Middle School

Grades 6 - 8

Bambujaya Middle School Grade 6 - 8

Middle School Curriculum

In Middle School the curriculum evolves to accommodate the learner’s growing need for truth. At the same time, it seeks to keep alive the sense of connection between the adolescent’s soul, and what they create.

We strive to help our Bambujaya learners integrate independent thinking, inner resources, imagination and a sense of social responsibility as they discover their own strengths and talents.

Program Overview

Middle School: Grades 6 - 8

Grade 6 – Venturing Forth

Sixth grade is the gateway to pre-adolescence. The curriculum offers firm academic grounding in math, composition, and science, along with memorable depictions of cultural cause and effect: Arthurian legend and the rise and fall of the Roman Empire, medieval society and the crusades. Learners begin to structure and participate in scientific experiments on light, heat, magnetism and electricity while the study of mathematics incorporates business math and the principles of economics.

Grade 7 – Great Discoveries

Through the exploration of an unknown world, the seventh grade curriculum challenges the thought processes of young adolescents, leading them to discovery, understanding and discernment. Learners trace the routes of the world’s great explorers, hone written language through creative writing, and recreate the painting of a Renaissance master. New discoveries continue with the introduction of geometry and pre-algebra, and the physiology of the human body – coursework that lays the academic foundation for further studies in Grade 8 and high school.

Grade 8 – Revolutionary Spirit

Grade 8 marks a significant milestone for the learners and learning facilitators, many of who have journeyed together since Grade 1. Grade 8 represents both the culmination of the middle school experience, which by now has grown familiar and comfortable, and the transition to high school with its exciting unknowns.

Amid studies of the great revolutions and the dawn of new societies, learners weigh tradition against progress. Reading Shakespeare, writing lab reports, and examining current events, the class moves toward an evaluation of what is true. At the same time, a gradual but significant shift is taking place: the didactic presentation of a subject by the learning facilitator is giving way to the mutual consideration of a subject by learning facilitator and class together. A sense of community develops, in which speaking becomes more thoughtful, listening more attentive. The result is a greater sense of self. More importantly, learners leave with compelling questions that will continue to fuel their love of learning in the years ahead.