2023-24 Curriculum Guide

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.

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
This 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.

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 IA (206) — Grade 7
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.

This course covers the second half of the first-year textbook, using the same format as French IA.

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.

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
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.

This course covers the second half of the first-year textbook, using the same format as Spanish IA.

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, integers, and an introduction to algebraic expressions, equations, and inequalities. Students also study ratios, rates, percentages, surface area, volume, and data analysis.  

Determined by Math Lead Teacher and Head of Middle School
After the first and second quarters, the student’s teacher, the math lead, and the Head of Middle School will reevaluate the accelerated placement.  
Accelerated Math 6 requires independence in mathematical thinking. This course is designed for students who have mastered computational skills, demonstrated the ability to think more abstractly, and are self-motivated. Students are expected 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 to help students master the foundational concepts that will be applied in future maths. 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 prisms and cylinders.  

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.  

Prerequisite: Pre-Algebra or an equivalent/Math 7 course.
Grade 8 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 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.
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 the 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.
Accelerated Algebra I is designed to offer mathematically talented students an introduction to their first glimpse of higher-level mathematics. Students will find the accelerated pace of the course allows more in-depth approaches to concepts and topics found in Algebra I. 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 A or higher. Teacher recommendation required. Department approval is required if the student has not taken Accelerated Algebra I (7) at Bolles. This credit in Grade 8 carries up to the high school transcript.
Accelerated Geometry is intended for those who have demonstrated proficiency in Algebra I (7). The objectives are to use and strengthen algebraic skills and gain knowledge of the methods of coordinate geometry. Students will learn how to organize thoughts in developing critical thinking skills and exploring formal proofs. Topics covered include logic, angle relationships, and the properties of triangles, quadrilaterals, and circles with real-world applications. Students will also explore foundational statistics and data analysis.  

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.

This advanced course challenges students to build large, complex robots to perform a variety of assignments. Students will use professional text-based programming languages as well as hand and power tools to construct a robot to accomplish a variety of manual and automated tasks. The class will also have the opportunity to 3D design and print parts for their robots and learn the basics of electronics. 

This entry-level class introduces students to the fundamental elements of game design. Students will utilize their newfound knowledge of core game design concepts like goals, types of fun, opposition, rules, interaction, and balance to create a prototype of a multiplayer game.  Students will also have the opportunity to create their own digital games and explore a variety of tabletop games among several genres. The class will also have the opportunity to explore the history of video games. 

This course introduces students to a wide variety of digital media including photography, audio, video and web design. Using the devices of their choice, the students learn digital media techniques to create their own projects to share with their peers.

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.

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 of 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.

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.

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.

Civics addresses the values and principles underlying the American system of constitutional democracy; the function and limitations of government; and the role of a citizen in a democratic society. The course gives students the skills and knowledge necessary to be active citizens who have a positive impact on their communities. Students will study concepts such as the origins and founding principles of the US government, the US Constitution, the electoral process, branches of government, and civil rights and liberties. They will also learn essential skills such as evaluating sources, seeking diverse perspectives, engaging in civil discourse, and taking informed action.

In this studio course, students learn to refine and control their craftsmanship over their artistic skills necessary to translate their creative ideas into a variety of media. Current art trends blended with timeless genres 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 etiquette, and accuracy of applied concepts.

This course continues the use of refinement and control over craftsmanship, techniques, and skill with drawing and painting. Along with basic drawing and painting techniques, students learn the importance of creating value with colors. Students will learn how to enhance their two-dimensional drawings and paintings so that they may create the illusion of depth, texture, light and shadow with the use of value. Grading is based primarily on a student’s skill progression, completion of projects, studio etiquette, and accuracy of applied concepts.

This course introduces students to basic ceramic and sculptural techniques, design elements, and mixed media. Students will learn techniques and use various media to create different types of three-dimensional works of art. With the introduction to different techniques and media, students will continue to understand and use refinement and control with their craftsmanship. Grading is based primarily on a student’s skill progression, completion of projects, studio etiquette, and accuracy of applied concepts.

Prerequisite: Beginning Drawing and Painting. Teacher recommendation required.
This course is designed to help students further understand the elements and principles of design. Students will integrate design concepts with digital art, as well as hands on design projects. Design students will continue to use drawing and painting techniques and skills to enhance their learning and creative endeavors in this course. Grading is based primarily on a student’s skill progression, completion of projects, studio etiquette, and accuracy of applied concepts.

Prerequisite: Beginning Drawing and Painting or Sculpture and Ceramics. Teacher recommendation required. This course is designed to be a structured personal exploration of the experience, theory, vocabulary and materials of drawing, painting sculpture and/or ceramics. 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.

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 middle school 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.

Prerequisite: B+ or better in Acting 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 performs 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 performs three concerts every year. It is also a current goal to include an educational trip to a theme park to participate in a choral festival.

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 advanced 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
Dance at this level becomes more sophisticated 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 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. This course may be taken more than once for credit.

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 general curriculum for seventh grade includes understanding character strengths, healthy communication, mental health, substance use and abuse, and understanding addiction.

The general curriculum for eighth grade includes values, character, empathy, healthy decision-making, stress management, mental health, healthy relationships, and sexual health.

Bulldogs 101 is a required year-long course for all sixth graders and aims to support students as they transition from lower school to middle school. The class focuses on developing foundational academic skills such as organization, time management, note-taking and study skills. Students will build technology skills and receive instruction on common tools used at Bolles including Microsoft 365, OneDrive and Schoology. Study time will be built into the course to allow students to practice skills and increase academic independence. The course is pass/fail.

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.

Study halls are supervised by a teacher. Students have the opportunity to do homework or read, but no instruction is given. Study halls may be taken for one semester or two semesters. Students may not have more than one study hall per semester.