8th Grade Course Curriculum Overview
Course: English 8
Teacher: Nadine Feiler
Course Goal: The purpose of English instruction is to enable students to develop proficiency and
independence with reading and writing, consciously and flexibly choosing strategies. Studying literature
and language will help middle schoolers to understand themselves and their world as they move
through life, especially fulfilling the eighth grade theme of “Advocacy in Action.” In English, this theme
is addressed specifically by looking at how reading and writing can help us to make a better world for
ourselves and others.
Unit 1: PERSONAL ESSAY: KNOW THYSELF
Transfer Goal:
 Students will use their understanding of writing process strategies to compose a personal essay
that is clearly organized around a theme (claim).
 Students will select anecdotes that develop a theme, using both content and structure cues to
link the anecdotes.
Unit 2: “BEAUTY AND THE BEAST”: A THEMATIC UNIT
Transfer Goal:
 Students will demonstrate understanding of conventions of a genre (e.g., drama) through
discussion and dramatic reading of a play.
 Students will demonstrate understanding of the universality and timelessness of themes in
literature through comparative study of texts from different cultures and time periods.
Unit 3: THE RESEARCH-BASED ARGUMENT
Transfer Goal:
 Students will use their understanding of the the genre to evaluate the validity of a published
argument.
 Students will use research and conventions of the genre to construct a well-supported argument
on a topic of personal importance.
Unit 4: SCIENCE FICTION AS ARGUMENT
Transfer Goal:
 Students will be able to analyze narrative elements to infer an author’s purpose and audience.
 Students will use their understanding of argument to explain how a science fiction novel
addresses current or looming problems (e.g., social, political, environmental, scientific).
Unit 5: POETRY OF RESISTANCE AND PROTEST
Transfer Goal:
 Students will evaluate the effectiveness of poetry to address issues of justice.
 Students will use poetry to communicate a distinctive point of view on topics of their choice.
Unit 6: THE LITERARY ESSAY: ANALYZING TEXTS FOR MEANING AND CRAFT
 Transfer Goal:
 Students will demonstrate understanding that the literary essay on theme is similar to the
research-based argument.
 Students will be able to explain how a writer's craft (the language, literary devices, structure)
contributes to developing the theme of the text.
 Students will use the language of literary analysis in their own writing.
Unit 7: RECREATIONAL (INDEPENDENT) READING
Transfer Goal:
 Students will consciously and flexibly choose strategies in order to read proficiently and with
increasing complexity in a variety of genres (e.g., contemporary fiction, historical fiction,
biography).
 Students will seek opportunities for reading and for talking about books with others as a
means to deeper enjoyment and comprehension.
8th Grade Course Curriculum Overview
Course: Math 8
Teacher: Tommy Johnson
Course Goal:
Students will develop a desire and confidence to explore mathematics in their daily lives; use a
common language to communicate and defend their thinking and understanding; develop efficient
strategies to construct mental numerical relationships to enhance their number sense; develop a
greater comfort level with analyzing and synthesizing problems where solutions are not readily
apparent; and connect new and prior knowledge and apply it real-world problems.
Unit 1: Numeracy
Transfer Goal: Students will be able to independently use their knowledge of numbers to construct mental
numerical relationships when working through higher-level math problems.
Unit 2: Linear Relationships
Transfer Goal: Students will be able to independently use their learning of system models to represent realworld problems.
Unit 3: Linear and Inequality Systems
Transfer Goal: Students will be able to independently research, identify, and produce linear, inequality, and
system models that represent various real-world business statistics and demographic situations that would
allow them to explore, present, and defend why certain graphs are better suited for a given function/need.
Unit 4: Exponents and Exponential Functions
Transfer Goal: Students will be able to independently use and evaluate various exponent properties to
simplify expressions, express numbers in scientific notation, and graph exponential functions.
Unit 5: Word Problems
Transfer Goal: Students will be able to translate and solve real-world problems as they arise within their
Project 8 assignments.
Unit 6: Expressions, Polynomials, and Factoring
Transfer Goal: Students will be able to independently use and evaluate various exponent properties to
simplify polynomial expressions and apply various methods of factoring polynomial expressions and
equations in order to simplify and solve non-linear problems.
Unit 7: Radicals
Transfer Goal: Students will be able to independently deduce and incorporate like terms, as they relate to
polynomials, with radical expressions in order to apply various operations and solve radical equations.
8th Grade Course Curriculum Overview
Course: Algebra 1B
Teacher: Ms. Diana Hobbs
Course Goal: Students will be able to connect new and prior knowledge and apply it to more complex
real world problems involving data analysis, graphing, and solving for unknown values/ranges. Students
will develop a greater comfort level with analyzing and synthesizing problems that present total
ambiguity where solutions are not readily apparent and instruction manuals are nonexistent. Students
will be able to question themselves, the teacher, and their peers in order to develop deeper meaning of
linear and non-linear expressions and equations using common language to communicate and defend
their thinking and understanding.
Unit 1: Geometry Review of Algebra Skills
Transfer Goal: Students will be able to independently calculate with and synthesize various area, perimeter,
Pythagorean, and angle formulas and apply algebraic properties.
Unit 2: Linear Review: Graphing and Writing Linear Equations, Solving and Graphing Inequalities;
Linear and Inequality Systems
Transfer Goal: Students will be able to independently research, identify, and produce linear, inequality, and
system models which represent various real world business statistics and demographic situations that would
allow them to explore, present, and defend why certain graphs are better suited for a given function/need.
Unit 3: Expressions/Polynomials/Factoring
Transfer Goal: Students will be able to independently use and evaluate various exponent properties to
simplify polynomial expressions and apply various methods of factoring polynomial expressions and
equations in order simplify and solve non-linear problems.
Unit 4: Quadratic Functions
Transfer Goal: Students will be able to independently graph and solve quadratic equations through a variety
of methods and predict the most efficient approach to solve the equation.
Unit 5: Other Algebraic Functions
Transfer Goal: Students will be able to analyze and model linear, quadratic, radical, exponential, and
inverse functions in order to collaboratively problem solve and design a 2-D roller coaster.
8th Grade Course Curriculum Overview
Course: Advanced Topics in Algebra and Geometry
Teacher: Mrs. Roxanne Thurman
Course Goal: Students will reason logically to develop geometric theorems, independently applying
spatial understandings to model, analyze, and solve complex problems, including real-world inquiries.
Unit 1: Foundations of Euclidean Geometry
Transfer Goal: Use axiomatic systems to build and defend non-quantitative ideas.
Unit 2: Properties of Parallel and Transversal Lines
Transfer Goal: Use definitions, axioms, and fundamental principles to construct theorems of parallel
and transversal lines.
Unit 3: Understanding Triangles
Transfer Goal: Develop theorems of triangles from fundamental principles, applying them to analyze
and solve complex and real-world problems.
Unit 4: Quadrilaterals
Transfer Goal: Develop theorems of quadrilaterals from prior understanding, applying them to analyze
and solve complex and real-world problems.
Unit 5: Transformations
Transfer Goal: Develop understanding of transformations, including dilations, translations, reflections,
and rotations, recognizing and representing corresponding algebraic and graphic models.
Unit 6: Circles
Transfer Goal: Develop theorems of circles, modeling, analyzing, and solving complex and real-world
problems.
Unit 7: Measurement
Transfer Goal: Draw upon spatial understandings to derive formulas, applying these in complex and
real-world contexts.
8th Grade Course Curriculum Overview
Course: Global Environmental Studies
Teacher: Anne Mignatti
Course Goal: Students will have an understanding of Earth’s dynamic environmental systems
through a variety of lenses (science, economics, sociology, and anthropology) so that they may
become conscientious stewards of Earth’s resources.
Unit 1: Connecting the Planet
Interrelationships of biotic and abiotic factors create dynamic ecosystems.
Transfer Goal:
 Students will use their learning of ecosystem structure and function to evaluate and make decisions
about the impact of human actions on ecosystems through modeling and argumentation
Unit 2: Nourishing the Planet
Energy flows through systems.
Transfer Goal:
 Students will use their learning of matter and energy cycles to investigate the effects of change on
the health of soil relates to ecosystem health and human health.
Unit 3: Powering the Planet
Energy use is necessary for human survival.
Transfer Goal(s):
 Students will use their learning of energy transformations to analyze the Law of Energy Conservation
and how it applies to natural systems and engineered systems (i.e. electric circuits).
 Students will use their learning of energy resources to evaluate choices and consequences of energy
resource use.
Unit 4: Sustaining the Planet
As integral parts of the natural system, humans have broad impacts on the environment.
Transfer Goal:
 Students will be able to use their learning of environmental systems to explore and postulate human
responses to global issues in order to implement sustainable solutions and act as stewards of our
environment.
Unit 5: Costa Rica
A Case Study. Costa Rica uses sustainability efforts in agriculture and tourism.
Transfer Goal:
 Students will synthesize their learning of environmental systems in an authentic, real world context.
8th Grade Course Curriculum Overview
Course:
Perspectives on Modern U.S. History
Teacher:
Jordan Shaughnessy
Course Goal:
Students will learn to evaluate the human story through many lenses and (because nothing happens in
isolation) invoke many lenses in order to make informed decisions for themselves and our society,
which will make a positive difference.
Course Unit 1: Age of Extremes
Transfer Goal: Students will be able to use their learning of economics to evaluate the socio-economic
issues of the Age of Extremes, connect these issues to today’s society, and evaluate effective strategies to
struggle with these issues
Unit 2: WWI and the Roaring 20’s
Transfer Goal: Students will be able to use their learning of WWI and the Roaring Twenties to differentiate
and connect thematic differences in time periods and apply their knowledge to reflect accurate
representations of the time.
Unit 3: Great Depression
Transfer Goal: Students will be able to use their learning of the 1930s to recognize, analyze and debate the
connections between and consequences of economic, social, and political issues and events.
Unit 4: World War II
Transfer Goal: Students will be able to recognize situations in which human rights and security are at odds
and begin to develop their views about what they believe is most important, and determine how to influence
leadership decisions and/or make choices as a leader in these situations.
Unit 5: Nifty Fifties
Transfer Goal: Students will be able to analyze a time period through various lenses, compare it to an
earlier time period, and judge which time period was a more successful for America, using facts to support
their opinions.
Unit 6: Holocaust
Transfer Goal: Students will be able to identify situations in which human rights are violated and begin to
decide how they would respond.
Unit 7: Civil and Human Rights
Transfer Goal: Students will be able to identify situations in which human rights are violated and develop
ways to combat these issues.
8th Grade Course Curriculum Overview
Course:
Spanish 1b
Teacher:
Saida Salamanca-Egli
Course Goal: By the end of their 8th Grade Spanish class, students will be able to use their learning of the
Spanish language to interpret and express meaning, connect ideas, and communicate effectively in the
language in various situations with confidence to overcome challenges to understanding.
Unit 1: Repaso – Biografía
Transfer Goal: Students will effectively communicate ideas both orally and visually in the present tense
about personal matters.
Unit 2: Aviso de Deportes
Transfer Goal: Students will be able to independently use their learning of accurate conjugation to
communicate effectively in present tense about sport-related topics.
Unit 3: Festival de Música
Transfer Goal: Students will be able to independently apply their learning to transfer between the
present and conjugation of the -car, -gar, -zar verbs in past tense to communicate about being in a
Latin American music festival.
Unit 4: Tecnología
Transfer Goal: Students will be able to talk about technology, a series of events in the past, and indefinite
or negative situations using preterite of regular –er and –ir verbs, and affirmative and negative words.
Unit 5: Parque de Diversiones
Transfer Goal: Students will be able to talk about where they went, how it was, and what they did, how to
extend invitations, and how to talk on the phone using ¡Qué + adjective!, preterite of ir, ser, and hacer,
and pronouns after prepositions.
Unit 6: Literatura – Pobre Ana
Transfer Goal: Students will be able to independently recognize previously-learned vocabulary and grammar
and make meaning of unfamiliar vocabulary and grammar to comprehend a story. They will communicate in
writing and orally about stereotypes of social classes.
Unit 7: ¿Pensando en Vacaciones?
Transfer Goal: Students will be able to talk about a typical day, and talk what they are doing and talk about
their daily routine while in vacation using reflexive verbs and present progressive.
Unit 8: ¡Vamos de Vacaciones!
Transfer Goal: Students will be able to talk about buying souvenirs on vacation and talk about vacation
activities using indirect object pronouns and demonstrative adjectives
Unit 9: Listos para el Viaje a Costa Rica
Transfer Goal: Student will be able to independently communicate with Spanish speakers in unfamiliar
situations and settings.
Ongoing throughout the course: Cultural Focus
Transfer Goal: Students will be able to discuss how Spanish, Dominican, and Argentinian, and Costa
Rican culture, geography, and traditions influence our communities and place language within a
multicultural context.
8th Grade Course Curriculum Overview
Course:
Spanish II
Teacher:
Saida Salamanca-Egli
Course Goal: By the end of their 8th Grade Spanish II class, students will be able to use their learning of
the Spanish language to interpret and express meaning, connect ideas, and communicate effectively in
the language in various situations with confidence to overcome challenges to understanding.
Unit 1: Repaso - Obra de Teatro
Transfer Goal: Students will effectively communicate ideas both orally and visually by conjugating the
regular and irregular verbs in the present tense using these grammar skills to create a short play.
Unit 2: ¡Vamos de Viaje!
Transfer Goal: Students will be able to discuss travel preparations, talk about what to do at an airport, and ask
how to get around town using the personal a and direct and indirect object pronouns.
Unit 3: Cuéntame de Tus Vaciones
Transfer Goal: Students will be able to say where they went and what they did on vacation, ask informational
questions, and talk about buying gifts and souvenirs using interrogatives, preterete of ar verbs, and preterite of
ir, ser, hacer, ver, and dar.
Unit 4: La copa Mundial
Transfer Goal: Students will be able to talk about sporting events and athletes, discuss ways to stay
healthy, point out specific people and things, and retell events from the past using adverbs with –mente,
preterite of –er and –ir verbs, and demonstrate adjectives and pronouns.
Unit 5: ¿Qué Vamos a Hacer?
Transfer Goal: Students will be able to discuss their daily routine, clarify the sequence of events, and say
what they and others are doing using pensar + infinitive, reflexive verbs, and present progressive
Unit 6: Literatura – Pobre Ana
Transfer Goal: Students will be able to independently recognize previously-learned vocabulary and
grammar and make meaning of unfamiliar vocabulary and grammar to comprehend a story. They will
communicate in writing and orally about stereotypes of social classes.
Unit 7: ¿Cómo me Queda?
Transfer Goal: Students will be able to talk about clothing, shopping, and personal needs, say whom things
are for, and express opinions using verb like gustar, present tense of irregular yo verbs, and pronouns after
preposition.
Unit 8: ¿Filmamos en el Mercado?
Transfer Goal: Students will be able to describe past activities and events, ask for and talk about items at a
marketplace, and express themselves courteous using hacer + expression of time, irregular preterite verbs,
and preterite of –ir stem-changing verbs.
Unit 9: Una Leyendas Mexicana
Transfer Goal: Students will be able to describe continuing activities in past, narrate past events and
activities, and describe people, places, and things using past participle as adjectives, the imperfect tense,
and preterite and imperfect.
Unit 10: Mexico Antiguo y Moderno
Transfer Goal: Students will be able to describe early civilizations and their activities, describe the layout of
a modern city , and ask for and give directions using verbs wit I -> y spelling change in preterite, preterite of
–car, -gar, and -zar verbs, and more verbs with irregular preterite stem.
Unit 11: ¡Qué Rco!
Transfer Goal: Students will be able to identify and describe ingredients, talk about food preparation and
follow recipes, and give instructions and make recommendations using adjectives ending in –ísomo, usted /
ustedes commands and pronouns placement with commands.
Unit 12: ¡Buen Provecho!
Transfer Goal: Students will be able order meals in a restaurant, talk about meals and dishes, and escribe
foos and service using affirmative and negative words, and double pronouns.
Unit 13: ¡Luces, Cámara, Acción!
Transfer Goal: Students will be able to tell others what to do and what no to do, ask suggestions, and talk
about movies and how they affect you using vamos + a + infinitive, affirmative tú commands, and negative tú
commands.
Unit 14: Somos Familia
Transfer Goal: Students will be able to identify and explain relationships, compare personalities, attitudes
and appearance, and describe things and people using long forms of possessive adjectives, comparatives,
comparatives with más de / menos de, superlatives, and por and para.
Unit 15: El Mundo de Hoy
Transfer Goal: Students will be able to express what is true and not true, discuss environmental problems
and solutions, and talk about future actions or events using spelling changes of –ger verbs, and future tense
of regular verbs.
Unit 16: El Futuro
Transfer Goal: Students will be able to talk about professions, predict futures events and people’s actions or
relations, and ask and responds to questions about the future using future tense of irregular verbs, and
pronouns.
Ongoing throughout the course: Cultural Focus
Transfer Goal: Students will be able to discuss how Costa Rican, Argentinian, Puerto Rican, Mexican,
Spanish, American, Dominican, and Ecuadorian, culture, geography, and traditions influence our
communities and place language within a multicultural context.
8th Grade Course Curriculum Overview
Course: Project 8
Teachers:
Nadine Feiler, English Teacher
Diana Hobbs, Math Teacher
Anne Mignatti, Science Teacher
Saida Salamanca, Spanish Teacher
Jordan Shaughnessy, History Teacher
Sarah Venkatesh, Technology Integration Specialist / Communications
Susan Gaultney, Library Media Specialist
Mark Richards, MS Academic Dean
Course Goal: Students will choose a real world need based on their passions and interests, propose a
solution, and create a plan for delivering a sustainable solution.
Course Description
Project 8 is a year-long interdisciplinary capstone project designed for Trinity’s eighth grade class. We
have made some changes to the course since last year, which we want to share with you. Students will
be challenged with the task of identifying a real-world problem, one which is drawn from any of a number
of broad areas of concern (for example, education, environment, poverty, human rights, and public
health). Small groups of students, formed by mutual interests and diverse strengths, will design and
propose a solution that addresses a specific problem of their choosing and create a plan for delivering a
sustainable solution.
This process will require collaboration, cooperation, and communication, as students work in their groups.
Students will read articles about others who have identified real world problems and created ingenious
solutions; frequently these examples will be from young people. They will conduct research to both identify
a need and a possible solutions and will follow a recursive process in designing their specific idea. They
will be required to incorporate skills and knowledge from across the middle school curricula. Students will
be expected to present their research and ideas in a number of modalities (e.g., written, video,
demonstration).
Unit 1: Collaboration, Cooperation, and Communication – Developing a Shared Vision
Transfer Goal: Through thoughtful reflection and purposeful group selection, students will employ effective
communication strategies as they a design a consensus-driven preliminary solution to a global issue.
Unit 2: Conscious Capitalism
Transfer Goal: Through their understanding of the power of sustainability, student groups will improve upon
their concept/solution by considering how it will function over time using an economy of resources while still
being able to generate a profit.
Unit 3: Applying Perspectives from Multiple Disciplines
Transfer Goal: From their understanding of the complexity of the chosen global issue, student groups will
apply multiple subject-area perspectives improve upon the depth and scalability of their idea.
Unit 4: Using Design Thinking
Transfer Goal: From studying a recursive design process, students will be able to thoughtfully and honestly
explore the elements of their plan that need improvement and successfully implement those revisions.
STEM Course Offerings
Teachers: Diana Hobbs, Patrick Green, Sarah Venkatesh,
Kendell Joseph
Course: Technology 6
Description: Mandatory ½ year general technology skills course for 6th graders
Goal: Students will be able to navigate, organize, and manage their digital learning spaces, exemplifying
digital citizenship and leveraging their learning across other middle school subject areas. They will begin to
discover voice as media creators through a range of storytelling and programming tools available to them on
their laptops.
Course: STEM
Description: A trimester-long 7th/8th grade engineering elective.
Goal: Students will develop an understanding of the scientific principles guiding the work of engineers
through hands on investigations. Working in teams, students will solve a series of design challenges in
structural, chemical, electrical, and mechanical engineering.
Course: Programming & Robotics
Description: A trimester-long 7th/8th grade robotics engineering elective
Goal: Utilizing Lego EV3 robotics kits, students develop understanding of structural foundation and the utility
of programming “instructions” while working in teams to design and program robotic systems that solve
series of specified, challenge-based problems.
Course: Computer Science
Description: A trimester-long 7th/8th grade computer programming elective
Goal: Students will be able to use computer programming resources that real world programmers use in order
to produce a game of their own design. Through a collaborative online development environment, students will
have the focus required to construct digital structures to solve problems from any discipline.
Course: Tornado TV
Description: A full-year 7th/8th grade fiction and non-fiction video production course
Goal: Students will discover their voices as both fiction and non-fiction video storytellers while trying all roles
in front and behind the camera. Through the iterative process of pre-production/ production/ post-production
and assessing audience feedback, students will construct understanding of effective production procedures
and visual storytelling strategies.
MIDDLE SCHOOL PHYSICAL EDUCATION
and ATHLETICS OVERVIEW
The Physical Education and Athletics Team:
Kyle Robertson, Director of Physical Education and Athletics
AJ Washington, Physical Education Teacher and Coach
Brooks Holder, Physical Education Teacher and Coach
TJ Hendricks, Physical Education Teacher and Coach
Michaela Settlemeyer, Physical Education Teacher and Coach
Fifth and sixth grade students take PE every other day throughout the entire year.
Seventh and eighth grade students must take at least one trimester of PE per year.
Students may elect to take another trimester of PE if the class is available and fits in
their schedule.
Department Philosophy:
At Trinity, we believe in developing confident, skilled movers who find enjoyment
participating in physical activity. As a result, our students will adopt a lifelong pursuit to
lead a healthy, active lifestyle, and their physical involvement will help promote physical,
intellectual, emotional and spiritual balance.
Course Goals:





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Trinity students will become confident, skilled, active participants. Everyone can
be active, and develop athletic skills.
Trinity students will understand the benefits from, and value of being fit and
healthy, and have an appreciation for an active lifestyle.
Trinity students will find enjoyment and satisfaction from being physically active.
Trinity students will benefit from the opportunity to be involved on teams and
working in collaboration with others.
Trinity students will develop a strong work ethic, and internal motivation as they
value taking on challenges, trying new things, and striving toward a goal.
Trinity students will apply the life lessons they learn from physical education in
their everyday lives.
The Middle School PE curriculum uses four primary approaches:
Health/Fitness:
Students participate in activities that challenge them to improve their overall health and
wellness, and they will understand the healthful benefits of leading an active, healthy
lifestyle. Middle School students are educated on how the body functions, proper warm-up
and stretching techniques, nutrition, and injury prevention. Individual and team challenge
activities are emphasized promoting fitness, teamwork, problem solving, strategizing and
hard work. Students learn to develop an intrinsic motivation and mindset to stimulate
internal drive producing a strong work ethic. Students participate regularly in fitness related
activities that develop endurance, strength, speed, and flexibility.
Sport Skills/Movement:
Physical Education provides opportunities to develop basic and complex skills. Skill
development will assist students’ coordination, agility, and overall athleticism which provides
them greater self-confidence, skill, and prowess. We emphasize how movement translates
to both athletics and an active lifestyle. Students learn the positions, rules, strategy, and
skills required to participate in activities both in individual and team sports to develop
disciplines in basketball, soccer, volleyball, racquet sports, lacrosse, track and field, flag
football, team handball, ultimate frisbee, badminton, and team building activities. Team and
lifetime sports are prioritized in Middle School PE.
Character Education:
The PE department uses sport as a platform to teach students life lessons and values about
sportsmanship, teamwork, leadership, perseverance, respect, goal setting, overcoming
adversity, discipline, integrity, and doing your personal best which will benefit them in all
aspects of their life. Additionally, through participation in sports, students learn how to
think strategically, problem solve, make decisions, and overcome adversity. Students
demonstrate responsible personal and social behavior as they apply the values and skills
they learn in their everyday lives.
Teamwork:
We believe, through active participation, students will find value and enjoyment in
participating with others and learn to work effectively with one another. Teamwork is
paramount as students learn to work together in communication and collaboration on a team
toward a common purpose. Cooperation and teamwork is emphasized daily in PE class.
Socialization is a key ingredient we value for students as they are active; therefore,
opportunities to be on teams and work in groups is offered regularly. Working in teams and
individually to meet challenges and to set and achieve goals both mentally and physically is
a major component of PE class.
We seek to provide a supportive, encouraging, challenging, and fun environment for
students to thrive, thus bolstering confidence and building a positive attitude to develop an
appreciation for a healthy, active lifestyle.
MIDDLE SCHOOL PHYSICAL EDUCATION
First trimester
Team challenge activities
Fitness/movement/agility
Team Handball
Volleyball
Flag Football
Basketball
Group games
Intramural Competition
Second trimester
Third trimester
Basketball
Ultimate Frisbee/Frisbee
Fitness/movement/agility/jump
`
Golf
rope
Trinity Games
Team challenge activities
Fitness/movement/agility
Racquet Sports: badminton,
Team Challenge
ping pong, tennis
activities/Amazing Race
Trinity Games
Lacrosse
Team Handball
Track and field: running
events, field events,
Soccer
relays
Group games
Group games
Intramural Competition
Intramural Competition
MIDDLE SCHOOL ATHLETICS
We believe that athletics is an integral part of the full experience at Trinity Episcopal
School. Beginning in grade 5, the opportunity to participate in interscholastic
athletics is offered to all Middle School students (grades 5-8) regardless of skill or
experience. Through participation in athletics students are provided the opportunity
to represent their school with pride and to develop a deepened sense of school spirit.
Interscholastic athletics is a co-curricular program at Trinity. The Physical Education
and Athletics Department works in concert with the academic program to promote
the physical, mental, spiritual, and emotional growth of all students. We strive to
provide every student an environment in which to achieve athletic success. More
important, we also lay the foundation for success in life through teaching lessons
about character.
Participation in athletics can help instill a set of values that can benefit students
throughout life. We strive to develop in athletes a strong sense of self, confidence,
and the ability to communicate and collaborate with others. In athletics, we have a
unique opportunity to help students prepare for the future and begin to develop
these crucial traits. We seek to foster the development of the whole person through
participation in the athletic program.
Trinity is a member in good standing with the Austin Inter-Parochial League (AIPL).
The league consists of more than 20 private schools in the Austin metro area.
Please see the website (www.austintrinity.org) to find out what is going on in Trinity
athletics.
Sports Offered:
Girls: volleyball, cross country (co-ed), basketball, soccer (coed), lacrosse, golf,
tennis, track
Boys: cross-country (coed), flag football, tackle football, basketball, soccer (co-ed),
lacrosse, golf, tennis, track