Middle School | Grades 6-8
Curriculum Pre-K & Kindergarten Elementary | Grades 1 & 2 Elementary | Grades 3-5 Learning Support Program Beyond PFS
A PFS middle school education is stimulating and exciting, challenging and rigorous, yet also responsive in pace and assessment to individuals’ different learning needs and styles. PFS middle school students are immersed in language’s structure and conversational music; challenged on many levels to think out problems and interpretations on multiple levels and from many angles, whether in math, Problem of the Week, science, Central Study, or literature; and personally and individually invited to explore as deeply and broadly as each is able, through conversation with teachers, formal research, projects, experimentation, and independent study. Assessments of students’ work and performance, while present throughout the school, become increasingly visible as students gradually develop a deep and independent sense of themselves as learners. As oldest students in a thoroughly mixed-age environment, 6th through 8th graders are offered opportunities to be older partners of youngest children, to be class leaders and role models in every aspect of school life, to sit as Head of Meeting at Settling In, and to design and run activities for the whole school community, such as our Halloween festivities and Lunar New Year celebration.
Beyond the leadership opportunities offered to the entire group of 6th through 8th graders, we recognize that the 8th grade experience represents an important transition between Princeton Friends School and whatever high school a student chooses to attend. In light of this, a number of academic and extracurricular activities are scheduled into the 8th grader’s calendar year. Eighth graders spend the second half of the fall term preparing annotated portfolios of their work, including samples of their writing in various genres, reproductions of pieces of their art, and examples of their work in math, science, Central Study, and world language. These portfolios, designed to be shown at independent school admissions interviews, represent a wonderful culmination of students’ Princeton Friends School career, whether or not they are applying to independent high schools. These portfolios are showcased at an evening reception for parents and faculty in early December. Finally, 8th graders spend the final weeks of the school year preparing their departing remarks for their Moving On celebration in early June. Year after year, the entire community gathers on a Saturday afternoon to hear the individual voices of our graduating students as they reflect on who they have become and what they will take with them as a result of their Princeton Friends School education.
With this broad reach of social and intellectual paths for exploration and self-discovery, students make themselves ready to become successful high school students, leaders, and community members in a gentle, yet inspiring, way.
CORE CURRICULUM
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.
SPECIALS
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.
Deep engagement with the visual arts is a critically important aspect of the Princeton Friends School experience. Including studio art for all grades, graphic design for 7th and 8th grade students, and a variety of arts elective classes offered for 3rd-8th grades, the PFS art program engages students’ natural curiosity and imagination, offering time, space, and resources for individual exploration.
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.
World Languages at PFS
Princeton Friends School is committed to educating its students for global citizenship, and world language study is integral to that mission. Studying the language and culture of other countries gives PFS students a broad understanding, appreciation, and acceptance of the world and of the differences that exist among peoples and nations. Early exposure to world languages, combined with ongoing and explicit opportunities for students to experience the rich ethnic and cultural diversity of our immediate school community, encourages them to engage with the world in powerful ways. Since the early years of our school, Mandarin Chinese and Spanish have been the two languages offered, starting in pre-kindergarten.
Spanish Program at PFS
The Spanish program at PFS follows the ACTFL World-Readiness Standards, emphasizing Communication, Culture, Connections, Comparisons, and Communities. This dynamic, project-based program provides students with a broad cultural and linguistic foundation, exploring the diverse Spanish-speaking regions of the world.
Students learn about the 21 Spanish-speaking countries, their capitals, and geographic locations, with a special focus on the Caribbean and Spain. Through songs, games, crafts, role-playing, and presentations, students actively engage with the language in meaningful and creative ways. Each unit of study immerses students in the history, geography, arts, and traditions of a Spanish-speaking country. Students read and analyze short novels set in countries like Cuba, Ecuador, Mexico, and Argentina, delivering presentations on characters, food, geography, and cultural traditions.
The program also fosters a global and intercultural perspective. Recent projects have included:
- Food migration studies, where sixth-graders created a bulletin board illustrating the food exchange between the Americas and Europe.
- The history and ethics of chocolate were explored by eighth-grade students, who researched its origins, commerce, and justice issues before presenting their findings to other grades.
Throughout the year, students interact with authentic cultural materials, such as videos, infographics, current events, and traditional artifacts. Special events enrich the experience, including:
- Día de los Muertos Presentations: Middle school students research and share the meaning and symbolism of the holiday through altar decorations and community presentations.
- Storytelling Week: Students read, memorize, and perform stories in Spanish, bringing language learning to life.
- Poetry Season: A celebration of Latin American poetry, where students engage in wordplay, explore poetic traditions, and memorize short poems.
With a focus on hands-on learning and cultural engagement, the Spanish program at PFS provides students with an enriching and immersive experience, preparing them to be global citizens with a deep appreciation for the Spanish language and its diverse cultures.
Chinese Program at PFS
The Chinese language program at Princeton Friends School is based on Quaker values and is committed to creating a diverse and vibrant learning community. The curriculum is based on the ACFEL (Academic, Cultural, Functional, Emotional, and Linguistic) framework to enhance students' academic ability, cultural understanding, practical skills, emotional cognition, and language ability. In the Chinese language program for grades PK-8, we focus on developing students' language ability, cultural understanding, and cross-cultural communication skills. The curriculum not only covers basic language skills (listening, speaking, reading, and writing), but also incorporates traditional Chinese cultural elements such as festival customs, calligraphy, painting, traditional music, and dance. Through these activities, students will discover and express their own voices and talents.
The Chinese curriculum for sixth through eighth grade focuses on improving students' listening, speaking, reading and writing skills. It uses YCT teaching materials and is anchored in our interdisciplinary Central Study theme to provide students with a rich language learning experience. Through situational performances, dialogue exercises and group discussions, students express themselves around daily life, cultural themes and social topics, and gradually improve their language fluency and accuracy. Presentation is a key part of the course. Students enhance their confidence through activities such as keynote speeches and project presentations. In addition, the curriculum also incorporates grammar learning to help students master the basic grammar rules of Chinese and further improve the accuracy of language use. In addition, the curriculum stimulates students' interests and enhances language perception and cultural understanding by learning materials such as popular songs and poems. At the same time, through the Chinese character writing plan and the use of technology tools for Chinese character input practice, students gradually master more Chinese characters and are able to independently complete writing tasks such as paragraphs, diaries, or letters. The curriculum focuses on practicality and interactivity, and combines interdisciplinary activities (such as learning social studies and science in Chinese) to help students make progress in Chinese learning. The Chinese curriculum is committed to cultivating students' cross-cultural communication skills and preparing them for future language learning and global citizenship.
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.
Problem of the Week (POW) problems are fun to do, and each one illustrates an important concept in math or an important moment in math history. Pascal's Triangle is a typical example, as it begins with just adding whole numbers. Its repetitive nature and rapid growth often fascinate younger students. Yet this same problem offers older students an opportunity to work on binomial coefficients, combinations, and advanced topics in number theory.
New POW problems are introduced in math classes about once a month, and students are encouraged to continue to tackle them during free time at school or with their families at home. The problems that are presented are often related to topics that students are studying in other subject areas, and through these problems, students encounter mathematical concepts that aren’t normally part of an elementary mathematics curriculum. Above all, POW teaches students that mathematics is a problem-solving undertaking, that many approaches are valid in working toward a solution, and that working with others can be a lot of fun and often leads everyone to a better understanding of the concepts at hand. We encourage you to explore our POW archive. We will post new problems as they are assigned to the students throughout the school year. Enjoy!
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.