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In keeping with the practices that have been found best for this age group, the Middle School provides a core faculty that is knowledgeable about diverse teaching strategies, developmental issues, assessment and techniques for successfully challenging, mentoring, and coaching early adolescents. Small classes and a strong advisory system establish informal and close relationships between students and faculty. A sense of partnership between parents and the school is promoted. Activities and the exploratory curriculum provide students with opportunities to gain new experiences, learn more about their interests and strengths, and assume leadership roles. In most classes students are grouped heterogeneously so they can discover how to learn with and from those who have differing strengths, skills, and perspectives. And finally, the Middle School has an integrated curriculum that links disciplines and bridges academics and real-life concerns.
The Middle School Advisory Program provides a system of close support for students by designating a regular contact person for families and teachers. An advisor works in conjunction with the teachers, the family, and other support staff and administrators to build toward each child’s success. The advisor monitors student progress and offers encouragement, support, and assistance on academic, behavioral and developmental issues. As the primary advocate for the Middle Schooler, the advisor attempts to establish a close rapport with the student as they work together to determine strategies for strengthening skills or study habits, improving time management, and directing attention and energy appropriately. During a weekly advisory period, the advisors lead discussions and facilitate activities on a variety of topics of special importance to Middle Schoolers. This also serves as a forum for discussing learning strategies, social skills, and events in the larger community.
HUMANITIES (ENGLISH & HISTORY) The study of English and history is integrated as much as possible in the Middle School. Teachers also use literature to enhance and extend their history curriculum. In the fifth and sixth grades, humanities is taught by the homeroom teacher as one unified subject. In the seventh and eighth grades, English and history are separate periods, but similar themes and approaches are studied. The history program broadens student perspectives by providing a firm foundation in the basic themes of a diverse range of civilizations, cultures, and countries. Teachers approach the study of these cultures through the use of essential, open-ended questions that encourage students to think critically about issues of importance in history, literature, and their own lives. Such questions include, “What is civilization?” “What is culture?” and “What is the relationship between the individual, group, and society?” Students are encouraged to formulate and express individual opinions. Courses emphasize those skills necessary to the study of history and other social sciences: gaining map- and geography proficiency, understanding time lines and dates, recognizing cause and effect relationships, and thinking critically. Interactive computer software, films, literature, and art complement course discussions. In the English program, students are exposed to a wide variety of literary genres, including novels, short stories, poetry, and plays. Literature discussions and close readings of selected passages happen at each grade level. Attention is paid to vocabulary development, literal and inferential comprehension, the drawing of valid conclusions based on evidence, and the identification of literary devices. Developing sound writing skills is a major goal of the English curriculum. The writing process, involving collaboration and feedback from both classmates and teachers, occurs at all grade levels. As students’ ideas grow increasingly complex, students are exposed to grammatical structures that facilitate their written expression. In addition to the organization and development of ideas on paper, attention is paid to the development of an appropriate and descriptive vocabulary, proper spelling, the use of literary devices, a variety of styles, and mechanics. Vocabulary and literal reading skills are developed in the context of the books read in class. At each grade level different forms of composition, such as persuasive essays, autobiographical essays, personal experience narratives, analytical papers, thesis papers, and research papers, are taught. Rounding out the English curriculum is the development of oral-aural and research skills. The overall goals of the Mathematics program in the Middle School are to have students build confidence in their mathematical ability, develop problem-solving skills, and learn to communicate and reason mathematically as they gain an appreciation of the value of mathematics in their lives. In particular, the curriculum in grades five through eight expands students’ knowledge of numbers, computation, estimation, measurement, geometry, statistics, probability, patterns and functions, and the fundamental concepts of Algebra. To some extent, the Middle School mathematics curriculum is spiral in nature; topics are revisited each year in order to deepen and extend the understanding of concepts and their application. In addition to making use of manipulatives, lessons are developed to promote cooperative learning and communication skills, the integration of mathematics with other subjects, and the development of critical-thinking skills and individualized learning. To maximize learning, students are grouped in accordance with their abilities and developmental needs. Motivated and able mathematics students are exposed to some of the material covered by the next grade; these students take the equivalent of a high school level algebra course in the eighth grade.
Developing scientifically literate individuals is the overall goal of the Middle School science program. Through the use of a hands-on, laboratory approach, students develop their analytical and reasoning skills, as they make hypotheses, conduct experiments, record observations, draw conclusions, and present findings. Class discussions, debates, oral reports, and formal lab and research projects further facilitate the mastery of content and the development of skills. The integration of environmental studies into course work helps students understand the role of science in dealing with social as well as technological changes facing the world. All fifth through eighth grade students have an opportunity to apply scientific information by organizing and analyzing a research paper and project during the school’s bi-annual Science and Technology Fair. The study of foreign language gives students a unique perspective on the world. They learn about the similarities and differences between cultures. The study of foreign language at BFS addresses four traditional and vital skills: listening, reading, writing, and speaking. We teach these skills under the broad umbrella of culture and tradition, beginning with Latin in the fifth grade. This introduction to Latin is a two-year curriculum. At the end of the sixth grade, Latin students are encouraged to continue studying Latin for the remaining two years of Middle School. In sixth grade, all students spend one semester taking Spanish and one semester taking French. Students learn about many cultures and traditions in French and Spanish speaking places, through song and celebration. They learn to use vocabulary pertaining to their everyday lives, and they learn how to learn a second language. At the end of sixth grade, students choose which modern language, French or Spanish, they will study in seventh and eighth grades. Seventh grade modern language consists of Level 1A and eighth grade is Level 1B.
The visual arts curriculum of the Middle School continues and expands on the challenges and ideas explored in the Lower School Visual Arts classes. In fifth and sixth grades, all students take art studio for one semester twice a week, and ceramics for one semester twice a week. Seventh and eighth grade students are combined in semester elective classes. Choices include painting, drawing, ceramics, woodworking, video, and video animation. Art Studio Building on prior art experience, students continue to learn and express their individuality through long-term projects that are both structured and open-ended. The curriculum provides opportunities for exploring imaginary realms as well as sharpening visual awareness of the world. Materials and techniques are introduced or reinforced. Art concepts such as composition, color, form, line, and pattern are discussed and applied. Using resources such as books, prints, slides and video, art history, and cultural connections are discussed for most projects. Each semester one art project relates directly to another area of the curriculum. Through discussions and group and individual critiques, students learn to appreciate each individual voice and the great range and diversity that art provides. Taking risks and solving problems, students work in a variety of media, including tempera paint, watercolor, pastel, charcoal, cray-pas, pen and ink, collage, printmaking, and cardboard construction. Fifth grade projects in the recent past have included plaster carving of Egyptian gods, mosaics in the style of ancient Greece and Rome, extended image paintings, drawing from observation and imagination, and sculptures of fake cakes. Sixth grade projects in recent years include tempera paintings from observation, stained-glass rose windows, drawings, tile niches with Islamic-inspired patterning- and pen-and-ink drawings. Seventh/Eighth Grade Visual Art Electives
The performing arts curriculum recognizes potential in every individual and seeks to build skills for lifelong enjoyment of the arts. In dance, drama, and music courses, students actively participate in non-competitive classroom environments that encourage collaboration. Self-assessment, peer critique and audience skills are developed throughout the creative process. Course work includes experiential exercises, rehearsal, performance, observation and analysis. In fifth grade students take dance and either chorus or orchestra. Sixth graders take dance and drama and have a choice of chorus, orchestra or musical explorations. For seventh and eighth graders, the electives are dance, drama, chorus, orchestra and jazz band.
The physical education program develops the child physically, mentally, socially, and spiritually through physical activity. Each class includes a period of vigorous exercise, as well as instruction in skills. The Middle School program includes a blend of cooperative and traditional games. Typical activities include volleyball, soccer, physical fitness, hockey, softball, cooperative games, trust activities, tag games, badminton, and basketball. Students also have the opportunity to create their own games. Each unit begins with the learning of fundamental skills. Drills involving game simulations are used to develop an understanding of game fundamentals, eye-hand coordination, spatial awareness, speed, and endurance. When students have learned the basic skills of a sport, actual games are played. Students are encouraged to compete with themselves and improve upon their own abilities. The competitive spirit is tempered by an emphasis on good sportsmanship Related to the organization of teams are the inherent values of team sports: camaraderie, discipline, self-sacrifice, and working together toward a common goal. Students are assessed on their effort and cooperation. Middle School also offers a variety of athletic teams after school where students compete with other schools. Intramural sports are also offered, where students within the school play each other. Some team and intramural sports include soccer, volleyball, baseball, softball and basketball. The rapidity of physical growth, the changing perceptions of self and others, alternate feelings of self-confidence and self-consciousness, independence, peer pressure, concern with physical appearance, and changes in social relationships are areas of great importance to the early adolescent. The Middle School program addresses these issues through health classes and the advisory program. The health classroom is designed to be a safe environment that allows students the opportunity to share and discuss in open, trusting surroundings. Students study a wide range of physical, social, and emotional issues which affect them both as adolescents, and as members of society. The class includes activities that educate and empower students on many levels. Students also learn accurate and current information about various topics. Units of study include growth and physical health, drugs (including alcohol), gender issues, the physiological and emotional aspects of human sexuality, and many others. Students also continue to develop the social and emotional skills they may need to manage this information. A primary goal of this class is to arm students with stronger factual, emotional, and social processing skills, so that they will be more equipped to make healthy decisions throughout their lives. Fifth and sixth grade students take a study skill class two times a week. This class focuses on, among other things, organization, note-taking skills, test-taking skills, study skills. Students requiring additional reinforcement of English language skills also receive small-group instruction. In seventh and eighth grades, organization and study skills continue to be addressed within the context of each student’s content area classes. Students are taught how to organize and maintain a notebook, how to highlight, and take notes from a textbook and a lecture, and how to prepare for a test. Specific steps are taught for writing a research paper. As students move through the grades, they are expected to become increasingly independent in applying these strategies and skills.
OUTDOOR EDUCATION/EXTENDED TRIPS All Middle Schoolers take part in overnight trips designed to enhance both academic and social skills. Fifth and sixth graders spend three days during the winter in the Catskill Mountains at the Frost Valley Environmental Center exploring the natural environment, participating in trust- and community-building exercises, and engaging in winter recreational activities. Seventh graders travel to Washington D.C. as an integral part of their study of United States History. They visit important national monuments and museums which deepen their understanding of our democratic institutions. Eighth graders start the year off with an overnight trip to establish group- and individual goals with a focus on leadership. The class also takes a four-day trip in the spring to Cape Cod, an experience which represents the culmination of their year-long study of Earth Science. The Quaker commitment to Community Service begins in the Preschool and carries through to the Upper School. Students in each division are involved in a variety of community service projects that are developmentally appropriate for each level. In the Middle School, many of the projects develop through the advisory program. The program includes learning, action, and reflection. Projects are planned in advisory groups in consultation with the Middle School Community Service Coordinator. In the past, Middle Schoolers have worked on a variety of projects, including collecting funds for Oxfam, supporting homeless shelters, and working with children in daycare facilities. BFS has two libraries for Middle School use which have extensive collections of fiction and nonfiction, as well as reference books, CD ROMS and computer resources. Students are able to use the libraries during recess and before and after school. The librarians also work with classroom teachers to assist with research projects and to suggest appropriate books for recreational reading. In consultation with the teacher, the librarian schedules periods for orientation and library skills instruction. The information technology and media literacy curriculum is formally taught once weekly in the fifth and sixth grade. Students learn to use computer and information technology resources as tools, and these skills are then incorporated throughout the curriculum. The classes explore network navigation and digital organization, continued support of touch-typing skills, and deciphering research on the Internet. Students explore an array of software suites including but not limited to communications, word processing, spreadsheets, idea-mapping, presentation, multimedia, and introductory programming. In addition to formal class time students may access the information technology resources in our two Media Centers and the Middle and Upper School Library during study hall, recess, before and after school. Our study of media literacy provides a framework to access, analyze, evaluate and create media messages in a variety of forms. Here we work to develop an understanding of the role of media in society, as consumers and creators, as well as essential skills of inquiry and self-expression. |
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adolescence is an exciting and demanding time of rapid growth,
enthusiasm for learning, and increasing independence, as Middle
Schoolers explore both their personal identities and their relationships
to others and the world. To meet these diverse needs, the BFS Middle
School provides a structured educational program that addresses
all aspects of the maturing child: the academic, spiritual, moral,
physical, emotional, and creative. It does so within the context
of Quaker principles, which emphasize service, peaceful resolution
of conflict, and the belief that there is “that of God” or “the
light” in each human being. The overall goal of the division
is to create an environment in which each student can truthfully
say, “I count,
I care, I can.”
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