The city is your extended classroom in this elective as we connect your interests to London’s past and present. Think outside the box and get outside of the building. Students will research and propose local excursions based on themes they care about, and help lead those trips. In addition, they will create and contribute to an ongoing reflective journal that will serve as a visual time capsule of what was discovered over the semester. In addition to time in the classroom, students will travel during the school day to various sites around London, sometimes within the elective block time and sometimes during class time and lunch/recess.  

Journalistic writing: Have you ever wanted to see your name in print or have your writing read by many people? This course teaches you the necessary skills to explore the world of journalism. Students examine different types of journalistic writing: news stories, feature stories that you might see in a magazine or the features section of a newspaper, sports stories, arts and entertainment stories such as music and movie reviews, opinions or commentary pieces, and many more. All writing is submitted to The Scroll or the Middle School Yearbook to be considered for publication.

Media studies: Students will explore the impact that media messages have on society and, specifically, themselves. By examining various media messages, such as magazine advertisements and TV commercials, students will learn how to deconstruct each ad to uncover the truth behind the messages. Students will also learn how to use Photoshop, InDesign and iMovie in order to create their own media messages.

Psychology: This class provides a basic overview of the field of psychology. On the first day of the course, students complete a survey based on the topics they are most interested in, and the curriculum unfolds largely based on their responses. Interactive learning and individual research are emphasized. Explored topics include brain development and function, psychological disorders and treatments, states of consciousness, motivation, and learning styles. We go on a field trip to the Freud Museum and complete the semester with a student-conducted psychological experiment and presentation.

Sculpture: This class allows students to experience the creative and imaginative possibilities of a variety of three-dimensional mediums. Inspired by sculptors and designers from different cultures and time periods, students plan and create sculptural pieces using materials such as paper mache, wire, found objects, and clay. With a focus on individual expression and personal meaning, students are encouraged to push their creative boundaries as they envision ideas, explore possibilities, and develop their sculptural craft.

Service learning: Are you interested in making our school, our city, and our world a better place? In this class students will investigate issues in our community, locally and globally, and use skills and interests to affect positive change. Students will learn more about topics that are important to them, and make plans and decisions for action. With continual reflection and revision, students’ skills will improve and their positive impact will continue to grow. Service learning is an opportunity to be a leader and to make a difference here at ASL and beyond!

Yearbook: Make your mark on the Middle School by becoming a member of the yearbook staff! Help chronicle a year in time while learning about graphic design, photography, and copywriting. Learn the basics of layout design and how to use Adobe InDesign, the software used by almost all major publications. Stand-alone projects will also allow you to practice your skills and flex your graphic design muscles. Of course, the most exciting part of being a yearbook staff member is being able to take the interviews you conduct and the photographs you collect or shoot and craft them into a book that everyone looks forward to receiving at the end of the year!