Curriculum & Courses

English

Grade 6

The Sixth Grade English course is designed to teach students to think logically, to read with delight and discernment, and to speak and write with clarity and fluency. These goals are accomplished through instruction in word recognition and reading strategies, literature, the writing process, oral communication, listening comprehension, and grammar. Composition topics are typically assigned every two weeks. A piece of poetry chosen by the student is to be memorized each month and is to be presented to the class. The goals of the Sixth Grade Reading course are to develop reading skills, the ability to make meaningful and personal connection with literature, and skills and strategies to help students read and study in all content areas. This course provides students with the skills necessary to select appropriate and challenging reading material, as well as opportunities to collaborate with teachers and peers as readers and writers. Students will read teacher and self-selected novels from a variety of genres and authors. Throughout the course, students will keep a dialogue journal to better know themselves as readers, writers and learners. In class, students will participate in small and large group discussions. Also, the boys will be assigned independent activities designed to meet student needs and foster attitudes required to be life-long readers and learners.

Form I

The primary goal of Form I English is to help students to understand and enjoy what they read, to think critically, and to express their ideas clearly and creatively. The reading list includes a variety of poetry and prose from which evolve class discussions, writing topics, and independent and cooperative projects. Grammar, usage and style are regular topics of discussion which are applied in a wide range of writing activities. Boys are encouraged to use the computer lab for word processing, and they receive formal instruction from the library staff about the variety of resources available to them. While students are encouraged to become independent thinkers who can teach themselves, they are also shown the rewards of collaborative effort.

Form II

Form II English is designed to give the student the tools and skills that will enable him to be analytical and independent in his thinking; excited and critical in his reading; accurate, succinct, and stylish in his writing; and confident and effective in his speaking. A variety of novels, short stories, poems, and plays form the basis for literary analysis as well as foster an appreciation and enjoyment of the written word. The student considers both the intention and the method of the writer. The writing process - thinking, planning, writing, and proofreading - is given great attention. Focusing on the paragraph and the short essay, students frequently practice their expository writing skills. With the aid of our library staff, students consider research sources and techniques, as well as standards of documentation. A respect for the ideas of others, be they renowned authors or confused classmates, is stressed in every area of endeavor.

Mathematics

Grade 6

This course reviews all operations with whole numbers, common fractions, decimal fractions and percents, while introducing the solving of linear equations. We also do some work in number theory (multiples, factors, primes, composites, powers, exponents, greatest common factors, least common multiples, etc.). The course also covers ratio and proportion, some geometry, and areas and volumes. All this is done along with problem-solving. In this course, understanding and problem-solving skills are emphasized. Boys who do well in Grade 6 Math may be recommended by their math teacher into the Honors Math section for Form I. Selection for the Honors Math program is primarily based on Sixth Grade Math grades and teacher recommendations. In some instances, we use standardized testing to determine whether a student is fully prepared for the faster pace of the Honors Math program. Selection into Honors Math is a fluid process and some boys may move in or out of the Honors Math section depending grades, appropriate placement of the student, or teacher recommendations. As boys mature and adapt to working at a faster pace, we add another section of Honors Math in Form III.

Form I

Regular: The course begins with a strong review of arithmetic skills emphasizing fractions, decimals. and percents. A Pre-Algebra course introduces order of operations, properties, operations with signed numbers and simple equation solving. During the latter part of the Form I year, the students begin the study of Algebra using the Dolciani text, Algebra: Structure and Method.
Honors: This course covers a large portion of first year algebra. It assumes that the student has the prerequisite knowledge of operations with whole numbers, integers, fractions, decimals, and percents. It emphasizes solutions of single linear equations, systems of linear equations in two and three unknowns, basic operations with polynomials, factoring, and the solution of quadratic equations using factoring. Considerable time is spent on the solution of word problems. It is expected that those in honors math will begin Algebra I sooner and progress somewhat further in that course than those in regular sections.

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Form II

The course is a continuation of Algebra I which was started in Form I. It is expected that students in both the regular and the Honors math will have completed Algebra I by the end of the year. 
Regular: Material includes solving systems of linear equations in two variables and related word problems, inequalities and absolute value, rational expressions and equations and related word problems, radical expressions and equations, relations and functions, quadratic equations, trigonometry, and an introduction to probability and statistics. There is a considerable amount of emphasis on problem-solving as related to each topic. 
Honors: Form II Honors emphasizes solutions of systems of linear equations in two and three unknowns, operations with polynomials and algebraic fractions, factoring, and the solution of quadratic equations using factoring, completing the square, and the quadratic formula. Imaginary numbers are introduced, and word problems are emphasized. Included is the use of matrices and determinants (Cramer's Rule) in solving linear systems.Use of the TI-83 or TI83+ in graphing linear and quadratic functions is taught in both courses.        

Science

Grade 6

Sixth grade science will introduce the boys to the content areas of life sciences, physical sciences, earth sciences, and the human body. Two important goals of the course are:

• to help students link prior knowledge to new information in order to help the boys build an increasing sense of how scientific information fits together and how it relates to their everyday experiences.
• to foster an attitude of curiosity, a desire for under- standing, and an excitement of science learning.

The boys will focus on observing, classifying, inferring, predicting, hypothesizing, and problem solving. Several experiments per chapter, movies, and teacher-led explanations will all be used to foster development of the skills the boys will need in higher level science courses.

Form I

Geology: Basic chemistry, rocks, minerals, earth's interior structure, continental drift, erosion and deposition, weathering and topographic maps. Field studies will include working with Geologists who can explain rock strata and help us gather and identify rocks for a collection.

Astronomy: Universe formation theories, stars and galaxies, our solar system, the moon. Students will observe a modern day observatory at Haverford College. They will write a properly documented astronomy research report. We will borrow and study NASA's moon rocks.

Oceanography: Oceans of the World, Ocean Topography, Ocean-Life Zones, Currents, Tides. "The Voyage of the Mimi" computer program will be implemented for map and navigational simulations. Students will prepare a videotaped report that includes the use of CD-ROM technology.

Historical Geology: Fossils, constructing a geologic time line, dinosaurs. Students will compare and contrast dinosaurs and prehistoric animals on a visual format.

Meteorology: Weather, climactic zones, forecasting, weather maps. "The Rainforest" computer program will be used to master tropical characteristics.

Ecology: Conservation, interdependence, ecosystems, predator-prey relationships. Part of this work will be to conduct a full-fledged stream study.

Form II

Biology: This introductory course in Life Science will review the scientific method, the metric system, and introduce new skills in microscopy and dissection. The course will feature some of the following important topics: cell structure and function, vertebrate body systems, reproduction and genetics, botany, ecology, taxonomy, and a brief study of each of the five kingdoms of living things. Ecology and evolution will be introduced at the end of the course. Many of the lab periods will be devoted to the dissection of representative organisms and organ, and others will emphasize the use of the microscope, as proficiency in both these areas is basic to any biology course.

Social Studies

Grade 6

This course covers the period of American History from the time of colonization through the Civil War. Primarily a skills course, this curriculum is designed to teach the skills necessary to acquire an understanding of the concepts introduced, to understand the relationship of past and current events in time and place and to become increasingly aware of how these events Form the foundations of our world today. As we investigate life in the colonies, the roots of our conflict with England, our struggle for independence, the spread of democracy, changes in American life during the 18th and 19th centuries, Manifest Destiny and finally the Civil War, students will be encouraged to become part of a dynamic learning process. A variety of teaching styles will be used, including debate, discussion, simulations, writing assignments and project work.

Form I

U.S. History: This course focuses on the major economic, political, and social trends in U.S. history from Reconstruction to the present. In addition, current events are discussed and students are encouraged to relate these events to historical situations. Study strategies are included in the curriculum and these are stressed throughout the year. A variety of teaching methods are employed including class discussions, small group work, debates, and other student-directed activities.

Form II

World Cultures: This course examines the non-Western culture areas as each evolved from ancient times to the present. The culture area approach provides a vehicle for correlating the social sciences. Consequently, five factors are emphasized - historical, geographical, sociological, economic and political. As countries within each culture area are studied, the student becomes acquainted with the geographical characteristics, their effect on the economic life of the people, the customs of the country and the current political status. Similarities and diversities within each culture area are examined as well as what distinguishes them from other cultures.

Foreign Languages

Latin

Form I
A required course in the Middle School, Form I Latin examines the linguistic, cultural and historic traditions of the Greco-Roman civilizations as they complement and contrast with others through time. Basic concepts of language, grammar, tense and case formation, syntax and translation form the core of study. Since Latin is a basic constituent of the English language, the course examines vocabulary with particular emphasis on modern derivatives and related definitions. The student studies Roman history, life, geography and culture as he begins to trace Aeneas’ journey from Troy after the Trojan War. Mythology is studied both in the context of ancient times and as basic to the understanding of themes repeated throughout the literature of all cultures and times.

The Form I student is expected to master the equivalent of a semester of a strong high school Latin I course. He uses a Latin I text which he will continue to use in Form II. A workbook and supplemental texts provide practice and enrichment.

Students who achieve especially well in all areas, and who have an enthusiasm for continuing their study of Latin while beginning a modern spoken language, can do so at the recommendation of their teachers. This class, supported by e-mail conversations and individual consultations, meets just twice in a seven day cycle at a time otherwise designated for study periods. Those who participate must be motivated and able to handle independent work without compromising their achievement in the many other areas of development appropriate to a Middle School student.

Form II
Form II Latin continues what the student learned in the prerequisite first year of Latin study. Vocabulary, grammar, and syntax of increasing complexity challenge the student to maintain a disciplined approach and to analyze logically. Translation of passages provides constant practice and rewarding challenge. Roman history, mythology, and culture are explored in increasing depth as the student continues to trace Aeneas’ journey from Troy after the Trojan War. He learns about government, law, military attitudes, technology, religion, architecture, lifestyle, and literature. The student learns to recognize the "hero" theme in mythology and in the literature of other times and civilizations.

The Form II student completes a very full and enriched first year Latin course. He is prepared to enter a Latin II class. If he chooses to continue with this language, he is prepared to sit for the Advanced Placement examination in his Form V year. Further study is arranged on an individual basis.

Spanish

The Spanish I course prepares the student for target language proficiency in grammar and oral response through the use of published materials, available technology and class interaction. In accordance with the basic standards for the foreign language learning, students will also develop an appreciation for the culture and diversity within the Spanish-speaking world. It is paramount at this introductory level that there is a heavy emphasis on basic vocabulary and grammatical rules in Spanish.

In this course, students engage in conversations, provide and obtain information in Spanish, express feelings and emotions and exchange opinions. Students understand and interpret the Spanish written language on a variety of topics. Students demonstrate an understanding of the relationship and practices of the cultures studied throughout the francophone world. Students reinforce and further their knowledge of other disciplines (like history, geography and art) through the experience of foreign language instruction. By the successful completion of the course, students will speak and write Spanish with a solid and literate understanding of fundamental grammatical and spoken Spanish, well prepared for the next level of Spanish instruction.

The chapter themes of the Compañeros texts present the mandatory vocabulary for advancement to the next level of instruction. Other essential points covered in this course include: proper pronunciation and spelling, time expressions and numbers, conjugation of regular and irregular verbs, imperative forms, personal pronouns, definite and indefinite articles, proper accordance of adjectives and adverbs, interrogatives, reflexive verbs, negation of phrases, proper conjugation of regular and irregular verbs in the past, present, future and conditional tenses, direct and indirect objects. The cultural component of the course emphasizes the variety and richness of the Spanish-speaking world through readings, research and the discussion of artifacts and objects of realia from Spanish-speaking cultures.

Technology

In Grade 6 and Form I, there is a "one-to-one" student laptop program. Form II students have access to laptops or they can take part in the BYOD (Bring Your Own Device) program. Teachers at all grade levels integrate technology into their classes as a crucial element of the curriculum.
 

Music

Grade 6

Building upon the Lower School Music Program, this Kodaly-based music education program is one in which students learn musical literacy and musical artistry through their active participation in music making. Students sing, perform, and study music from a variety of styles and genres. They notate, arrange, and compose music using professional music software and learn to orchestrate their music using professional-grade synthesizers.

The boys study folk music from a variety of world cultures and classical music from many historical periods. They explore the realm of music theater through their study of Gian Carlo Menotti’s opera “Amahl and the Night Visitors” and Leonard Bernstein’s musical “West Side Story”.

Form I

Students continue to refine their music literacy skills in the music technology lab and through their study of guitar. The focus of our study is melody and harmonic accompaniment. In the lab students harmonize, arrange, compose, and orchestrate music using standard musical forms. They study the basics of music theory and harmony as they learn to play and accompany melodies on the guitar. Students learn to read a guitar chord chart, and to accompany folk songs using a variety of major and minor chords. They play melodies by reading guitar tablature notation. Special attention is paid to ensemble work, including unison playing as well as playing solo with accompaniment (lead and rhythm guitar). Repertoire for the seventh grade guitar study is selected from folk, classical, and popular genres.

Form II

Students explore a variety of musical styles in their Form II year. They learn to use guitar strumming techniques that are idiomatic to music of many world cultures. They learn to identify, play, and compose using the components of popular, classical, and multi-cultural music. They learn to use complex chords, refine their tablature reading, and play in class ensembles. They use music technology as a tool in the study of the basic music theory of Western music, and to compose and arrange music of many styles. Repertoire for the Form II runs the gamut from Bach to Rock.

The Centennial Singers

The Haverford School Centennial Singers is a choral ensemble for boys who love to sing and perform. Singers in this ensemble sing in the treble range, with unchanged voices. The Centennial Singers perform music in a variety of styles and languages. Their wide-ranging repertoire is selected from classical, folk, gospel, spiritual, and jazz realms. The choir performs at the major concerts of The Haverford School, and in the wider community.

Ensembles

The Glee Club

Middle School students whose voices have changed are invited to sing in The Haverford School Glee Club. . Students in the Glee Club sing a repertoire of songs in three and four parts in a variety of musical styles. In addition to their school performances, the Glee Club also performs on a regular basis with girls’ schools in the area and in New York City.

The Celebrantes 

The Celebrantes is a select choral ensemble, auditioned from singers in grades 5-8. Students in this choral ensemble perform a larger, more complex repertoire of music and maintain a vibrant rehearsal and performance schedule. Their repertoire comes from a variety of genres, from classical to jazz, from folk to gospel. The Celebrantes perform in the major 11concerts at the school and in the larger community. In recent years they have performed at The White House, Carnegie Hall, and the Capitol Rotunda in Harrisburg.

The Haverford School String Ensemble

The Haverford School sponsors string ensembles on the intermediate and advanced levels for Middle School students who play violin, viola, cello, and string bass. Students learn to apply their technical skills and artistry to a variety of musical forms and styles. As a large ensemble, students learn the importance of critical listening and musical flexibility in addition to developing independence within their sections. Students refine skills of ear training, articulation, and dynamics through their rehearsal. Students also gain the skills of leadership within their section, and develop performance etiquette through their performances.

The Haverford School Jazz Ensemble

The Jazz Ensemble is primarily an Upper School ensemble, though advanced Middle School players may audition to play with the group. The Jazz Ensemble provides wind, guitar, bass, piano, and percussion players the opportunity to rehearse and perform jazz arrangements together as an ensemble. Students refine their skills of music reading, articulation, intonation, and solo improvisation through their rehearsal. In addition, students learn to maintain an independent part while contributing to the whole of the ensemble. Directed by Mr. Norm Manno, the Jazz Ensemble performs at two major concerts at Haverford as well as in service projects in the larger community.

Physical Education

Grade 6

The primary goal of the Health and Physical Education curriculum is to provide the boys with the framework necessary to develop and maintain a fitness plan that they can utilize for a lifetime. Through the health portion of the curriculum the boys are introduced to the importance of health, wellness, and decision making. Through the physical education curriculum, we aim to provide the boys with a variety of lifetime sports and activities that will give the boys the sport skills necessary to establish a lifetime commitment to a healthy lifestyle. It is the department’s goal to improve students' physical fitness, overall well being, skill development and teamwork in a fun and learning environment.

Form I

The primary goal of the Health and Physical Education curriculum is to provide the boys with the framework necessary to develop and maintain a fitness plan that they can utilize for a lifetime. Through the health portion of the curriculum the boys are introduced to the how their body works as we study the respiratory, cardiovascular, and digestive systems. Through the physical education curriculum, we aim to provide the boys with a variety of lifetime sports and activities that will give the boys the sport skills necessary to establish a lifetime commitment to a healthy lifestyle. It is the department’s goal to improve students' physical fitness, overall well being, skill development and teamwork in a fun and learning environment.

Form II

The primary goal of the Health and Physical Education curriculum is to provide the boys with the framework necessary to develop and maintain a fitness plan that they can utilize for a lifetime. Through the health portion of the curriculum the boys begin to discuss the changes that are occurring with their body as the focus moves to sexual reproduction, pregnancy, birth, and communicable diseases. Through the physical education curriculum, we aim to provide the boys with a variety of lifetime sports and activities that will give the boys the sport skills necessary to establish a lifetime commitment to a healthy lifestyle. It is the department’s goal to improve students' physical fitness, overall well being, skill development and teamwork in a fun and learning environment.

Athletic Program

The emphasis of the Middle School athletic program is to expose our boys to a variety of athletic opportunities that focus on participation, skill development, team spirit and teamwork. While winning is a desirable goal, emphasis will be put on receiving quality playing and coaching time. Middle school students must participate in some capacity during all three athletic seasons. We offer a variety of different sport choices throughout the 3 seasons and while we provide the boys with the opportunity to choose a sport for each season, they are not guaranteed their first choice. Size and available space limit certain teams, and “cuts” will be necessary. The school will make efforts to establish alternatives to supplement some of our more popular sports in which our team sizes are limited.  

Video crew, sports management and fitness are also components of our athletic program. These activities allow the boys to be part of the athletic program in a different capacity other than on the sports field. These choices, however, are not considered to be a season of team participation; therefore, they can each only be chosen for one of the three seasons.  

Fall Season

• MS Cross Country (6th, 7th, and 8th)
• MS Football (6th, 7th, and 8th)
• Varsity Soccer (8th grade)
• Jr. Varsity Soccer (7th grade)
• 3rd Soccer (6th grade)
• Intramural Soccer Video Crew*

Winter Season

• Varsity Basketball (8th grade)
• Jr. Varsity Basketball (7th grade)
• 3rd Basketball (6th grade)
• Intramural Basketball
• Squash (6th, 7th, and 8th grades)
• Intramural Swimming (6th, 7th, and 8th grades)
• Wrestling (6th, 7th, and 8th grades)
• Ice Hockey (6th, 7th, and 8th grades)
• Video Crew*
• Fitness*

Spring Season

• Varsity Baseball (7th and 8th)
• Jr. Varsity Baseball (6th and 7th)
• Varsity Lacrosse (7th and 8th)
• JV/”C” Team Lacrosse
• Varsity Tennis (6th, 7th, and 8th grades)
• JV Tennis (6th and 7th grades)
• Intramural Track (6th, 7th, and 8th grades)
• Intramural Baseball
• Video Crew*

* Can only be chosen one season

Drama

Students will receive an overview of the theater, with special attention given to the following areas:

• Improvisation and acting, through a combination of theater games and exercises
• Basic techniques of voice and stage movement
• Auditioning skills
• Directing
• The performance of rehearsed scenes and monologues
• The writing of original scenes and monologues

Arts

GRADE 6 

Woodworking
The first few weeks of 6th grade woodworking are spent developing a design for a plexiglass and wood "light sculpture." After completing a homework assignment in which he creates twenty or more small design sketches, each student chooses his favorite from among his ideas. The design is refined and a final, two-view scale drawing is completed in class. While developing their designs, the students will study the safe use of a number of the shop's power tools. Instruction sheets on the various tools, lecture/demonstrations on their safe use, and small group, peer study sessions all prepare the boys for a Safety Test, which must be passed (70) in order to use the power tools.The rest of the semester will be spent making their sculptures. Careful craftsmanship is emphasized from beginning to end. Imagination and development of personal ideas are stressed throughout the course.

Studio Art
The sixth grade art course will concentrate on two-dimensional works. Projects will build on each student’s knowledge of materials and methods developed in the lower school and will introduce them to more advanced materials and concepts. Projects will include observational drawing and painting, color theory, figure studies, graphic design, printmaking and some small scale sculpture works.

Form I

Ceramics
Students in the Form I ceramics class are given projects designed to challenge them to explore different methods of ceramic construction as they solve problems of three- dimensional design. These projects build on a knowledge of ceramics that students begin to acquire in lower school art class, although demonstrations and discussions are thorough enough for a new student to be on equal footing. The projects will involve the varied ceramic techniques: from the many types of hand-building to beginning use of the pottery wheel. The practice of glazing, as both a utilitarian and a decorative element, will be stressed. A goal will be to begin to familiarize the boys with ceramics as an important art form throughout history.

Form II

Students in the one semester eighth grade Sculpture course will study several different techniques for creating art works in three dimensions. Modeling, mold making, and constructing sculpture will be explored. The students will be encouraged to develop their own ideas and styles in figurative and abstract three-dimensional forms.

Studio Art
Form II Art is the reintroduction and culmination of required studio art at Haverford. This course reacquaints the student with fundamental art processes and concepts previously established in lower grade levels. Drawing, painting, two-dimensional design, and sculpture are explored as a means of further developing an understanding and acceptance of self and community. Contemporary and historical artists and issues are intertwined within the curriculum to broaden and cultivate an awareness of creativity.