Middle School

Students encounter problems throughout their lives. Knowing how to approach these challenges creatively and effectively helps them feel empowered and productive.

In the math program at Good Shepherd, students encounter opportunities to apply mathematical thinking to real-world problems in real-life scenarios. For example, sixth graders play a game that involves paychecks and expenses — using their fundamental knowledge of decimal operations to navigate their personal budgets. This not only builds students’ math skills but also instills confidence in managing their personal finances.

Every student is unique in their learning style, so we provide tools and an environment that invites them to explore and engage with math in the manner that suits them. For fifth and sixth-grade students who demonstrate a solid understanding of fundamentals through pre-assessment, we offer enrichment and additional opportunities.   

The fifth and sixth-grade math curriculum is based on the Math in Focus system by Singapore Math, combined with hands-on experiences and supplemental resources. From there, students in seventh and eighth grades transition into Pre-Algebra and Algebra I. Evaluation and assessment are informed by standardized tests such as the CTP and the ISEE. Throughout middle school, we continue to emphasize real-world applications of mathematical concepts and skills.

To be truly inquisitive and creative, students need the space and encouragement to take initiative. So, we have developed engineering and design projects across grades that provide a platform for collaboration and problem-solving. Students are encouraged not to think about the “right way” to do something and instead arrive at their own conclusions.

The GSES Science Department is committed to instilling in our students a sense of curiosity and wonder about the world around them—and a sense of stewardship toward the organisms and resources on our planet. 

With an emphasis on involved, hands-on education, our programs strive to inspire creative, critical thinkers who will excel in a world of increasing scientific complexity and ever-advancing technology.

Our goal is to give students the tools to mature into scientifically-literate critical thinkers regardless of their future profession or vocation. To that end, our department has chosen to build the curriculum around the Next Generation Science Standards (NGSS)—a model that supports what is known as three-dimensional learning.  

Rather than focusing solely on discipline-specific content, the NGSS encourages such practices as experimental design, mathematical reasoning, data analysis, and argument support—along with cross-curricular concepts such as identifying patterns, comparison/contrast, and interpreting graphical data

The primary purpose of social studies is to help young people… make informed and reasoned decisions for the public good as citizens of a diverse, democratic society…  – National Council for the Social Studies (NCSS).

The Social Studies curriculum supports the Good Shepherd mission statement. Students learn confidently by examining historical events and social concepts from multiple perspectives. By identifying, understanding, and thinking about solutions to the challenges facing our society, they develop the empathy required to serve with compassion. Perhaps most importantly, they learn to lead with courage as thoughtful, involved citizens.  

While history is the foundation for the middle school Social Studies program, students receive a coordinated, systematic education that draws from such disciplines as anthropology, archaeology, economics, geography, law, philosophy, political science, psychology, religion, and sociology. The curriculum is designed to engage and resonate with middle schoolers. 

With this well-rounded approach, students graduate with the knowledge and skills to grow into independent, civically-minded thinkers and writers. 

“Competent and responsible citizens are informed and thoughtful, participate in their communities, are involved politically, and exhibit moral and civic virtues.” – NCSS

Theater artists rely on intuition, curiosity, and critical inquiry in every aspect of their work.

Throughout the theater curriculum, students learn and practice these essential skills. They also learn to communicate feeling and meaning through their words, movements, and other cues.

Performers begin to express themselves through pantomime, improvisation, and other acting exercises. They refine their work and practice their craft through rehearsals that lead to a production — continuously reflecting on the daily efforts that contribute to the end product. Along the way, they learn to respond to direction, explore blocking techniques, and work as a cast to achieve common objectives.

Fitness is a personal endeavor. We show students how to make healthy choices and develop healthy habits in everyday life. 

To promote personal fitness, students participate in quarterly challenges designed to help them set their fitness goals. Each child aims is motivated to achieve a personal best—and we help them stay focused and dedicated along the way.

The Physical Education department has built its scope and sequence around the SHAPE America physical education standards. Throughout the year, we teach necessary skills based on expected outcomes for each grade level.

Students who learn a foreign language can develop broader cultural perspectives and appreciation for others. Language acquisition also involves cortical elasticity and promotes critical and creative thinking that would be otherwise inaccessible.

The Spanish program is an essential part of academic life at GSES. Spanish is the second most widely spoken language worldwide, and it can be used right here, right now. Spanish is a phonetic language with a common alphabet and many similar words (cognates). Because it is rooted in Latin, Spanish supports overall language development. 

Students begin their Spanish journey focusing on oral and listening skills, progressing toward more complex grammatical structures in middle school. The curriculum follows the American Council for the Teaching of Foreign Languages (ACTFL) standards, which focus on community, culture, comparisons, communication, and connections. 

An immersive program based on a single language helps deepen students’ acquisition and understanding—allowing them to interact meaningfully in both English and their second language.

When they get to high school, GSES students are typically placed in advanced Spanish classes.

The fine arts teach students to see what they look at, to hear what they listen to, and feel what they touch.

When children experience the world through the eyes, ears, and hands of artists, they gain personal insights that inspire their own creativity and self-expression. That’s why our approach to art at Good Shepherd engages and nurtures the whole child.

Students learn “a remarkable array of mental habits” in the art classroom—including visual-spatial perception, reflection, healthy self-evaluation, and the willingness to experiment and learn from mistakes (Daniel Pink, A Whole New Mind). In a culture that views mistakes negatively, art teaches children to use feedback as inspiration for improvement and an opportunity to see their work from different perspectives. The arts free the mind from rigid conclusions and allow for discovery. 

Students who participate in art programs three hours per week within a 5-day rotation are four times more likely to have academic success (Americans for the Arts Report). Performing and visual arts help with the development of fine motor skills, self-expression, and self-confidence along with higher-order critical thinking and problem-solving skills. 

We believe that children who practice creative thinking grow into well-balanced teens who readily interpret, critique, and apply visual information to make sound decisions throughout adulthood.

"Music begins inside human beings, and so must any instruction." - Carl Orff

Every human being can appreciate and participate in music. The Good Shepherd approach helps students take ownership of their musical learning early—when the majority of brain development occurs.

Our youngest learners practice multiple repetitions of patterns designed to help them internalize rhythms and melodies. Through the Kodály method of teaching, they are introduced to traditional music theory and skills. At the same time, students are encouraged to apply what they learn to composition and improvisation within the Orff Schulwerk framework. Together, these models promote self-expression and confidence that can foster positive leadership skills—and also remind us of our shared humanity.   

As their knowledge and skills continue to develop, students rely on their previous experiences and their natural curiosity to explore original ideas. All the while, their brains are being wired for a lifetime of music-making and appreciation.

A library is a place full of mirrors, windows, and sliding glass doors. Each book is a mirror that shows the reader a reflection of themself, a window into their imagination, and a doorway to new and exciting worlds. 

We want students to have as much access as possible to books and reading opportunities throughout the school day. This commitment shows up in a wide variety of check-out options and other resources. Of course, the librarian is available each day and can help students find just the right book. When the librarian is out, we offer self-checkout through the Follett Destiny app loaded onto iPads around the school. Last but not least, parents can check out books for reading at home using their own school library accounts. 

To extend the library beyond the physical space, the librarian can bring a book cart to any classroom or grade as needed—and can check out books using a smartphone app.