Middle School Curriculum

Human Rights

Students examine the rights and protections afforded U.S. citizens through our government’s structure and foundational documents; they learn how genetics explains why twins can have different skin color; and they read literature centering black characters to examine justice and prejudice.

Food and Hunger

Students research food justice issues and policies in the U.S. and globally. In Science, they investigate nutrition, digestion, and metabolic diseases. They explore food and culture through creative writing and build ceramic model meals in Art. For the capstone project integrated unit, students take a deep dive into a topic of their choosing related to food production, food justice, or food insecurity and write an article that is compiled into the Food & Hunger newsletter, which is published and distributed in our community.

Energy and Sustainability

Students investigate the Industrial Revolution and analyze modern energy use. They explore how electricity is generated and compete to design and build the most effective wind turbine. Through science fiction literature, students envision how energy and power will shape our planet’s future, and in an argumentative essay, they use evidence to advocate for alternative energy sources.

The PLP is an ongoing portfolio of activities that will help students reflect on personal and academic interests, goals, strengths and challenges. The PLP is also a portfolio of students’ academic work. Students work on their PLPs in Study All and Advisory and share their progress with their families at conferences.

Living in Vermont

Students explore Vermont history and geography. Through observation, research, and data analysis, they learn the ecological significance of individual tree species and of Vermont’s forests. In 2025, students read Gather and write their own memoir to explore how place shapes identity. Inspired by Andy Goldsworthy, students create sculptures out of natural materials. Students put their map-reading and tree identification skills to the test on our all-school hike up Mount Cardigan.

Belief Systems

Students learn about the Abrahamic religions and then research a less common religion of their choosing, developing a thesis and honing their expository writing skills. ; They read Night and write personal belief essays. A study of astronomy and chemistry gives a new angle to the age-old questions: Where did we come from? What are we made of? How do we know what we know?

Immigration

Social Studies focuses on immigration trends and policy debates. Students analyze political cartoons and engage in structured debates. In Science, students study matter, chemistry, and origins of the universe. The unit culminates with students addressing the question: Who am I?

Students are grouped by readiness, not age, and can move between skill levels throughout the year. All classes are taught concurrently so that placement doesn’t dictate other class placements.

Foundations:

We have a math foundations course for students who need to bolster their elementary knowledge and strengthen their basic skills..

Pre-Algebra:

We offer two sections of Pre-Algebra, both covering similar content but at different paces. Students in the slower-paced course may take a second year before advancing to Algebra 1, while those in the faster-paced section typically move on to Algebra 1 the following year. The primary differences are pacing and depth.

Algebra I:

In this course, students move from concrete principles to a more advanced mathematical literacy that is foundational to future math and science courses. This course mirrors high school coursework and requires more homework completion than the other math classes. Students who master the standards of Algebra 1 to Geometry or Algebra 2 the following year.

Advanced Options:

Geometry or Algebra II for students who’ve completed Algebra I.

The class introduces students to basic grammar, vocabulary, and a survey of Spanish-speaking cultures and history. Students practice speaking, listening, writing, and reading. After two years of middle school Spanish, students are eligible to enter Spanish 2 in high school.

Art projects are closely coordinated with the core themes in Year A and B. Students are exposed to a wide variety of media and techniques. Each student is encouraged to develop their own creativity through experimentation and risk-taking. Whether it is ceramics, block prints, watercolor or sculpture, students explore their own values, interests, and the world around them through art.

The PLP is an ongoing portfolio of activities that will help students reflect on personal and academic interests, goals, strengths and challenges. The PLP is also a portfolio of students’ academic work. Students work on their PLPs in Study All and Advisory and share their progress with their families at conferences.

Students meet each week to build relationships and belonging through games and other cooperative activities, plan community events, and resolve conflicts and issues.

Advisory establishes and strengthens each students’ personal connection to their advisor, and their sense of belonging to the mini-community of their advisory group, and the greater community of the school. A student’s advisor provides big-picture academic coaching that can increase student ownership of academics; the advisor acts as a whole-student advocate and family liaison.

This class provides opportunity for movement, mindfulness, and wellness through activities such as fitness exercises, active indoor/outdoor games, yoga, archery, goal-setting, and team-building.