Middle School | Grades 6-8

In middle school, students have math class four or five times a week. PFS math classes are lively and supportive communities in which students work independently and collaboratively to further everyone’s confidence and the development of critical computational, cognitive, and communication skills. Mathematics instruction is differentiated. Teachers deliver whole-group instruction on basic concepts and skills and provide opportunities for extension and enrichment. Learning support is provided when needed. Middle school math covers Prealgebra and Algebra I topics, and Geometry is occasionally offered for those students whose math skills have carried them along at a faster pace in their earlier years.

Sixth-grade math classes cover Prealgebra topics including numerical expressions and factors; fractions, decimals, and percents; ratios and rates; expressions and equations; and integers and rational numbers. Highlights of the curriculum include “Shop My Store,” a project where students create a store and calculate sale prices of their items, and the Calendar Project, in which students create a calendar for the following school year where each page covers a different mathematical concept. Textbook: Big Ideas Math: Modeling Real Life Grade 6 by Ron Larson and Laurie Boswell.

In middle school, students have math class four or five times a week. PFS math classes are lively and supportive communities in which students work independently and collaboratively to further everyone’s confidence and the development of critical computational, cognitive, and communication skills. Mathematics instruction is differentiated. Teachers deliver whole-group instruction on basic concepts and skills and provide opportunities for extension and enrichment. Learning support is provided when needed. Middle school math covers Prealgebra and Algebra I topics, and Geometry is occasionally offered for those students whose math skills have carried them along at a faster pace in their earlier years.

Consistent with other local independent schools, PFS divides Algebra I over two years to provide opportunities for in-depth learning of key algebraic concepts and skills. Topics include writing and graphing linear equations, functions, and inequalities; solving systems of linear equations and inequalities; exponents and exponential functions; polynomials and factoring; quadratic equations and functions; radicals; and rational equations and functions. Highlights of the curriculum include a scale factor project, a Desmos art project, and an online financial literacy course called FutureSmart. Textbook: Algebra I by McDougal Littell

In 6th & 7th grade English, students begin to go beyond the basics and look closely at text structures, particularly nonfiction, with emphasis on noticing, studying, and practicing the different strategies writers use to convey ideas and information. Students are introduced to textual analysis tools including analytical lenses, close reading, and using writing as a tool for thinking.

Article-of-the-Week (AoW) is a weekly routine introduced in 6th grade that is designed to strengthen critical thinking skills, build background knowledge, and apply reading comprehension strategies. Each week, students read, annotate, and discuss a news article or other short text. Students then write a one-page response to the article/text that includes a well-developed summary and their thoughts and opinions about the topic. Students learn to utilize tools such as keywords and sentence starters to help structure and extend their thinking.

Each term, 6th & 7th graders write 1-2 multi-draft essays with emphasis on prewriting strategies, essay structure, and paragraph structure. Essay topics are connected to cross-curricular content and student interest as much as possible.

Students dig deeper into more complex sentence patterns and morphological concepts through structured word inquiry and sentence imitating, reviewing spelling patterns and parts of speech as needed. Vocabulary is studied weekly in connection with AoW and other content areas, with emphasis on dictionary skills, morphology, and categorizing.

Students continue the practice of timed daily freewriting, developing their own habits and preferences as to how best to use this important writing time for themselves. At this grade level, the writer’s notebook also becomes a place to practice new grammar concepts and work on their own independent writing projects. 
 

In 8th grade English, students engage with and create more sophisticated texts with emphasis on personal style, voice, tone, and writer’s purpose.

Students become more independent in applying morphological concepts to vocabulary they encounter across content areas. By the end of 8th grade, students should be able to identify several common sentence patterns, punctuate them correctly, and distinguish the different ways each conveys meaning and purpose. Sentence variety is also introduced as students are ready.

During fall and winter terms, 8th graders write 1-2 multi-draft essays with emphasis on prewriting strategies, essay structure, and paragraph structure. Essay topics are connected to cross-curricular content and student interest as much as possible. In the spring, 8th graders focus on their Departing Remarks, a personal essay that each student reads to the community at the Moving On ceremony in June. Each student’s Departing Remarks goes through an extensive revision process as students work to express and honor their individuality and unique writer’s voice.

The weekly AoW routine of reading, annotating, and responding to an article expands in 8th grade to include more practice with the complex texts they will encounter in high school. Students apply specific reading comprehension and critical thinking strategies to longer and more varied texts (including literature) each week, at times being asked to find connections between multiple topics and types of texts.

In addition to understanding how a daily freewriting practice develops voice and skill, students also learn to utilize freewriting as a tool for thinking and as a prewriting strategy for larger writing projects. Many 8th graders also use their writer’s notebook to craft elaborate independent fiction projects, often working on the same piece for the entire school year and sharing excerpts with the class each week.
 

Social studies education provides learners with the knowledge, skills, attitudes, and perspectives needed to become active, informed, and contributing members of local, state, national, and global communities. Integrating social sciences and humanities, social studies prepares students to make informed decisions in a culturally diverse, democratic society within an interdependent world. In addition, our thematic and inquiry-based approach prepares students to critically consume and produce information in our complex and rich media landscape.

6th and 7th grade Social Studies alternate between two distinct yearly themes: Migration and Revolution. During the Migration unit, students explore the reasons behind human movement, its impact on cultures and societies, and the stories of various migratory groups throughout history. In the Revolution unit, they investigate significant historical and modern revolutions, examining the causes, key events, and outcomes that reshaped societies. Throughout both themes, students develop essential middle school social studies skills such as critical thinking, analysis of primary and secondary sources, and effective communication through discussions and written assignments. These skills not only enhance their understanding of historical events but also prepare them to engage thoughtfully with contemporary global issues.

Social studies education provides learners with the knowledge, skills, attitudes, and perspectives needed to become active, informed, and contributing members of local, state, national, and global communities. Integrating social sciences and humanities, social studies prepares students to make informed decisions in a culturally diverse, democratic society within an interdependent world. In addition, our thematic and inquiry-based approach prepares students to critically consume and produce information in our complex and rich media landscape.
 

8th grade social studies centers on the theme of justice and power. Students engage deeply with historical and contemporary issues to understand how societies allocate and wield authority. Through critical analysis of primary sources, debates, and case studies, students explore the dynamics of power structures, social inequalities, and the evolution of justice systems. By examining pivotal moments in history and current events, students develop a nuanced understanding of how justice is defined, negotiated, and sometimes challenged within diverse cultural contexts. This exploration equips them with essential skills to evaluate fairness, advocate for change, and engage responsibly as informed global citizens.
 

Grade 6 and 7 science covers aspects of biology, ecology, chemistry, and Earth/environmental science. Each year, a significant portion of the curriculum includes an intensive biological and chemical study of the Stony Brook, culminating in the students’ creation of a comprehensive scientific report summarizing their assessment methods and findings. Our studies include investigations related to stream macroinvertebrates, ecology and morphology, biology, and water chemistry; as well as climate science, marine biology, and biomechanics.

Students participate in individual and group work as they conduct labs and fieldwork, complete projects, and demonstrate the use of science, technology, engineering, art, and math initiatives. They also engage in lab report writing and the creation and analysis of charts, graphs, and maps, alongside formal and informal assessments. Additionally, the science class collaborates with other academic departments to engage in project-based learning opportunities. Class materials are drawn from various sources that provide real-world examples, including local case studies from area organizations.

Students develop important academic and scientific skills that will aid their progression through school. They practice using science-specific vocabulary in conversations; conducting scientific research; explaining biological, chemical, physical, and Earth/environmental science concepts; interpreting and analyzing data (e.g., using charts, graphs, and maps); writing scientific reports; maintaining organized scientific notebooks; and properly following lab safety procedures. Student participation in labs, projects, activities, and discussions enhances the class, encourages deeper learning, and challenges students to push themselves in their work.
 

8th-grade science investigates physics and chemistry concepts through hands-on projects and labs. During the fall term much of the focus in physics is on bicycles and bike courses that integrate numerous physics topics for active and creative learning. Students gather, interpret, and analyze data; design and participate in engineering challenges; and share their findings with peers. In chemistry, students study chemical and physical reactions, including changes in the natural environment. They conduct numerous captivating labs that test the theories studied, engaging in inquiry-based assignments to build their understanding of physics and chemistry lab components.

Throughout the year, students participate in both individual and group work while conducting labs and fieldwork; completing projects; engaging in science, technology, engineering, art, and math initiatives; problem-solving; collecting and analyzing data; presenting findings; and undergoing formal and informal assessments.

Teaching methods emphasize real-life applications and hands-on labs and activities as cornerstones of student learning. Students use creative and diverse methods to express and present their findings, and their contributions to class discussions and debates enhance the classroom culture and student understanding. The course’s subject matter, format, and methods of instruction help prepare students for their transition to high school science.
 

Music in the Middle School expands its focus beyond music literacy and creation to examine different facets of music history and culture. Guided by the tenets of Project Based Learning, students develop skills in songwriting, ukulele performance, digital music composition, musical and textual analysis, and folk dancing as they explore music from different perspectives, cultures, and traditions. Units of study include Theme Songs, Immigration Songs, Revolution Songs, Jazz and Blues music, Program Music, hip hop, and more, and sample projects include composing and performing an original song, using a digital audio workstation to write your own theme song, and writing an analysis of a song that explains its context, meaning, and musical elements. Throughout these units, students sing songs from the PFS music binder, a collection of lyrics that has been assembled carefully over the years to include a rich selection of folk and contemporary songs, ballads, rounds, and holiday music, and connect them to what they are studying in class. Finally, each spring, students spend time preparing for our May Day celebration on May 1st where the sixth and seventh graders perform a stick dance and the eighth graders perform a longsword dance.

Outdoor Education at PFS is about building the skills and dispositions necessary to feel comfortable in one’s natural environment and stewards of our planet. Classes in outdoor education provide direct, multi-disciplinary experiences that foster collaboration, promote wonder and inquiry, and develop an appreciation of people’s interdependence with the natural world. 

At Princeton Friends School, we believe in play of all kinds. In 6th - 8th grade, students will be asked “What kind of Physical Education do I want?” They will be joining 4th - 5th graders in getting to pick from 5 different types of Physical Education: Yoga/Dance, Physical Training, Hiking, Recess Games, and Team Sports with a wide range of options for each student's P.E. journey.

Talk Show is our 6th-8th grade weekly discussion group in which we explore many topical social-emotional issues, with students determining the direction of inquiry through the questions they raise.