Middle School

Fine and Gross Motor Skills

At Geneva Peeps, our outdoor space, students are encouraged to take appropriate, healthy risks and gain confidence in their physical abilities. Activities that involve climbing, building and hiking are built into the curriculum. Fine motor skills are acquired through the practical arts of sewing and handwork, cooking as well as through artistic endeavors such as clay modeling and watercolor painting are incorporated on a daily basis. Students also participate in meaningful, physical work: building structures, chopping vegetables, managing the community garden beds and farm stand, raking leaves, planting and picking produce and feeding the chickens. With each task work becomes joyful. Such activities develop responsibility and foster a sense of self-confidence and achievement. The children are capable and proud when they know they can do real work and serve others and their community.

Technology Policy and Technology Use

In middle school, teachers embrace technology in ways that enhance the learning process, by using it as a tool, rather than replacing the role of the teacher. Students at Moodie’s use technology when conducting research for projects with teacher assistance. Individuals are introduced to digital literacy, exploring resources in a responsible way. Students learn the basics of coding that foster sequential thinking, logical reasoning and problem solving without a computer. Teaching coding through hands-on activities makes the subject more interactive for students. Hands-on coding activities can teach students how to collaborate, be persistent and think critically and creatively.

Intrinsic Motivation

We operate from the understanding that intelligence, creativity and imagination can be found in every child. The true challenge of education is to keep the spark of human intelligence and curiosity alive. The teachers create captivating lessons and fascinating materials so that learning does not need to be forced. Students are given the time to reflect and play with ideas until they figure out how things fit together. They practice new skills until they are mastered. They are encouraged to do their own research, analyze what they have found, and come to their own conclusions. As individuals move up into higher grades, classes are instructed on how to present information during Socratic seminars and begin to actively put together their portfolios. This emphasis on inspiration and intrinsic motivation instills much greater self-discipline and a love of learning.

Language Arts

Middle School students begin to explore more sophisticated literature and nonfiction including poetry, historical fiction and plays. The Middle school curriculum fosters the growth and development of receptive and expressive language. Students continue to develop skills in essay writing, stylistic writing, research and report writing, creative writing, and analytical and critical thinking. Sentence analysis and diagramming using manipulative grammar materials continues through the language curriculum. Choices of literature complement other areas of curriculum including history and cultural studies. Comprehension, public speaking, group discussion skills, like participating in Socratic Seminars, are reinforced and techniques for literary criticism are introduced. Each student completes an in-depth research project on a topic of personal interest that culminates in a written report and presentation to the community. The curriculum also includes a drama unit, in which students perform a fully staged play. The curriculum combines acting training, improvisational theater exercises, and opportunities to gain experience in theater tech areas like props, scenery and costuming. Selections range from historical classics like Shakespeare and Mark Twain, to modern 21st-century repertoire. Drama.

Public Speaking

Courses introduce students to the world of public speaking. A major goal is to ensure a successful first experience for the student, and thereby, encourage future public speaking in his or her classroom, school, and personal surroundings. The successful planning and delivery of speeches will accomplish this goal. These speeches will range from simply relating personal experiences to explaining points of view, and finally, arguing controversial topics in a debating team format. Public speaking is a valuable skill that all students should be equipped with. Through a variety of exercises and methods, as well as media outlets, students will learn to prepare and deliver speeches effectively, as well as confidently communicate in front of an audience.

History

Our middle school themes broaden student perspectives on current and historical events, and place our local community into a global context. Project-based learning of US and world history engages students as they develop their own identity as citizens. History comes to life in our classrooms. Students go on fossil digs, study lifestyles of ancient peoples in cultural anthropology experiences and tour early American historical sites. In the course of a 3-year cycle, students explore topics from the beginning of recorded history to the present-day. Early civilizations, including the Fertile Crescent and Ancient Greece, are studied, as well as Medieval and Renaissance Europe, among others. Classes also dive into United States history, covering early colonization up to the 20th century. They study a variety of cultures and how the geography of the regions impacted the culture. Students use primary source data from the time periods whenever possible, as well as timelines, resource books and literature. Supplementary text like historical fiction is used in Language Arts and often corresponds with the time period that is currently being studied. Students complete projects of their own choosing, both independently and in small groups.

Science

The science curriculum covers two main branches of science –life science, such as biology, botany and environmental science, and physical science, such as physics, chemistry and earth science. There are both independent and group projects throughout the year, culminating in a major research project in the spring on the topic of their choice, which they then present to the class. We have many speakers coming into the classroom, professors, doctors and scientists who come in frequently to lecture and provide hands-on experiences. Topics of study will include, measurement & graphing; chemistry; physics; and earth science. The course is lab-intensive and models the NYS Intermediate Level Science Curriculum. Inquiry, exploration, and discovery are at the heart of our project based science program. A strong focus on the clear, concise writing required to communicate scientific ideas rounds out the program, preparing students well for the rigors of advanced science courses in high school and college. Students have the opportunity to take the Earth Science Regents at the end of eighth grade.

Nature-based learning is incorporated. Students participate in monthly adventures, in all kinds of weather, exploring local conservation land, focusing on forest and vernal pool ecology. Nature-based learning experiences allow students to understand and appreciate the outdoors and to develop a sense of place within the natural environment.

Organic Chemistry

Chemistry focuses on organic substances and how they are used in the home and in industry. The block studies sugar, starch, protein, and fats. Beginning with the plant, the process of photosynthesis is described to provide understanding of the natural sugar cycle. Students taste various types of sugar, (lactose, glucose, fructose, and sucrose) and learn how to test for the presence of sugar in food. Experimentally they separate pure carbon from white sugar. Next, students examine starch, its role in our diet, and how to test for it. Students make potato starch in the lab. They examine cellulose and its role in the diet and are shown how wood can be destructively distilled to gain access to various products it contains. Then, students investigate plant and animal protein and learn how to test for protein. Lastly, they learn about fats and oils and their role in our diet and in industry, such as cosmetics.

Technology

Middle School students are ready to use technology both as a tool that enhances learning in all disciplines, and as a language, through coding and programming, that inspires creativity, invention, and discovery. Interested students have the opportunity for advanced tutorials in technology.

Design

Design links innovation and creativity within products and/or systems. In Design, students use the principles and processes of the Design Cycle to investigate and explore products/systems, generate ideas and prototypes, perform experiments, and adapt and evaluate their designs. Design focuses on solving human needs and wants. Design challenges all students to apply practical and creative thinking skills to solve design problems encourages students to explore the role of design in historical and contemporary contexts, and raises their awareness of their responsibilities when making design decisions and taking action.

Design Thinking and Next Generation Science:
The design (STEAM) curriculum is another signature program of the IB Middle Years Program. Students are challenged — guided by the IB Engineering Design Cycle — to use their critical and creative thinking skills and their collaboration skills in solving real-life design problems. Equally interactive is our rigorous science curriculum that meets Next Generation standards. Students engage in phenomenon-based learning and connect firsthand to the world around them as budding scientists and engineers.

Design projects are created to maximize links to current events, student interests and opportunities for interdisciplinary investigation. Design units may change every year based on these factors.

Math

Mathematics is a practical, exciting, and creative discipline that should be appreciated and enjoyed by all of our middle school students. As outlined in the New York State Standards Mathematics Core Curriculum, the focus of mathematics must encompass the following content and process strands. Each year students will take a standardized New York State Assessment in the spring. The Math curriculum emphasizes a deep understanding of mathematical concepts and is supported by consistent, formative assessments that guide instruction of each concept and skill until mastery is reached. All Middle School students will complete Algebra 1, at a minimum, allowing them to follow the full range of math courses in high school. Students improve upon their problem-solving skills by working collaboratively. The math curriculum is built to ensure that all students are challenged appropriately, while progressing toward higher mathematical thinking.

Business Math

In 7th grade students examine the transformation from bartering to money-based economies. They also learn to calculate percentages to pay taxes, find the value of a discount, and understand the power of compounding interest.

In addition to their regular curriculum in mathematics and geometry, students participate in a weekly math seminar. Over the course of the year, they are exposed to concepts that are typically covered in ninth grade algebra. Using hands-on materials, students learn to factor polynomials, multiply the factors to produce the polynomial or quadratic equation, and divide one factor into a polynomial to produce the other factor. The students work individually or in small groups, often coaching one another.

Math 8

This course begins with a problem-solving unit. Problem solving strategies are discussed and integrated throughout the school year. The curriculum reinforces the basic skills and extends knowledge to include concepts in algebra, geometry, probability, statistics, and measurement. Students are required to explain mathematical concepts and explain their reasoning in writing. Both arithmetic and algebraic skills are taught at this level. Upon completion of the course, students are ready for high school mathematics.

Algebra 1 Common Core

Prerequisite: Teacher recommendation, based on performance in the classroom, student's math average, achievement on local assessments.

This course will focus on problem solving, utilizing the concepts and skills of algebra such as linear, quadratic, absolute value, and exponential equations; and systems of these. It will also include coordinate geometry, basic right triangle trigonometry, probability, and statistical data analysis. The use of the graphic calculator is introduced at this time, helping students make the connections between analytical and geometric representations. Students will take the Integrated Algebra Regents Exam in June. Graphing Calculator Required. This course is a high school credit class and will appear on the high school transcript and count toward overall Grade Point Average (GPA).

Physical Education and Health

Physical activity is an enjoyable and essential part of our lives and it provides a child with the knowledge, skills, and direction to begin the journey to a healthy, happy, and productive life. Students sequentially progress through the program following three major components (sport skill development, fitness training/testing and character education).

The progression of skill development continues as we focus on sport related skills in 6th grade, which mimics regulation-style play. As we progress to the 7th and 8th grades, students refine skills in game situations. Activities/Sports include: badminton, swim, dance, volleyball, fencing, archery, fitness testing, cooperative games, tennis, gymnastics, yoga and Taekwondo instruction.

The Fitness Program allows for progressive, individualized fitness training and testing. All students are tested once during the year. Individual goals are set and students work to achieve them.

Character Education is the anchor that grounds the Physical Education program. Students become aware of how to act and treat others while in tough situations that sport and competition create. They learn to appreciate the differences between themselves and others.

Health and Wellness

Students learn about making better choices, bullying prevention, character education, and lifelong wellness with a focus on their social, mental/emotional, and physical well being. Classes are designed to assist the student’s interest and abilities, and meet the NYS Learning Standards for Health Education. Subjects are taught with extreme sensitivity and care, always keeping in mind the best interest of the student. Students all take a basic first aid and CPR class with Dr. Scott Glick. students also have the opportunity to apply to a premedical program where students learn about all different types of medical careers while working closely with physicians and other health care providers.

Visual, Fine and Performing Arts

The arts engage us in effective, imaginative, and productive activities while exploring, communicating, and developing our sense of identity, culture and individuality. Moodie's students have opportunities to function as artists, developing skills and performing, presenting, and communicating their art. Students also function as learners of the arts, learning to respond to and reflect on art and understanding the relationship between art and its contexts.

Questioning, responding, challenging conventions and one’s and others’ assumptions
Using imagination and seeing possibilities when responding to challenges
Persevering, and modifying one’s ideas in the process
Playing with ideas, experimenting, and responding to one’s intuition

Exhibitions and performances give students confidence and pride in sharing their art in the public sphere

Fiber Arts

In middle school this marks a point of moving from Handwork to Fiber Arts. Here the students will delve into the world of various fibers and their properties and learn how to work with them. Projects may include making clothing or objects out of wool felting.

Stonework

In middle school the student explores sculpting in stone. They start with a soft stone of varying shapes and sizes. Using rasps, files and chisels, the students learn to remove stone to reveal an animal of their choice. Attention to detail and gesture is emphasized.

Music and Performing Arts

Students in grades 7 and grade 8 will be offered a minimum of one semester of Music as prescribed by the NYS requirements. In these classes, students will be exposed to and expected to independently apply the concepts of: Rhythm, Melody, Harmony, Form, and Timbre. Students will take these core concepts and apply them to: Phrasing, Aesthetic Responsibilities, Music History, Music Theory, and a base level of compositional techniques. Students will employ musical instruments in traditional and electronic form and to create music using a variety of musical software, i.e.: Garageband, ProTools, Adobe, StudioOne, or other MIDI mashed interfaces to create using varied controllers in the pursuit of composition and production. Students may elect to pursue more than the required minimum as leveled experiences will be fostered and offered.

Foreign Language

This is a 2 year exploratory Spanish program for middle school grades that will focus on the 3 modes of communication: interpretive, interpersonal and presentational. The proficiency level of the students is expected to be novice to mid. Implementation of this program will provide an introduction to the Spanish language and interact in limited social situations. In addition, students will develop an awareness of the distinct cultures, traditions and celebrations of the Spanish-speaking world. Students interested in continuing their study of Spanish upon completion of this program can enroll in Spanish.

Electives

Each term, students choose electives that allow them to build on strengths and explore new skills. Students and staff build connections as they explore common interests and work together in subjects such as bush craft, coding, photography, debate and the MMASH Program: Moodie’s Medical Academy of Science & Health this is an Advanced Field Experience in Medicine.

Advisory Program

Through our advisory program, we ensure that no student is anonymous, and that each student is well-known and supported. An advisor supports the personal and academic growth of each student, as well as serving as the primary point of contact between the school and parents. As academic guides, advisors monitor student progress and oversee the portfolio program, ensuring that students meet established criteria.

Leadership: We empower our students to lead, and provide opportunities for students to face challenges and succeed.

Community: We practice social and communication skills and work together to perform local and global acts of community service. A school-wide buddy program fosters relationships throughout the student body.

Assessment

Various tools contribute to the assessment of student progress in our classrooms Assessment:

Authentic assessment is based on students’ abilities to perform meaningful tasks they may have to do in the real world. In other words, this form of assessment determines students’ learning in a manner that goes beyond multiple choice tests and quizzes. It engages a variety of skills and measures higher levels of learning than traditional assessments. At Moodie’s, major assessments are as authentic as possible and measure high-level learning (apply, analyze/evaluate, create).

Observation: Each child is observed in his or her work environment on a regular basis. The teacher takes notes on the students work habits, peer interactions, and ability to process the task at hand. Observation helps the teacher assess whether a child is ready to advance through different aspects of the academic curriculum, how well he or she is able to handle certain social dynamics, and allows teachers and students to have a reference point during student/teacher conferencing. Through this in-depth observation, teachers are able to quickly identify academic challenges the child may be facing and develop an individual plan to assist.

Written Work: Daily and weekly written work is reviewed by a teacher to evaluate progress and ability. By reviewing everyday work, we are able to see natural strengths, as well as areas that are in need of improvement. With this knowledge, we can help find the comfortable and natural way to help everyone advance.

Portfolio: An ongoing portfolio with student work samples are kept to track the success and progress of each student. Both teacher and student choose a variety of work to put in the portfolio.

Classroom presentations, tests and formal assessment: Each child has several opportunities through the school year to gather information and present a well-planned presentation of his or her work to peers, teachers, and parents. This process of research, writing, refining, and public speaking preparation is a wonderful tool to assess the advances a child makes through the year. Tests, quizzes and formal assessment are part of the daily routine, built into the curriculum.

Check point evaluation tools to assess proficiency: Personal Reflection: Students have personal reflection time several times throughout the month. In early adolescents, individuals have a quest for self-knowledge, which in turn helps adolescents develop their identity. In today’s world, students often have not learned to spend time reflecting upon goals, reducing stress, or creating a personal vision. During Personal Reflection, students will work by themselves on guided self- knowledge activities that are recorded in a journal.

Bush Craft

While learning the techniques of bushcraft, classes gain the ability to utilize natural resources to provide for their basic needs – fire, shelter, water and food. Bushcraft offers much more than basic survival skills. It is a massive grouping of skills and knowledge which encompasses botany, cookery, craftwork skills, fire craft, fishing, mycology, navigation, outdoor safety, tracking, trapping, wood carving, zoology and much more.