Curriculum > Middle School

Middle School is a time for students to build their academic skills as well as their skills for learning, both equally important, to prepare them for vigorous academic and competitive work environments. We expect and understand that each child has particular areas of strength and growth during their middle years, and we work hard to place them in a course each year that will challenge and inspire them as well as promote their success. Therefore, placement in Middle School math courses is determined by a number of important developmental criteria instead of by grade level alone. Teaching teams work together to make recommendations for placement in math based on the following criteria, each considered equally:

A profile is created for each student using the criteria above to determine the most appropriate placement in a math course. The same criteria are used in subsequent years throughout Middle School to confirm the appropriate placement for your child. The following courses comprise the Middle School math offerings for a student in Grades 6 to 8.

 

Students in Math 6 build foundational skills and a math vocabulary that will prepare them to understand and solve complex problems in a challenging curriculum. As students work with fractions, whole numbers, decimals, and percents they begin to connect their learning to everyday life and develop an appreciation for mastering the skills. Building on those skills, students are introduced to algebra as they solve algebraic equations and work with exponents and square roots. In the geometry unit, students explore different geometrical shapes, angles, triangles, and circles. 

Pre-Algebra is designed as a bridge between foundational math and algebra. Students work to strengthen their problem-solving skills by building competencies in the following areas:  principles of algebra, rational numbers, graphs and functions, exponents and roots, ratios, proportions and similarity, percent, geometry, perimeter, area, and volume, data, and statistics, and multi-step equations and inequalities, graphing lines, polynomials, and solving one and two-step equations students become familiar with the content necessary to support success in upper-level math courses. Making connections between the math they learn in the classroom with the math used in everyday life is an essential way of learning Pre-Algebra. Students in Pre-Algebra also develop their self-monitoring skills. In collaboration with their peers and the teacher, students are prompted to take their time to think and solve problems, reflect on their steps and process, and make revisions before submitting final answers. 

Algebra I establishes the vocabulary and symbolism of algebra and includes evaluating expressions, properties of real numbers, rational and irrational numbers, square roots, function theory, solving and graphing linear equations and systems, solving and graphing linear inequalities and systems, applying exponent properties, scientific notation, simplifying polynomial expressions, solving polynomial equations, basic factoring, solving and graphing quadratic functions, exponential growth and decay, and word problems. Students are introduced to matrices, probability, data analysis, and simplifying and solving rational expressions and equations.

 

Algebra, inductive and deductive reasoning, constructions, measurement, and coordinate geometry are the foundations for examining the properties of two and three-dimensional figures in Honors Geometry. Geometry courses require mastery of the concepts of algebra including quadratics and radical expressions. Students explore both Euclidean and solid geometries with a particular emphasis on plane geometry. Topics of study include an introduction to logic and proofs, triangles, special quadrilaterals, polygons, perimeter and area of figures, surface area and volume of solids, similar shapes (ratio and proportion), circles, and trigonometry, indirect proofs, sequences, pattern recognition, vectors, volumes of revolution, equations of lines in three space and planes. Applications of these topics are incorporated into the lessons and assignments as students are inspired to connect learning principles of geometry with future fields of study such as art, architecture, and engineering, as well as understand how angles, arches, shapes, and speed relate to sports and automobiles.

Independent Physical Education
The Independent Physical Education program is an alternative to in-school PE and is offered to those students who are eligible. This program recognizes the student who participates in an off campus sport or activity that takes place under the direction of an instructor and a physical education advisor. The program must be intensive and must be an activity that is not offered during that season at Sewickley Academy. Eligibility is determined by a committee comprised of Director of Teaching and Learning, the Director of Athletics, and the Health/Physical Education Department Chair.

Completing three years of language study is required as part of the diverse curriculum in Middle School. Students entering in Grade 6 select to study Chinese, French, or Spanish. It is our philosophy that students will grow in their appreciation and mastery of a language if they remain in the same language for three years. Students may not add or drop a language after the first day of school but movement, while not recommended, is possible if the schedule permits following the Grade 6 year only. Regardless of the language choice, students finishing three years of study in Middle School should be ready for a Level II or Level III course in Grade 9. Teachers make a recommendation for the next level based on academic readiness, current mastery in the language course, evidence of executive functioning skills (i.e., planning, time management, and ability to work independently), interest, and motivation.

The first two introductory years of language study are described as Novice 1A and B, while the third year moves to a Novice 2 level.

Novice 1A level courses run in response to interest, therefore, a course with fewer than five students may not run. New students in Grades 7 and 8 with previous language experience will take a skills assessment to establish their readiness for the grade level language. Those with no previous experience will enter an introductory course. 

Students fully engage their hearts, hands, and minds in the Novice 1A course. With an emphasis on project-based learning, students develop an appreciation for people and cultures through active roleplay, songs, and recreation of cultural traditions helping them to broaden their understanding of varying perspectives, practices, and values from other parts of the world. Language study is engaging and meaningful when students learn the skills needed to communicate in the target language by engaging in miming, drawing, singing, improvising a scene, collaborating with peers, and playing a variety of games. Simultaneously, students work to build the foundation for reading, writing, speaking, and listening to the target language. 

In Novice 1A courses students build their introductory linguistic skills through short stories. In Novice 1A Chinese, students will learn how to recognize and draw Chinese characters by understanding how they were developed through images and stories. The stories promote learning within a communicative context and allow students to use text evidence to support their answers to comprehension questions. By emphasizing, expanding, or promoting lexical terms, grammatical patterns, and recognizing characters, the stories prepare students to be successful at the next level. They develop their writing skills through simple compositions or guided narratives, partake in interactive guided and unrehearsed conversations in the target language as they are expected to participate in diverse class activities. 

Novice 1B world language courses allow students to further immerse themselves in the language and culture as they expand their communication skills. With a continued focus on the development of listening, speaking, reading, and writing students expand their vocabulary in the target language and are prepared to have a conversational dialogue with a peer or practice at home with a family member. Students grow in their appreciation for the culture by collaborating with a peer on a research project, watching movies, singing songs, or preparing food, crafts, or artwork that are common in the culture. 

In Novice 2 courses in Middle School students end their three-year sequence of focused study and are able to understand and communicate in the target language using more complex sentence structures. Students engage their hands and minds by participating in interactive exercises, short plays, videos, short stories, and reading novels, helping them to build a fundamental capability of oral communication through real-life situations that explore new cultural, lexical, and grammatical themes. They develop their writing skills through more elaborate compositions or guided narratives, partake in guided and unrehearsed conversations with peers in the target language. Finally, students engage their hearts by developing cultural sensitivity and global awareness while they are introduced to Hispanophone, Francophone, and Chinese cultures. They expand their horizons through exploring real estate (houses and their architectures), fashion, the automobile industry, neighborhoods, hobbies, weather, food, and travel in the region. A community of respect is elevated as students acquaint themselves with a variety of perspectives on society as they practice their four linguistic competencies: reading and listening comprehension, speaking and writing skills.

Middle School is a time for students to build their academic skills as well as their skills for learning, both equally important, to prepare them for vigorous academic and competitive work environments. We expect and understand that each child has particular areas of strength and growth during their middle years and we work hard to place them in a course each year that will challenge and inspire them as well as promote their success. Therefore, placement in Middle School math courses is determined by a number of important developmental criteria instead of by grade level alone. Teaching teams work together to make recommendations for placement in math based on the following criteria, each considered equally:

A profile is created for each student using the criteria above to determine the most appropriate placement in a math course. The same criteria are used in subsequent years throughout Middle School to confirm the appropriate placement for your child. The following courses comprise the Middle School math offerings for a student in Grades 6 to 8.

 

Students in Math 6 build foundational skills and a math vocabulary that will prepare them to understand and solve complex problems in a challenging curriculum. As students work with fractions, whole numbers, decimals, and percents they begin to connect their learning to everyday life and develop an appreciation for mastering the skills. Building on those skills , students are introduced to algebra as they solve algebraic equations and work with exponents and square roots. In the geometry unit, students explore different geometrical shapes, angles, triangles, and circles. 

Pre-Algebra is designed as a bridge between foundational math and algebra. Students work to strengthen their problem-solving skills by building competencies in the following areas:  principles of algebra, rational numbers, graphs and functions, exponents and roots, ratios, proportions and similarity, percent, geometry, perimeter, area, and volume, data, and statistics, and multi-step equations and inequalities, graphing lines, polynomials, and solving one and two-step equations students become familiar with the content necessary to support success in upper-level math courses. Making connections between the math they learn in the classroom with math that is used in everyday life is an essential way of learning Pre-Algebra. Students in Pre-Algebra also develop their self-monitoring skills. In collaboration with their peers and the teacher, students are prompted to take their time to think and solve problems, reflect on their steps and process, and make revisions before submitting final answers. 

Algebra I establishes the vocabulary and symbolism of algebra and includes evaluating expressions, properties of real numbers, rational and irrational numbers, square roots, function theory, solving and graphing linear equations and systems, solving and graphing linear inequalities and systems, applying exponent properties, scientific notation, simplifying polynomial expressions, solving polynomial equations, basic factoring, solving and graphing quadratic functions, exponential growth and decay, and word problems. Students are introduced to matrices, probability, data analysis, and simplifying and solving rational expressions and equations.

 

Algebra, inductive and deductive reasoning, constructions, measurement, and coordinate geometry are the foundations for examining the properties of two and three-dimensional figures in Honors Geometry. Geometry courses require mastery of the concepts of algebra including quadratics and radical expressions. Students explore both Euclidean and solid geometries with a particular emphasis on plane geometry. Topics of study include an introduction to logic and proofs, triangles, special quadrilaterals, polygons, perimeter and area of figures, surface area and volume of solids, similar shapes (ratio and proportion), circles, and trigonometry, indirect proofs, sequences, pattern recognition, vectors, volumes of revolution, equations of lines in three space and planes. Applications of these topics are incorporated into the lessons and assignments as students are inspired to connect learning principles of geometry with future fields of study such as art, architecture, and engineering, as well as understand how angles, arches, shapes, and speed relate to sports and automobiles.

Independent Physical Education
The Independent Physical Education program is an alternative to in-school PE and is offered to those students who are eligible. This program recognizes the student who participates in an off campus sport or activity that takes place under the direction of an instructor and a physical education advisor. The program must be intensive and must be an activity that is not offered during that season at Sewickley Academy. Eligibility is determined by a committee comprised of Director of Teaching and Learning, the Director of Athletics, and the Health/Physical Education Department Chair.

Completing three years of language study is required as part of the diverse curriculum in Middle School. Students entering in Grade 6 select to study Chinese, French, or Spanish. It is our philosophy that students will grow in their appreciation and mastery of a language if they remain in the same language for three years. Students may not add or drop a language after the first day of school but movement, while not recommended, is possible if the schedule permits following the Grade 6 year only. Regardless of the language choice, students finishing three years of study in Middle School should be ready for a Level II or Level III course in Grade 9. Teachers make a recommendation for the next level based on academic readiness, current mastery in the language course, evidence of executive functioning skills (i.e., planning, time management, and ability to work independently), interest, and motivation.

The first two introductory years of language study are described as Novice 1A and B, while the third year moves to a Novice 2 level.

Novice 1A level courses run in response to interest, therefore, a course with fewer than five students may not run. New students in Grades 7 and 8 with previous language experience will take a skills assessment to establish their readiness for the grade level language. Those with no previous experience will enter an introductory course. 

Students fully engage their hearts, hands, and minds in the Novice 1A course. With an emphasis on project-based learning, students develop an appreciation for people and cultures through active roleplay, songs, and recreation of cultural traditions helping them to broaden their understanding of varying perspectives, practices, and values from other parts of the world. Language study is engaging and meaningful when students learn the skills needed to communicate in the target language by engaging in miming, drawing, singing, improvising a scene, collaborating with peers, and playing a variety of games. Simultaneously, students work to build the foundation for reading, writing, speaking, and listening to the target language. 

In Novice 1A courses students build their introductory linguistic skills through short stories. In Novice 1A Chinese, students will learn how to recognize and draw Chinese characters by understanding how they were developed through images and stories. The stories promote learning within a communicative context and allow students to use text evidence to support their answers to comprehension questions. By emphasizing, expanding, or promoting lexical terms, grammatical patterns, and recognizing characters, the stories prepare students to be successful at the next level. They develop their writing skills through simple compositions or guided narratives, partake in interactive guided and unrehearsed conversations in the target language as they are expected to participate in diverse class activities. 

Novice 1B world language courses allow students to further immerse themselves in the language and culture as they expand their communication skills. With a continued focus on the development of listening, speaking, reading, and writing students expand their vocabulary in the target language and are prepared to have a conversational dialogue with a peer or practice at home with a family member. Students grow in their appreciation for the culture by collaborating with a peer on a research project, watching movies, singing songs, or preparing food, crafts, or artwork that are common in the culture. 

In Novice 2 courses in Middle School students end their three-year sequence of focused study and are able to understand and communicate in the target language using more complex sentence structures. Students engage their hands and minds by participating in interactive exercises, short plays, videos, short stories, and reading novels, helping them to build a fundamental capability of oral communication through real-life situations that explore new cultural, lexical, and grammatical themes. They develop their writing skills through more elaborate compositions or guided narratives, partake in guided and unrehearsed conversations with peers in the target language. Finally, students engage their hearts by developing cultural sensitivity and global awareness while they are introduced to Hispanophone, Francophone, and Chinese cultures. They expand their horizons through exploring real estate (houses and their architectures), fashion, the automobile industry, neighborhoods, hobbies, weather, food, and travel in the region. A community of respect is elevated as students acquaint themselves with a variety of perspectives on society as they practice their four linguistic competencies: reading and listening comprehension, speaking and writing skills.