Middle School

The English curriculum in Middle School focuses on the sequential development of writing, reading, and interpretive skills. Students will sharpen grammar skills, develop effective reading strategies, and learn to write coherently and persuasively with a variety of assignments. 

Language Arts 6: Language Arts meets twice a day, divided between the studies of writing and literature. The class supports the interdisciplinary approach of using Language Arts to explore learning skills in reading, writing,
researching, thinking, listening, and class discussions and to apply those skills to other subjects, in addition to literature.

English 7: English 7 prompts students to examine what it means to be a human being, a person living in right relationship with others and with oneself. Reading, annotating, class discussion, and writing assignments focus on such important topics as virtue, ethics, identity, cultural differences, power, coming of age, and relationships. The course places a strong emphasis on the processes of reading with purpose, participating in discussion, and drafting and revising formal essays; all skills are first explicitly taught and practiced together so that the proverbial curtain is drawn and all students can see success as English scholars. English 7 also involves consistent vocabulary and grammar study done in the context of students’ own writing.

English 8: English 8 builds English 7’s central question (What does it mean to be human?) by exploring what it means to create and maintain a community. Students will learn how to write expository essays based on a specific text, exclusively using textual support. Readings, class discussions, frequent quizzes, presentations, examinations, and essay topics will explore many of the inevitable issues that arise when humans forge communities. Students will examine these topics through the lens of classic works, ranging from the Shakespearean stage to 21st century American writers, including a diverse sampling of standout work by poets and short fiction writers. English 8 emphasizes critical reading, essay planning, essay revision, and public speaking.

Students in the sixth grade take Science 6 where they are given a strong foundation in Investigative Science, Physics, Chemistry, and Biology. Seventh graders take Earth Science, which builds on the sixth-grade content in all areas of science and includes a solid foundation of Earth Science topics. In the eighth grade, Physical Science prepares students for Upper School science courses by reinforcing concepts in physics and chemistry that are foundational to all of the sciences and by further developing process skills. Seventh and eighth grade students also take Health as part of a rotation with Art, Drama, and Computers (CHAD).

Science 6: The sixth grade science course focuses on nurturing scientific curiosity and guiding scientific inquiry as well as providing broad exposure to physical, chemical, and life science subjects. It aims to give students a strong foundational knowledge and understanding of core science subjects while focusing on hands-on, interactive explorations, general investigative procedures, and critical thinking skills.

Earth Science 7: The seventh grade science course focuses on Earth Science and furthers students’ knowledge of physical, chemical, and life sciences as it relates to the topics studied. This course aims to deepen understanding of core science subjects while focusing on hands-on, interactive explorations, general investigative procedures, and critical thinking skills.

Physical Science 8: This course is introductory in nature and will provide students with the necessary tools and skills to be successful in high school Physics and Chemistry. The focus of this course will be on science skills and the scientific process. Students will have a chance to learn and apply these skills and processes as they explore topics in physics and chemistry, building further on topics covered in Grades 6 and 7.

Health 7 and 8: The purpose of this course is to provide students with the necessary information for them to make healthy choices in their life. Students should leave this course with a basic understanding of physical, mental and social health and how their decisions affect these aspects of their life. The structure of this course is largely based upon group discussion and classroom activities. Students will be encouraged and supported to feel confident in making positive health-related decisions.

The Social Studies curriculum in Middle School presents students with a true global perspective so that they may develop a solid understanding of our world and society. Beginning in sixth and seventh grade with World Geography, and continuing with World Religions in eighth grade, prepares middle school students for their high school courses of Philosophy and Ethics, United States Government and Politics, and Global Studies by the time of their graduation. World Geography gives an overview of geographic space and culture. In World Religions (eighth grade), students are presented with an overview of the major religious beliefs and philosophies of the world.

6th Grade World Geography I: This course focuses not only on the physical geography of the world but also on the cultural geography and current state of the changing world. The continents of Latin America, the Middle East and North Africa, as well as Asia and Oceania, will be covered. This class aims to empower the student with a geographic and broad historical sense of the world while enriching current reading and writing skills, thus enabling the student to become a responsible, respectful member of society.

7th Grade World Geography II: This course will focus not only on the physical geography of the world but also on the cultural geography and current state of the changing world. The continents of Western and Eastern Europe, Russia, and Sub-Saharan Africa will be covered. This class aims to empower the student with a geographic and broad historical sense of the world while enriching current reading and writing skills, thus enabling the student to become a responsible, respectful member of society.

The Math Department’s goal is to teach each student to his or her highest ability. Each student will master fundamental algebraic skills including simplifying expressions, solving equations, graphing, and modeling. Every student is expected to take seven years of math. Teachers strive to make the material accessible to all students. A calculator is required in all classes, although there are times when it is not used.

Math 6: This course is a beginning course in mathematics offered to incoming sixth graders. It covers the skills that are fundamental to the math courses offered at Bishop Seabury Academy. The purpose of the course is to develop students’ number sense and problem solving strategies. This course covers prerequisite skills needed for students to be successful in seventh grade Prealgebra.

Prealgebra 7: Students will progress from working with numerical expressions to manipulating algebraic expressions. Procedures for solving equations will be introduced early in the course. Students will receive specific, carefully developed instruction in problem solving. Mathematical reasoning exercises will help students to reason logically, perceive spatially, discover patterns, generalize, test conjectures, organize and analyze data.

Algebra I - 8: This course is intended to give the student a solid foundation in the fundamentals of algebra. The text used emphasizes applications as the reason for learning algebraic techniques of simplifying expressions, solving equations and modeling real world phenomena.

Geometry 8: This course is intended to give the student exposure to important concepts in logical reasoning, proof and problem-solving through the study of geometry. The text uses a sequential approach in covering definitions, postulates and theorems and students begin writing proofs of theorems using both formal (direct) and informal (inductive) proofs.

In accordance with Bishop Seabury’s core curriculum, all students enroll in Latin in seventh grade and French and Spanish in eighth grade. Together these courses comprise middle school languages which build a foundation for language acquisition at the high school level as they continue their studies in Latin, French or Spanish.

Latin 7: Latin 7 is the first course in the middle school languages sequence. This course provides students with the elements of basic Latin grammar and a vocabulary of more than 500 core words encountered in classical Latin literature. As this course represents most students’ first experience with world language study, there is also a focus on the types of exercises and practice as well as various concepts and categories required for learning a new language effectively. It also provides students with the basic elements of inflected language learning and acquisition.

French 8: French 8 is a semester-long class designed to introduce students to the basics of the French language and of language learning as a whole. This class combines with a semester of Spanish 8 and a year of Latin 7 to form the middle school language curriculum. This provides the foundation for high school language learning at Seabury. In French 8, students will experience a brief introduction to French language and culture. They will leave the course with foundational skills in the four modes of communication: reading, writing, speaking, and listening.

Spanish 8: This is an introductory course to the language to give students a glimpse of what the following four years would be like should they choose to pursue Spanish in upper school. Students go through three units that provide them with very basic conversational skills and a preview of certain cultural elements that are covered in high school.

Activities are designed to provide skills and knowledge in sports and related activities in order to develop and maintain physical efficiency along with physical, mental, emotional, and social wellness. All physical education classes begin with warm-up exercises designed to stretch and strengthen the muscles. Activities and sports that may be included are: volleyball, soccer, flag football, basketball, floor hockey, softball, 1 mile walk/run, and several “fun” games and activities. Emphasis in class includes skills, knowledge, fitness, participation and disposition.

In sixth grade, students are introduced to each of the fine arts in rotation. In grades seven and eight, students take one academic quarter of each division of “CHAD” (Computers, Health, Art, and Drama); the Art and Drama courses are part of the Arts sequence. All students in Middle School take choral and/or instrumental music as well.

In Middle School choral classes, students are taught basic vocal technique and method as they learn to perform and to appreciate music. Upper School choral music continues to hone student skills with more challenging compositions and solo opportunities, and continues to stress technique and music theory. Each ensemble is built around the national and state standards in the arts. The curriculum includes performing opportunities, showcases, competitions, field trips, master classes, workshops, and collaborations. We believe that students should have artistic experiences that allow them to have fun, be creative, and build personal skills that last a lifetime. Our program is designed to teach fundamental skills, especially in the Middle school, and to help even our most serious students grow as performers. Middle School visual arts, theatre, and music courses develop interest, confidence, focus, good work habits, and a foundational understanding of the subject.

Art 6: This is a required nine-week course for sixth graders, designed to introduce students to the Seabury visual arts experience. Students will become familiarized with the teacher, the art program, expectations, the art room, supplies, set up and clean up procedures, and grading rubrics for art. Students will learn to do more in-depth assignments that take more time to complete, which is a big adjustment from what they were used to doing in elementary school. When possible, there is collaboration among the 6th grade teachers to integrate the arts across the sixth-grade curriculum.

Art 7 (CHAD Sequence): This is a required nine-week course designed to provide a foundation of art terminology and concepts through note-taking, guided practice, and a variety of projects.

Art 8 (CHAD Sequence): This is a required nine-week course for eighth graders designed to provide a sequential follow-up to the art terminology and concepts introduced in the seventh grade, only there is an emphasis in working in three-dimensional media.

Drama (CHAD Sequence): The drama and speech component of the CHAD Sequence emphasizes public behavior, public speaking, games and play more than acting. First and foremost, students in these classes are not graded on skills/talent that they manifest entering the class. For grading purposes, focus is primarily on active participation and how they take constructive criticism and incorporate it into their revised “performances.” The primary objective in these classes is to give reclusive students a chance to practice their communication skills in a safe and supportive environment… and to offer more performance-inclined students the opportunity to strengthen their existing talents.

Voci Sesto – 6th Grade Choir: The choral music program is integral to the school’s liberal arts mission. Choral music has voice types designated as Soprano, Alto, Tenor and Bass. Voice types are designated by vocal range and not gender.

Middle School Choir: The seventh and eighth grade choir/General Music students will learn to be comfortable performing in front of an audience, applying the skills that they learn in the overview above. These students will perform at three major concerts in the school year—the fall concert, the holiday Lessons and Carols service, and the spring concert. Outstanding students will be recognized at the spring concert. Students will participate in the Worlds of Fun Music Festival hosted by the University of Missouri. Field trips will include a trip to the Kauffman Center for the Performing Arts, Bales Recital Hall, University of Kansas Music Dept., to name a few.

Instrumental Music: Instrumental Music is for students who have a minimum of three consistent years of instrumental experience and want to develop their skills in playing and performing with others. Students must own their own instrument.

SEE Learning 6: The Social, Emotional and Ethical Learning curriculum (SEE) builds on years of research in social-emotional education and was developed at Emory University's Center for Contemplative Science and Compassion-Based Ethics. SEE Learning complements BSA's mission, vision and values, as it develops students' social, emotional, and ethical intelligence through: attention training; compassion and ethical discernment; systems thinking; and resilience and trauma-informed practice. SEE is integrated alongside the CHAD sequence in grades 6-8. SEE will be supplemented by additional lessons on a variety of topics that support identity development and belonging in the community.

Computers (CHAD Sequence) 7 and 8: These two courses provide an introduction to the various computing resources available to students at Seabury -- computers, printers, scanners, software, as well as external, Web-based resources.