Grade 8

In Grade 8 English, student choice and agency are at the heart of our curriculum, and 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 fiction and poetry. Classes are writing communities in which 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. Grammar and conventions are taught through direct instruction as well as within the context of student writing. Vocabulary is taught in context of the units studied.

The goal of text study in Grade 8 is to expose students to a wide range of literature 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, poetry and visual media. 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 also hone their speaking and listening skills through frequent in-class discussions as well as through a media awareness unit, in which students analyze sources of information.

Lifelong reading is supported through guided independent reading throughout the year.   Students are expected to read widely across genres, topics, reading levels and formats.

Students take one of two courses: Grade 8 mathematics or Algebra 1. Both courses are based on 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 and scientific notation; (4) introduction to functions; and (5) linear functions, systems of linear equations and 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 and modeling bivariate data with lines of best fit; (3) function relationships; (4) exponential functions; (5) quadratic functions; and (6) rational and irrational numbers and Pythagorean theorem.

We use a variety of resources for both courses including Illustrative Mathematics, Fishtank, Desmos, Geogebra, Connected Mathematics Project, 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/guardians is made through conferences, access to the mastery portal, and end-of-semester report cards. The semester proficiency level consists of unit assessments, projects, performance tasks and quizzes. Students are given multiple opportunities to show mastery of the math standards and practices. Homework is an opportunity to practice and to challenge. 
 

In the final year of middle school, every ASL student elects to specialize in one area of the performing arts:

• Band
• Choir
• Orchestra
• Musical theater
• Digital music

Building upon their experience in Grade 7, students work to specialize in one area as a pathway to the performing arts in the High School. There is an opportunity for those interested in doubling among band and choir, orchestra and choir, or band and orchestra. Students must express interest in doing so and receive departmental approval. 

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

Choir 
The Grade 8 choir is open to all students without audition. The choir sings music from medieval to modern and everything in between in both classical and popular idioms. In addition to preparing music for performance, students learn healthy vocal technique, musicianship skills, and appropriate performance practice and style. Members are eligible to audition for European Middle School Honor Choirs.   

Digital music studies 
Students explore music from a compositional and analytical perspective. They develop music creation and production skills using GarageBand and other related web-based resources. Students receive instruction in basic keyboard (piano) skills, music theory, music writing software, recording techniques and music history, all of which help build a strong foundation for their musical creativity. 

Musical theater 
This yearlong course explores the craft of musical theater through exploration of acting techniques, dance training and musical theater storytelling conventions. Designed with ensemble training in mind, this course focuses on building collaboration and storytelling skills through a variety of different ensemble-building exercises and explores what it means to be a part of a musical theater ensemble. Through different workshops and units, students have the opportunity to explore and gain proficiency in all areas of musical theater, working towards a small musical showcase in the winter and a mini-musical presentation in the spring. No solo singing is required and no prior singing experience is necessary for this class. 

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

Grade 8 science marks the culmination of scientific inquiry in the Middle School. The Next Generation Science Standards (NGSS) cross-cutting concepts underpin the year of learning.  Inquiry is interwoven throughout the integrated curriculum, which engages students as they develop scientific and engineering practices with a focus on developing and using models, analyzing and interpreting data, evidence-based argumentation and experimental design. Units are grounded in anchoring phenomena as students mirror the work of scientists and engineers in order to build skills and develop deep conceptual understanding. 
Grade 8 units for the year are:

• Genetics: Why are living things different from one another? Students discover how muscles typically develop as a result of environmental factors then figure out genetic factors that have an impact. Students then use acquired knowledge to help them explain other trait variations they have seen in animals and plants.
• Natural selection: How could things living today be connected to the things that lived long ago? Students use their model for natural selection to explain how variations in different species could result from natural selection and descend from common ancestry. They analyze embryological data to their argument supporting how different species may be connected.
• Contact forces: Why do things sometimes get damaged when they hit each other? Students use free-body diagrams, mathematical models, and system models to explain the effects of relative forces, mass, speed and energy in collisions. They then use what they have learned about collisions to engineer something that will protect a fragile object from damage within given criteria and constraints, while developing micro and macro models of their solution.
• Sound waves: How can a sound make something move? Students develop ideas about how sound is produced, how sounds travel through media, and how sound can affect objects as a distance. They explore sound through the use of modeling, musical instruments and simulations. Students relate their observations to volume and pitch of sound.
• Forces at a distance: How can a magnet move another object without touching it? Students further their understanding of sound through reverse engineering to not only understand the effects of vibration within a machine, but also the cause. Through investigations, students explore components such as magnets and electrical wires. They will then consider other practical uses of this technology.
• Earth in space: How are we connected to the patterns we see in the sky and space? Students consider patterns in Earth’s sky that they themselves and other communities observe and how these patterns are related to the rhythms set patterns for life on Earth. They then investigate how to explain these patterns of the Sun-Earth-Moon system and the causes of phenomena such as seasons, eclipses and lunar phases. 

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 practicing social-studies specific skills, including a focus 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 deepen critical thinking and analysis, throughout this year students work on developing and honing skills such as historical research, developing research questions, the art of argument, examining primary documents, and both questioning and analyzing historical and current issues.

Conceptual understanding is focused on the themes of governance, rights and conflict. 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 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 WW II as examples, examining the human impact of war on societies. Students practice and hone the skills of inquiry, choosing research topics, crafting essential questions, and increasing ownership over their learning throughout the year.

The middle school 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.
 

Our robust elective program provides students with an opportunity to have some choice in their schedule, and to expose students to different subject areas and disciplines within a student's middle school career. Students are encouraged to take advantage of this opportunity to deepen their passion in a particular area, or explore something entirely new! No middle school elective course is a prerequisite for a high school course.

Grade 8 elective descriptions 2024-25

Active Awareness: This course focuses on the importance of incorporating physical movement, nutrition and mindfulness into our daily lives. Students participate in several on-campus and off-campus activities to develop a deeper knowledge concerning physical fitness and nutrition. Classes are structured around team and individual sports, yoga and nature walks (with a focus on mindfulness). In addition to physical activity, students examine food habits and discuss sports nutrition.

Art and Literature for Social Change: Author, documentarian and activist Ai Weiwei once said, “The purpose of art is the fight for freedom.” In this course, students explore how artists and writers, past and present, have used different artistic and literary mediums as vehicles for social change. From graffiti and street art, to popular music and hip hop, to poetry and protest literature, students engage in dialogue, debate and discussions designed to broaden and enhance their understanding of equity and justice through a variety of artistic expressions. Students also take advantage of opportunities to move beyond the classroom to visit an art gallery, a museum and a public art installation over the course of the semester. Students are encouraged to bring their ideas and questions to this course, where the classroom space is one centered upon collaboration, shared learning, inquiry, experiential engagement and fun!

Ceramics: This class focuses on an assortment of projects and methods that allow for personal expression and conceptual exploration through the medium of clay. Students are encouraged to use their imaginations, while at the same time paying close attention to the technical procedures in response to big ideas. Students explore a range of techniques, from clay construction, slab building, coil construction and throwing ceramic forms on the wheel. Students work with underglazes and glazes adding further layers to their forms. In addition, students have an opportunity to connect ideas relevant to their world, such as social media self, social narratives and dysfunctional objects. Students are assessed on the four core visual arts standards of creating, presenting, responding and connecting as well as the ASL Approaches to Learning, and engage in self-assessments and peer feedback critiques.

Drawing and Painting: In this elective, students develop their artistic skills and vision, working from observation, imagination and responding to big picture concepts. A variety of media is introduced as students expand their skills with painting and drawing such as charcoal, ink, water color, acrylic paint and oil paint. Concepts explored range from self portrait, observable reality and a sense of place exploring personal meaning in the landscape. The works of various artists and their techniques are introduced and students build on their knowledge of how art impacts our world. Student work is displayed around the School and regular class critiques develop the use of art terminology to communicate ideas. Students are assessed on the four core visual arts standards of creating, presenting, responding and connecting as well as the ASL Approaches to Learning.

Explore London: The city is our extended classroom in this elective as we connect students’ interests to London’s past and present. Students examine how politics, immigration and culture have shaped, and continue to shape, our city. Those who choose this elective are encouraged to think outside the box and to get outside of the building. Students research and propose local excursions based on themes they care about and help lead and plan those trips. Most classes are spent off-campus exploring this amazing city by public transport and walking, combining the class block and recess/lunch whenever they overlap. 
“The streets of London have their map, but our passions are uncharted. What are you going to meet if you turn this corner?”
—Virginia Woolf

Filmmaking: This course focuses on the use of multimedia elements to tell a story. Students learn what is involved in the filmmaking process, how to record footage, and how to edit video clips in iMovie. Using sound and video, students produce several digital media projects. They are assessed on their ability to plan their projects, tell a story through film, and demonstrate effective use of filmmaking and editing techniques.

London and Beyond—Celebrating and understanding identity and culture beyond the classroom: 
London is a city that thrives on its multiculturalism. The flavors and spirit of its communities can be felt almost everywhere and you can trace their influences from one place to the next. This elective aims to get us out into London to see, listen, taste, experience and appreciate. On this journey, students explore history, identity and urban creativity in relation to our own connections to culture. Students also grapple with issues of social inequity that may arise from our exploration. Classes and excursions are a time for shared learning where contributions and participation help direct how the learning experience takes shape. In addition, students have the opportunity to plan and lead their own trips. London has a lot to offer, most of which cannot be experienced in a classroom. Let’s get out there and enjoy it but remember to bring wet weather clothes—it rains a lot in London.    

London Art Adventures: In this exciting new elective, students explore art making through the lens of London. Students take advantage of all our inspiring city has to offer, from making art in the beautiful outdoors to researching art in our amazing galleries. They create their own sketchbooks and mini toolkits for urban sketching among the architecture, landscape painting in unexpected places and creating environmental art in Hampstead Heath. Students visit exhibitions and museums, finding references to inspire and inform their art making back in the classroom. Students develop their own artistic inquiries, practicing choice and voice as they design personally relevant 2D, 3D and 4D art projects. Students are assessed on the four core visual arts standards of creating, presenting, responding and connecting, as well as ASL’s Approaches to Learning.

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 complete the semester with a student-conducted psychological experiment and presentation.

STEMinar: This course is designed to exercise both the logical and creative parts of the brain and offers students the opportunity to explore STEM using the fundamentals of computational and design thinking in order to get a better understanding of how integrating technology, with imagination and innovation can be used to design solutions for a more equitable, and sustainable world. Throughout the semester students engage in a variety of design challenges with various members of the community as their users, which includes a final project in which students are expected to develop an original and creative solution to a real-world problem. This course is suitable for all students regardless of previous experience.

Wearable Art: In this elective, students apply skills and techniques used by designers to plan and create a variety of costume art pieces. Students draw inspiration from personal experience and designers from around the world to develop personally relevant and meaningful works of art that are wearable. Students develop new ways of thinking as they express their visual style in novel ways. Reusing, recycling and refurbishing secondhand clothing and using alternative materials for sustainability is emphasized. Process sketchbooks, dress forms and digital media are used to develop their craft. This course is not about making clothes; it’s about learning how to think like a designer. Emphasis is placed on process over product, practicing good studio habits of mind and beginning to look at the world from a fresh, unusual or unexpected perspective. Students participate positively and constructively in class discussions and critiques, self-assess and reflect along the way. By the end of the course, students develop a beginning foundation in design skills, techniques and processes; practice choice and voice while developing personally relevant and meaningful works of art; generate, conceptualize, organize and develop artistic ideas and work, both individually and collaboratively; and assess their own work using criteria to refine their designs. Students are assessed on the four core visual arts standards of creating, presenting, responding and connecting, as well as ASL’s Approaches to Learning.

Yearbook: Graphic design* In this class, you will make memories that will last a lifetime, not just for you, but for everyone in the Middle School. Students learn how to use Adobe programs such as InDesign, Photoshop and Illustrator. Students discover how to create interesting and engaging layouts and designs, based on composition guidelines and the elements and principles of design. Students learn about color theory and typography, ultimately selecting all of the colors, designs and fonts for this year’s book. In collaboration with the Yearbook - photojournalism class, Yearbook - graphic design students generate a theme and develop the design of the book to support that theme. All yearbook staff are expected to complete some work outside of class (such as refining layouts to meet deadlines). Students are invited to participate in fun workshops, to take on leadership roles, and some may even attend journalism/publication events and conferences. Yearbook is a fun, collaborative and creative environment for student who are willing to work hard, meet deadlines and challenge themselves. Ultimately, yearbook students will be proud when their hard work sits on the shelves of their peers for decades to come.

*Students can take both yearbook classes in Grade 7 and Grade 8 if schedules allow, so feel free to sign up for both. We create a new yearbook each year, so there will always be new content.

Yearbook: Photojournalism* In this class, you will make memories that will last a lifetime, not just for you, but for everyone in the Middle School. Students learn how to use a DSLR camera to capture all the best moments in the Middle School. Students discover how to create great photo compositions, use the camera’s presets and manual mode, and edit photos in Lightroom and Photoshop. Students also learn about interviewing and journalistic practices and ethics. Students discover how to find an angle, and to write captions and short journalistic articles. Students in this class are responsible for generating all of the content for the middle school yearbook, from photos to articles and captions. In collaboration with the Yearbook - graphic design class, Yearbook - photojournalism students generate a theme and develop the content for the book to support that theme. All yearbook staff are expected to complete some work outside of class (such as taking photos or conducting interviews). Students are also invited to participate in fun workshops, to take on leadership roles, and some may even attend journalism/publication events and conferences. Yearbook is a fun, collaborative and creative environment for students who are willing to work hard, meet deadlines and challenge themselves. Ultimately, yearbook students will be proud when their hard work sits on the shelves of their peers for decades to come.

*Students can take both yearbook classes in Grade 7 and Grade 8 if schedules allow, so feel free to sign up for both. We create a new yearbook each year, so there will always be new content.