Humanities at Birches is an interdisciplinary curriculum with explicit instruction in literacy (reading, writing), social studies, and the arts. We integrate subjects through thematic learning and use an inquiry-based approach to engage critical thinking and connections.

In sixth grade, students begin to examine their role as learners. We focus on academic skill building and self-reflection to help them see their roles in the class, the school, and later in the world. As they hone academic skills, sixth graders are expected to apply their skills with increasing creativity and sophistication. 

Students participate in weekly independent reading, read-alouds, and focused literature work through unit study. Much of their writing delves into personal and societal examinations of the world around them. Students write for a variety of different audiences and purposes. They are assessed in writing projects, including poetry, narrative fiction, memoirs, graphic novels/comics, research papers, analytical essays, playwriting/scriptwriting, opinion pieces, short paragraphs, and reflections. 

Sixth-grade students learn how they are connected to history and current events. We strive to bring history and social studies alive for students by integrating history with literature and the arts. An inquiry-based model drives social studies in sixth grade. Students learn to answer and examine questions about our shared humanity. Assignments include research projects, podcasts, analytical examinations of place, jigsaw presentations, artistic responses, debates, mock trials, geography and map exploration, and oral presentations.

Two examples of units taught are Stella by Starlight: Segregation and Jim Crow and Same Sun Here: Regionalism and The Path to Citizenship. These units raise essential questions that form the basis for class discussions and assignments, such as: What is justice? Activism?  Empathy? How are we the same? How are we different? How do people, places, and/or events change one’s sense of identity? 

How do authors illuminate our universal humanity? How can we learn about theme, characterization, narration, literary terms, and narrative structure through story? 

Among the benchmark skills students are working towards in sixth-grade humanities:

• Refer explicitly to the text as evidence of understanding in homework, class discussions, seminars, debates, and projects

• Use precise language and domain-specific vocabulary to inform about or explain a topic in writing

• Establish form and tone and maintain a formal style in expository and analytical writing

• Prepare a research project by brainstorming, creating research questions, and answering them in their notes and to an audience

• Practice and refine public speaking skills to include a clear message, use detailed information from their research, and effective presentation techniques

Middle school mathematics is more than simply units teaching to specific standards. Instead, students immerse themselves in the subject, experiencing math through exploration. Students collaborate with their peers and teachers to decompose and analyze various methods and make connections across contexts. Both student and example work are leveraged to facilitate mathematical discussions that reflect structure, pattern, and meaning. A culture of growth and flexibility in learning is prioritized. Through exposure and normalization of incorrect methods, students build a mathematical identity that holds mistakes as a positive learning experience as a core pillar.

A proficient mathematician has a robust skill set, deep conceptual understanding, and, most importantly, flexibility in applying concepts. Thus, becoming a proficient mathematician requires a balance of skill and conceptual understanding. Reflecting this dichotomy, the students engage in many different types of work, from projects asking them to contextualize their knowledge of mathematics to skill workshops that bolster their foundational understanding. In all of this work, the students’ application of their knowledge is challenged. In learning about unit rates and ratios, students apply their understanding to create natural disaster plans for various cities. In another project, the students connect their work with unit rates and ratios as they are introduced to proportional and linear relationships by running mock travel agencies. 

The following are among the benchmark skills students are working towards in 6th-grade math:

• Compute fluently with multi-digit numbers and find common factors and multiples

• Understand and use ratio concepts in reasoning to solve problems

• Represent and analyze quantitative relationships between dependent and independent variables

• Solve real-world and mathematical problems involving area, surface area, and volume

• Develop an understanding of statistical variability

In sixth grade science, students participate in three thematic units: Astrobiology, Cell Cycle, and Genetics. The project-based units are designed around essential questions and enduring understandings, with flexibility for exploration based on student inquiry.

During Astrobiology: The Search for Life Beyond Our Solar System, students extend their understanding of outer space. Students learn about the interdisciplinary science of Astrobiology as they explore big questions about the universe. The unit ends in a culminating field trip to an exoplanet research lab where students meet astrobiologists. During the Cell Cycle Unit: A Tale of Two Daughter Cells, students create cellular models, compare cell division processes of mitosis & meiosis, and learn about critical checkpoints in preventing cancer. During the Genetics & DNA Replication Unit: Can You Make a Copy, students begin building an understanding of heredity, genotypes & phenotypes. The science program weaves SEL, research projects, self and peer reflection work, multi-media art, microscopy, and field trips to Boston area labs and research institutes. Over each year, students build a science portfolio that demonstrates competence, skill development, and personal reflection. 

The following are among the benchmark skills students are working towards in 6th-grade science:

• Use content vocabulary appropriately

• Use reference materials to retrieve relevant information

• Demonstrate independent research and active reading skills

• Effectively present scientific ideas using simplified models

• Document accurate observations using realistic drawings and descriptive language in nature journals

Middle school Spanish curriculum is proficiency-oriented language instruction that teaches language and culture simultaneously. Classes aim to provide students with practice comprehending and using high-frequency structures while acquiring cultural competence and the ability to compare the Spanish language with their own. Classes focus on frequently used verbs and the three modes of communication: interpretive, interpersonal, and presentational. Lessons engage the students with stories, songs, games, reader's theater, online activities, podcasts, and authentic resources such as videos, commercials, infographics, literary texts, and news articles. Assessments focus on understanding and authentic communication instead of the precise application of grammar. 

A typical unit in the sixth-grade Spanish class focuses on selecting high-frequency verbs while exploring cumbia music, a fusion of Indigenous, African, and Spanish music in Latin America. Students establish the meaning of vocabulary words and verbs in a co-created story written as a whole-class activity through the teacher's guiding questions. Songs and games reinforce the language of the unit. Sixth graders also read a comprehensible novel written for language learners and engage in various activities to process the novel's vocabulary, events, and themes. 

Among the benchmark skills students are working towards in sixth-grade Spanish:

• Ask and answer questions about themselves and others

• Interpret short narratives and simple informational texts

• Retell events in a story or chapter

• Respond to comprehension questions about a story or chapter

• Present information on familiar or everyday topics in spoken or written language

• Relate cultural products and practices to perspectives of the cultures studied

6th-grade artists strengthen their understanding of both the Elements of Art (line, shape, color, texture, and form) and the Principles of Design (emphasis, proportion, movement, variety, balance, pattern, and unity). They take ownership of content and imagery in their projects and work towards communicating an idea through a developing aesthetic standard. Every year, students will start with a self-portrait as a developmental marker. 

Lessons are planned to nurture experimentation with processes and expose students to various art materials. Through hands-on activities, they express themselves artistically, fostering an appreciation for art, self-expression, and embracing differences. Students see examples from a diverse range of artists and begin to discuss art in context to the world around them. 6th-grade artists learn about various movements in art throughout history by viewing and discussing slides and artist-of-the-week postings. They participate in whole-class and individual critiques. Materials used include but are not limited to pencil, marker, watercolor, tempera, pastel, printmaking, ceramics, sculpture, and natural materials. 

Among the benchmark skills students are working towards in sixth-grade art:

• Appropriate studio habits 

• Refine craftsmanship 

• Build keen observational skills 

• Understand use of various materials

• Expand use and understanding of art vocabulary

• Interpret and analyze art in context

• Make individual choices and demonstrate personal style when expressing ideas and concepts

Middle school music classes expose students to various genres, including rock, pop, jazz, Latin, Hip-Hop, and Country. Students are introduced to the art of composition and improvisation and have access to instruments, including electric guitar, acoustic guitar, electric bass, keyboard, drums, music technology, and their own voices. End-of-term projects typically culminate with both solo and group ensemble performances. 

Among the benchmark skills students are working towards in 6th-grade music:

• Demonstrate familiarity with different genres of music

• Understand musical concepts and use music vocabulary

• Be familiar with melodic and rhythmic notation

• Sing and play an instrument in an ensemble 

• Present and perform music in a relaxed concert-type setting  

Sixth-grade wellness classes focus on movement & field games, mindfulness, yoga, and growth education. During movement & field games, students practice locomotor, non-locomotor,  and manipulative skills and reinforce movement concepts incorporating spatial awareness, effort awareness, and relationships. When practicing mindfulness, students pay attention to body posture and sensation, practicing awareness of breath as a tool to connect mind and body, mindful observation of nature, and stress management. During yoga, students notice how different poses make them feel and design their own sequences based on what poses would support them with respect to their physical and emotional states.

6th-grade growth ed topics include active listening, respecting boundaries, navigating peer dynamics, and body safety: understanding sexual assault and harassment.

Among the benchmark skills students are working towards in sixth-grade wellness:

• Participate in moderate to vigorous physical activities and games

• Know personal space when moving in different directions at different speeds

• Develop and utilize mindfulness practice and yoga to support physical and emotional well-being 

• Demonstrate sportsmanship

• Apply a positive attitude and effort to physical challenges and the ability to communicate constructively with their peers

• Develop skills of self-advocacy

Middle schoolers begin to understand and encounter complex emotions and social relationships during early adolescence. As students become more independent, we guide them in developing self-awareness, personal beliefs, and identity within social groups. Acquiring skills to consider multiple perspectives, manage group conflicts, and recognize the impact of different choices is essential to development at this age.

The Birches Middle School program is designed with the characteristics of early adolescence in mind. We balance high expectations for academic achievement and ethical behavior with the understanding that challenges with organization and follow through, youthful unpredictability and peer pressure are typical. Middle school students are supported by an advisory system connecting each student to one middle school teacher and a small group of students. Advisory groups meet daily and provide a safe space for conversation and activities, both serious and fun in nature. We fully embrace a flexible approach to learning and growing, and there are plenty of outlets for laughter and playfulness each day.

At Birches, we are committed to helping children learn and grow in a community of equity and inclusion where diversity of thought, practice, and identity is celebrated. In support of this goal, we seek to create a community where our students experience a sense of belonging and bring their whole selves to their learning. We value the richness that comes alive in our classrooms when many differing perspectives are represented.  

Our middle school curriculum is designed to inspire students to embrace diversity and understand its significance in humanity and the natural world. We provide numerous opportunities for students to explore and grapple with topics related to equity, inclusion, and identity. We encourage students to be curious about differences and recognize how personal identity, experience, and environmental factors shape their understanding of truth.