Grade 6

In Grade 6 Art, students explore themes of transformation and change through dynamic projects in 2D (painting, drawing, collage), 3D (assemblage and sculpture), and 4D (time-based media like clay animation). Guided by the National Core Arts Standards and ASL’s Approaches to Learning, students engage in creative challenges that build skills, encourage experimentation and promote self-expression.

Each student maintains a portfolio that documents the development of ideas, materials exploration, and reflections on their learning. This process helps students understand that artistic growth comes through inquiry, practice, feedback and revision.

Projects encourage risk-taking and flexible thinking, moving from observation-based work to more abstract and conceptual pieces. Students investigate how artists across cultures and time respond to change, drawing connections to their own identities.

By combining technical skill-building with personal expression, students develop confidence and a deeper understanding of how art communicates meaning. Whether creating a symbolic collage, a sculpture of a reimagined space, or an animated story, students learn to articulate their ideas visually and verbally.

Grade 6 art empowers students to see themselves as artists—curious, courageous and capable of transformation.

In Grade 6 English, student choice and agency are at the heart of our curriculum. Students grow as writers across the genres of informational writing, argument writing, and narrative writing. Within the modified writers’ workshop format, students learn specific writing strategies through whole-class mini-lessons, and writing lessons allow students to build upon skills learned throughout the year. Teachers emphasize 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 mechanical conventions are taught through direct instruction, as well as within the context of student writing.

Our reading work throughout the year includes a whole-class study of a mentor text, and reading partnerships. During reading partnerships, students strengthen their own reading abilities by discussing and analyzing texts of their choice with another reader. 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. 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 both for enjoyment and as a way for students to build reading skills and stamina.

Through speaking and listening, students engage in discussions around fiction and nonfiction texts. They learn collegial discussion practices, how to pose intriguing questions, how to form relevant responses using textual evidence, and how to actively listen and pose follow-up questions. 

The Grade 6 Mathematics course is based on 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 the 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, including negative numbers; 3) writing, interpreting, and using expressions and equations; and (4) developing an understanding of statistical thinking.

The core resource used is Connected Mathematics Project. 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 instruction.

As is done throughout the Middle School, Grade 6 Mathematics places an emphasis on developing a deeper understanding of concepts and how they are connected. We support problem-based learning, and students are encouraged to make sense of a given mathematical situation rather than memorizing techniques and algorithms. Important mathematical concepts, ideas, and related procedures are studied in depth, rather than asking students to skim a larger set of ideas in a shallow manner. Grade 6 Mathematics emphasizes writing about mathematical understanding and demonstrating mastery through constructing viable arguments. Calculators are not intended to replace mental math operations. 

Reporting to parents/guardians is done through conferences, access to the Teamie 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 demonstrate mastery of math standards and practices. Homework is an opportunity for students to practice and to be challenged. 

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

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 specific 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—may continue to build on that experience in the appropriate instrument class. Grade 6 performance groups emphasize developing an understanding of communication through music, along with technical and ensemble skills. The ultimate goal is for students to enjoy and appreciate the ability to make music, and for students to think of themselves as musicians.

Grade 6 Band reinforces musicianship basics, 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 they perform in both full-band and small-group settings.

Grade 6 String Orchestra supports the development of technical skills, such as proper playing position, rhythmic accuracy, listening and intonation, stylistic use of the bow, and musical phrasing and literacy. Students play and perform a wide variety of music reflecting different styles and periods.

Students in Grade 6 Choir learn rehearsal skills, proper tone production, sight-singing, and performance techniques. Students practice sight-singing using the solfège system, and complete occasional written work. Grade 6 Choir emphasizes the development of musical understanding in a fun and collaborative setting.

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, and systems and system models. 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, constructing explanations, and designing solutions to real-world problems. Units are driven by  interesting scientific phenomena, and students mirror the work of scientists and engineers through investigation, developing an understanding of these scientific concepts. 

Units for the year in Grade 6 Science are:

• Light and matter: Why do we sometimes see different things when looking at the same object? Students investigate questions about how a one-way mirror works. They learn about the structure of mirrors, glass windows, and one-way mirrors to develop models that help explain how light interacts with objects through mechanisms such as the transmission, reflection, and refraction of light.
• Thermal energy: How does thermal energy flow from one location to another? Students wonder how different materials impact the transfer of thermal energy with a specific focus on the nature of absorption and conduction. They observe changes in temperature in different sample materials, wonder about how the structure of different materials affects the transfer of thermal energy, and model the flow of heat from one material to another. Students apply scientific ideas to develop, test, and iterate a thermal energy engineering design project.
• Weather and climate: Why do storms form and move across the planet in predictable ways? Students apply and extend their learning from investigations into thermal energy to learn about  weather, climate, and water cycling. Through the study of evaporation, condensation, convection, Earth and Sun interactions, and the Coriolis effect, students learn about global weather patterns and events. As a capstone experience, students research case studies to learn about and design solutions for mitigating the impact of extreme weather events.  
• Plate tectonics and rock cycling: What causes the Earth’s surface to change? Students start by exploring earthquakes: what they are, and why they happen where they do. . They use computer simulations and hands-on investigations to deepen  their understanding of earthquakes, volcanoes, and plate tectonics. Students solidify their understanding of geologic timescales by modeling concepts such as erosion, weathering, the rock cycle, and continental drift. This unit culminates in an engineering and design challenge that helps students learn about how we might mitigate the impacts of major earthquakes. 
• Cells and systems: How do living things heal? Students learn about the biological process of healing that takes place in the human body after it sustains an injury. They discover how to identify the organelles, cells, and tissues of living things through  observing  specimens  under the microscope. Students use analogous thinking to model how a cell is a system of interacting parts. Finally, students design their own investigations to respond to claims comparing the structure of living and nonliving things. 

In Grade 6, the teaching of social studies emerges as a distinct academic subject. To build on the research skills and exploration of ancient societies introduced in Grade 5, students in Grade 6 study the concepts of cultural interaction and connection. Students examine how human interaction with geography impacts the settlement and development of societies and how societies interact and connect with each other through the exchange of goods and ideas. To begin, students review foundational components of social studies, including geography, society, politics, economics and culture. They use these lenses throughout the school year to deepen their understanding of the world today and our shared human history. They investigate the societies of ancient China and ancient Rome. In the second half of the year, students study the origins and expansion of Islam and the network of exchange known as the Silk Roads. A culminating independent research project affords students the opportunity to demonstrate their skills with an inquiry of their choice.  

Throughout the year, Grade 6 students work on building key research skills, including generating and refining research questions, planning inquiries and identifying, evaluating and gathering information from a variety of sources. Students learn to construct reasoned arguments and communicate their knowledge and understanding in writing, class discussions, debates, projects and presentations.
 

The middle school world languages and cultures program offers two course levels in Mandarin, French, and Spanish for students in Grade 6: levels A and Ab

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 in Grade 7