Academics

Middle Years

Sixth, Seventh, and Eighth Grades

High Meadows Middle Years students serve as the leaders, mentors, and role models of our student community. Equipped by a curriculum designed to provide opportunities for students to develop critical judgment, problem-solving skills, and self-advocacy, our sixth, seventh, and eighth graders regularly amaze us with their capacity for profound learning, reflection, and action. Students grow to embrace a sense of commitment and responsibility toward themselves, their community, and the larger world.

Students in the Middle Years program acquire a solid academic grounding in the core subject areas: English, math, social sciences, science, and Spanish within a structure of themes that encompass all disciplines. Cross-disciplinary projects, discussions, and investigations help students identify the interconnectedness of the world and people around them. High Meadows graduates are known to be exceptional critical thinkers, writers, innovators, communicators, and self-advocates.

 Middle Years classrooms are livelyfilled with conversation, collaboration, and creativity. Teachers, who value students as individuals, nurture a sense of self and empower students to take responsibility for their learning. As students engage in increasingly abstract, sophisticated ideas, they expand their ability to manipulate and connect ideas, and apply knowledge to solve problems and critically evaluate issues. Teachers organize study using a variety of approaches including small group activities, discussion, lecture, individual conferencing, and research, responding to the needs of the class and individual students. Communication skills develop as students write, read, discuss, listen, and employ technology tools to express themselves.

Assessment

Each school year, the assessment process begins with a goal setting conference. The students and his/her parents meet with the homeroom teacher to establish important goals for the year. Parents receive weekly and interim reports to monitor student work. In November, teachers write narrative reports for sixth and seventh graders. Eighth graders receive a report card with grades as well as a report from each subject area that evaluates work completed. Before conferences, each student evaluates his/her progress for the term and prepares an analysis of strengths and needs. At the conference, parents attend a student-led conference. The student leads the discussion about progress, describing personal strengths and areas for further improvement. Each core teacher rotates into the conference to visit with the student and parents about the particular class. This cycle is repeated in March. At the end of the school year, teachers suggest goals for the summer and for the next assessment cycle. Through this process, students practice self-evaluation, reflection that encourages self-awareness and personal accountability.

Mini-Courses

Throughout the year, students enroll in a variety of electives called Mini-Courses. These classes offer a wider variety of opportunities for exploration or for pursuit of a passion. Mini-Courses enhance student learning by expanding fundamental connections to an array of topics in domains such as technology, visual arts, performing arts, music, debate, and physical education. Course offerings are described in detail in the Mini-Course brochure. Each of the three terms is divided into two six-week periods. Most Mini-Courses are six weeks. Some classes such as Advanced Band require students to make a yearly commitment. During the course of a year, students complete the equivalent of 12 Mini-Courses.

Class Trips

Diving into coastal environmental studies; exploring Colonial America; hiking the Rockies —one of the highlights of being a High Meadows Middle Years student is participating in class trips that provide students an opportunity to extend their learning experience beyond our campus, while strengthening relationships with peers and faculty. The focus of each trip ties back to both their curriculum and to the mission of the School. Sixth graders travel to Jekyll Island, Ga.; seventh graders explore Williamsburg, Va.; and eighth graders head to Denver, Colo. each year.

Sixth/Seventh Grade

For two years, students work in multi-age classes that combine sixth and seventh graders which enlarges the roles that students play in social-emotional development. At the beginning of the year, seventh graders have a leadership role, easing the acculturation of sixth graders to the Middle Years environment. As the year progresses, the configuration offers more dynamic for collaborative groups, activities, and projects which promote student understanding of individual uniqueness. During the school day, the students move with their homeroom to most of the core classes. Homeroom configurations change each year to alter the dynamics of the group and promote social-emotional development. The multi-age class provides a base for the development of important leadership skills, builds meaningful student interaction, emphasizes cooperative learning, and fosters a sense of shared discovery. During these two years, students study a two-year rotating program in all the core disciplines.

View our Sixth/Seventh Grade curriculum.

Eighth Grade

As the oldest students in the School, eighth graders occupy a unique position. They assume responsibility for modeling responsible citizenship and active leadership not only within their own classes and for other Middle Years students, but also for the entire student community.
Though eighth graders have an assigned homeroom, they move through the day in a variety of combinations so that they interact with most of their classmates within the daily schedule.

View our Eighth Grade curriculum.

Our students' adventures don't end with High Meadows. Learn more about student outcomes.  

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

High Meadows School | 1055 Willeo Road, Roswell, GA 30075 | Phone: 770.993.2940 | Fax: 770.993.8331
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