CURRICULUM
GUIDE
MIDDLE SCHOOL
COURSE CATALOG 2016-2017
CURRICULUM
GUIDE
MIDDLE SCHOOL
COURSE CATALOG 2016-2017
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MIDDLE SCHOOL CURRICULUM GUIDE
TABLE OF CONTENTS
Middle School Contacts
4
Mission Statement, Honor Code, Core Values
5
Academic Policies
6
ACADEMICS9
English
9
History
10
Humanities
11
Mathematics
12
Science
14
World Language
15
Arts
16
Research at GFA
17
World Perspectives Program
18
Co-Curricular Offerings
Advisory
Seminar Program
Health
The Writing Center @ GFA
19
ATHLETICS20
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COMMUNITY SERVICE
22
SCHOOL COUNSELOR
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MIDDLE SCHOOL CURRICULUM GUIDE
MIDDLE SCHOOL CONTACTS
Drew K. Meyer
Head of Middle School, Fifth Grade Coordinator
(203) 256-7569
[email protected]
Sarah Ostermueller
Assistant Head of Middle School
(203) 349-7317
[email protected]
Carolyn Skiba
Administrative Assistant to the Head of Middle School
(203) 256-7512
[email protected]
Elizabeth Day, LPC
School Counselor for Middle School
(203) 256-7550
[email protected]
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MIDDLE SCHOOL CURRICULUM GUIDE
SECTION I: GFA MISSION STATEMENT & HONOR CODE
GFA MISSION STATEMENT
GFA engages students as partners in an innovative, inclusive, and globally minded community
to prepare them for a life of purpose.
MIDDLE SCHOOL HONOR CODE
To take full ownership of my efforts with pride and integrity, I pledge that I will complete all of
my own academic work independently and without assistance. I pledge that I will be honest in
all my encounters and noble in my intentions. I pledge that I will show respect for individuals
and their property and that I will treat others’ belongings with care and consideration. I make
these pledges to ensure that I always make good decisions which validate my own honor and
my commitment to the Greens Farms Academy Middle School community. I understand that
this Honor Code is an extension to the guidelines set forth in the GFA Code of Conduct and
Acceptable Technology Use Policy.
Students will read and sign this pledge at the beginning of the academic year. Students will
write this statement on all tests, quizzes, essays and projects:
I will abide by the letter and spirit of the GFA Honor Code.
MIDDLE SCHOOL CORE VALUES
To further develop decision-making skills in a caring community, we look to instill the
following values:
Respect for self and others
Integrity
Responsible citizenship
Independent thinking
A passion for learning
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MIDDLE SCHOOL CURRICULUM GUIDE
SECTION I: MS ACADEMIC POLICIES
ACADEMIC POLICIES
GRADING POLICY & GRADE REPORTS
Grades and/or reports of students for fifth through eighth grades are issued at the end of each
semester. Interim reports are sent at any other time when there is a significant change in level
of achievement or effort. GFA uses the following scale:
A+96-100
B+86-89
C+76-79
D+66-69
F0-59
A93-95
B83-85
C73-75
D63-65
A-90-92
B-80-82
C-70-72
D-60-62
Honor and High Honor Rolls are published each semester for students in grades 7 and 8;
a student on the Honor Roll shall have a B+ average with no grade below B-. High Honors
requires a minimum A- average with no grade below B+. At the end of the second semester,
cumulative tests are given to sixth graders, and exams are given to seventh and eighth graders.
Each department determines the relative value of homework, quizzes, tests, papers, projects,
and class discussion in calculating averages. Grading criteria for each course is explained to
students at the beginning of the year and published in Course Policy Sheets which are distributed by teachers during the first week of school. Questions about the derivation of an average or
about a teacher’s comments on reports should be directed to the classroom teacher involved.
Any student whose final average in a continuing subject (math and world language) is below Cwill be expected to do summer work before being allowed to take the next course in that
subject. Any student who fails the second semester in a continuing subject may be required to
do summer work in that subject as well. A student who fails a required course for the year may
be asked to make it up in the summer or to repeat the course the following year. A student failing more than one course or having low grades with minimal effort may be asked not to return
to GFA the following year. Fifth grade students do not receive grades during the first semester,
but will have written comments from their teachers. At the end of the year, fifth graders will
receive grades and comments in English, History and Math.
Effort Point Guidelines
5: Excellent—Evidence exists of work beyond the required assignments, and class participation
shows evidence of exceptional effort.
4: V
ery Good—Homework is always done carefully and promptly, and class participation
is consistently good.
3: Satisfactory—Homework is turned in regularly, and the student is usually prepared for class.
2: N
eeds Improvement—Unexcused or frequent lapses in class preparation or turning
assignments in on time.
1: U
nsatisfactory—Chronic failure to turn in assignments on time or failure to be prepared
for class.
ACADEMIC PROBATION
1. If warranted, a student will be placed on academic probation for receiving two or more
semester averages in core academic classes below a C-.
2. If a student meets the above criteria for one semester, at the midpoint of the following
semester, the Grade Dean will check the student’s academic averages and effort grades,
and if there continues to be concern around one or both, the Head of Middle School will
contact the student’s parents.
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SECTION I: MS ACADEMIC POLICIES
3. After this meeting with the parents, the student will be placed on academic probation for
that semester.
4. A student will also be placed on academic probation for failing a course during one semester,
or for substandard effort in the opinion of the faculty. In this instance, the student will be
placed directly on academic probation.
5. An eighth grader who meets any of the above criteria during his or her spring semester will be
placed on academic probation for his or her ninth grade year.
6. In addition, a student may be placed on academic probation due to extraordinary circumstances as determined by the Head of Middle School.
If a student remains on academic probation for another semester, it is possible that the school
may withhold the student’s enrollment contract for the following year, and recommend that
GFA is not the appropriate academic fit for that student.
Probation alerts the student and parents that they ought to consider whether GFA is the right
school. At this point, a family should begin to search for a more appropriate match. However, we
also want to give a student committed to being here every chance to succeed within a specific
time frame.
SCHEDULE
In order to provide an extensive athletic program for students in grades 4-12, the Middle School
follows a revised daily schedule. Students participate in a mandatory athletic program in the
middle of the day with exclusive use of all fields, tennis courts, and facilities. Students then
return to classes, study hall, and activity periods until 4:00 pm. Interscholastic games are
usually scheduled after 3:00 pm. Parents should note that due to academic commitments, students will not be excused prior to 4:00 pm. Monday, Tuesday and Thursday without permission
from the Head of Middle School. Requests to leave campus for periodic religious school or other
commitments must be supported by a note from a parent stating the reason, and such requests
must be approved by the Head of Middle School prior to departure.
SECTION CHANGES
During the school year, if a student moves from a regular section of a course to an advanced
section, the student’s grades will be carried over to the new section. However, if a student
moves from the advanced section to the regular section of a subject, the previous grades will
be dropped.
STUDY HALLS
• Students are expected to be in study halls when not in class, in extracurricular activities, or
in assigned free time.
• All eighth graders will have two free periods per week, although these may be taken away depending on behavior or academic performance at the discretion of the Grade Dean or
Head of Middle School.
HOMEWORK
Fifth grade students should expect roughly 60-75 minutes of homework per night but no
homework over the weekend. Students in the sixth and seventh grades should expect up to
30 minutes per subject per night of homework, while students in the eighth grade should
anticipate up to 40 minutes per subject per night of homework.
TUTORING
Parents or students who wish to explore tutoring (for remedial or enrichment purposes) must
first consult with the Head of Middle School and the Learning Specialist. Tutoring should be an
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SECTION I: MS ACADEMIC POLICIES
option only after extra help options have been exhausted, and there has been a careful
examination of the student’s work habits. The Learning Specialist will then provide a list of
tutors including GFA faculty and non-GFA tutors. GFA faculty may not tutor their own students,
nor tutor any other students during the hours of the normal school day. It is expected that
families will communicate with the Learning Specialist as to the nature of tutoring that is being
conducted so the school and tutor can work together in order to best assist the child.
EXTRA HELP
If a student is having difficulty in a specific course, the student should seek extra help from the
course teacher during a mutually free time. It is best for students to take the initiative in making
appointments for help, but teachers may require a student to attend such sessions. Extra help
sessions are required appointments and take precedence over all other school activities except
regularly scheduled classes, interscholastic athletic competition and seminars. Should there be
any difficulty in finding a mutually convenient time to meet for extra help, the student should
see the Grade Dean. Where such regular assistance is needed, the school may recommend outside tutoring.
EXTENDED LEAVE POLICY
There may be occasions when a student misses school for reasons that are not illness related.
While we discourage this, we recognize that occasionally there may be legitimate reasons for an
extended absence.
1. If a student will miss an extended period of time (more than three days), for reasons other
than illness, the parents should request permission, well in advance, from the Head of Middle
School. Once permission has been granted, the student should complete a form (obtained
from the Administrative Assistant to the Head of Middle School) and then have all teachers
sign it at least a week in advance.
2. If an extended absence is approved, the parents will be responsible for hiring tutors (GFA or
non-GFA) to cover material missed during the absence.
T he student’s teachers will inform the tutor(s) of work that will be covered during the extended absence; however, it is not the responsibility of GFA teachers to provide extra help in order
to cover material missed during an extended absence.
F or a truly extended absence, (to be determined with the Head of Middle School) the expectation is that the tutor(s) will formulate and grade any tests and quizzes during this period on a
pass/fail basis, as GFA faculty will not email tests and quizzes back and forth. However, should
a student return to GFA with work not completed, the student will be responsible for all work
missed, even if this exceeds the two major assignments a day policy.
3. In the unlikely event that a student misses a longer period of time (to be determined by the
Head of Middle School), it is possible that the student’s transcript will reflect a pass/fail for
the semester.
It is our experience that extended periods of absence have a negative effect on a student’s
academic standing and connection with the school. We ask that parents carefully consider
the consequences, and then if requesting an extended leave for their child, please give ample
notice to allow for planning.
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english
MIDDLE SCHOOL ACADEMICS
ENGLISH
Through courses that represent a variety of genres and voices, the Middle School English program develops students’ passion, skills, and habits of mind as readers and writers. Their literary
journey includes an examination in the sixth grade of the individual in relation to society, and
expands in the seventh grade to consider rights and challenges based on group identities within
American society. In the eighth grade students explore literature through the lens of cultural identity and the struggle for power. In all Middle School English classes close reading and
Harkness-style discussions serve as the foundation for helping students ask essential questions,
stake bold claims, provide strong textual evidence, and engage the opinions of others. Personal,
creative, and analytical writing assignments challenge students to take greater risks as critical
thinkers and to write with greater power and purpose. Essential skills in grammar, vocabulary,
and technology, honed through in-class exercises, online resources, and homework assignments, help to ensure that students develop the necessary tools to communicate effectively. The
Haiku learning management system reinforces classroom learning through online discussions
and peer-reviewed work. Recognizing the importance of offering personal choice, exposing
students to other perspectives, and developing individual responsibility, students in each grade
level work in small groups to design their own literature unit each spring. In addition, the Visiting
Writers Program provides inspiration and hands-on instruction from professional writers; over
the past two years we have offered a series of Saturday workshops focusing on Spoken Word
Poetry. Pendragon (the Middle School literary magazine), the Middle School Coffeehouse, and
regional and national contests enable students to share their voices outside the classroom and
GFA community. In all areas of the English curriculum, the overarching goal is to inspire enthusiasm for reading and discussing great literature while strengthening students’ voices as writers.
English 5—The fifth grade course serves as an introduction to Middle School English, helping
students to develop a love for reading, a sense for deeper meaning in texts, and a solid foundation of writing skills. Fifth grade is a pivotal year during which academic independence grows
exponentially; thus, over the course of the year, students will graduate from reading course texts
and writing analytical responses during class time to completing reading and writing as assigned
homework. Homework during the first half of the year consists primarily of independent reading
and fundamental writing skills practice using the Six Traits of Writing as a framework. During the
second half of the year, fifth graders begin to complete reading assignments as well as oneparagraph responses at home. The fifth grade English curriculum is designed so that reading
and writing seamlessly intertwine. While students read fiction, they write fiction; while they read
journalistic pieces, they construct their very own newspaper; while they read famous authors’
short memoirs, they write their own memoirs. Fifth graders even try their hands at original
myth-writing during an exciting unit on Greek Mythology. Writing in the same genre that they
are exposed to through course texts allows fifth graders to use their reading material as a “mentor text”—a piece of writing that inspires the reader to emulate both style and structure. In reading, emphasis is placed on literary devices, theme, and author’s purpose. Course books include
The Tiger Rising by Kate DiCamillo, D’Aulaire’s Book of Greek Myths, When I Was Your Age: Original
Stories of Growing Up by various contributing authors, and Tuck Everlasting by Natalie Babbitt.
English 6—The sixth grade course serves as an introduction to the English curriculum, building excitement and appreciation for literature while developing a solid foundation of skills for
students as they progress through Middle School. The overarching themes of identity formation
and the bridge between childhood and adulthood help students understand themselves and
their relation to others through reading (novels, short stories, and poetry) and film analysis.
During the winter, students choose one of four novels and work both independently and collaboratively to develop meaningful questions; explore conflict, theme, and motif; draw connections
to other disciplines; and create a final “book trailer.” In writing, students explore a variety of
modes and styles, including shorter personal responses to literature and longer hybrid essays
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english/history
that allow them to connect a theme from the text to their own experiences. Weekly creative
writing workshops introduce students to the writing
process and the art of peer editing; assignments include hint and micro fiction, restaurant and film reviews, poetry and humor writing,
and short stories. Students review and expand their knowledge of grammar and writing mechanics through focused daily exercises and use Membean, an interactive online learning system, to improve their vocabulary and spelling skills. Course texts include, Wonder, The Outsiders,
The Breadwinners, and Locomotion.
English 7—(See Humanities)
English 8—The eighth grade course focuses on the themes of power and revolution, both
personal and political. In the fall, the students begin with an exploration of power and corruption in Animal Farm and are introduced to the idea of effecting change through art. This belief
in the power of the pen to illuminate truths and shape the individuals’ relationship with society
under-girds the fall semester’s short story unit, which explores key questions about morality,
revenge, the costs of technology, and the use of satire. Students also engage in ongoing independent reading projects of their choosing aimed at providing agency over their education and
fostering genuine engagement with the act of reading. Thereafter, students build upon their
ability to draw connections between texts and ask meaningful questions as they read Romeo and
Juliet, “Master Harold” ...and the Boys, and a student-choice unit based on recent revolutions in
Africa, Asia, and South America. In all cases, students are asked to examine the complex nature
of power—how it is pursued, protected, manipulated, and maintained—and the human costs
of these dynamics. The goal of the course is to hone students’ critical voices and cultivate the
rhetorical skills required to effect change in themselves, their communities, and their world.
This focus on the structure of sound argument begins in daily discussions and extends to
students’ writing through SQUIDS responses (1-page textual explications) and position papers
(2-3 page, thesis-driven arguments related to course themes) to synthesize the personal voice
that under-girds the sixth and seventh grade curriculum with the more detached, analytical
lens necessary in later years. In addition to these analytical pieces, each student writes a fictional short story in the fall and a culminating personal essay, “So You Say You Want a Revolution?”
in the spring. As in all Middle School English classes, grammar and vocabulary
skills are taught
contextually as a means of enhancing students’ writing throughout the year.
HISTORY
The Middle School history program develops core skills in reading, writing and study techniques
through courses focused on American and World History. Instructional approaches emphasize
round-table discussion and student involvement through frequent simulations and activities.
Study skills include note-taking, highlighting, outlining and test preparation. Writing skills are
fostered through largely student-directed assignments that increase in scale and sophistication,
and include ample opportunity for feedback and revision. Research skills broaden through
frequent exercises and a major project at each level, culminating in the Capstone Project in
eighth grade.
Fifth Grade Global Studies—This course is designed for students to learn what it is like to see
history through the eyes of an archaeologist. Students will learn the five themes of geography as
they study the ancient civilizations of Mesopotamia, Egypt, Greece and Rome. Students will be
taught to examine the critical choices that early man made in determining how to overcome the
harsh challenges of nature (food, shelter, and city planning). Such skill development will enable
our GFA fifth graders to understand and predict why certain civilizations experience considerable success whereas others experience decline and collapse. Students will also explore current
events to better be able to make connections between ancient civilizations and the contemporary world. As students examine the enormous accomplishments that these ancient civilizations
contributed to the human experience, they will better be able to understand the considerable
technological strides that have been made in the last century. Hands-on learning experiences
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history/humanities
in the course include, but are not limited to: a mock archaeological dig, civilization simulations,
a survival project involving a trip to the Museum of Natural History’s Hall of Human Origins, and
a recreation of a Greek Agora. As in most courses for younger students, skill development is of
critical importance in the course. Previously learned skills of note-taking and public speaking are
further developed. Newer skills such as learning to research effectively, outline, use resources,
create note cards, and write bibliographies will be introduced to a more significant degree.
Sixth Grade World Explorations—This course examines the history, culture, religions, and contemporary issues of India, China, and the Far East. Students will be tasked with understanding
and evaluating the decisions made by these civilizations, and determining how and why these
groups flourished, and at various points, declined. These cultures will be examined from their
earliest prominence, students learning to understand customs from an anthropological perspective. Students will be taught to examine choices made by the leaders of these civilizations,
ranging from development of infrastructure to military conquests. A central theme of the World
Explorations course is the reliance on religion, be it monotheism or polytheism, by citizens of the
world. The world religions of Judaism, Christianity, Islam, Buddhism, Hinduism, Confucianism,
and Daoism are examined in the context of their birthplaces as well as their ongoing influence
on world events. The study of ancient and contemporary world history provides the vehicle for
students to further develop their reading comprehension, note-taking, and organizational skills
while learning how to clearly articulate their ideas in writing and speech. Hands-on learning
is paramount, as the students develop individual and group presentations in each semester
on various aspects of travel and trade along the Silk Road. The Civilizations Project in the first
semester challenges students to design their own community, taking into careful account
geographical challenges and governmental and economic factors as well. A central focus of the
second semester is the research paper, in which students conduct library and Internet research,
analyze sources, and complete a detailed country study. At the completion of the paper, students are encouraged to tap into their creative talents as they construct a free-form presentation
to accompany their research.
History 7 (See Humanities)
Eighth Grade United States and Comparative Government—Leading up to a curriculum-based
trip to Washington, D.C., and using a wide-variety of projects, this class studies the structure and
workings of the three branches of the United States Federal Government. Through an in-depth
study of the foundations of the U.S. Government and its Constitution, students learn how the
U.S. system works through both in-class study and interactive projects. Incorporating student-led discussions of current events on a daily basis, the mechanisms of our government come
to life. With this firm knowledge, the students look beyond the borders of their own nation to
explore how other types of governments around the world work. In addition to current events,
other projects and activities integral to this course include world geography, formal and impromptu debates, mock trials, simulated elections, Mock Congresses, and Model United Nations.
As in sixth and seventh grades, a research paper is a central skill-building component of this
course, but is done in association with the Capstone Project (see Research at GFA, page 17).
Text: Magruder’s American Government, 2011.
HUMANITIES
Seventh Grade Humanities (American Studies)—This interdisciplinary course focuses on
common themes surrounding the American Dream to deepen students’ understanding of
American
history, literature, and culture while strengthening skills traditionally taught in each
discipline. Through quotation responses and analytical essays, students learn to organize,
develop, and support their ideas in writing. In addition, students create poems, memoir pieces,
and group projects to trace their own journeys as inheritors of the American Dream. Throughout
the course, students learn to be conscious of the ways our notions of unity and diversity have
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english/mathematics
evolved into a broader understanding of the motto “E Pluribus Unum’’ (“Out of Many, One”).
Though taught separately, courses are aligned by theme and time period, allowing students to
make their own rich discoveries. A culminating project (using a “Story Corps” approach) links
students with recent immigrants to allow first-hand exposure to current experiences through
interviews and written responses.
English 7—The seventh grade English course emphasizes reading, discussion, and writing
skills grounded in voices of the past century representing the breadth of the American immigrant experience. Texts and assignments prod students to consider the American Dream from
a variety of perspectives and use their unique writing voices to inspire greater understanding,
courage, and compassion. Through quotation responses, memoir pieces, and analytical essays,
students learn to organize, develop, and support their ideas in writing. Along with traditional,
literature-based writing assignments, students create poems and articles, artistic group projects,
and trace their own journeys as inheritors of the American Dream. Students choose from a broad
collection of WWII memoirs in the spring to increase awareness of the impact of the war on
victims of the Holocaust, soldiers in the Pacific, detainees in internment camps, and survivors of
the first atomic bomb. Other course texts include The Giver, Voyage, To Kill a Mockingbird, Rocket
Boys, and a collection of short stories. Selected poems enrich the course themes and literature
discussions throughout the year. Vocabulary words are taught in the context of course readings
as well as through Membean, an interactive online learning system. Grammar lessons are taught
through the lens of course readings and student writing samples.
History 7—The seventh grade course focuses primarily on twentieth century U.S. history but
begins with the foundations of American rights and responsibilities as expressed in the Constitution. Guided by these ideals, students explore how our nation grew stronger through immigration, the Great Depression, wars, and the voices of black Americans, women, and youth. This
leads to the understanding that during the twentieth century America established itself as a
world power whose adherence to its ideals continues to be tested by domestic and global forces. Throughout the year, reading comprehension, note taking, synthesis of information, directed
research, and written and oral expression are emphasized. These skills culminate in the seventh
grade history research paper, where students spend two structured months investigating a topic
of their choice and writing a persuasive thesis-driven paper. In addition to learning from secondary sources such as Joy Hakim’s A History of Us, students work individually and on teams to
produce and deliver presentations, create timelines and mock publications, and debate famous
historical decisions.
MATHEMATICS
The mathematics curriculum provides an integrated treatment of mathematical content,
including significant exposure to algebra, geometry and probability at all levels. Both skills and
appropriate applications are emphasized in an effort to prepare students for future substantive
coursework while helping them understand how mathematical ideas interconnect and build on
one another. Thus, our goal is not only to ensure a basic working knowledge of mathematical
procedures, but also to foster an interest in mathematics and a problem-solving attitude that
will benefit and sustain students beyond the classroom. In addition, laptops are used within the
classes on various projects throughout the year.
Math 5—This course is based upon the basic skills of arithmetic. As in the Lower School,
students in fifth grade will continue using the Singapore method with an emphasis on number
sense, problem-solving, and communication of ideas. The goal is to promote computational
fluency with all four operations using whole numbers, decimals, and fractions as well as to
develop students proportional reasoning. Students explore elementary concepts in geometry
and in probability.
Math 6—This course builds on the foundation created in Math 5. Because the fundamentals
are essential to building students’ confidence in their math ability as well as in constructing
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mathematics
a foundation for future challenges in math, the basic skills of arithmetic are reinforced and
solidified during the year. The skills taught this year include: basic operations using whole
numbers, fractions and decimals, concepts in geometry, ratio, proportions, percentages, order
of operations, operations with negative numbers, and elementary concepts in algebra, including working with variables and solving equations. Appropriate study skills (test-taking skills,
note-taking and organizational skills) are integrated into the curriculum.
Math 6 Accelerated—This course is designed for the students who have developed solid computational fluency and are ready for an accelerated pace. The curriculum in Math 6A pursues
mastery of skills with fractions and decimals and developing processes for solving equations.
Additional algebraic skills are studied, including operations with integers and rational numbers,
solving and graphing equations and inequalities, work with percentages and proportions, and
more complex word problems, as well as the concepts of area, surface area, and probability. The
maturity to work independently and the abstract ability to understand more complex geometric
problems are also developed. Appropriate study skills (test-taking skills, note-taking and organizational skills) are integrated into the curriculum.
Math 7—This course builds on the skills gained in Math 6 with an emphasis on a stronger foundation with fractions, decimals, equations, inequalities, proportions, integer operations, as well
as basic geometry and probability concepts. Students will explore in-depth algebraic concepts
such as operations with rational numbers, solving and graphing a variety of equations and inequalities, percentages, and real-world application of all concepts.
Pre-Algebra—This course is an in-depth and comprehensive exploration of the ideas, concepts,
and tools necessary for success in Algebra. Mastery of basic skills, achieved through extensive
practice, transitions toward more abstract concepts. Students are introduced to the foundational operations within the real number system, which they must utilize across a broad spectrum
of mathematical concepts. Percents, ratios, proportions, and basic number theory also play an
important role. As a primary focus of the class, students explore the general concepts in Algebra: understanding variables, the evaluation of expressions, writing and solving equations, the
graphing, as well as the writing and analysis of linear functions. In addition, exponential expressions, polynomials, and geometric concepts including volume of 30 solids are all undertaken.
Algebra 1—This course is a standard first-year introductory algebra course. While the main focus
is on assuring proficiency in basic algebraic skills and processes, considerable time is devoted to
solving realistic and interesting applications. Topics include solving equations, inequalities and
systems, factoring, polynomials, rational expressions, irrational numbers, radicals, and quadratic
equations. Students are introduced to the use of graphing calculators.
Algebra 1 Honors—This accelerated course explores the themes and content presented in
Algebra 1 with additional rigor. As previously stated in the Algebra 1 description, the course is
a study of introductory algebra topics, but extensive word problems and graphing techniques
are utilized to provide a broader understanding. Supplementary topics may be introduced at the
discretion of the instructor. Students learn to use their graphing calculators as an integral tool to
visualize situations and solve problems. Departmental permission is required for admission into
this course.
Geometry Honors—This honors-level course introduces the students to the study of geometric objects and their properties such as parallel lines, symmetry, congruence and similarity of
triangles and polygons, properties of secants and tangents to circles, area and volume of various
shapes, right triangles (including trigonometric ratios), and vectors. Occasional investigations
utilizing dynamic geometry software such as The Geometer’s Sketchpad or GeoGebra will Introduce a new topic, while rigorous proof of geometric statements (including analytical methods)
and the development of strong communication skills will be emphasized. Prerequisite:
Algebra 1; departmental permission: a Tl Nspire CAS graphing calculator.
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science
SCIENCE
Middle School science introduces students to earth, biological, physical, and chemical science.
Fifth Grade Science—The fifth grade science course builds in students a foundation of content,
skills, and laboratory techniques through many fields of science. The course uses hands-on activities to allow students to discover and learn through their own experiences. They acquire the
skills needed to produce a claim, gather evidence to support that claim, and develop a reasoning
that involves scientific principles or laws. Students begin with an in-depth study of the food
system to learn about each of the sectors that are involved in industrial agriculture and their
associated environmental impacts. Fifth graders use GFA’s organic garden to complement their
studies. The fall term ends with a study of water, covering: Earth’s water, the water cycle, water
quality, water pollution, and water conservation. These topics present students with concepts
related to water chemistry and water related environmental concerns. In the winter, the metric
system is introduced with a focus on how to use measuring devices with accuracy and precision.
Anatomy is explored through a fetal pig dissection. The dissection makes connections with the
fifth grade social studies unit on Ancient Egypt where the steps of mummification and preservation are modeled using the fetal pig. The spring term starts with investigations in renewable
energy with a focus on solar power. Topics also include solar motion and solar angles. A STEAM
unit allows students to design and build a solar powered car. The course ends with a laboratory
experiment that students conduct to answer questions about a mystery that is revealed in class.
Detailed instruction will be given to build the skills required for writing a formal lab report.
Sixth Grade Earth and Environmental Science—As students in an ever changing world, the
sixth grade science program will explore the earth, its environment, and the interactions with its
human inhabitants. Topics will include: geology, meteorology, oceanography, astronomy, ecology, and conservation of global resources. There will be a focus on the collecting and recording
of scientific data. Studying topographic maps, analyzing the salt marsh and orienteering are just
a few of the real world skills students will develop in this course. Students will also design and
conduct a science fair research project to be presented at the GFA Science Fair.
Seventh Grade Life Science—The course begins with an examination of the impact of our use of
ecological resources on the environment. The impact of evolution on the structure and function
of organisms, with a particular focus on invertebrate species, forms the core of the first semester.
Plant and animal cells are explored in more depth in the winter, with an emphasis on organelles
and the fundamental differences between cell types. Extensive microscope work is a critical component for the first semester. During the spring, the anatomy and physiology of human body
systems are explored, concluding with a dissection unit. Laboratory experiments and reports
continue to play an integral role in science class. Forensic units, which further strengthen critical
thinking skills and collaboration, are strategically included throughout the year. Students may
opt to design and conduct a science fair research project, which will be presented at the GFA
Science Fair.
Eighth Grade Physical Science—This is a hands-on program with extensive lab work and inquiry
based activities. Chemistry is the topic for the fall semester, with emphasis on the periodic table,
physical and chemical properties, chemical bonding, states of matter and atomic structure. In
addition, phases of matter, and solutions will be covered. For the winter, students will focus on
physics, studying energy, forces, motion and energy transformations. Newton’s laws will be covered extensively. A wide variety of activities are included in this unit, including rockets, car races,
and an egg drop contest. There is a specific focus on further developing science skills from sixth
and seventh grade. These include conducting valid science experiments, analyzing data, and
evaluating hypotheses. Students learn how to work independently as well as part of a lab team.
Technology is incorporated wherever it is appropriate, and a variety of assessments and teaching
methods are employed.
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world language
WORLD LANGUAGE
The world language program exposes students to diverse cultures and aims to nurture creative
learning and risk taking within an age-appropriate, rigorous curriculum. At each level, students
are expected to increase language development as well as cultural awareness. While the main
objective of the department is to increase both comprehension and communication, other
objectives include increasing exposure to Spanish, French and Mandarin speaking countries,
vocabulary acquisition, reading and writing, and the development of a general interest in other
languages and cultures. Technology plays a strong role in developing skills.
Fifth Grade, French, Spanish and Mandarin—In fifth grade, all students will be exposed to a
trimester of French, Spanish and Mandarin. This will allow students to familiarize themselves
with the sounds, structures and cultures connected to each language. The focus will be to
develop essential transferable skills and study habits associated with age-appropriate language
learning. Classes will emphasize speaking, listening, reading and writing in the target language
and will be based on the study of thematic units.
Sixth Grade, French, Spanish or Mandarin—These introductory courses focus on the linguistic
foundations and cultural aspects of each language with an emphasis on oral and aural skills.
Through skits, projects, games, text and technology students acquire these basic language skills.
The four basic skills of speaking, listening, reading and writing are practiced daily, but at the
sixth grade level, there is more emphasis placed on speaking, listening and writing. Mandarin
students will learn the pinyin pronunciation system along with simplified characters commonly
used in mainland China. Highly communicative and interactive in design, these classes lay the
foundation for the completion of either French I, Spanish I or Mandarin I by the end of eighth
grade. French Resources: Bien dit 1A, (text, tape manual and writing workbooks). Spanish Resources: ¡exprésate! 1A, (text, tape manual and writing workbooks). Mandarin Resources: Chinese
Made Easy Vol. 1 (text and workbook) and Chu Ju’s House.
Seventh Grade, French, Spanish or Mandarin—Students in the seventh grade continue with
French, Spanish or Mandarin. Seventh grade Spanish and French students are ready for a more
formal and fast-paced program that places equal value and emphasis on all four basic skills of
learning a world language: speaking, listening, reading and writing. Basic structures and vocabulary are taught through communicative activities. Mandarin students will continue to cover the
first part of a Mandarin I course in seventh grade using the same communicative activities, while
learning pinyin and simplified characters. Students will complete French I, Spanish I or Mandarin
I by the end of eighth grade. French Resources: Bien dit 1B, (text, tape manual and writing workbook). Spanish Resources: ¡exprésate! 1B, (text, tape manual and writing workbook). Mandarin
Resources: Chinese Made Easy Vol. 1 and Vol. 2 (text and workbook).
Eighth Grade, French, Spanish, or Mandarin—Students in eighth grade continue with French,
Spanish or Mandarin. In the modern languages, attention is paid to communication in the target
language on a daily basis. The amount of grammar and related vocabulary increases significantly
as students continue to practice the four basic skills of speaking, listening, reading, and writing.
Students develop skills through reading comprehension, mastery of grammar fundamentals and
vocabulary accumulation. All of our language courses support the basic text and workbooks with
the variety of materials in media. This may include magazines, short stories and grammar readers; video clips, movies, and music; computer activities. Mandarin students will finish their level 2
textbook, and then transition to the same textbook as the ones being used in Mandarin One so
that their transition to Mandarin Two will be smooth. Texts: French: Bien dit 2; Spanish ¡exprésate!
2; Mandarin: Chinese Made Easy Vol 2 (Text and workbook) and Integrated Chinese Level 1 Book 1
(Text and workbook).
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MIDDLE SCHOOL CURRICULUM GUIDE
SECTION II: MS ACADEMICS
arts
ARTS AT GFA
A key component of a GFA student’s education is a connection to the Arts. Our Arts electives are
Studio Art, Band, Chorus, Orchestra, and Theatre. Each of these electives meets at least twice a
week. Each sixth grader is enrolled in Studio Art and is required to select one additional music
elective, but may do two if they wish. Seventh and eighth graders are required to select one of the
electives, although they may select more if the schedule permits.
Visual Arts
The Middle School Art Program provides an atmosphere that encourages the development of
the imagination, skills and understanding of the visual arts. Students learn to express their ideas
using various materials, tools, techniques and technologies. As they progress through Middle
School, they are challenged to use their creativity and develop artistically.
Fifth Grade Art—This course is designed to teach students the skills needed to express themselves visually. Students will work to develop their ideas and creative aspirations. Students will
be encouraged to create from their imaginations, as well as from observation. Students will be
exposed to a variety of 2D and 3D media. Many of our projects are inspired by artists of the past
and present from around the world.
Sixth Grade Art—In this course, the sixth grade explores various mediums which include drawing, painting, sculpture and printmaking. Each semester, students are required to complete a
series of drawings investigating different elements of the medium. All students are encouraged
to use their imagination and creativity with each project.
Seventh Grade Art—This course begins to examine perspective and the use of materials a little
more intensely. Students are asked to see the aesthetics of art, and formulate their own opinions.
Using artists and various cultures to inspire their projects, students begin to see the importance
of the process while they work. Learning the various disciplines of the arts, students are encouraged to find their own individual style. The course encompasses drawing, painting, printmaking
and sculpture. An introduction of Art History with each project allows students to gain an understanding of the cultural tradition within the arts.
Eighth Grade Art—Building on previous experiences in drawing, painting, printmaking and
sculpture, this course allows students to further develop their skills. We expand upon perspective, color theory, design and self-expression. Various artists and local exhibitions are introduced
to inspire projects. The fundamental elements and principals of art are continuously explored
through drawing in sketchbooks, multi-step projects and critiques.
Performing Arts
The Performing Arts Department offers excellent opportunities to Middle School students for
regularly scheduled participation in choral music, instrumental music, and theatre. GFA strongly
encourages students to explore their passions for singing, playing their instruments, and acting.
Most students in Middle School take advantage of these opportunities every year. Concerts are
given two times per year, smaller performances are presented throughout the year, and there is a
Broadway-style musical every spring. Virtually every instrument is represented in the GFA Middle
School band and orchestra, and students are invited to continue to develop their talents, or to
find new instruments. All of the choral and instrumental ensembles provide excellent preparation
for students to continue performing as they move from Middle School to Upper School, and the
Introduction to Theatre course for eighth-graders similarly offers excellent training for students
who wish to pursue acting beyond Middle School. In music, students receive both large ensemble
and small group instruction, and have rehearsals three times per week. The music and theatre
instructors at GFA are recognized artists in their fields, and GFA students are fortunate to be able
to experience their passion and commitment. The Performing Arts at GFA contribute immensely
to the educational development of students, and GFA is fully committed to the Arts as an integral
part of a well-rounded education.
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arts/research
Choral Music—Choral music is taught at two levels in Middle School: fifth and sixth grade
Chorus, and seventh and eighth grade Chorus. Both ensembles perform a variety of popular
and classical music, and experience accompanied and a cappella singing. All sixth, seventh and
eighth grade students are encouraged to audition for the Middle School musical even if they
are not a member of the chorus. Music becomes increasingly demanding throughout the four
years of Middle School, and during these years, part-singing is the expectation for both groups.
Students are taught to sight-read music, produce pleasing characteristic choral tone, and
perform with enthusiasm and poise.
Instrumental Music—The instrumental music program at GFA offers the following ensembles
in which students may perform: fifth and sixth grade Band, seventh and eighth grade Band, fifth
and sixth grade Orchestra, and seventh and eighth grade Orchestra. The bands and the orchestra
perform a broad repertoire of popular, traditional, and classical music, arranged and chosen appropriately for the level of the ensembles. Bands also offer opportunities for guitar, electric bass,
and keyboard players in addition to all of the woodwind, brass, and percussion instruments.
Students are taught to play with a fine characteristic tone quality, accurate and independent
rhythm, and good intonation. Many instrumental students study privately, and there is a high
expectation of individual practice outside of school.
Introduction to Theatre—Introduction to Theatre serves as the initial offering in theatre at GFA.
The course is open only to eighth graders. Students explore a wide variety of acting techniques
including, improvisation, theatre games and exercises aimed at opening them to creatively
expressing themselves in a group setting. Public speaking is a major unit of the class in the hope
that the students find more confidence and power in the act of presenting themselves before
others. Proper voice projection, diction and breathing are emphasized, as are stage presence,
focus, listening skills and respect for the performer. Students read plays, are introduced to the
physical life of an actor through juggling and stage combat, and will perform a final showcase
for Middle School students.
RESEARCH AT GFA
One of the basic elements of the GFA experience is our emphasis on research. With the huge
expansion of information at the disposal of our students, it is critical to give them the tools
necessary to assess the quality of the material with which they are presented. It is our goal to
teach students basic research skills during their Middle School years and then give the students
the opportunity to use those skills to learn more about topics which they are passionate about.
We do this through a systematic approach, with these skills being taught in the core academic
classes, specific research seminars in seventh and eighth grades, and then culminating in extensive science research opportunities and the Capstone project in eighth grade.
Research Papers—Starting in fifth grade, basic research techniques are taught in a student’s
history class. During sixth grade, learning the foundational aspects of research is the primary
focus of the curriculum. Students conduct a variety of research projects during the year in which
they learn to distinguish between different types of research materials. Students learn how to
write note cards, outline material, write a paper, and develop a Bibliography. In seventh grade,
students build upon these skills and are introduced to using and defending a thesis statement
and attributing their research through the use of footnotes.
Research Seminars—In seventh and eighth grades, students take a weekly research seminar for
a third of the year. During these seminars, the students learn to use different research tools and
develop a greater familiarity with both library and technological resources.
Science Projects—In fifth grade science students gain exposure to some of the foundational
scientific skills. Starting in sixth grade, students conduct research at a variety of different levels.
Science labs are a major component of every science class. Students learn to use scientific
equipment to gather and analyze data, including questions of bias and data error. In sixth grade,
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SECTION II: MS ACADEMICS
research/wpp
all students select a product to test. They design and conduct original scientific tests on a consumer item. In seventh and eighth grade students have the option to design and conduct their
own experiments using the environment of the school. These projects culminate in a school
wide science Exposition where students can present their work, and some students may exhibit
their work at the Connecticut State Science Fair.
Capstone Project—One of the hallmarks of the Greens Farms Academy Middle School is the
Capstone Project. The Capstone Project is designed as an opportunity for the students to
become passionate about a particular topic and to use the research skills learned in their other
classes. Eighth grade students spend the year researching a topic of their choosing under the
guidance of a Mentor teacher, during their weekly double period Capstone class. The students
finish a formal research paper during the first half of the year, complete with note card checks,
outlines and a graded rough draft as part of the process. After the completion of the research
paper, students prepare for a defense of their thesis. Students work with their mentor teacher
to refine their argument and connect their topic to broader questions at the heart of the project (scientific, social/political, artistic/athletic). These students then deliver their thesis defense
before a panel of faculty and students. At the end of the year students work collaboratively to
propose solutions to real life problems as part of the “Marketplace of Ideas,” where they compete for funding from simulated non-profits that focus on global environmental, human rights,
or wellness issues.
WORLD PERSPECTIVES PROGRAM—An Interdisciplinary Approach to Global Studies
GFA’s World Perspectives Program links the curriculum of the school’s divisions and academic departments around the broad topics of global and environmental studies. Since the GFA
students will be citizens of the future, they need to understand the global issues confronting
our world and demonstrate a commitment to creating a more sustainable future. In the Middle
School, this is done throughout the curriculum and across the grades.
In fifth grade students gain an understanding of their relationship to the broader world through
the science class’s “Seed to Table” program and a varied experience in their history class. The
primary focus of the sixth grade World Explorations class is the connection between geography,
the environment, and culture. Topics for this class include the five fundamental themes of
geography (location, physical and human characteristics, human/environment interaction,
movement, and regions). After learning these concepts in the fall, students relate them to
specific regions of the world through their study of World Explorations (Middle East, China, and
India). Students look at how geography affects the history, culture, religion and contemporary
issues for each region.
In addition, the sixth grade earth and environmental science class focuses on issues involving
the earth and its environment. Students will learn and discuss the conservation of the world’s
resources. Issues of global study are incorporated into all disciplines through choice of texts,
projects, and natural connections both in one discipline and between multiple subjects.
In addition, students engage with this program through literature choice in English classes and
their ongoing work in world language.
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co-curricular offerings
CO-CURRICULAR OFFERINGS
Advisory Groups
One of the main roles a Middle School teacher plays is as Advisor to approximately ten Middle
School students. The Advisor provides academic and social support, and is the point person and
liaison between student, home and school. Advisory groups meet daily in their homeroom to
help provide the academic and social support that is necessary for each child to feel connected
at school. Additionally, the grade’s Advisors meet weekly with their Dean to communicate
common issues within the grade. The fifth grade will also have weekly class meetings with their
respective homeroom teacher.
Seminar Program
Students in every grade take a seminar that meets once a week to work on skills and issues that
are relevant to their grade. While each seminar is divided into three subjects, the central uniting
topic is our health program. Seventh and eighth graders have sessions on research skills and
technology to prepare them for work in Science, History and the Capstone Project, as well as a
technology unit.
Health
As part of the seminar program, all middle school students meet once a week for a third of the
year for health class. The GFA Health education program is designed to develop comprehensive
health knowledge and skills in a developmentally appropriate environment. Health Seminar
covers a variety of topics pertaining to health and wellness and concentrates on providing
students with strategies and practices to promote positive health behaviors. The topics covered differ from grade to grade and include such topics as: life skills, stress reduction, nutrition,
physical fitness, media influence, substance abuses, and human sexuality. Students are always
encouraged to express their opinions and incorporate their personal experiences and values into
class discussions. Our goal is to prepare and empower our students to appreciate and engage in
life long wellness: physically, mentally, and socially.
The Writing Center @ GFA
The Writing Center (TWC@GFA) supports student writers in grades 5-10 by providing one-on-one
feedback and guidance from teachers and student mentors on a drop-in basis or scheduled in
advance. It is a place for students who lack confidence in the writing process as well as for writers
looking to further develop their writing strategies and tools. Juniors and seniors (selected based
on teacher recommendations) serve as writing peer advisers, offering help with brainstorming,
outlining, drafting, revising, and proofreading.
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MIDDLE SCHOOL CURRICULUM GUIDE
SECTION III: MS ATHLETICS
ATHLETICS
The Greens Farms Academy Middle School athletic program is designed to develop strong
bodies as well as strong minds, and to develop and maintain physical well-being at a level that
is appropriate for the individual. Our goal is to help students become comfortable with and
cognizant of their physical abilities and potential by providing opportunities for the development of sport-specific skills, coordination, self-confidence, and sportsmanship at a time of
significant physical growth. An important part of the Middle School program is an increased
emphasis on interscholastic competition. Our teams compete regularly with our neighboring
schools, always mindful of sportsmanship and the appropriate challenge for all students.
Fifth and Sixth Grades
In fifth and sixth grades all students are required to participate in the athletic program all three
seasons, and are given the opportunity to develop their skills and to learn about the rules and
strategies in the majority of the sports offered at GFA. These are:
Fall—
Girls Teams: Boys Teams: Field Hockey, Soccer, Volleyball, Fitness
Soccer, Fitness
Winter—
Girls Teams: Girls Recreational: Boys Teams: Boys Recreational: Basketball
Fitness
Basketball, Wrestling
Fitness
Spring—
Girls Teams: Boys Teams:
Lacrosse, Softball, Fitness, Intermural Tennis
Baseball, Lacrosse, Fitness, Intermural Tennis
In order to gain some experience in interscholastic competition, each student has the opportunity to participate in some games scheduled with area independent schools with similar programs,
all three seasons.
Practices—Required practices occur year-round, Monday, Tuesday and Friday
from 11:55 am - 1:05 pm
Games—Interscholastic games generally occur on Tuesday, Wednesday and Thursdays
after 3:00 pm
Seventh and Eighth Grades
Each student is required to participate in the GFA athletic program all three seasons. In at least
one of those seasons, the student must be on a team. Moreover, the Middle School adheres to a
“no cut” policy whenever possible. Specific limitations (number of tennis courts, student sign-up,
coach availability) have occasionally forced us to a “cut” system in a few activities. We will make
every attempt to provide students with their second choice when such a situation arises.
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Fall—
Girls Teams: Boys Teams: Cross Country, Field Hockey, Soccer, Volleyball, Fitness
Cross Country, Soccer, Fitness
Winter—
Girls Teams: Girls Recreational: Boys Teams: Boys Recreational: Basketball, Squash
Skating, Fitness, Spinning
Basketball, Squash, Wrestling
Skating, Fitness
MIDDLE SCHOOL CURRICULUM GUIDE
SECTION III: MS ATHLETICS
Seventh and Eighth Grades/ continued
Spring—
Girls Teams: Lacrosse, Softball, Tennis, Fitness
Boys Teams:
Baseball, Lacrosse, Tennis, Fitness
Practices—Sports practices occur year-round, Monday, Tuesday and Friday
from 1:15 pm - 2:30 pm
Games—Teams in each sport play a schedule of interscholastic games with area schools.
Students are required and expected to attend all practices and games, for the integrity of the program and for the quality of the students’ experience. Games generally occur on Tuesday, Wednesday and Thursday after 3:00 pm. Outside appointments (including doctor’s appointments) and
activities (including town travel and premier teams), should not conflict with school games or
practices. Should there be any unavoidable schedule conflicts, parents should write a note to, or
contact, the coach and Director of Middle School Athletics in advance, when possible.
If a student wishes to pursue an athletic activity not offered by GFA, an Independent Study
may be requested.
Athletic Independent Study
An Athletic Independent Study is sometimes granted to a student who wishes to participate
in an athletic activity not currently offered at GFA. Past examples have included participating
on a club’s crew team, a YMCA swim team, a club’s organized horseback riding program, or a
dance program. These must be structured athletic programs that meet regularly for a minimum
of three weekdays and in which the athletes are coached and given opportunities to compete
or otherwise utilize their skills. A student can fulfill their “team requirement” if the Independent
Study involves a fulltime commitment to a team sport. An Athletic Independent Study is not
normally granted for taking “lessons” in a sport or athletic activity (e.g., tennis, swimming, horseback riding, karate, etc.). Due to the added Fitness component each season, Independent Study
requests are very limited.
Athletic Independent Studies are normally granted for just one season each year. In the Middle
School, they are granted only in exceptional situations and require the approval of the Grade
Dean as well as the Director of Middle School Athletics.
An Athletic Independent Study may be requested by submitting the Independent Study Request
Form (available from the Athletic Website) as soon as possible. After consultation, the Athletic
Department will determine whether it approves the request, and the student will be notified.
At the end of the season, to receive credit for fulfilling the independent study, the student must
submit the Independent Study Follow-Up Form (available from the Athletic Director to the
activity’s coach/instructor) and return it by the appropriate deadline. Failure to do so will result
in the student’s receiving no credit for the independent study, and may also jeopardize future
independent study requests.
Due to the added Fitness component each season, Independent Study requests are very
limited. No Independent Studies are granted to fifth and sixth grades.
Athletic Independent Studies will only be for seventh and eighth grades with the approval of
the Grade Dean as well as the Director of Middle School Athletics.
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MIDDLE SCHOOL CURRICULUM GUIDE
SECTION III: MS COMMUNITY SERVICE/COUNSELOR
COMMUNITY SERVICE
Community Service in the Middle School is structured within the weekly curriculum in order to
emphasize the importance of involving oneself in, and connecting to the greater community
on a regular basis. This “connectedness” allows an adolescent to begin experiencing empathy,
compassion and responsibility for the world beyond GFA.
Fifth and Sixth Grade students also participate in all middle events, such as the Thanksgiving
Food Drive, and Hole-in-the-Wall Gang Camp bike-a-thon. Fifth grade students, in addition,
prepare and execute a Halloween Carnival for the GFA Lower School students.
Seventh Grade students are required to choose one of the following projects for their thirtyweek session: Tutoring K-4th grade in one of two Bridgeport inner­city schools; interacting with
the elderly at an eldercare center in Norwalk; cleaning and maintaining nature trails adjacent to
the GFA campus for the Audubon Society of Fairfield or participate as Greenhouse Keepers for
the GFA Middle School greenhouse.
Eighth Grade students will participate in a day of service working in shelters throughout the
Fairfield County Area. Once a year, all Middle School students participate in the Thanksgiving
Food Drive, Salvation Army Angel Tree and a bike-a-thon at Sherwood Island State Park to raise
funds for Paul Newman’s Hole-in-the Wall Gang Camp.
SCHOOL COUNSELOR
The School Counselors are a supportive resource for both students and parents. It is helpful for
students to know that there is an opportunity to sort through their experiences with a caring
professional who is objective and non-judgmental. Issues commonly addressed by the School
Counselors are peer relationships, self-esteem, and other social/emotional challenges for
children and teens. Both students and parents are invited to drop by the respective counselor’s
office, or to give one of our counselors a call to simply get acquainted or to discuss a matter of
concern. Elizabeth Day, LPC is the School Counselor for MS students and can be reached at
203-256-7550 or [email protected].
School Counselor’s Policies
The goal of the School Counselor is to establish a place of emotional safety wherein students,
parents, faculty and staff can trust their privacy will be protected. Confidentiality establishes
the cornerstone of this therapeutic relationship. The Counselors’ promote communication with
others by empowering individuals to speak directly for themselves. Students and adults may set
limits about what they are willing to have disclosed and to whom. All contacts with the School
Counselor will be discreet and remain confidential, with the exception of the safety issues outlined below.
Exceptions to Maintaining Confidentiality
1. Confidentiality of any person will not be kept in instances where the individual expresses
suicidal or homicidal ideation, or other intent to harm self or others.
2. Specific to students, in accordance with state statutes naming school counselors as mandated
reporters an individual’s confidentiality will not be maintained in the following instances:
School personnel have reason to believe that the individual has been physically, sexually, or
emotionally abused, or there is an allegation from other(s) of same.
There is evidence that parents or legal guardians are neglecting the individual.
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MIDDLE SCHOOL NOTES
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MIDDLE SCHOOL CURRICULUM GUIDE
MIDDLE SCHOOL NOTES
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MIDDLE SCHOOL CURRICULUM GUIDE
GREENS FARMS ACADEMY
35 Beachside Avenue, PO Box 998
Greens Farms, CT 06838-0998
T. 203.256.0717
Design: PlazaDesign.com • Photography: naruphotography.com
www.gfacademy.org
Greens Farms Academy does not discriminate against any person in admission, financial aid, program involvement, employment,
or otherwise because of sexual orientation, race, religion, age, gender, national origin or disability.