Middle School Curriculum Guide
- English must be taken each year. A student with a final average below C˗ is required to repeat English in summer school in order to advance to the next grade.
- Mathematics is required in Grades 6-8.
- Spanish, French, Chinese and Latin are offered as electives at the middle school. The successful completion of two levels of one language is required for graduation. Successful completion of two years (IA in Grade 7 and IB in Grade 8) comprise level I. Many colleges require more than two years of a language; therefore, we encourage additional study.
- Three years of Science (Life Science and Health grade 6, Earth Science Grade 7, Physical Science Grade 8) are required for Middle School.
- Three years of Social Studies (Geography Grade 6, US History Grade 7, and American Government/Economics Grade 8) are required for Middle School.
- One credit in Fine Arts is required. Drama, Visual Arts, Band and Chorus and Dance are offered. This may be taken as two semester courses or one full-year course.
- Physical Education/Fitness is required for Grades 6, 7 and 8.
- In order to receive credit for a given course, the student must complete required semester exams or projects.
- All subjects are graded on a scale of A-F, except Physical Education and Health & Wellness, which are Pass/Fail.
- Minimum enrollment for a course has been established at 10. Fewer students may result in cancellation of the course.
The building of a student’s academic schedule is a very important undertaking and presents the opportunity for the student, teacher, family, and advisor to look carefully at the three-year experience at the middle school level. We encourage you to review the course options and their requirements and strongly recommend that you look at the overall three-year plan as well as the course load of each individual semester.
Our commitment to small balanced classes means that requests for individual teachers or for specific class periods cannot be accommodated.
TYPICAL PROGRAM OF STUDY
Grade 6 Required
Math 6 or Accelerated Math 6
World Geography and Cultures 6
Science and Health 6
Grade 7 Required
Pre-Algebra 7, Accelerated Pre-Algebra 7 or Algebra 7
United States History 7
Earth Science 7
Electives (2) (May include Language)
Grade 8 Required
Concepts in Algebra 8, Algebra 8 or Accelerated Algebra 8
U.S. Government and Economics 8
Electives (2) (May include Language)
Math courses at the Algebra 8 level or higher, American Government/Economics, and Languages carry up to the high school transcript. While the Algebra 8 course and the Languages are calculated into G.P.A., the American Government/Economics appears on the transcript for Florida Bright Futures only and does not count in G.P.A. The Grade 6 Enrichment Program enhances and supplements the basic academic curriculum. The program includes Art, Computers, Drama, World Language Study, Study Skills and Horizons. Advisors at each grade level will announce electives for Grades 7 and 8 at the time of class scheduling.
Mathematics Department Graduation Requirement Course Sequence
The Bolles School utilizes an Alpha System for reporting student grades, (A, B, C, D, F). The minimum college certifying grade is C˗. The use of plus (+) or minus (-) more clearly defines the specific level of achievement attained. Students who receive an incomplete in a course have two weeks from the end of the grading period to make up the work or may receive a failing grade in the course.
Any required course in which a grade below C˗ is earned must be repeated before proceeding to the next level of that subject.
Bolles recognizes students’ academic achievement in a number of ways. One of these is the designation of First and Second Honors. Students qualify for this recognition based upon quarter grades.
4 courses minimum A˗. No grade below B in any course.
3 courses minimum B. 2 courses minimum B˗. No grade below B- in any course.
- World Languages
- Computer Science
- Social Studies
- Fine and Performing Arts
- Physical Education
- ENGLISH 6 (100) — Grade 6
- ENGLISH 7 (101) — Grade 7
- ENGLISH 8 (102) — Grade 8
- COMPOSITION (109) — Grade 8, Semester Course, ½ credit
Grade 6 English teaches the reading, writing, vocabulary, and grammar skills required for a good foundation in the language. Students are introduced to a variety of literary genres including the epic, mythology, poetry, and folk literature. Literary terminology is introduced and students are expected to analyze literature using literary terms. Writing is emphasized throughout the year as students are introduced to four types of writing – descriptive, narrative, persuasive, and expository. By the end of the year, Grade 6 students are expected to write a well-developed essay with an introduction, body, and conclusion. Vocabulary is taught through a textbook and from words within the context of literature. The students develop skills in synonyms, antonyms, word meanings and spelling. Grammar, an important component of the curriculum, focuses on the basics – parts of speech, parts of the sentence, mechanics, and correct usage.
Grade 7 English builds upon the sixth-grade curriculum by providing greater depth in reading, writing, vocabulary, and grammar skills which are needed for a solid foundation in the language. Students study a variety of literary genres including the novel, short story, non-fiction, and poetry. The course provides students with a greater focus in the use of literary terminology. Four types of writing − descriptive, narrative, persuasive, and expository − are reviewed in depth. By the end of Grade 7, students will write a well-organized, multi-paragraph essay with a clearly delineated topic sentence, supporting paragraph(s), and a well-crafted conclusion. Students develop and enhance their vocabulary through a textbook and from words within context in literature. They continue to develop skills in synonyms, antonyms, analogies, usage and spelling. Grammar, an intrinsic component of the curriculum, focuses on a more rigorous study of the basics of the structure of language.
Grade 8 continues the foundations begun in the previous years. Through review and expansion of grammar, vocabulary, and literature skills, students will develop and refine their analytical and writing abilities. The literary genres − short story, novel, poetry, and Shakespearean drama − will continue to reinforce, expand, and polish the myriad skills of reading, writing and vocabulary development with the underlying premise that training in good reading and writing is inseparable. By the end of Grade 8, students will be able to write a well-developed five paragraph essay illustrating mastery of the grammar structure of the language.
The composition course represents a non-homework generating course for Grade 8 students who face challenges in their grammar and written expression skills for their grade. To assist in the development and maturation of their writing, the classwork will include the following: basic review of grammar including parts of a sentence, sentence structure/variety and mechanics. Students will learn or review the writing process; pre-writing, drafting, revising, proofreading, and publishing. They will receive instruction and produce papers on all four modes of writing: narrative, descriptive, expository, and persuasive. Students will participate in writing workshops, peer editing and one-on-one conferences throughout the course. Students may receive assistance with essays for other core academic classes. Successful completion of this course will help erase the need for a recommendation for Introduction to Composition at the upper school level.
- CHINESE IA (286)/CHINESE IB (287)
- FRENCH I-A (206)/FRENCH I-B (207)
- LATIN I-A (219)/LATIN I-B (221)
- SPANISH I-A (208)/SPANISH I-B (209)
These two 1/2 credit courses carry up to the high school transcript.
Because of the comprehensive and cumulative nature of language study, this first year level course will be completed in a two-year sequential program. This allows students to develop competence in the four basic study skills while providing time for cultural enrichment.
CHINESE IA (286) — Grade 7
his course covers the first half of the Chinese I textbook. Students will learn to communicate about topics such as getting to know one another, learning about families, hobbies, dates, and times. A great deal of time will be allocated to exposure to Chinese culture through music, art, food and games. There will be daily homework assignments, frequent quizzes, tests, and semester exams.
CHINESE IB (287) — Grade 8
This course covers the second half of the Chinese I textbook. Students will learn to communicate about topics such as feelings, sports, visiting friends, and school life. Simple Chinese character writing is required. Chinese culture and history are also integrated into the language lessons. There will be daily homework assignments, frequent quizzes, tests, and semester exams.
These two ½ credit courses carry up to the high school transcript.
This first year level course is completed in a two-year sequential program allowing students to develop competence in the four basic study skills while providing time for cultural enrichment.
FRENCH I-A (206) — Grade 7, ½ Credit
This course covers the first half of the French I textbook. There are daily homework assignments, frequent quizzes and tests, as well as semester exams. A great deal of time is allocated to conversation and grammar, as well as to exposure of students to francophone culture through music, art, food and geography.
FRENCH I-B (207) — Grade 8, ½ Credit
This course covers the second half of the first year textbook, using the same format as French I-A.
The first-year Latin program is completed in a two-year sequential course which is designed to give students an understanding of the Latin language and an appreciation of the culture, history and mythology of the Romans at a more relaxed pace than the College Preparatory Latin I course.
LATIN IA (219) — Grade 7, ½ Credit
This course covers approximately the first half of the Latin I text. Strong emphasis is placed on basic forms, mythology, English derivatives, and general cultural background. Quizzes, tests and homework assignments are given frequently.
LATIN IB (221) — Grade 8, ½ Credit
This course completes the Latin I textbook started in Latin IA. Further emphasis is placed on basic forms, mythology, English derivatives, and general cultural background. In addition, great emphasis is placed on vocabulary, word roots, phrases, and Roman history. Quizzes, tests, and homework assignments are given frequently. As in Latin I, students compete in Forum and join the Junior Classical League.
This first level course is completed in a two-year sequential program, allowing students to develop competence in the four basic study skills while providing time for cultural enrichment.
SPANISH IA (208) — Grade 7, ½ Credit
This course covers the first half of the Spanish I textbook. There are daily homework assignments, frequent quizzes and tests as well as semester exams. A great deal of time is allocated to conversation as well as exposure to Hispanic cultures through music, art, food and geography. In level IA, students are introduced to exercises in integrating each of the basic skills in various activities.
SPANISH IB (209) — Grade 8 or 9, ½ Credit
This course covers the second half of the first-year textbook, using the same format as Spanish IA.
- MATH 6 (318) — Grade 6
- ACCELERATED MATH 6 (319) — Grade 6
- PRE-ALGEBRA (7) (320) — Grade 7
- ACCELERATED PRE-ALGEBRA (7) (321) — Grade 7
- ACCELERATED ALGEBRA I (7) (323) — Grade 7, 1 Credit
- CONCEPTS OF ALGEBRA (8) (324) — Grade 8
- ALGEBRA I (8) (331) — Grade 8, 1 Credit
- ACCELERATED ALGEBRA I (8) (332) — Grade 8, 1 Credit
- ACCELERATED GEOMETRY (8) (333) — Grade 8, 1 Credit
Prerequisite: Fifth Grade Math
Math 6 is designed to equip students with a solid foundation in mathematics. The focus is on mathematical understanding, helping students develop logical thinking and critical problem-solving skills. The course will emphasize proficiency in operations of fractions, decimals and percentages as well as the relationship among these and ratios, rate, and data analysis. An introduction to integers, algebraic expressions and equations, surface area and volume of prisms also is presented in the concrete and pictorial stages.
Determined by Math Lead Teacher and Head of Middle School
Accelerated Math 6 requires independence in mathematical thinking. The course is designed for students who have mastered computational skills, demonstrated the ability to think more abstractly and are self-motivated and able to work independently in solving problems. Topics include proportional reasoning, writing, solving, and graphing equations and inequalities, data explorations and geometric constructions. Surface Area and volume will be further developed in the study of cylinders, cones, spheres, and prisms.
Prerequisite: Math 6
Grade 7 Pre-Algebra is the bridge between Math 6 and Algebra I. This course is designed for students who benefit from a more supportive pace and need more guidance. Topics include proportional reasoning, writing, solving, and graphing equations and inequalities, data explorations, and geometric constructions. Surface Area and volume will be further developed in the study of cylinders, cones, spheres, and prisms.
Prerequisite: Math 6, Grade of an A or higher in Math 6. Teacher recommendation required
Grade 7 Accelerated Pre-Algebra is the bridge between Math 6 and Algebra I. This course is designed for students who are self-motivated and enjoy mathematical challenges. Topics include proportional reasoning, writing, solving, graphing equations and inequalities, data explorations, and geometric constructions. Surface area and volume will be further developed in the study of cylinders, cones, spheres and prisms.
Prerequisite: Accelerated Math 6. Grade of B or higher. Teacher recommendation required. Department approval required if student has not taken Accelerated Math 6 at Bolles. This credit in Grade 7 carries up to the high school transcript. 1 Credit.
Algebra I is designed to offer mathematically talented students an introduction to their first glimpse of higher level mathematics. Students in this course will find the accelerated pace of the course allows more in-depth approaches to concepts and topics. Mastery of all operations is assumed. Students will continue their study of linear functions and relate these ideas to quadratic functions, while interpreting their solutions and investigating word problems that model these functions.
Concepts of Algebra is an extension of Pre-Algebra (7). The curriculum provides a deeper, more comprehensive study of the topics listed in Pre-Algebra and is designed to help students gain a stronger understanding of the basic structure of Algebraic topics. This class will help solidify the foundation of Pre-Algebra. Students will deepen their understanding of integers, fractions, and decimals in algebraic equations.
Prerequisite: Pre-Algebra. Grade of B+ or higher. Teacher recommendation required. This credit in Grade 8 carries up to the high school transcript. 1 Credit
Algebra I is the foundation for mathematical studies and is the prerequisite for all subsequent secondary math courses. Mastery of all operations is expected so that students can deepen understanding through application using order of operations, algebraic expressions, functions and equations. Students will continue their study of linear functions and relate these ideas to quadratic functions, while interpreting their solutions and investigating word problems that model these functions.
Prerequisite: Accelerated Pre-Algebra Grade of B or higher; Pre-Algebra Grade of A or higher. Teacher recommendation required. This credit in Grade 8 carries up to the high school transcript. 1 Credit
Accelerated Algebra I is designed to offer mathematically-talented students an introduction to their first glimpse of higher level mathematics. Students in this course will find the accelerated pace of the course allows more in-depth approaches to concepts and topics. Mastery of all operations is assumed. Students will continue their study of linear functions and relate these ideas to quadratic functions, while interpreting their solutions and investigating word problems that model these functions.
Prerequisite: Accelerated Algebra I (7). Grade of B or higher. Teacher recommendation required. Department approval required if student has not taken Accelerated Algebra I (7) at Bolles. This credit in Grade 8 carries up to the high school transcript. 1 Credit
Accelerated Geometry is intended for those who have demonstrated a proficiency in Algebra I (7). The course is a comprehensive study of the concepts of plane and solid geometry with an emphasis on rigorous proofs. In addition to the topics listed in the geometry course description, this study includes symbolic logic and transformations of the plane. Through enrichment activities, students explore the historical development of geometry, non-Euclidean geometries, advanced constructions and applications.
COMPUTER ROBOTICS (728 S1) (721 S2) — Grades 7-8
This intensely hands-on course will focus on designing, building, and programming a variety of simple to complex robots. Students will also learn how to design 3D- printed robot parts. The first semester course will give students the opportunity to join a school robotics team that competes in tournaments throughout the region. The second semester course allows students to build underwater robots.
COMPUTER SCIENCE DISCOVERIES (729 S1) (714 S2)
COMPUTER SCIENCE DISCOVERIES (729 S1) (714 S2)— Grades 7-8
VIDEO MULTIMEDIA (718 S1) (726 S2) — Grades 7-8
This course focuses on the planning, directing, filming and editing of short -form video. Students learn camera positions, shooting angles, editing techniques, post production effects, and storyboarding methods. They learn to recognize professional filming techniques through movie critiques. They demonstrate knowledge through a wide variety of film-creation projects both individually and as a group.
INNOVATIVE DESIGN ENGINEERING APPLICATIONS (IDEA) (361 S1) (362 S2) — Grades 7-8, ½ Credit, Semester
Students will learn and implement the engineering design process; develop foundational skills and mindsets of design thinking; complete a local or global project with a real-world purpose; learn programming languages and operating systems (Linux, Python); develop hands-on skills for digital fabrication (TinkerCAD, 3D printing); create physical electronic projects (Raspberry Pi, Circuit Playground); develop empathy and experimentation through communication with users of their product
- COMPUTER ROBOTICS (728 S-1) (721 S-2) — Grades 7-8
- COMPUTER SCIENCE DISCOVERIES (729 S-1) (714 S-2) — Grades 7-8
- VIDEO MULTIMEDIA (718 S-1) (726 S-2) — Grades 7-8
- INNOVATIVE DESIGN ENGINEERING APPLICATIONS (IDEA) (361 S-1) (362 S-2) — Grades 7-8, ½ Credit, Semester
This hands-on course will focus on designing, building, and programming a variety of simple to complex robots. Students begin with a basic robot with motors and subsequently add more functionality with a variety of environmental sensors. Students are also introduced to a variety of programming languages in which to give detailed instructions to their robots.
Students will learn and implement the engineering design process, develop foundational skills and mindsets of design thinking, complete a local or global project with a real-world purpose, learn programming languages and operating systems, develop hands-on skills for digital fabrication (3D design and printing), create physical electronic projects, and develop empathy and experimentation through communication with users of their product.
- LIFE SCIENCE AND HEALTH 6 (400) — Grade 6
- EARTH SCIENCE 7 (401) — Grade 7
- PHYSICAL SCIENCE (403) — Grade 8, 1 Credit
The Grade 6 Human Biology and Health/Life Science course serves as an introduction to living things and their interdependence. The human biology portion of the course provides an overview of the human body. The major systems of the body are covered as well as health issues relating to each system. Strategies for maintaining optimum health are explored. As the Life Science portion of the course begins, students learn the classification system for living organisms with an emphasis placed on the plant and animal kingdoms. Students study the structure and function in living systems as well as diversity and adaptation in organisms as a whole. The final component of the Life Science portion examines animal behaviors and habitats.
Throughout the course, students learn how to correctly and safely use basic laboratory equipment including the microscope. Additionally, they gain experience in the art, practice, and habit of making detailed observations and drawing reasoned conclusions. Students learn through a variety of methods including laboratory investigations, examination of selected specimens, research and presentations, classroom discussions, human anatomy models and activities using the campus as an outdoor lab facility.
In Earth/Space Science 7, students will be introduced to the broad study of planet Earth and its place in the universe. The course provides an overview of geological processes, meteorology, oceanography, and a unit on the environment with particular emphasis on water and the atmosphere. Some basic universal forces such as gravity and energy will be introduced in the context of our solar system. Lab activities involving planetary motion, mineral/rock identification, erosion and others will provide a hands-on emphasis in the course. The concept of environmental stewardship will also be a part of the curriculum.
Basic principles of Chemistry and non-Algebra-based Physics are introduced in this survey course. Topics will include: the atom and structure of the electron cloud, properties of the nucleus, the periodic table, elements and families, acids and bases, chemical reactions, forces and motion, Newton’s laws of motion, heat, energy (sound, mechanical, electromagnetic) and wave motion. Lab activities reinforce curriculum topics.
- WORLD GEOGRAPHY AND CULTURES (500) — Grade 6
- UNITED STATES HISTORY (501) — Grade 7
- AMERICAN GOVERNMENT AND ECONOMICS (502) — Grade 8
- SPEECH AND DEBATE (503 S-1) 507 (S-2) — Grade 7-8, ½ Credit, Semester
Students study the basic geographic features of the earth and explore how they have shaped cultures along with modern economic and political systems. As part of this process, students develop a place name repertory and are thus able to visualize in their minds the major nations, regions, and physical features of the world. Students also examine the development and contemporary interaction of world cultures. The course encourages students to become active learners through class participation, discussion of current events, group work and map making. There is a strong emphasis on the introduction and reinforcement of academic skills such as writing, reading comprehension, organization, oral expression and others. Homework, quizzes, tests and class discussions requiring critical and original thinking are the means of evaluation.
This course traces the development of the United States from the European contacts with Native American cultures to the present day. It stresses central topics in American history such as the colonial era, the formation of the federal government, the development of the nation’s political, economic, and social institutions, warfare, and the ever-increasing role of the United States in the world community. The course encourages students to organize and evaluate information and to communicate their conclusions in written and oral form. Students are challenged to critically analyze material and to examine it from different perspectives. Special emphasis is placed on essay-writing, reading comprehension, note-taking and other academic skills. Frequent class discussions seek to actively engage the students in the learning process. Evaluation is based on tests, quizzes, reports, homework and participation.
This course examines the foundations and history of the American political and economic systems. Students study the role and functions of government in addition to the roles of public opinion, interest groups, and political parties in shaping the decision-making process. They learn about the basic practices and principles of the American economic system along with those of other nations. In addition to mastering a body of material, they work on strengthening academic skills such as organizing material, reading comprehension, and essay writing. The course is structured in a manner that encourages students to become active learners through class participation and research projects. Tests, essays, quizzes and participation are the bases for evaluation.
Speech Communications emphasizes research, composition, and delivery of interpretive, informative, demonstrative, and persuasive speeches. This course will help students gain greater poise and self-confidence during presentations and public speaking situations. Upon selecting suitable topics and constructing a thesis, students use their personal devices for researching and organizing information, and students work on composing their speeches for presentation. Students learn skills essential to effective public speaking such as articulation, vocal modulation, rate of delivery, gestures, physicality, posture, and bodily movement. In addition to reflecting on their own speeches, students learn to act as critics of their fellow students’ presentations, providing both written and verbal feedback to each of their classmates. Students will deliver several speeches individually but will also interact in group situations to develop television news broadcasts or Infomercials for presentation.
Debate familiarizes students with research, analysis, composition, and public speaking skills essential for various styles of argumentation such as Lincoln-Douglas Debate, Spontaneous Argumentation, and Congressional Debate. Students use a variety of informational print resources, databases, and Internet to research and create a file of relevant information on a given debate resolution. Students then learn constructive case development and defense of an affirmative or negative position through the use of critical thinking, logic, evidence, and compelling language. Developing note-taking skills by means of “flowing” their opponent’s arguments during a debate, students demonstrate listening abilities by both responding specifically to arguments made by their classmates and by constructively critiquing the performance of their classmates. Debates may take place individually or in teams, and resolutions proposed for debate are timely, appropriate, and significant to the lives of middle school students.
- 6TH GRADE FOUNDATION IN VISUAL ARTS (615 S-1) (610 S-2) — Grade 6, Semester
- DESIGN (712) — Grades 7 & 8, 1 Semester
- BEGINNING DRAWING AND PAINTING (706 S-1) (707 S-2) — Grades 7 & 8, 1 Semester
- ADVANCED STUDIES VISUAL ARTS (713 S-1) (618 S-2) — Grades 7 & 8, 1 Semester
- CERAMICS AND SCULPTURE (711 S-1) (708 S-2) — Grades 7 & 8, 1 Semester
In this studio course, students learn the mechanical and perceptual skills necessary to translate their creative ideas into a variety of media. Famous works of art and essential design elements are the basis for helping students compose and evaluate their artistic expression. Two-dimensional and three-dimensional projects will be assigned. Grading is based primarily on a student’s skill progression, completion of projects, studio practices, and accuracy of applied concepts.
This course is designed to help students understand the basic elements and principals of design. The student will use problem-solving design concepts (line, shape, structure, value, texture, color, etc.) with format limitations evolving into a varied media experience. Particular attention will be directed towards architectural and illusionistic work while addressing a variety of materials and creative solutions. This class may be taken more than once.
The course is divided into two quarters, the first covering basic painting technique and color theory and the second covering basic painting technique and color theory and the second covering drawing using design elements and principles. A wide variety of materials and techniques will be introduced.
Prerequisite: Beginning Drawing and Painting Teacher recommendation required.
This course is designed to be a structured personal exploration of the experience, theory, vocabulary and materials of drawing and painting. Students will focus on independent projects that utilize a variety of techniques, formats, and media. In addition, students will gain artistic knowledge through the development of perceptual and mechanical skills as well as one’s own unique creative energy. This class may be taken more than once. Prerequisite: Beginning Drawing and Painting. Teacher recommendation required.
This course introduces students to basic ceramic and sculptural technique, design elements, and mixed media. Sculptural Projects begin the semester, engaging students in three-dimensional design problems and fine tuning hand/eye coordination and manipulation techniques. The students build coil and slab clay projects. Their more advanced clay project will be a vessel. This class may be taken more than once. Students repeating this course will focus on independent projects that utilize a variety of techniques, formats and media.
- INTRODUCTION TO DRAMA (616 S1) (611 S2) — Grades 6, 1 Semester
- THE ART OF THEATRE (617) — Grade 6, semester
- DRAMA I: INTRODUCTION TO DRAMA (700) — Grades 7 & 8, 1 Semester
- DRAMA II: SCENE STUDY (701) — Grades 7 & 8, 1 Semester
Through Drama games, exercises, puppetry, improvisation, and class play readings, students will be introduced to and explore the basics of the performing art of Theatre. They will develop a basic knowledge of the parts of the stage and theatre terminology and proper acting techniques. Evaluation will be based upon participation, performances, and personal growth.
From the very beginning of Theatre, performers have depended on masks and puppetry to help tell and dramatize their stories. In this cross over creative arts class, students will take the information they learn about puppetry and mask work to create their own masks and puppets. These puppets and masks will then be used to create an original performance. Evaluation is based on creative collaboration, performance, design and participation.
This course is designed with the first-time drama student in mind. The student is introduced to basic acting technique and theater terminology through the study of mime, reader’s theater, improvisation, character observation, duet acting, and monologues. Grading is based primarily on skill progression and quality of applied concepts; however, students will also be quizzed on information given during lecture/instruction. This class may be taken more than once.
Prerequisite: B+ or better in Drama I
This class is designed for the disciplined theater student. Course work will focus on the analysis and performance of scenes and monologues. This process will often involve intensive work in groups of two or more as students explore the ideas and acting styles of various plays and playwrights. Students will be evaluated based on a progression of acting skills given with each scene. This class may be taken more than once. Prerequisite: B+ or better in Drama I.
This is a performance-based class requiring no prior experience on a musical instrument. The band is comprised of brass, woodwind, and percussion instruments. After instrument demonstrations and trial sessions, students select the instrument they would like to pursue with band director guidance. Group instruction focuses on instrumental performance techniques, music notation, and basic music theory. The Beginning Band prepares two or three concerts per year with optional individual participation in Florida Bandmasters Association Music Performance Assessment.
Prerequisite: Beginning Band or audition with instructor
This course is a performance-based class focusing on expansion of instrumental music techniques introduced in beginning band. Emphasis is also placed on ensemble fundamentals in terms of tone, intonation, balance and blend, dynamics, articulation, style and rehearsal discipline. A wide variety of musical styles are taught through level-appropriate band literature, including marches, classical themes, jazz and some pop music. The study of music theory and history is addressed in context of the band repertoire being performed and scale/etude requirements assigned. The band performs a minimum of three concerts per year and participation in Florida Bandmasters Association Music Performance Assessment. This class may be repeated for credit. Prerequisite: Beginning Band or audition with instructor.
This course will provide students with experience in choral singing and development of music-reading and part-singing skills. It is designed to advance students’ musicianship, musical knowledge, and performance skills through classroom instruction, vocal training, group rehearsals, and performance opportunities. Music theory and music history will also be a part of this course in alignment with musical repertoire. This group also provides several performances for prospective students and their families, as well as gives three concerts every year. It is also a current goal to include an educational trip to Disney World every year.
- MIDDLE SCHOOL INTRODUCTION TO DANCE (686) — Grades 6 - 8, Year
- MIDDLE SCHOOL DANCE II (654) — Grades 6 - 8, Year
- DANCE UPPER LEVEL (688) — Grades 6 - 8, Year
this course introduces students to the basic skills of movement and dance. Students also work to develop an
understanding of body awareness and creative movement at the middle school level. The goal of this course is to equip students with the traditions, basic skills, and basic knowledge of dance vocabulary and language. The course is intended to foster an appreciation and understanding of dance as an art form, including the basic components of various dance styles and the coordination skills necessary to perform in the different styles.
Prerequisite: Leveling session and permission of the Instructor
This course takes a more precise approach to the understanding of kinesthetic awareness, performance qualities, responsibility requirements, and overall dance skills at the middle school level. Entering students have already attained basic dance skills and have a general knowledge of dance terminology, alignment, and technique. Dance styles studied in this course include ballet, contemporary, tap, hip-hop, African and musical theater. This course may be taken more than once for credit. Prerequisite: Leveling session and permission of the instructor.
Prerequisite: Leveling session and permission of the Instructor
Dance at this level becomes more aggressive with regard to specific approaches to performance skills, critical thinking skills, and responsibilities. Entering students must possess strong fundamental skills and have a passionate desire to keep honing those skills in pursuit of greater achievement. Students are required to maintain high scores on all dance evaluations, both written and performance-based. Students are also expected to maintain the highest level of responsibility and to methodically aspire to reach new challenges within their own level of success. This course includes comprehensive approaches to ballet, contemporary, tap, hip-hop, African, musical theater, dance history, choreography, kinesiology and injury treatment/prevention. Middle school students will travel via the afternoon activities shuttle to take this course during 8th period at the Upper School. This course may be taken more than once for credit.
The goal of the Health and Wellness program is to allow students to practice life skills in a safe, welcoming environment where we concentrate on the social and emotional aspects of health and development. We address grade-level issues that affect our students by focusing on helping students understand who they are and who they are working to become. Through our discussions, the students can practice listening skills, empathy, and healthy communication through independent and critical thinking. The general curriculum for Sixth Grade includes values, understanding influences, healthy decision-making, friendships, understanding empathy, puberty, the reproductive system, nutrition, and healthy choices.
The goal of the Health and Wellness program is to allow students to practice life skills in a safe, welcoming environment where we concentrate on the social and emotional aspects of health and development. We address grade-level issues that affect our students by focusing on helping students understand who they are and who they are working to become. Through our discussions, the students can practice listening skills, empathy, and healthy communication through independent and critical thinking. The general curriculum for Seventh Grade includes understanding character strengths, healthy communication, mental health, substance use and abuse, and understanding addiction.
The goal of the Health and Wellness program is to allow students to practice life skills in a safe, welcoming environment where we concentrate on the social and emotional aspects of health and development. We address grade-level issues that affect our students by focusing on helping students understand who they are and who they are working to become. Through our discussions, the students can practice listening skills, empathy, and healthy communication through independent and critical thinking. The general curriculum for Eighth Grade includes values, character, empathy, healthy decision making, stress management, mental health, healthy relationships, and sexual health.
- ENRICHMENT PROGRAM (600) — Grade 6
- ELECTIVES FOR GRADES 7 AND 8
- SUPERVISED STUDY — Grades 7 & 8 (703 S-1) (705 S-2)
- INFORMATION LITERACY (910 S-1) (913 S-2) — Grade 7-8, ½ Credit, Semester
Information Literacy is a semester-long 7th/8th grade elective for students who wish to be well-prepared for research and research-writing in Upper School, and to become astute critical thinkers throughout life in this Digital Age.
Students will learn to locate information sources of the highest academic quality, evaluate sources for accuracy, bias, and credibility, formulate assertions based on evidence, extract informational content to support assertions, and ethically create research products that properly credit sources.
Information Literacy is recommended for students who are self-motivated and interested in taking courses that will require higher-level research at the Upper School. All assignments for this course are done in-class and there is little to no homework required. Students will benefit from an opportunity to learn vital skills in a well-paced and supportive environment.