The Harvey Middle School provides students in 6th, 7th, and 8th grade with a balanced program that includes academics, athletics, and the arts. A challenging curriculum encourages students of all abilities to reach their potential as students and citizens. Small classes and committed teachers enable students to immerse themselves in the experience of learning.
The curriculum of the Middle School is designed to prepare students for success in Harvey’s Upper School. Placement varies depending on each student’s readiness and proficiency in each subject area. A typical Middle School program includes:
| SIXTH GRADE | SEVENTH GRADE | EIGHTH GRADE |
ENGLISHENGLISH 6
After an assessment of the summer reading assignment, students read short stories and poems. Theme, plot, character, conflict and setting are emphasized. Grammar and vocabulary skills are taught through the Spelling Connections workbook.
Literary analysis and discussion accompany the reading of both traditional and contemporary-style novels. Independent reading requirements are assigned throughout the year, which allows students to read and report on novels written on a higher reading level. Students also participate in the school’s annual speech and poetry contests, which encourage them to write original speeches and memorize published poems. Both contests also focus on oratory skills.
The year is also highlighted by the completion of a poetry anthology. Students’ anthologies include both original and published poems. Throughout the year, students receive specific writing instructions through the handbook, Strategies for Writers. This workbook helps students transfer their thoughts to paper and develop the use of narrative, expository, descriptive, and persuasive styles of writing. | ENGLISHEnglish 7
This course further develops the reading, writing, and communication skills acquired in English 6. Students use the advanced versions of Strategies for Writers and Spelling Connections to enhance their ability to read advanced works of literature, in addition to helping them write well, understand vocabulary, and demonstrate a strong understanding of grammar.
In addition to the Speech and Poetry contests, students must complete a magazine geared towards the interests of young people through the incorporation of different writing forms. | ENGLISHEnglish 8
This course continues to further develop the reading, writing, and communication skills acquired in the two previous courses. Students use advanced versions of Strategies for Writers and Spelling Connections. Literary analysis and discussion accompany the reading of both traditional and contemporary novels. This gives students the opportunity to read and report on novels that are written on a higher reading level. |
MATH 6MATHEMATICS
The Harvey School aims to place students in math classes that not only allow them to be successful, but also help them gain a level of excitement and enthusiasm that will ultimately lead to mastery of the subject. Students choose math classes based upon three criteria:
1) Mastery of material that is presented
2) Recommendations from the teacher, advisor and parents
3) Math placement tests
Math 6
Math 6 focuses on building and supporting the strong foundational skills of mathematics. Daily lessons and investigations are carefully sequenced to incrementally develop a spectrum of skills and concepts. Daily lessons involve four components:
1. Warm-up activities that include facts practice, mental math, and problem-solving
2. Introduction and explanation of a new increment (topic)
3. Guided practice of problems related to a new topic
4. Review of previously presented skills and concepts
Specific topics include: fractions; decimal numbers; graphs; geometry; sequencing; prime/composite numbers; averages; probability; arithmetic with units of measurement; area; and volume. Class discussions and activities, as well as math journals and projects, are designed to support individual learning styles and needs. or MATH 7MATH 7
Math 7 focuses on the continued development and support of the individual student’s foundational skills in mathematics. Daily lessons and investigations are carefully sequenced to incrementally develop a spectrum of skills and concepts. They involve four components:
* Warm-up activities that include facts practice, mental math, and problem-solving practices
* Introduction and explanation of a new increment (topic)
* Guided practice of problems related to new topic
*Review of previously presented skills and concepts
* Specific topics covered include mathematical concepts related to: fractions, decimal numbers, exponents, metric system, geometry, proportions, percentage ration, probability, graphs, and introduction to algebraic expressions
Class discussions and activities, as well as math journals and projects, are designed to support individual learning styles and needs. | MATH 7MATH 7
Math 7 focuses on the continued development and support of the individual student’s foundational skills in mathematics. Daily lessons and investigations are carefully sequenced to incrementally develop a spectrum of skills and concepts. They involve four components:
* Warm-up activities that include facts practice, mental math, and problem-solving practices
* Introduction and explanation of a new increment (topic)
* Guided practice of problems related to new topic
* Review of previously presented skills and concepts
* Specific topics covered include mathematical concepts related to: fractions, decimal numbers, exponents, metric system, geometry, proportions, percentage ration, probability, graphs, and introduction to algebraic expressions
Class discussions and activities, as well as math journals and projects, are designed to support individual learning styles and needs or PRE-ALGEBRAPRE-ALGEBRA
The Pre-Algebra curriculum is designed to permit the student to move from the concrete concepts of arithmetic to the abstract concepts of algebra. Daily lessons concentrate on automating the concepts and skills of arithmetic as the abstract concepts of algebra are introduced. Sequenced lessons require students to practice and apply previously learned skills. Practice problems provide a comprehensive review and continued practice of skills learned in arithmetic.
Specific topics covered include concepts related to: fractions; decimal numbers; exponents; area; volume; perimeter; integral exponents and integral roots; geometry; proportions; percentage; ratio; graphs; positive and negative numbers; variables; solving equations; and graphing inequalities. Class discussions and activities, as well as math journals and projects, are designed to support individual learning styles and needs.
| PRE-ALGEBRAPRE-ALGEBRA
The Pre-Algebra curriculum is designed to permit the student to move from the concrete concepts of arithmetic to the abstract concepts of algebra. Daily lessons concentrate on automating the concepts and skills of arithmetic as the abstract concepts of algebra are introduced. Sequenced lessons require students to practice and apply previously learned skills. Practice problems provide a comprehensive review and continued practice of skills learned in arithmetic.
Specific topics covered include concepts related to: fractions; decimal numbers; exponents; area; volume; perimeter; integral exponents and integral roots; geometry; proportions; percentage; ratio; graphs; positive and negative numbers; variables; solving equations; and graphing inequalities. Class discussions and activities, as well as math journals and projects, are designed to support individual learning styles and needs.
or ALGEBRAALGEBRA
This is a fundamental course covering properties of number systems, factoring and its applications, simplifying and combining fractions, functions and graphs, algebra in a plane, and equations with real number solutions. Sequenced lessons require students to practice and apply previously learned skills. Practice problems provide a comprehensive review and continued practice of skills learned in arithmetic. Class discussions and activities, as well as math journals and projects, are designed to support individual learning. |
SCIENCESCIENCE 6
In the 6th grade, students begin learning about Life Science. Students are introduced to cell structure and function, reproduction, adaptation, and ecosystems. Throughout the winter term, students begin their study of Physical Science. Heat matter, motion, light, sound, and color are discussed.
All middle school students participate in the science fair, which requires them to research a topic, prove or challenge a theory, and present their findings to the student body. During the spring term, students learn about the environmental conditions on earth. Throughout the entire school year, the Harvey School weather station is utilized, allowing students to track and measure temperature, humidity, precipitation, and wind chill.
| SCIENCESCIENCE 7
The seventh grade science curriculum is a mixture of physical science and biology. In the fall, students focus on temperature, pressure, buoyancy, volume, and mass. Hands-on activities and labs demonstrate these principles. In winter, all middle school students participate in the science fair, which requires them to research a topic, prove or challenge a theory, and present their findings to the student body. The spring term focuses students’ attention on plant life. Students closely examine soil, heat retention, in addition to the calorie and phase changes. Throughout the entire school year, the Harvey School weather station is utilized, allowing students to track and measure temperature, humidity, precipitation, and wind chill. | SCIENCESCIENCE 8
The eighth grade science curriculum incorporates physical, biological, and earth sciences into one program. Students work cooperatively in teams on laboratory and field investigations for three to four days per week. Topics include: light and heat; transmission of light; photosynthesis; chromatography of plant pigments; solar energy; chemistry; and the study of elements and compounds. |
WORLD HISTORYWORLD HISTORY
This course begins with a general exploration of world cultures and geography. The class will then focus on the origination of our earlier cultures beginning with Ancient Mesopotamia. Cultural achievements, struggles, and religious origins of each ancient civilization are discussed.
Students’ understanding of the material is evaluated through tests, quizzes, writing assignments, and daily homework assignments. During the fall term, students research one of the Seven Ancient Wonders of the world. They will produce a research paper along with a visual aid. Both the paper and the visual aid will be presented in class. | PARTICIPATION IN GOV’TPARTICIPATION IN GOVERNMENT
Next year, our seventh grade will study the fundamentals of American Government. This course is designed to introduce students to the American political system at the three different levels of bureaucracy. Students will also gain some knowledge of American history, as examples of public policy will be used to demonstrate issues. During the fall term, the course will focus on the federal government with emphasis on the executive, legislative and judicial branches. During the winter and spring terms, students will look at the state and local political establishments. At that time, students will also embark on a number of field trips to different bureaucratic establishments in and around Westchester County. | AMERICAN HISTORYAMERICAN HISTORY
After a review of early nineteenth century topics such as expansion and slavery, the course launches into a detailed study of the Civil War, Reconstruction, and the development of America as a world power up to the Spanish-American War. The course will broaden its lens, making reference to the start of the twentieth century, and students will explore the decisions made by the United States at home and abroad. After a discussion of the world wars, students will focus on the problems and the decision-making processes of late twentieth century presidents. |
LATIN 1LATIN
The Harvey School aims to place students in the most appropriate Latin class, which will allow them to be successful, and gain a level of excitement and enthusiasm towards learning and mastering the subject. Two years of a foreign language beyond the Middle School is a graduation requirement for the Upper School. The Upper School offers Latin, Spanish, French and Japanese.
LATIN 1 - Taken first year, the Cambridge Latin Course is an introduction into basic Latin, focusing mainly on the reading rather that writing of Latin. During the fall term, the main objective is to allow the students to get a firm grip on a language in which both verbs and nouns require conjugation before being used in a sentence. By the winter term, sentence structure and grammar becomes more advanced, and features such as adjectives, adverbs, and indirect objects present new challenges. In the spring, students begin a research project on a topic of their choice, which includes a paper and oral presentation with visual aid. | LATIN 1LATIN 1
Taken first year, the Cambridge Latin Course is an introduction into basic Latin, focusing mainly on the reading rather that writing of Latin. During the fall term, the main objective is to allow the students to get a firm grip on a language in which both verbs and nouns require conjugation before being used in a sentence. By the winter term, sentence structure and grammar becomes more advanced, and features such as adjectives, adverbs, and indirect objects present new challenges. In the spring, students begin a research project on a topic of their choice, which includes a paper and oral presentation with visual aid. or LATIN 2LATIN 2
Taken second year, this Cambridge Latin Course is an introduction to basic Latin with a primary focus on the reading rather that writing of Latin. Instruction in Roman culture and mythology is also included one day a week. Such classes are dedicated to the discussion of various cultural topics surrounding the Roman occupation of Britain and aspects of life in the Roman world. | LATIN 1LATIN 1
Taken first year, the Cambridge Latin Course is an introduction into basic Latin, focusing mainly on the reading rather that writing of Latin. During the fall term, the main objective is to allow the students to get a firm grip on a language in which both verbs and nouns require conjugation before being used in a sentence. By the winter term, sentence structure and grammar becomes more advanced, and features such as adjectives, adverbs, and indirect objects present new challenges. In the spring, students begin a research project on a topic of their choice, which includes a paper and oral presentation with visual aid. , LATIN 2LATIN 2
Taken second year, this Cambridge Latin Course is an introduction to basic Latin with a primary focus on the reading rather that writing of Latin. Instruction in Roman culture and mythology is also included one day a week. Such classes are dedicated to the discussion of various cultural topics surrounding the Roman occupation of Britain and aspects of life in the Roman world. or LATIN 3LATIN 3
Taken third year and after two years of building the basic skills in Latin, Latin 3 moves into the language’s more complex grammatical features, in addition to learning more about the social aspects of Rome. Instruction in Roman culture and mythology is also included one day a week. Such classes are dedicated to the discussion of various cultural topics surrounding the Roman occupation of Britain and aspects of life in the Roman world. |
MUSICMIDDLE SCHOOL MUSIC (taken each year for one term with alternating days devoted to a dance class)
Music 7
This is designed as a “classroom music” course. It includes singing, music reading skills, the playing of small instruments like the recorder, and organized listening activities., ARTMIDDLE SCHOOL STUDIO ART (taken each year for one term)
Middle school art is designed to help students explore their inner and outer worlds using the visual arts as a means of expression. The class is introduced to new media and new ways of visualizing. Projects include:
• Spatial designs
• Masks
• Color mixing
• Abstract painting
• Pattern design
• Drawing as a way of learning
, DRAMAMIDDLE SCHOOL DRAMA (taken each year for one term)
Sixth Grade Production - The fall term is divided into half, providing students in the 6th grade with an introduction to theatre. Students work together doing pantomimes, improvisations, and theatre gamesters. As the term progresses, students work more individually on short scenes and monologues.
Seventh Grade Production - Students work together doing plays, improvisations, and theatre. As the term progresses, they work more individually on short scenes and monologues.
Eighth Grade Production - This class, known as “acting for musical comedy,” is for students who are a little shy to sing in a fully fledged musical. At the end of the school year, the eighth-grade class puts on a performance that includes scenes from musical comedies. At the end of the term, students give a small workshop presentation.
Scene Study - This class is an elective offered during the winter term. Students are selected from all three grades and work intensely on age-appropriate scenes. Each student is required to perform at least two scenes. All scenes are performed in front of an invited audience. | MUSICMIDDLE SCHOOL MUSIC (taken each year for one term with alternating days devoted to a dance class)
Music 7
This is designed as a “classroom music” course. It includes singing, music reading skills, the playing of small instruments like the recorder, and organized listening activities., ARTMIDDLE SCHOOL STUDIO ART (taken each year for one term)
Middle school art is designed to help students explore their inner and outer worlds using the visual arts as a means of expression. The class is introduced to new media and new ways of visualizing. Projects include:
• Spatial designs
• Masks
• Color mixing
• Abstract painting
• Pattern design
• Drawing as a way of learning
, DRAMAMIDDLE SCHOOL DRAMA (taken each year for one term)
Sixth Grade Production - The fall term is divided into half, providing students in the 6th grade with an introduction to theatre. Students work together doing pantomimes, improvisations, and theatre gamesters. As the term progresses, students work more individually on short scenes and monologues.
Seventh Grade Production - Students work together doing plays, improvisations, and theatre. As the term progresses, they work more individually on short scenes and monologues.
Eighth Grade Production - This class, known as “acting for musical comedy,” is for students who are a little shy to sing in a fully fledged musical. At the end of the school year, the eighth-grade class puts on a performance that includes scenes from musical comedies. At the end of the term, students give a small workshop presentation.
Scene Study - This class is an elective offered during the winter term. Students are selected from all three grades and work intensely on age-appropriate scenes. Each student is required to perform at least two scenes. All scenes are performed in front of an invited audience.
| MUSICMIDDLE SCHOOL MUSIC (taken each year for one term with alternating days devoted to a dance class)
Music 7
This is designed as a “classroom music” course. It includes singing, music reading skills, the playing of small instruments like the recorder, and organized listening activities., ARTMIDDLE SCHOOL STUDIO ART (taken each year for one term)
Middle school art is designed to help students explore their inner and outer worlds using the visual arts as a means of expression. The class is introduced to new media and new ways of visualizing. Projects include:
• Spatial designs
• Masks
• Color mixing
• Abstract painting
• Pattern design
• Drawing as a way of learning
, DRAMAMIDDLE SCHOOL DRAMA (taken each year for one term)
Sixth Grade Production - The fall term is divided into half, providing students in the 6th grade with an introduction to theatre. Students work together doing pantomimes, improvisations, and theatre gamesters. As the term progresses, students work more individually on short scenes and monologues.
Seventh Grade Production - Students work together doing plays, improvisations, and theatre. As the term progresses, they work more individually on short scenes and monologues.
Eighth Grade Production - This class, known as “acting for musical comedy,” is for students who are a little shy to sing in a fully fledged musical. At the end of the school year, the eighth-grade class puts on a performance that includes scenes from musical comedies. At the end of the term, students give a small workshop presentation.
Scene Study - This class is an elective offered during the winter term. Students are selected from all three grades and work intensely on age-appropriate scenes. Each student is required to perform at least two scenes. All scenes are performed in front of an invited audience.
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| STUDY HALL | STUDY HALL | STUDY HALL |
