Middle School Curriculum

Select a Department

Grade 6

  • Art

    The Middle School art curriculum is grounded in the interdisciplinary nature of the visual arts with a focus on creativity development and expression. Students will engage with a wide variety of artistic media: drawing, painting, collage, clay, printmaking, sculpture, assemblage and site-specific work. They will continue to explore the Elements and Principles of Art and Design (line, shape, form, value, space, color, texture, proportion, variety and movement) as they are woven into projects throughout the year. Close readings of artwork and lessons in art history will challenge students to see the contextual and cultural elements inherent to all art. STEAM units such as color theory, patterning, and iterative design will be a natural extension of our interdisciplinary approach.

  • Band

    Sixth Grade band is an intermediate band, a transition to upper band and covers the following: They continue in Standard of Excellence Book I. More extensive musical terms list, more major scales and extending the range of their instruments. Students have one rehearsal per week.. Students have the option to audition for the CMEA Regional Music Festival. Students are expected to practice 20 minutes per week.

    The Seventh and Eighth Grade band students combine to form the concert band. Both grades cover more major scales, musical terms, sight-reading, ensemble playing and chamber music. Students branch out to more difficult music and have two band rehearsals per week. Students have the option to audition for the CMEA Regional Music Festival. Students are expected to practice 30 minutes per week.

  • Chorus

    The TCS Choral program has three vocal groups: Intermediate (grades 4-5) Chorus, Sixth Grade Chorus, and an audition-based Chamber Chorus (grades 6-8). In rehearsals, there is an emphasis on ear training and pitch matching through the use of vocal warm-ups, scales, and exercises. Reading and understanding vocal music, 2-part harmony (Intermediate) and 2- or 3-part harmony (Middle School), vocal dynamics, expression, and blending are also core components of the learning process. Students perform vocal repertoire throughout the school year at the Winter Concert, Holiday Program, and Celebration of the Arts Spring Concert.

  • Computer Science

    The curriculum is designed to develop habits of mind and general competencies with computer software and hardware, so that students will be able to easily adapt to, and use, new technologies.
     
    The first trimester is focused on coding using Python. Students learn how to: breakdown the steps needed to solve a problem into a precise sequence of instructions; develop plans that describe a program's sequence of events, goals, and expected outcomes; debug (identify and fix) errors in an algorithm or program that includes sequences and simple loops. 
     
    In the second trimester we introduce 3D modeling and 3D printing using Tinkercad, Sketchup, and our Flashforge and Makerbot printers. Students learn how to: use a deliberate design process for generating ideas, testing theories, creating innovative artifacts and solving authentic problems; select and use digital tools to plan and manage a design process that considers design constraints and calculated risks; develop, test and refine prototypes as part of a cyclical design process. 
     
    Finally, in the third trimester we move to photo and video editing using Pixlr and iMovie. Students learn how to: choose the appropriate platforms and tools for meeting the desired objectives of their creation or communication; create original works or responsibly repurpose or remix digital resources into new creations; communicate complex ideas clearly and effectively by creating or using a variety of digital objects.

  • Earth and Space Science

    Through hands-on activities, scientific experimentation and field work in the science lab and the local environment, Sixth Grade students will continue to develop important scientific skills such as making observations, hypothesizing, developing and testing procedures, working with variables, recording and analyzing data, finding evidence, reaching conclusions, sharing their findings through written and oral means, and using tools and applied knowledge to solve real-world problems.

    Our classroom routines are guided by the three Country School rules and principles of Responsive Classroom. The science curriculum in sixth grade is based on the dimensions outlined in the Next Generation Science Standards (Practices, Crosscutting Concepts, and Disciplinary Core Ideas) and covers topics such as the materials and structure of the Earth, rocks and minerals, plate tectonics, astronomy and space, and robotics. Connections to real-world current events guide many of our project-based learning opportunities all year long. See below for an annotated outline of our learning:
    • Journey to the Center of the Earth Animation Project
    • Rock Cycle Modelling
    • Nautilus Expedition and Mapping of Ocean Floor
    • Vernier Interfaces, Sensors and Labs
    • Natural Disasters and Architecture and Engineering
    • Measuring Gravity like Galileo
    • Propulsion: Rockets and Drones
    • Robotics: Mars Rover Challenge
    Students will use excerpts from science texts, online resources, articles and current events and will keep a science section in their binders for notetaking and handouts. Where possible, there is a crossover and collaboration with teachers of other disciplines to integrate science work with other areas of study, providing students opportunities to make important connections and to deepen their learning. Throughout the year, students will participate in integrated STEAM project work and share-outs, which will provide opportunities for both individual and collaborative learning, leadership and confidence-building opportunities.

  • English

    Reading and Writing Workshop
    In Sixth Grade English, students will learn to use language with more confidence and be inspired by others’ use of language. To do that, students will spend a good deal of time reading, both independently and as a class. Using the Workshop Model throughout the year, students will be able to choose books from our classroom library, and will also read with their peers in book clubs. They will have a variety of ways to practice writing, both creatively and analytically, from short paragraphs to full essays. By the end of the year, they will have laid a foundation to read and write at higher levels.

    Grammar and Vocabulary
    Students will learn grammar and vocabulary through a variety of means. Each week they will apply new grammar concepts through Word Voyage and through writing workshop. They will also learn new vocabulary and root words through this online program. Through these methods, students will be able to enhance their understanding of grammar and vocabulary, and will be able to use it authentically in their writing.

    STEAM
    Students will have many opportunities to work across subject areas, incorporating science, technology, engineering, arts and math into their English class. In doing so, they will take part in projects that solve real-world problems by examining how these subject areas intersect. This includes the Shake, Rattle & Roll Project, which is done in combination with science class.

    Elmore Leadership
    The theme this year for Sixth Grade English is leadership. After reading Fantastic Failures by Luke Reynolds, students have a deep understanding of traits that many leaders share. A major part of Sixth Grade English is the Elmore Leadership Expo, which will take place in November. In preparation for the Leadership Expo, students will choose a historic leader and work in multiple subject areas to create a multi-faceted project about that person. Their English class will prepare them to write a speech highlighting why their individual is worth celebrating as a leader.

    Public Speaking
    In preparation for the MacLane Poetry Recitation, students will have many opportunities in English to practice public speaking. While this will be a major focus in English class in the weeks leading up to the Recitation, it is also an important skill that English students work on from the start of the year. They will become even better public speakers by sharing ideas with their peers, reading texts out loud, and presenting to the class.

  • Exploratory Music

    Students will explore the characteristics and functions of music in film. Students will study the influence that music has on the narrative of a film, the psychological states of characters, and on delivering the collective emotional tone and/or mood to the viewer. Through the examination of musical terms including tempo, rhythm, dynamics, instrumentation, melody, etc. students will practice critical listening skills and make meaningful connections between musical concepts and cinematic choices. Students will also examine how changing or altering the music can transform how a film is perceived.

    In the final project, students will create their own presentation demonstrating all that they have studied and reflected on during the term. This project will include a visual clip, set to three diverse musical backgrounds to demonstrate the effects that these different musical ideas can have on a single scene.

  • French

    Our French program is based on a method of learning called Comprehensible Input (CI). The goal of CI is for students to acquire the language, much in the way that we all acquired our first language - in a natural way by listening to other people, not by studying the mechanics of it. Because of the nature of CI, we will not depend on a textbook but on students being able to understand the meaning of what is being said or presented to them. It does not mean that teachers must use only words students understand. In fact, students learn a new language best when they receive input that is just a bit more difficult than they can easily understand. In other words, students may understand most, but not all words the teacher is using. We will provide students with a variety of sources for comprehensible input, ranging from student-created characters and story-listening to short movies, reading leveled 1 readers as a class or in small groups, and Free Voluntary Reading. We will also continue to fold in short lessons on grammar and culture in context. Our primary focus is on listening and reading and helping students grow in the skills of writing and speaking.
    6th Graders develop an awareness of the French language spoken in the world. Through their research of a city in France and a French-speaking country, they compare the geography, climate, places to visit, and food. They read simplified biographies of famous French speakers from Africa and create a Venn diagram to compare-contrast themselves with the famous person they chose.
    6th Graders are also participating in “Manie Musicale” where the students listen regularly to music produced in France and French-speaking countries during the months of February and March. They read a comprehensible biography of the artist, locate their country of origin and finally give their opinion verbally about the songs. Then the students elect their favorite song and will compare their results with the other participating schools from around the world. 

  • History

    Students will embark on their study of civilization through the lens of some of the largest modern religions. The religions studied in the Sixth Grade include Hinduism and Buddhism from ancient India, Judaism from ancient Israel and Christianity from the Roman Empire. The class will also dive deeply into the history and culture of the ancient Romans. The Seventh Grade studies the history and origin of Islam.
     
    Students will be writing on a weekly basis in history. They will learn how to respond to factual and inferential questions. Critical thinking skills will continue to be developed. They will have to write a formal research paper, persuasive essays and creative writing assignments utilizing historical fiction. Spelling, grammar, organization and content are all part of these assessments.

    Many of the assignments will require the students to read and respond to questions or outline the section they are reading. Essential questions will guide their reading and aid in comprehension. Skills such as reading comprehension, vocabulary building, interpreting sources, and drawing inferences from their reading will be focused on.

    STEAM activities will be woven into our curriculum throughout the year. During their study of earthquakes and volcanic activity in science, the students will look at the eruption of Mount Vesuvius in 79 CE and its impact on the people of the time and importance to archaeology. As a part of their Leadership Expo, the students also create technology based share outs for their research and portraits of their leaders.

  • Physical Education

    All students PreSchool - 8th Grade  have weekly physical education in the gymnasium or out on the field. Students take part in a variety of activities and units that follow and adhere to The Shape America Physical Education Standards. Some of the units that we teach at TCS are...low ropes course (Signature Program), soccer, golf, floor hockey, lacrosse, and cooperative games.

    The Physical Education Department, first and foremost, is responsible for helping our young people acquire the skills and self-confidence they need to participate in a wide variety of physical activities. The curriculum seeks to develop strength, stamina, and coordination. Our hope is that what is gained through our fun and developmentally appropriate activities will go with them well beyond their school days. Students learn the motor skills necessary to participate in a wide variety of physical activities, helping them to understand the link between physical activity and good health.

    Grades 6-8 meet once a week for 50 minutes.
    • Modified Sports
      • Soccer (dribbling, passing, trapping, shooting, foot-eye coordination), Basketball (dribbling passing, catching, pivoting, rebounding, shooting, hand-eye coordination), Ultimate ( throwing, catching, hand-eye coordination), Softball/baseball/wiffle ball/TennyBall (striking, catching, throwing, hand-eye coordination), Track and Field ( running, jumping hurdles, passing baton, general coordination, throwing disc), Floor hockey( dribbling, passing, shooting, and goaltending skills), Team Handball (striking, serving, agility, hand-eye coordination)
      • Bowling, Tennis ( forehand, backhand, volleying, serving, overheads), Badminton, Pickleball
    • Cooperative games
      • Outdoor ropes course, indoor climbing wall, build foam block structures
    • Organized Games
      • Kickball, Ghost, Capture the Flag ( running, cardio-fitness, dodging, fleeing, chasing),, and dance)
    • Individual Activities
      • jump rope, hula hoops, juggling
    • Class Participation/Effort

  • Pre-Algebra I

    This course is the Course 2 version of the Pre-Algebra curriculum. We will explore units on Variables, Expressions and Integers, Solving Equations and Inequalities, Factors, Fractions and Exponents, Rational Numbers, Probability, Percents, Linear Functions, Real Numbers and Right Triangles. We will be using Math Course 2 (McDougal/Littell) as the primary text, and supplementing with other resources to teach the curriculum. Students can expect projects, labs, paired and group activities, and writing assignments to enhance their learning.

  • Spanish

    The Spanish program in 6th Grade is based around a method of learning called Comprehensible Input (CI). The goal of CI is for students to acquire the language, not just learn about a language or the grammatical structures of a language. Students will acquire Spanish much in the same way that those around us were taught  their first language, by listening and connecting words and meaning naturally. Because of the nature of CI, we will not depend on a textbook but will depend on students being able to understand the meaning of what is being said or presented to them.
    The  curriculum implements the National Standards (Communication, Cultures, Connections, Comparisons, and Communities). Our 6th Grade curriculum is divided into three different topics in which the standard are practiced continuously:
    1. Weekly reading and recording of a storybook, “El Capibara con Botas.” The recordings from the weekly chapter are a way to assess the student’s comprehension and reading skills. The author “Mira Canion” wrote this story mainly to review the present tense form, reinforcement of cognate words and repetitive vocabulary.  
    Formative assessment - Students receive input and guiding feedback on their reading performance to help them improve from each of their reading recordings.
    2.  Comprehensive Input stories:  The platform 6th Grade uses to acquire CI is “Dreaming in Spanish”.  The story's vocabulary is used in different contexts, at different times and in interesting ways, such as skits and games.  The stories offer beginner, intermediate and advanced levels connecting the cultural aspect of Hispanic Countries and our present culture.  
    1. As I give the 6th Grade students that auditory input I am constantly asking questions. Their responses help me gauge where they are in their understanding of the story.  
    2. Another way to assess my students’ speaking abilities is by having them perform in front of the class. By rewriting our “skit” related to the CI story.  Students get very creative and are able to use language with one another. During my assessment, I’ll be listening for content and grammar use (even if they show grammatical imperfection, are they able to understand each other? Are they able to use their language skills to get their point across? 
    3. Summative assessments - weekly quizzes, and worksheets (note taking activities to measure student performance.) 
    3. The study of  Hispanic Countries: Another educational experience  for 6th Grade students is to research and learn about the geography and different facts of the Hispanic World. This project gives the students the opportunity to write about a Hispanic Country that they choose. During this process I will get an accurate look at their grammatical and writing proficiency. 
    Grammar taught in 6th Grade
    Nouns and
    articles
    • Gender of nouns ending in -o, -a
    • plural/singular of nouns
    • Possession of nouns (use of de + noun to express ‘s)
    • Definite articles (el,la,las,los)
    • Contractions with “al” and “del”
    • Indefinite articles (un, una, unas, unos)
    Adjectives
    • Agreement
    • Cardinal numbers 1-100
    Verbs
    • Subject-verb agreement
    • Present tense of regular -ar, -er, and -ir verbs
    • Basic irregular verbs (ser, estar, ir)
    • Simple idiomatic uses of tener = to be (calor, hambre,años)
    • Present progressive estar + ando/iendo endings
    • Ser vs. estar
    • Hacer used in weather expressions
    • Helping verbs: tener que, poder, querer, necesitar
    Pronouns
    • Subject
    • Direct object
    • Indirect object (use with gustar)
      Adverbs
    • Adverbs of time (ayer, pasado mañana, etc…)
    • Adverbs of order ( despúes, próximo, etc…) 
    • Adverbs of quantity ( bastante, tan, más, etc…)
    • The suffix - mente
    Other
    • Question words (dónde, cómo, qué, por qué, cuándo)
    • Word order of yes/no questions

  • Team Time

    Affective education at The Country School celebrates our commitment to the whole child. We believe that each student has much to give, and, in an atmosphere of kindness, respect, and responsibility, we provide meaningful opportunities for leadership, service, and environmental stewardship. While many opportunities and formal touch points exist to address these issues, Team Time is the clearest example of our affective education program. The program is flexible and responsive to both short-term student needs, without losing sight of broad term goals and objectives for each age level.

    Every week throughout the year grade-level advisors meet with their classes. Teachers and advisors take the children outside as much as possible to participate in field initiatives and low ropes course initiatives. The actives are collaborative and experiential in nature, requiring extensive communication and teamwork. Another focus of the curriculum is on social and emotional issues paramount to each grade level, including elements of the Choose Love and Responsive Classroom programs along with Country School faculty designed curricula.

Department Faculty

341 Opening Hill Road, Madison, CT 06443
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Founded in 1955, The Country School is a coeducational, independent school serving students in PreSchool-Grade 8. The Country School is committed to active, hands-on learning and a vigorous curriculum that engages the whole child.