Sixth/Seventh Grade Curriculum


Over their two-year span, students apply and extend reading, writing, speaking, and listening skills. Literary works from a variety of genres including fiction and non-fiction offer rich exposure to the beauty of language, the structure and complexity of writing, and the opportunity to extend reading skill as well as to consider deeper thematic and philosophical underpinnings of a work. Students respond to and analyze texts and themes to increase the ability  to express their own thinking through classroom discussions, journaling, speeches, essay writing, creative writing, dramatic presentations, and projects. Students practice the stages of the writing process and learn to carefully edit and refine their work through individual conferencing, self and peer editing, and revision. Through writing, speaking, and listening activities, students develop a personal voice, and confidence about their own ideas.


Using the University of Chicago School Math Project texts, Pre-Transition and Transition, mathematics instruction establishes a solid foundation and shifts to the examination of why math works and of how mathematics skills and concepts connect and create patterns. Ideally, each student will work at a level that develops confidence, in-depth knowledge and skill, and offers challenges. In order to meet the varying developmental needs of students, the math program offers several paths of progression and some differentiation within a given math class. The progression for an on-grade level student would be pre-transition (GMI), transition (GMII) for the two years. Sixth Grade students who excel in mathematics may take transition (GMII); Seventh grade students may take Algebra. As students engage in practice, conversation and examination, teachers instill a passion for the beauty of mathematical thinking, an understanding that mathematics is a tool to describe our world, and the ability to model and apply mathematical concepts and skills to solve problems.

Social Science

Social science classes focus on developing critical thinking and problem solving skills as students explore social science themes in world and American history. One year focuses on the creation, organization and change in civilizations; the alternate year examines how societies balance the needs of the society with the rights of the individual. Through analysis of text, primary and secondary source materials, debate, research projects, and cooperative activities, students investigate data, to pose questions, to synthesize material, and to evaluate conclusions and concepts. Critically, examining social science and history concepts such as political, economic, and social structure or cause and effect constructs a framework for future study.


During the two year course, students consider topics in the three major science domains of natural, earth, and physical science developing the ability to apply the scientific method to study. Units may have a primary focus on biology like the study of the structures of animal organisms. Others, such as the origins study integrate geology, physics, chemistry, and biology. Units embed environmental science concepts and issues within the context of the unit. For examples, during the unit on rivers and oceans, students examine the impact of human behavior on water sources and animal and plant life. As students maintain journals that document observations, data collection, formulation of hypotheses, process of experimentation, sound conclusions, and reflections, they develop a clearer understanding of the processes of science as well as gain an understanding of information and theory. In addition, students extend knowledge and critical thinking by reading and analyzing scientific articles, discussing issues and researching areas of particular interest.


Many of our students have had several years of exposure to Spanish by Sixth Grade. Whenever a student enters the Spanish program, he/she begins to learn to speak, listen, read and write in Spanish. Units of study center on themes that help link vocabulary words within a context. Both years of study focus on the development of a broad-based vocabulary, a strong foundation in grammar, syntax and verb tenses. Most sixth graders focus on the use of the present tense; seventh graders expand to using the preterite tense. Using the language in oral and written activities and relating classwork and projects to Hispanic culture encourages an understanding of the connection of language to cultural understanding and communication.

Daily Schedule

The school day consists of seven, 50-minute classes. Five of those classes are the core academic subjects: English, math, social science, science, and Spanish. During fourth and fifth periods, students take electives, called Mini-Courses that offer opportunities to explore new areas or to delve into an area that sparks passion. All students have an opportunity to play and socialize during the 40-minute lunch/Meadow time each day.

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