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Academic Program 2008–2009

Middle School

Grades Five–Eight

Grounded intradition…

Building forthe future…

1

Our Mission 1

The Middle School Curriculum 2

Course Descriptions

Grade Five 4

Grade Six 8

Grade Seven 12

Grade Eight 16

Curriculum Benchmarks 21

Table of Contents

Mission stateMent

Convent of the Sacred Heart, Greenwich, founded in 1848, is an independent,

Catholic, college preparatory school for young women, from preschool through

grade 12. True to its international heritage, the School provides students with

experiences of diversity and welcomes students of all races, socioeconomic

backgrounds and religious beliefs. Convent of the Sacred Heart, steeped in a

solid academic tradition, educates women to have independence of judgment,

personal freedom and strength of character so that they can become leaders

with broad intellectual and spiritual horizons.

Service to others is a compelling commitment of our education, and the entire

School community, as a member of the Network of Sacred Heart Schools, is

dedicated to the Goals and Criteria:

u A personal and active faith in God

u A deep respect for intellectual values

u A social awareness which impels to action

u The building of community as a Christian value

u Personal growth in an atmosphere of wise freedom.

Approved by the Board of Trustees

June 2004

2

The Middle School Curriculum

A s a student progresses through the Middle School grades, she is chal-

lenged to develop to her fullest potential spiritually, intellectually and

personally. The program emphasizes serious study, education for

social responsibility and the development of a strong faith. The curriculum is

constructed to provide continuity from the Lower School and builds toward

full participation in the Upper School course of studies. The focus fosters the

growth in knowledge and skills and the attitude of learning as a lifetime process.

Since a student’s growth varies during these years, the Middle School program is

flexible enough to accommodate varied rates of development and broad enough

to encompass a diversity of learning experiences. Through individual and class

instruction, demonstration, group problem-solving, projects and field trips, a

student grows in her ability to think more abstractly, to solve problems resource-

fully and to communicate effectively in speech and writing.

Language arts, mathematics, science, history, theology and world languages

comprise the core curriculum. In addition, students take studio art, music,

drama, dance, computer technology, health and physical education.

Activities promoting personal growth, peer interaction and a group identity are

essential to the development of a positive self-concept in a preadolescent child

and are integral components of the Middle School program. The Middle School

faculty strives to create a supportive environment where a student can take risks,

experience success and view mistakes as a vehicle for future growth.

There are many opportunities for the student to develop leadership abilities and

a sense of belonging to a group. They include the homeroom program, Commu-

nity of Concern, Student Council, Committee of Games, community service,

drama productions, liturgies, chapel, concerts, gatherings, the Big and Little

Sister Program and the sports teams.

3

The Middle School Curriculum

The physical education program is designed to further a sense of individual

achievement, teamwork and skill development through a sequential program.

Interwoven throughout the Middle School experience are times for reflection

and the opportunity to grow strong in faith through prayer and communal

worship. The student is directed toward developing a deeper understanding of

the beliefs and traditions of her faith and educated to formulate personal values

and standards of behavior in view of Christian principles. Furthermore, she is

encouraged to develop the skills and knowledge to effect change in a world that

will need her concern and involvement.

Theology education classes, liturgies, regular Middle School chapel services, the

celebration of traditional Sacred Heart feasts and classroom discussions help the

student in her development of faith and social awareness. The link between faith

and action is forged by social action activities that reach out to communities

beyond the School. The School appreciates the religious diversity of its students

while celebrating its Roman Catholic tradition.

The student’s relationship with her teachers plays a primary role in her progress

toward personal and intellectual growth. Within the Middle School program,

guidance, which is characterized by reason, warmth and personal attention, is the

on-going support system. An atmosphere of trust among parents, students and

teachers is the key to the success of this program.

4

Grade Five

TheologyAll Sacred Heart students study

theology as an academic discipline.

The theology program focuses on the

union of mind, heart and spirit,

recognizing that all are created in the

image and likeness of God. The goals

of the department are for sudents to:

u Increase their knowledge of the

subject area

u Participate in opportunities to

deepen their faith and spirituality

u Enhance their ability to critically

reflect on faith, service, and prayer

u Grow in understanding and

appreciation of all faiths

We emphasize Catholic teaching on

social justice and moral issues in the

classroom, and through community

service, and by cultivating an aware-

ness that leads to advocacy. The

campus ministry offers opportunities

for individual and communal reflec-

tive prayer in class, at regular chapel

services, frequent liturgical celebra-

tions, RSCJ feast days, and on retreats.

Fifth-grade students study theology,

beginning with Christian beliefs, from

creation to redemption and the mys -

teries that they contain. Students are

encouraged to know the message of

Jesus, follow His example and help build

the Kingdom of God at School, at home

and in the wider community. Students

learn the value and signi fi cance of each

of the seven sacraments of the Catholic

Church and the part they play in God’s

kingdom. A one-day retreat incorporates

themes explored throughout the year.

ChapelTo support an active experience of

Goal One, fostering the student’s

personal relationship with God,

special attention is given to daily

prayer and reflection. Woven into the

routine of the daily life of the girls are

celebrations of St. Madeleine Sophie

Barat, St. Philippine Duchesne and

Mater, in addition to observance of

Sacred Heart traditions.

In addition to their work in the

theology classes, the Middle School

students take responsibility for the

prayer life of the School by planning

and leading regular liturgical celebra-

tions. Chapel times help build com-

munity; gathering for chapel gives the

girls an opportunity to focus on the

concerns of the larger community and

to pray for the needs of the world.

Chapel is part of the weekly schedule.

Additionally, Eucharistic liturgies are

scheduled throughout the year. All our

liturgies provide the students with

opportunities to share their gifts

through song, written word, dance,

drama or personal reflections.

Community ServiceRooted in Sacred Heart tradition and

practice, community service is part

of the fabric of each student’s life.

The fifth-grade project specifically is

service in our own community. Other

community service projects focus on

protecting the environment, serving

the elderly and homeless and assisting

children and families in need.

Language ArtsThe fifth-grade language arts

program concentrates on reading,

writing and effective communication

skills. The literature program consists

of the study and analysis of several

literary genres, including quests,

short stories, poetry, nonfiction,

plays, folk tales and novels. The

selections are springboards for the

integration of skills in reading,

writing, language usage, critical

thinking, speaking and listening.

Some of the literature selections

correlate with the history curricu-

lum, which explores ancient civiliza-

tions. Students learn various strate-

gies to help them use writing as a

process and to become more compe-

tent writers. The focus will be on

revision and editing skills.

Students are required to read one

assigned book and two free-choice

books during the summer. Literary

selections during the academic year

include Esperanza Rising, Where the

Red Fern Grows and a variety of genres

such as poetry, legends, mythology

and historical fiction. In addition to

literature studied in class, students

must complete at least one indepen-

dent reading book each trimester.

MathematicsFifth grade students are expected

to compute accurately with whole

numbers, fractions, decimals and

percents. Their comprehension of

place value, estimation, rounding,

measurement and geometry is also

expanded. Topics such as graphing,

ratios, proportions, probability and

statistics are introduced while the

uses of manipulatives, calculators and

computers are integrated into the

coursework. Practical problem

5

solving, based on real life situations,

expands upon the students’ prior

knowledge. The dual emphasis on

both thorough comprehension and

advanced reasoning skills encourages

students to explore multiple strategies

to given problems. Students read,

write and report on famous mathema-

ticians of the past.

HistoryStudents learn about the people and

events that ushered in the dawn of

major Western and non-Western civili-

zations. In studying the ancient world,

students come to appreciate the

significance of geographic place in the

development of the human story.

They acquire a sense of the everyday

life of the ancient peoples, by studying

their respective religions, govern-

ments, accomplishments and relation-

ships with other civilizations. Students

learn about the tools and technology

that early people developed and the

art and architecture that were created.

They become aware of the literature

produced by the ancient world’s major

writers. Students gain a sense of how

ancient people explained natural

phenomena and study the ideas that

helped transform the ancient world.

The role of women and the issue of

slavery are discussed. Emphasis is

placed on the major contributions,

achievements and belief systems that

have endured across the centuries to

the present day. Note taking, essay

writing and geography skills are

developed through class work and

homework assignments. Research

projects and field trips enrich the

students’ studies. The regular inclu-

sion of current events helps the girls

understand the connections between

the ancient world and the world in

which they live.

ScienceThe fifth-grade science curriculum

adheres to the recommendations

stated in the National Science Edu-

cation Standards. A constructivist

approach is utilized, with emphasis

placed on the development of the

following scientific process skills:

formulating hypotheses, controlling

variables, constructing models,

interpreting data and experimenting

with design.

The Science and Technology for

Children Program continues to build

on concepts learned in the Lower

School. Specific units of studies are

drawn from the life, physical and

earth sciences and include food chem-

istry, floating and sinking, measuring

time, and further experiment with fast

plants and EarthBoxes™. This pro-

gram enables students to construct

scientific knowledge in a collaborative

and cooperative manner. Technology

is utilized as a tool to support student

investigations. The CASAP assess-

ment is administered in May.

ComputerStudents learn best practices about

Internet safety and information

management through regularly

scheduled classes, as well as through

ongoing instruction throughout the

curriculum. In conjunction with

classroom projects and assignments,

students continue to learn the Win-

dows operating system, file manage-

ment, and network navigation and

resources. They also continue to

explore the applications that make up

Microsoft Office (Word, Excel,

Publisher, PowerPoint, and Front-

Page), as well as practice their typing

skills using Type-to-Learn. During the

latter part of the year, students explore

basic computer science and program-

ming concepts using Lego Robotics

and MicroWorlds. In addition to

regularly scheduled computer class

time, students use the laptop com-

puter lab with their classroom teachers

and the Middle School technology

coordinator to work on projects related

to various academic disciplines.

World LanguagesFrench, Spanish and ChineseFifth-grade students have a choice

of French, Spanish and Chinese. This

is the first of a four-year program in

which the students follow a sequence

that is completed at the end of eighth

grade. In the fifth grade, emphasis is

placed on the four basic language

skills: listening, speaking, reading and

writing. There is a focus on grammar,

which is introduced in a formalized

way with a textbook as a primary

source as well as through teacher-led

discussion. Classes are conducted in

the target language.

In order for students to be successful

in the acquisition of a language, the

World Language Department recom-

mends that a student study the same

language K-12 to achieve the maxi-

mum benefit. Changes in the choice

of a language can be requested when

moving into the Middle School.

Grade Five

6

The Arts MusicThe Middle School music curriculum

allows each student to experience

music in all its aspects. The curri-

culum is performance-based and

emphasizes choral music and vocal art

in the general classroom program. In

addition, there are the Madeleines, a

Middle School choral group,

as well as an after-school program

for instrumentalists (violin, cello, flute,

clarinet, voice, piano, etc.)

who prepare for a recital perfor-

mance. Girls may also participate

in the hand bell choir.

Drama and DanceDrama and dance classes are designed

to enhance each girl’s crea tivity and

self-confidence and to augment other

areas of the curriculum, such as

literature and history.

Middle School drama classes focus on

drama techniques as well as public

speaking skills. Students have numer-

ous opportunities to perform in

productions that are rehearsed during

school hours. The girls also develop

skills in improvisation, playwriting

and stage movement.

Fifth-grade dance advances to a more

in-depth study of classical and

contemporary dance techniques,

including pliés, tendues, dégagés,

passé, prances, fall and rebound,

dance walks and rhythmic phrases.

Focus on the curriculum, as well as

master artists, inspires improvisa tional

and composition exercises that

reinforce individual and interactive

creative problem-solving skills.

Hand-Bell ChoirFifth-grade students have the oppor-

tunity to participate in the hand-bell

choir. This group meets once a week

and performs at various School

functions throughout the year.

Visual ArtThe fifth-grade art curriculum

continues to develop skills in drawing.

Students create art that shows their

basic understanding of the elements

of art and design. Projects expose

students to the art of other cultures.

These multicultural projects are

generally done in such media as

printmaking, sculpture, painting or

mixed media. Students continue to

develop their observational drawing

skills and their understanding of

perspective drawing.

Physical EducationThe fifth-grade physical education

program introduces students to

individual fitness and conditioning

programs and helps them understand

their physical growth and develop-

ment. The program emphasizes the

skills necessary for team sports and

provides an understanding of the

rules. The girls are also introduced to

water safety skills while continuing to

build on swimming skills taught in

Lower School.

HealthToday’s society presents many serious

challenges to our students. In re-

sponse to dealing with these issues,

the fifth-grade girls are involved in a

sequential health education course

that stresses the incorporation of

values into the decision-making

process. A “no use” message (in terms

of drugs, alcohol and tobacco) is

emphasized and strategies for dealing

with personal and peer pressures are

introduced. Because friendship skills

are essential at the fifth-grade level,

understanding one’s own feelings, as

well as the feelings of others, is a focus

of the course. Puberty, menstruation,

exercise, self-concept, hygiene, mental

health and nutrition are discussed.

The course emphasizes that it is the

responsibility of each individual to

evaluate relationships and review

choices in view of the student’s

relationship with God.

Advisory ProgramStudents in fifth grade, under the

direction of their homeroom advisors,

work together in positive ways to

acquire new skills in leadership and

group participation. Opportunities are

created for engaging in activities that

promote self-esteem, cooperation and

a sense of community. Activities

enable students to develop a sense of

their own power to bring about

change for their own and the School’s

benefit. They are encouraged to

engage in responsible behavior toward

one another, the community and their

families. The homeroom program

includes community service projects.

Grade Five

7

Big Sister ProgramAlong with being a part of the larger

Middle School family group, each

student has an Upper School big

sister. This allows the girls to interact

with, and learn from an older student.

Activities are planned during the year

to develop these relationships and

build community.

Study SkillsA study skills component is integrat-

ed into academic classes to help

students acquire a thorough knowl-

edge of study skills and habits, and

to teach them how to develop and

self-monitor effective study, time

management and test-taking strate-

gies. In addition, the program teaches

note-taking skills and active reading

strategies, and provides students

with effective research and organiza-

tional skills.

Library SkillsFifth-grade students are introduced

to resources available in the library,

including reference materials, fiction,

biographies and computers. Library

skills are correlated with individual

research projects.

The Elective ProgramIn addition to the regular curriculum,

all fifth-grade students are eligible to

participate in an after-school activity.

These activities enable students to

pursue their interests in an atmo-

sphere that promotes friendships

with other Middle School students.

Electives are held before, during and

after school and are determined by

student interest and time, and the

availability of instructors. Girls may

choose to join clubs or groups that

focus on a particular area of interest.

These might include exploring math

and/or science, writing poetry,

producing a student literary maga-

zine, studying the environment or

engaging in community service.

Electives in the arts, such as art,

dance, chorus, instrumental music,

bell choir and drama become avail-

able if enough students show interest.

Grade Five

8

Grade Six









subject area

















Sixth-graders study stories found in

the Hebrew Scriptures. The focus is

on major events - such as Creation,

the Exodus, the Exile, and the Return

- and on major figures in our family

of faith, including Abraham and

Sarah, Moses, David, and the Proph-

ets. In addition, the students delve

into important concepts such as the

Covenant, the Reconciliation, Provi-

dence, and Desert Experiences in

prayer. They learn to read the Bible

and to understand it as the Church’s

inspired book. Emphasis is placed on

applying the teachings of the Bible to

the students’ lives and the ramifica-

tions of the Covenant for us today. A

one-day retreat experience includes

these themes.

ChapelTo support an active experience of


personal relationship with God,

special attention is given to daily

prayer and reflection. Woven into the

routine of the daily life of the girls are

celebrations of St. Madeleine Sophie

Barat, St. Philippine Duchesne and

Mater, in addition to observance of

Sacred Heart traditions.


theology classes, Middle School



and leading the regular liturgical

celebrations. Chapel times help build

community; gathering for chapel

gives the girls an opportunity to focus

on the concerns of the larger commu-

nity and to pray for the needs of the

world. Chapel is part of the weekly

schedule. Additionally, Eucharistic

liturgies are scheduled throughout the

year. All our liturgies provide the

students with opportunities to share

their gifts through song, written word,

dance, drama or personal reflections.


practice, community service is part of

the fabric of each student’s life. The

sixth-grade project involves service

with the elderly. Other community

service projects include protecting the

environment, serving the homeless

and assisting children and families in

need.

Language ArtsThis course develops skills in

reading, writing, speaking and

listening. Students explore various

literary genres, such as short stories,

novels, poems, essays and nonfiction,

as they examine and learn to appre-

ciate the writer’s craft. This includes

close analysis of plot through

development of character, conflict

and theme, as well as other elements

of the works studied. When appropri-

ate, readings are integrated with the

history curriculum.

Student writing includes response to

the literature read and creative and

expository papers. As they draft and

revise their papers, students learn to

write clearly and effectively. Grammar

and the mechanics of writing are

incorporated into the composition

process. Grammar skills are also

reinforced through use of a grammar

program.

Vocabulary is drawn from the

students’ class readings and from a

year-long vocabulary challenge called

WordMasters. Students are expected

to incorporate new vocabulary into

their written and spoken work.

Students improve their oral skills

through frequent opportunities for

discussion, recitation and formal

presentations.

Some of the literary selections

include, but are not limited to

9

Catherine, Called Birdy by Karen

Cushman; Homecoming by Cynthia

Voigt; Surviving the Applewhites, by

Stephanie S. Tolan; Define Normal, by

Julie Anne Peters, and selections from

the anthology, Elements of Literature

(second course). In addition to

literature studied in class, students

must complete at least one indepen-

dent reading book each trimester.

MathematicsThe sixth-grade math program is

designed to develop and strengthen

fundamental math skills involving

basic operations on whole numbers,

fractions and decimals. The skills of

estimation and rounding, number

properties and theory, basic geom-

etry, probability and statistics, and

practical problem solving are per-

fected. Topics that are introduced and

developed include the use of integers,

geometric patterns, algebraic expres-

sions, simple algebraic equations,

exponents, and reasoning skills such

as critical thinking, problem solving

and decision-making. The use of

various materials, manipulatives,

calculators and the computer encour-

ages students to discover mathemati-

cal meaning.

HistoryStudents examine the social, cultural,

political and technological changes

from the fifth century through the

seventeenth century. Content includes

the fall of the Roman Empire, the rise

of Islam, West African empires, the

Middle Ages in Europe, the Renais-

sance, the Reformation and the

Scientific Revolution. Skills empha-

sized include reading critically, writing

and note taking, study skills, the

research process, oral presentations

and interpreting maps. The regular

study of current events helps the girls

be aware of the world in which they

live.

Field trips to museums and cultural

programs expose the students to the

architecture, sculpture, music and

painting of the Medieval and Renais-

sance periods.

ScienceThe sixth-grade science curriculum

builds upon the fifth-grade curricu-

lum with adherence to the National

Science Education Standards. The

various sub-disciplines of science are

integrated and explored each year

through a spiral curriculum. The

constructivist model for learning

science dictates an active, process

approach whereby the following

scientific skills are developed: formu-

lating hypotheses, controlling vari-

ables, constructing models, interpret-

ing data, experimenting with design

and constructing operational defini-

tions. Frequent student investigations

within a collaborative and cooperative

framework serve as the foundation of

the curriculum.

The Science and Technology Con-

cepts Program continues in sixth

grade. Specific units include human

body digestion and nutrition, respira-

tion, circulation and the muscular/

skeletal systems and a unit on plant

life. The integration of technology

within the curriculum serves to

support student inquiry and illumi-

nates the relationship among science,

technology and society.

ComputerStudents learn best practices about

Internet safety and information

management through regularly

scheduled classes, as well as through

ongoing instruction throughout the

curriculum. In conjunction with

classroom projects and assignments,

students continue to learn the

Windows operating system, file

management, and network navigation

and resources. They also continue to

explore the applications that make up

Microsoft Office (Word, Excel,

Publisher, PowerPoint, and Front-

Page), as well as practice their typing

skills using Type-to-Learn. During

the latter part of the year, students

learn basic computer science and

programming concepts using Lego

Robotics and MicroWorlds and

receive instruction in the care and

use of laptops. In addition to regu-

larly scheduled computer class time,

students use the laptop computer lab

with their classroom teachers and the

Middle School technology coordina-

tor to work on projects related to

various academic disciplines.

World LanguagesFrench, Spanish and ChineseStudents in sixth grade continue the

formal study of French, Spanish or

Chinese within a sequential struc-

ture. The students broaden their

knowledge of concepts introduced

in the earlier grades and continue to

Grade Six

10

work on the four basic skills: listen-

ing, speaking, reading and writing.

Students are evaluated with tests,

quizzes and projects. All classes are

taught in the target language.

In order for students to be successful in

the acquisition of a language, the World

Language Department recommends

that a student study the same language

K-12 to achieve the maximum benefit.



music in all its aspects. The curricu-

lum is performance based and


in the general classroom. In addition,

there are the Madeleines, a Middle

School choral group, as well as an

after-school program for instrumen-

talists (violin, cello, flute, clarinet,

voice, piano, etc.), who prepare for a

recital performance. Girls may also

participate in the hand-bell choir.


to enhance each girl’s creativity and

self-confidence and augment other

areas of the curriculum such as



drama techniques, as well as public

speaking skills. Students have many

opportunities to perform roles in




and stage movement.

Sixth-grade dance continues with

more advanced elements of classical

and contemporary dance technique,

including expansion of loco motor

and non-loco motor movement,

spatial awareness and dynamic

qualities. Focus on the curriculum, as

well as master artists, inspires impro-

visational and composition exercises

that reinforce individual and interac-

tive creative problem-solving skills.

Hand-Bell ChoirSixth-grade students have the oppor-

tunity to participate in the hand-bell

choir. This group meets once a week

and performs at various school


Visual ArtThe sixth-grade curriculum provides

a deeper understanding of the ele-

ments of art and design. Students

continue to develop their observa-

tional drawing skills and their under-

standing of perspective drawing.

Projects that expose students to the

art of other cultures are also offered.

These multicultural projects are

generally developed in such media as

printmaking, sculpture, painting or

mixed media.

Study SkillsStudy skills are integrated into

academic classes to help students

acquire a thorough knowledge of

methods for developing effective

study, time man age ment and test-

taking strategies. The program

incorporates the acqui si tion of

note-taking skills and active reading

strategies and provides students with

effective research skills and techniques.

Library SkillsSixth-grade students use the resources

available in the library, including

reference materials, fiction, biographies

and computers. Library skills are

correlated with individual research

projects.

Physical EducationThe physical education program

for grade six further develops the

students’ physical fitness and condi-

tioning, agility and coordination, and

participation in team sports. Students

begin to refine their individual playing

skills. They continue to develop

swimming and water safety skills. The

interscholastic athletic program offers

a variety of sports. Practice and

contests are held after school three

days a week. A student may elect to

participate on a team.

InterscholastIc sports

Fall: field hockey, soccer, cross-

country, tennis

Winter: basketball, swimming, squash

Spring: lacrosse, softball, volleyball


challenges to our students. In re-

sponse to dealing with these issues,

the sixth-grade girls are involved in a

continuing health education course






Grade Six

11


continued. The sixth-grade curricu-

lum also includes such topics as

friendship, puberty and menstrua-

tion, exercise, healthy eating, body

image and the media, HIV and AIDS,

hygiene, eating disorders and self-

esteem.

Advisory ProgramStudents in grade six, under the




group participation. Opportunities

are created for engaging in activities

that promote self-esteem, cooperation

and a sense of community. Activities

enable students to develop a sense

of their own power to bring about

change for their own and the School’s

benefit. They are encouraged to

engage in responsible behavior

toward one another, the community

and their families. The homeroom

program includes community service

projects.








build community.


all sixth-grade students are eligible to



pursue their interests in an atmo-

sphere that promotes friendships with

other Middle School students.



student interest, time and the avail-

ability of instructors. Girls may

choose to join clubs or groups that

focus on a particular area of interest.

These might include exploring math

and/or science, writing poetry,

producing a student literary magazine

or newspaper, studying the environ-

ment or engaging in community

service. Electives in the arts, such as

art, dance, chorus, instrumental

music, bell choir and drama become

available if enough students show

interest.

Grade Six

12

Grade Seven









subject area

















Seventh-grade students build on

their knowledge of the Hebrew

Scriptures. Seventh graders study

the life of Jesus and the gospel

message. The literary styles of the

New Testament writers and the

historical context in which they were

written are addressed. Contempo-

rary application of Jesus’ message is

made on a personal and communal

level throughout the year. A one-day

retreat incorporating the theme of

discipleship is conducted.

Chapel To support an active experience of


personal relationship with God, special

attention is given to daily prayer and

reflection. Woven into the routine of

the daily life of the girls are celebra-

tions of St. Madeleine Sophie Barat,

St. Philippine Duchesne and Mater, in

addition to Sacred Heart traditions.


religion classes, the Middle School


prayer life of the School through

planning and leading the regular

liturgical celebrations. Chapel times

help build community; gathering for

chapel gives the girls an opportunity

to focus on the concerns of the larger

community and to pray for the needs

of the world. Chapel is part of the

weekly schedule. Eucharistic liturgies

are scheduled throughout the year.

All our liturgies provide the students

with opportunities to share their gifts

through song, written word, dance,

drama or personal reflections.


practice, community service is part of

the fabric of each student’s life. The

seventh-grade project is service to

children with disabilities. Other

community service projects are


the elderly and the homeless, and

assisting children and families in need.

Language Arts The seventh-grade language arts

program introduces the study of four

major literary genres: poetry, short

stories, drama and the novel. Stu-

dents examine and analyze content,

form and structure of selected works

and consider character development,

themes, the use of literary devices

and other literary elements. Students

enhance their reading comprehen-

sion and ability to make inferences

so that they can move with increas-

ing facility from a literal to a figura-

tive level of understanding.

As a concomitant to literature study,

students develop their writing and

vocabulary, as well as their oral

communication skills. They are

guided in developing short and long

essays of increasing complexity and

variety, including expository, creative

and persuasive pieces. Grammar

instruction is provided in both

formal and informal ways, and

vocabulary is drawn from a work-

book as well as from the literature.

Class discussions, formal oral

presentations, dramatic interpreta-

tion of literature and acting help

students become more poised,

articulate and informed speakers.

The literature curriculum includes

selected short stories, poetry and

novels. Some of the selections include

Animal Farm by George Orwell, The

Pearl by John Steinbeck, The Giver, by

Lois Lowry, and A Midsummer Night’s

Dream by William Shakespeare. In

addition to the works studied, students

are required to read at least one inde-

pendent reading book each trimester.

13

MathematicsThe seventh-grade mathematics

program expands student under-

standing and appreciation for intro-

ductory algebraic and geometric

concepts. Topics of study include

integers, expressions, equations and

inequalities, number theory, decimals

and rational numbers, ratios, propor-

tions and percents, graph in the

coordinate plane, geometric figures,

and measurement. Emphasis is

placed on problem-solving skills and

their significance in real life. Practical

math applications are reinforced

through utilization of the graphing

calculator and computer technology.

MATHCOUNTS®MATHCOUNTS® is a national

competitive program designed to

promote an interest in mathematics.

Sacred Heart students interested in

the program meet weekly to learn

more mathematics and to prepare for

the competitions.

HistorySeventh-grade students study U.S.

history and geography as part of a

two-year sequence that is completed

in the eighth grade. The year begins

with an overview of the events

leading to the founding of the original

13 colonies. From there, students will

explore factors that contributed to the

American Revolution, followed by the

struggle to form a new republic and

an analysis of the Constitution.

Moving sequentially, the course will

cover units on the early presidents,

the Age of Jefferson, industry and

growth, the Age of Jackson, westward

expansion and reform. The year will

culminate with an introspective look

at the sectional differences that led to

the Civil War.

Throughout the year, writing and

note-taking skills are emphasized.

Students are required to prepare a

number of short research projects,

essays and response papers. Students

also engage in projects involving

primary sources. The regular study

of current events helps the girls be

aware of the world in which they live.

With their laptop computers, stu-

dents are able to organize their notes,

complete homework assignments,

undertake research and prepare

presentations in a variety of formats.

Science The Science and Technology Con-

cepts Program continues in the

seventh grade. The unit of focus is

catastro phic events (storms, earth-

quakes and volcanoes).

Catastrophic EventsStudents assess geologic and atmo-

spheric patterns on Earth related to

storms, earthquakes, and volcanoes.

Topics included within the storms unit

are thunderstorms, tornadoes, hurri-

canes, storm causes, monitoring and

forecasting. Within the earthquake

unit, topics include earthquake causes

and effects and wave motion. The

tools used to monitor lithospheric

movement and vibrations are studied.

In the volcanoes unit, students study

volcanic eruption, movement of

magma and lava and its effects on new

landforms and island formation,

viscosity of lava and its effects on the

shapes of volcanoes, crystallization,

the formation of igneous rocks and the

rock cycle, volcanic ash and the effects

of ash fall on local and global weather

and the landscape. In addition,

students engage in a long-term anchor

activity research project at the end of

the module to explore where cata-

strophic events have happened in the

past, and how people use technology

to reduce the risks associated with

them.

Outdoor EcologyStudents engage in an interactive

watershed tour as they explore the

pond ecosystem and discover the

effect of land use on water chemistry,

aquatic habitats and aquatic organ-

isms. In the fall, they use the scientific

method of inquiry to conduct a pond

ecology research project, which they

later present to fourth grade students.

In the spring, they sample and record

the pond inventory and develop

an action plan recommendation

to maintain the optimal viability

of the pond cycle all year round.

Interdisciplinary Class ProjectStudents engage in lab activity

projects pertaining to the concepts

explored in class and connect it with

other subjects such as mathematics

and instructional technology.

TechnologySynchron Eyes, classroom manage-

ment software with features that

electronically generates quizzes, tests,

and other class assignments, has been

Grade Seven

14

installed on each student’s laptop.

Students are trained in the broadcast

studio on how to use a video camera

and how to film research projects for

class presentations. Class notes are

given to students on PowerPoint and

projected on the Smartboard. Notes

are posted on the bulletin board on

the School’s web site for additional

review.

ComputerSeventh grade marks the beginning

of the laptop program, which is an

integral part of the learning experi-

ence at Sacred Heart. Students learn

best practices about Internet safety

and information management, receive

instruction in the care and use of their

laptop, and learn to use Microsoft

Outlook and a variety of other

communication tools, including digital

imaging (Photoshop), web design

(GoLive), and video production

(iMovie). During computer art

classes, students use digital cameras,

scanners, imaging software, web

design tools, and digital video editing

tools to explore the artistic potential

of modern imaging technology and

to solve visual problems through

hands-on activities.

In addition to regularly scheduled

computer art class time, students use

their laptop computers to work on

projects related to various academic

disciplines.

World Languages French, Spanish and ChineseSeventh-grade students continue the

sequential study of their language.

In addition to working on the basic

skills of listening, reading, writing and

speaking, students are introduced to

the culture of the corresponding

countries. Technology is integrated

into the curriculum at this level,

playing an important role as a learn-

ing tool. Students are frequently

evaluated with tests, quizzes and

projects. All classes are conducted in

the target language.

The Arts Music The Middle School music curriculum


music in all its aspects. The curricu-

lum is performance-based and


in the general classroom program. In

addition, there are the Nightingales, a

Middle School choral group, as well

as an after-school program for

instrumentalists (violin, cello, flute,

clarinet, voice, piano, etc.), who

prepare for a recital performance.

Girls may participate in the hand-bell

choir.



self-confidence and augment other

areas of the curriculum such as



drama techniques as well as public


opportunities to perform roles in




and stage movement.

Seventh-grade students are offered

dance twice a week during study hall.

This course deepens the principles of

movement intrinsic to classical and

contemporary dance techniques. The

emphasis is placed upon cultivating

individual self-expression and creativ-

ity within the context of individual

and group composition and perfor-

mance-based projects.

Hand-Bell ChoirSeventh-grade students have the

opportunity to participate in the

hand-bell choir. This group meets

once a week and performs at various

school functions throughout the year.

Visual ArtThe seventh-grade art curriculum

exposes students to various two-

dimensional and three-dimensional

media. Emphasis is placed on the

creation of art that communicates

ideas through artistic expression.

Students are encouraged to reflect

about their own artwork and the art

of recognized artists.

Study Skills Study skills are integrated into



learning strategies and techniques,

and to develop effective study habits

and test-taking skills. The program

includes note taking and summarizing

skills, active reading strategies, writing

in the content areas, and process

writing and research skills.

Grade Seven

15

Library SkillsSeventh-grade students continue to

use the resources available in the

library/media center, including

reference materials, specialized

indices, audio-visual materials,

fiction, biographies and computers.

Library skills are correlated with

individual research projects.

Physical EducationThe physical education program for

grade seven further develops the




continue to refine their individual

skills in each sport. Girls develop

their swimming and water safety skills

to a higher level. The athletic program

offers a variety of interscholastic sports.

Practice and contests are held after

school three days a week. A student

may elect to participate on a team.



country, tennis




challenges to our students. In response

to dealing with these issues, the

seventh-grade girls are involved in a

sequential health education course







continued. Guest lecturers and videos

enhance the program. The curriculum

also focuses on such topics as friend-

ship, peer pressure, conflict resolution,

stress management, exercise, healthy

eating, body image and the media,

HIV and AIDS, puberty and eating

disorders.

Advisory ProgramStudents in seventh grade, under the




group par t icipation. Opportunities are


promote self-esteem, cooperation and a

sense of community. Activities enable

students to develop a sense of their own

power to bring about change for their

own and the School’s benefit. They are

encouraged to engage in responsible

behavior toward one another, the

community and their families. The

homeroom program includes commu-

nity service projects.





with, and learn from an older stu-

dent. Activities are planned during

the year to develop these relation-

ships and build community.


all seventh-grade students are eligible

to participate in an after-school

activity. These activities enable

students to pursue their interests in

an atmosphere that promotes friend-

ships with students in other Middle

School age groups.



student interest, time and the avail-

ability of instructors. Girls may

choose to join various clubs or

groups that focus on a particular area

of interest, which might include

exploring math, photography, writing

poetry, producing a student literary

magazine, studying the environment

or engaging in community service.

Electives in the arts, such as art,

dance, chorus, instrumental music,

bell choir and drama become avail-

able if enough students show interest.

Grade Seven

16

Grade Eight









subject area

















The eighth-grade curriculum is planned

with the intellectual and spiritual

development of the young adolescent in

mind. The focus is on Catholic Church

history from the perspective of the

women who have helped shape the

Church through the ages in order to

understand social justice, the ecumeni-

cal movement and reform in the

Church. The lives of many prominent

women are studied, such as Mary, the

mother of Jesus, Mary Magdalene,

Hildegard of Bingen, Catherine of

Siena, Julian of Norwich, Clare of

Assisi, Dorothy Day, Thea Bowman

and Mother Teresa. A one-day retreat

experience includes these themes. In

addition, students participate in the

“Making History” project as they

choose an area of concern in the world,

plan and implement a method to affect

change and reflect on their experience.

Chapel To support an active experience of


personal relationship with God, special

attention is given to daily prayer and

reflection. Woven into the routine of

the daily life of the girls are celebra-

tions of St. Madeleine Sophie Barat,

St. Philippine Duchesne and Mater,

in addition to Sacred Heart traditions.


religion classes, Middle School



and leading the regular liturgical

celebrations. Chapel times help build

community; gathering for chapel

gives the girls an opportunity to focus

on the concerns of the larger commu-

nity and to pray for the needs of the

world. Chapel is part of the weekly

schedule. Eucharistic liturgies are

scheduled throughout the year. All

our liturgies provide the students with

opportunities to share their gifts

whether through song, written word,

dance, drama or personal reflections.


practice, community service is part

of the fabric of each student’s life.

The eighth-grade project focuses its

service on the issues chosen through

the “Make Change” project. Other

community service projects are


the elderly and homeless and assisting

children and families in need.

Language ArtsThe eighth-grade language arts

program incorporates three general

areas of study: literature, composition

and grammar, and vocabulary. Stu-

dents examine and come to appreciate

the basic elements of various types of

literature such as novels, essays, plays

and poetry. Plot structure, character

development and motivation, the

influence of setting on characters and

action, theme, tone, intent of writer,

and feeling are the focus of study.

Further attention is given to the

operation of language through implica-

tion as well as direct statement, the use

of metaphor as an indispensable part of

language, and the relationship between

generalizations and specific illustra-

tions. Vocabulary is drawn from the

literary selections. Students examine

different methods of definition and

multiple definitions as a word shifts in

context. Students are expected to

incorporate new vocabulary into their

spoken and written work. Analyzing

and responding to the literary selec-

tions are required.

Other composition work includes

narration, description, exposition,

persuasion and various forms of

creative writing. Grammar and usage

are taught within the context of the

students’ own writing. Students also

study media and advertising as a

17

form of persuasive writing in order

to understand media literacy and

actively engage with visual texts they

are faced with in the 21st century.

Literary selections may include but

are not limited to: The Last Silk Dress

by Ann Rinaldi; Please Stop Laughing

at Me by Jodee Blanco; To Kill a

Mockingbird by Harper Lee; Lord of the

Flies by William Golding; Growing Up

in Slavery: Stories of Young Slaves as

Told by Themselves by Yuval Taylor;

A Separate Peace by John Knowles; and

Much Ado About Nothing by William

Shakespeare. Students also engage

in an in-depth study of a selection of

poetry and short stories. In addition to

the works studied, students are

required to read at least one indepen-

dent reading book each trimester and

create a final presentation of their

choice.

MathematicsAlgebra I This course provides the foundation

of algebraic reasoning and problem

solving. Functions, equations and

graphs are used to model realistic situ-

ations. Graphing calculators enrich

this experience. Topics of study

include expressions, equations,

functions and inequalities, rational

numbers and the Pythagorean

Theorem, systems of equations and

inequalities and quadratic, exponential

and polynomial expressions and

functions.

Algebra II with TrigonometryFunctions and their real world

applications are the focus of this

broad-based program that expands

significantly upon the concepts

developed in Algebra I. Graphing

calculators are utilized extensively to

explore additional methods for

solving problems and for collecting

and analyzing data. Topics of study

include linear functions and relations,

systems of equations in two and three

variables, polynomial functions,

rational algebraic expressions and

equations, complex numbers, and

exponential, logarithmic and trigono-

metric functions.

MATHCOUNTS®

MATHCOUNTS® is a national com-

petitive program designed to promote

a deeper knowledge of mathematics.

Sacred Heart students interested in

the program meet weekly to learn

more mathematics and to prepare for

the competitions.

HistoryDuring the eighth grade year, students

continue to study U.S. history and

geo graphy from the pre-Civil War

period forward, completing a two-year

sequence. Emphasis is placed on the

unmistakable connection between past

and present events, as well as the

de vel op ment of important historical

trends.

Units concentrate on the following:

westward expansion, slavery, and the

divergent paths of northern and

societies as catalysts for the Civil War;

an in-depth study of the Civil War as

the defining event in U.S. history; the

challenges, successes, and failures of

Reconstruction; the spectacular

industrial growth of the U.S., includ-

ing the rise of big business, the birth

of the labor movement, the wealth

of the Gilded Age, and the transfor-

mation of society through invention;

the vast challenges and benefits of

immigration and urbanization and

the advent of unprecedented govern-

ment intervention to address prob-

lems in a rapidly changing society;

the Progressive Era as a response to

profound societal changes; the

emergence of the U.S. as a world

economic and military power during

the age of imperialism, militarism,

and nationalism; the catastrophic

events of World War I, the birth of

modern warfare, and the roots of

totalitarianism; the Roaring Twenties,

with its cultural changes at home and

isolationism from events abroad; the

cataclysm of the Great Depression

and the growth of big government;

totalitarianism and World War II, the

advent of nuclear power, and the

resulting Cold War; and, evolving

superpower challenges in the modern

world.

Among the skills developed and

assessed are the following: indepen-

dent thinking and analysis of sources

for point of view and bias; under-

standing interdependence of events,

including cause and effect; sound

note taking and organizational skills;

clear, concise and informative

expression of ideas in both written

and oral work; speaking skills, poise,

and confidence through class

discussions, debate, and oral presen-

tations; ability to locate, select and

organize information from diverse

sources; map, chart, graph, and

Grade Eight

18

cartoon reading and analysis; chro-

nology; formulation and critique of

argument; test-taking skills; inference;

analogy; and, deductive thinking.

In addition to the foregoing experi-

ences, students continue to utilize

their laptops and educational applica-

tions for note taking and assignments,

to access the instructor’s website and

appropriate Internet sites, and to avail

themselves of the School’s extensive

media center holdings and subscrip-

tion offerings. They also regularly

examine current events and travel to

Washington, D.C. to visit many of the

historic places and institutions in our

nation’s capital.

Science The Science and Technology Con-

cepts Properties of Matter is a

laboratory course that stresses

learning through inquiry. The empha-

sis of this course is placed on kines-

thetic learning and study of the

properties of matter. Students will

perform experiments, derive conclu-

sions and build upon learned con-

cepts. Questions are often answered

through active experimentation. This

lab-oriented physical science course is

designed to teach students to manipu-

late equipment and to draw significant

conclusions through accurate obser-

vations. Emphasis is placed on

deductive reasoning skills. The

following topics to be investigated are

taken predominantly from the realm

of physical science: mass, volume,

density, characteristic properties, solu-

bility, the separation of substances,

elements, compounds, mixtures,

atomic structure and the periodic

table. The CASAP assessment is

administered in May.

ComputerIn eighth grade, students continue

their exploration of digital video,

digital photography, and web design

at a more advanced level. They use

iMovie to write, produce and edit

their own creative projects. Hands-on

instruction in professional-level

software tools includes digital paint-

ing, digital imaging, web design, and

video production. Students also use

the broadcast journalism studio to

write, create, film and produce their

own news publications. During

regularly scheduled computer art

classes, students learn best practices

about Internet safety and information

management, learn to capture,

manipulate, and publish images and

produce digital media projects that

demonstrate an understanding of

composition, light, color, visual

impact, and art history. In addition to

regularly scheduled computer art class

time, instruction is ongoing through-

out the curriculum as new software

and skills are introduced in conjunc-

tion with classroom projects and

assignments related to various

academic disciplines.

World LanguagesFrench and Spanish (Chinese in 2009-2010)Eighth-grade students complete with

this course the required four-year

program of the Middle School

language sequence. Students are

expected to master the four skills at

a more advanced level, in correspon-

dence to the language that they have

chosen and worked with since their

entry into middle school. The vocabu-

lary continues to be expanded and

focus is placed on writing composi-

tions. Classes are conducted in the

target language and students are

required to express themselves on

a daily basis in that language.


enables each student to experience

music in all its aspects. The curriculum

is performance-based and emphasizes

choral music and vocal art in the

general classroom program. In addi-

tion, there are the Nightingales, a

Middle School choral group, as well as

an after-school program for instru-

mentalists (violin, cello, flute, clarinet,

voice, piano, etc.), who prepare for a

recital performance. Girls may parti ci-

pate in the hand-bell choir. The

program is challenging and geared

toward excellence. The students attend

music performances and make use of

other community resources.



self-confidence, and augment other

areas of the curriculum, such as



drama techniques, as well as public


opportunities to perform roles in plays

and musicals that are rehearsed during

Grade Eight

19



and stage movement.

Eighth-grade dance deepens the

prin ciples of movement intrinsic to

clas sical and con tem po rary dance

techniques. The emphasis is placed

upon cultivating individual self-expres-

sion and creativity within the context

of individual and group composition

and performance-based projects.

FilmmakingStudent filmmakers write, produce

and direct a short film. Students

create their own screenplay or adapt a

screenplay to use as the basis of their

film. Cinematography and lighting

skills are taught as students learn how

to operate equipment in the David J.

Bloom Broadcast Suite. The course

allows students to practice their

creative and dramatic skills while

producing their own short film.

Hand-Bell ChoirEighth-grade students have the

opportunity to participate in the

hand-bell choir. This group meets

once a week and performs at various


Visual ArtThe eighth-grade art curriculum

acknowledges the pre-adolescent

need for independence. Students may

select from a variety of two-dimen-

sional and three-dimensional media.

Emphasis is placed on the creation of

art that communicates ideas through

artistic expression. Students are

encouraged to reflect about their own

artwork and the art of recognized

artists.

Study SkillsStudy skills are integrated into the



learning strategies and techniques

and to develop effective study habits

and test-taking skills. The program

includes note taking and summariz-

ing skills, active reading strategies,

writing in the content areas, and

process writing and research skills.

Library SkillsEighth-grade students continue to use

the resources available in the library:

reference materials, specialized

indices, audio-visual materials, fiction,

biographies and computers. Library

skills are correlated with research

projects.

Physical EducationThe physical education program for

eighth grade further develops the




continue to refine their skills in each

sport and are proficient in swimming

and water safety skills. The athletic

program offers a variety of interscho-

lastic sports. The practices and

contests are held after school three

days a week. A student may elect to

participate on a team.



country, tennis




challenges to our students. In response

to dealing with these issues, the

eighth-grade girls are involved in a

sequential health education course that

stresses the incorporation of values

into the decision-making process. A

“no use” message (in terms of drugs,

alcohol and tobacco) and strategies for

dealing with personal and peer

pressure situations are continued.

Guest lecturers and videos enhance

the program. Topics such as friend-

ship, healthy eating, exercise, stress

management, body image and the

media, eating disorders, mental health,

HIV, AIDS, puberty, friendship,

mental health and eating disorders are

also included.

Advisory ProgramStudents in eighth grade, under the




group participation. Opportunities are


promote self-esteem, cooperation and a

sense of community. Activities enable

students to develop a sense of their own

power to bring about change for their

own and the School’s benefit. They are

encouraged to engage in responsible

behavior toward one another, the

community and their families. The

homeroom program includes commu-

nity service projects.





Grade Eight

20




build community.


all eighth-grade students are eligible to



pursue their interests in an atmosphere

that promotes friendships with students

in other Middle School age groups.



student interest, time and available

instructors. Girls may choose to join

clubs or groups that focus on a

particular area of interest, which might

include exploring math, photography,

writing poetry, producing a student

literary magazine, studying the envi-

ronment or engaging in community

service. Electives in the arts, such as

art, dance, chorus, instrumental music,

bell choir and drama become available

if enough students show interest.

Grade Eight

21

Our Long Range Plan challenges us “to offer a rigorous, enriching

program that serves the mission of the School by strengthening

existing programs and supporting new initiatives.” To support this

objective, the Board of Trustees asked us to develop benchmarks to measure

student learning that supports academic success.

What follows are the results of a process that involved every discipline in the

School. We are happy to share these results with you. This supplement to the

academic handbook explains how Convent of the Sacred Heart accomplishes

the following essential benchmarks:

u Learning to learn skills

u Expanding and integrating knowledge

u Communication skills

u Thinking and reasoning skills

u Interpersonal skills

u Personal and social responsibility

“Defining school quality should start with defining in clear terms what a

high-quality school would practice. A focus should be kept on student learning

itself and on what students can demonstrate that they know and do. A school

of quality today needs to be helping students acquire not only facts and skills,

but also deep conceptual understanding of key ideas, the ability to use their

knowledge to reason, to solve novel and real-world problems and to be able to

communicate their reasoning and solutions to others.”

This resource is for families, who are seeking the finest for their daughters,

and it confirms the quality and value of a Sacred Heart education.

Curriculum Benchmarks 2008–2009

❝Becoming well-educated means discovering the connectedness of things, seeing relationships and patterns, and gaining understanding beyond the separate academic subjects.~

Curriculum Benchmarks

22

ENGLISH

Learning to Learn SkiLLS

Upper Schoolu Students employ a range of read-

ing strategies, note taking; reader

response writing; an understanding

of the techniques of fiction, poetry,

drama and argument, in an effort

to comprehend, interpret, appre-

ciate and evaluate texts.

u Students use writing as a process

to produce essays that are well

focused and developed and con-

form to the standards for written

English. All students will write a

research paper and, in the process,

learn skills of correct documenta-

tion and evaluation of sources.

Middle Schoolu Students develop a range of reading

strategies, as stated above, for com-

prehending and interpreting texts.

u Students use writing as a process to

develop and organize compositions

with clear paragraphs that supports

a thesis statement, with an intro-

duction, body and conclusion.

Lower Schoolu Students use a variety of reading

strategies in order to comprehend,

interpret, evaluate and appreciate

text. These include word identifi-

cation strategies, drawing on prior

experience, interactions with other

readers and writers, knowledge of

word meaning and understanding

of the text.

u Students use writing as a process

to develop and organize writing

pieces with paragraphs, which

include a topic sentence, details to

support the opening statement and

strong a conclusion.

Early Childhoodu Students identify and correctly

represent all upper and lower case

letters.

u Students accurately sound out any

C-V-C word out of context.

expanding and integrating knowLedge

Upper Schoolu Students read a wide variety of

classic and contemporary literature

from American, British and World

Cultures, to build an understanding

of texts, of themselves, of society,

and of culture. The genres include

fiction, drama, poetry, essay, and

memoir. They draw connections

between texts, and make applica-

tions to their own experience.

u Students study vocabulary from

context in their reading and from

a systematic exploration of words

derived from classical roots.

u Students continue a systematic

study of grammar and the struc-

ture of language, and use their

understanding to compose writing

which develops in fluency, meets

the standard conventions to com-

municate clearly, and enables them

to recognize and correct common

errors in writing.

u Students use technology and

information sources—libraries,

databases, the Internet—to gather

and synthesize information, as well

as to construct and communicate

knowledge.

Middle Schoolu Students read many classic and

contemporary works of fiction,

drama and poetry, and gain

confidence in their understanding

of the significance of events,

characters, actions and themes,

and in making connections

between texts.

u Students study vocabulary from

the texts as well as begin a

systematic study of words derived

from classical roots.

u Students begin a systematic study

of the structure of language.

They apply knowledge of standard

grammar and usage to communi-

cate clearly and effectively in

writing.


information resources through

libraries, databases and computer

networks as tools for learning and

research.

Lower Schoolu Students read a variety of litera-

ture. The genres include: fiction,

poetry and memoir.

u Students learn the conventions

of the English language, includ-

ing correct usage, grammatical

correct ness, spelling, punctuation,

and capitalization through reading,

writing, listening, and speaking.


information resources, computer

networks, internet, and libraries

as a means to learn and gather

information.

u Students study vocabulary through

context clues in their reading texts

and learn to identify prefixes and

suffixes.

23


Early Childhoodu Students develop a love of literature.

CommuniCation SkiLLS

Upper Schoolu Students compose writing for a

variety of purposes: to reflect on or

analyze a literary text, to construct

or analyze an argument, to produce

a personal essay or a creative poem

or short story.

u Students engage in class discus sions

about the reading and respond to

the thoughts of others. They make

oral presentations on literature or

their research, often employing

PowerPoint as a tool, to commu-

nicate their understanding and

knowledge.

u Students prepare and deliver a

speech for the public speaking

contest each year.

Middle Schoolu Students use writing as a process

to develop and organize personal,

creative, as well as assigned ex-

pository compositions, with clear

paragraphs able to support a thesis

statement with an introduction,

body, and conclusion. They begin

to write essays of literary analysis.

u Students engage in class discussions

focused on literature and writing.

They present oral reports and oral

interpretations of literature.

Lower Schoolu Students use writing for a vari-

ety of purposes: to communicate

through class discussions, oral

presentations and PowerPoint

presentations.

u Students employ writing as a

means of clarifying thinking and

a process, which embodies several

stages, which include prewriting,

drafting, conferencing, revising,

editing, and post-writing activities.

Early Childhoodu Students construct expanded

sentences which convey meaning.

u Students discuss a text using story

grammar (beginning, middle, end,

problem, solution,) character and

setting.

thinking and reaSoning SkiLLS

Upper Schoolu Students develop inferential reason-

ing skills to interpret characters,

events, imagery, symbols, irony,

figurative language and diction

in a text.

u Students develop skills of synthesis

in understanding how the parts

of a text contribute to a theme or

a writer’s purpose, and in drawing

comparisons between texts.

u Students develop their understand-

ing of methods of persuasion and

argumentation.

u Students begin to evaluate the logic

or fallacies of logic in a text.

u Students draw connections and

applications between a text and

their own experience.

Middle Schoolu Students practice skills of inference,

prediction, application, and synthe-

sis to interpret texts.

Lower Schoolu Students gain increasing mastery in

the skills of inferencing, predicting,

and higher order thinking skills in

all subject areas.

Early Childhoodu Students use the most prominent

sounds heard to approximate

spelling.

interperSonaL SkiLLS

Upper Schoolu Students collaborate during class

discussions and on special proj-

ects to construct meaning, chal-

lenge, and support one another in

the learning process. Senior high

school students are given rubrics

for developing and evaluating vari-

ous roles and techniques for con-

tributing to seminar discussions.

Middle Schoolu Students collaborate during class

discussion and on special projects

to construct meaning, challenge,

and support one another in the

process of learning.

Lower Schoolu Students work together in collabor-

ative learning groups to challenge,

assist, and support each other to

achieve common goals. They

practice behaviors that develop

their interpersonal skills and

contribute to group success: how

to work together, how to respond

to others’ ideas, how to ask for

help, how to delegate and accept

assignments, and how to respect

others’ opinions.


24

Early Childhoodu Students collaborate in large

and small groups; students use

language to communicate their

feelings, and express their ideas

and opinions.

perSonaL and SoCiaL reSponSibiLity

All Levelsu Students develop a love of reading

and become life-long readers.

u Students develop an appreciation

for the art and craft of the written

word.

u Students value the diversity of

world cultures as well as different

perspectives within the classroom.

u Students develop a respect for

intellectual curiosity and compe-

tence.

u Students at the upper levels

consider the moral and ethical

implications of characters’ actions

in a work of literature, and with

maturity and development carry

this learning into their daily lives.

MATH


Upper Schoolu Students accurately translate math

problems between verbal, algebraic,

visual, and numerical formats;

choose an appropriate format when

problem solving, and correctly

solve problems using each of these

formats.

Middle Schoolu Students work backwards from

the answer to solve a problem.

u Students will be able to accurately

translate word problems into

algebraic notation.

Lower Schoolu Students make rough estimates

of answers to problems before

doing them.

u Students will feel comfortable

making and correcting mistakes.

u Students will be able to solve

mathematical problems using

alternate strategies.

Early Childhoodu Students will represent quantities

in numeric form.

u Students will demonstrate basic

number sense.


Upper Schoolu Students demonstrate they

understand that a physical or

mathema tical model can be

used to describe and predict

(to varying degrees of certainty)

real-world events.

Middle Schoolu Students describe examples of

how mathematics has been both

important culturally and helpful in

practical ways throughout history.

u Students understand how math-

ematical ideas interconnect and

build on one another to produce

a coherent whole.

Lower Schoolu Students recognize and describe

relationships among different

topics in mathematics.

u Students will begin to recognize

and apply mathematics to other

areas of knowledge.

u Students are able to recognize

the importance of mathematics

in their everyday lives.

Early Childhoodu Students are able to organize and

express their understanding of

common properties and attributes

of things.


Upper Schoolu Students prepare extended

presentations that communicate

mathematical ideas and use

mathematics in both "pure" and

applied settings.

u Students write about math,

coherently using mathematically

correct language to explain

mathematical ideas and methods.

Middle Schoolu Students write and discuss

mathematical ideas in a logical and

sequential way, and make conjec-

tures and convincing arguments.

Lower Schoolu Students describe their reasoning

in developing solutions to math-

ematical problems.

u Students will develop a mathema-

tical vocabulary and will be able to

communicate mathematics through

words and pictures.

25


Early Childhoodu Students will extract information

from graphical representations.


Upper Schoolu Students construct their own valid

mathematical proofs (direct, indi-

rect, via induction, etc.), and evalu-

ate proofs produced by others.

Middle Schoolu Students will be able to decide

on an appropriate method when

solving a math problem.

u Students will show evidence of

logical thought when expressing

their work.

Lower Schoolu Students will choose the correct

operation when doing word

problems.

Early Childhoodu Students will demonstrate problem-

solving skills.

u Students will recognize explicit

mathematical patterns.


Upper Schoolu Students perform together

productively (and respectfully)

during group work, organizing

themselves when appropriate.

Middle School u Students illustrate respect of

others and maintain appropriate

behavior in the classroom.

Lower Schoolu Students will be able to work

collaboratively.

u Students will show respect for

others and their knowledge.

Early Childhoodu Students will be able to work

collaboratively.


Upper Schoolu Students accurately cite their

sources, and recognize the

contributions of fellow students

when presenting collaborative

efforts.

u Students recognize moral issues

that arise from mathematical

applications.

Middle Schoolu Students will leave classrooms

in as good (or better) condition

than when they entered.

u Students recognize the seriousness

of cheating.

u Students will take responsibility

for getting their homework

assignments.

Lower Schoolu Students care about and respect

the classroom environment.

u Students accept and respect

divergent thinking.

Early Childhoodu Students care about and respect

the classroom environment.

HISTORY


Upper Schoolu Students analyze the facts and

trends of history first and foremost

through the use of the text and the

multimedia assignments therein.

Reading in Upper School History

employs note-taking and writing

to respond to the article, as well as

“getting into the shoes” of those in

that time and/or culture.

u Writing is equally powerful to place

the student, especially in ninth

and tenth grades, in that different,

new culture. But writing is also

powerful in the highest grades in

history, best exemplified by the

research paper, which remains part

of Upper School history and we

insist upon completion of history

research assignments.

Middle Schoolu Students understand the proper

skills of writing a paper which

emphasizes important points,

particularly the writing of historical

biography.

u Students begin to read in a manner

that helps them analyze historical

issues, documents and biography.

Lower Schoolu Students use prior knowledge to

assess a new situation or historical

setting in, order to make compari-

sons with what they already know.

Students locate places on maps and

read physical and political maps.


26

u Students read graphs and charts,

and interpret materials from

different sources


Upper Schoolu Students, at the very beginning

of Upper School life, are expected

to go to Internet resources such

as the on-line databases and many

superb map websites. Knowledge

is gathered and applied this way

right through senior year, with the

Media Center the heart of history

research. But in and of itself, and

right in the classroom, Internet

technology is everywhere in this

department.

u Students understand contemporary

historical issues (“feminization of

poverty”), older ones (“mercantil-

ism”) and all historical vocabulary

they need to integrate.

Middle Schoolu Students are aware of the ancient

world and early to modern

America. The chronological

periods of US history in particular

become known in Middle School.

u Students analyze the position of

America in its place of leadership

in the world.

u Students understand the position

of nations in relation to America,

and the place of those nations in

the world.

Lower Schoolu Students begin to see relationships

between past and present cultures.

They understand historical/

chronological periods in history.

u Students comprehend and respect

other cultures.


Upper Schoolu We are proud of our class debates

held by juniors and seniors. Many

domestic and foreign issues of our

time have been tackled this way

and all years in the Upper School

use the PowerPoint presentation

medium.

u Oral reports are particularly

effective in helping students

discover their own polity

(am I a conservative? a liberal?

a Republican or Democrat?).

Middle Schoolu Students can assume the role of

an historical figure and his or her

impact on a given period of

American history. Seventh and

eighth grade roundtables have

been very successful.

u Fifth and sixth graders have done

the same in their studies of the

ancient world.

Lower Schoolu Students describe, orally or in

writing, solutions to historical

situations or problems. They

engage in class discussions and

begin to make oral presentations.

u Students conduct interviews,

and conduct and describe topical

projects.


Upper Schoolu Upper School students have devel-

oped, by the end of grade nine, at

least some ability to detect bias and

objectivity, which is the first stage

of their reasoning skills

u Through a number of American,

European and non-Western pri-

mary sources, we are able to show

how people throughout the ages

have thought and reasoned.

u Students can critique the validity of

an argument even if it is, say, from

ancient Rome or the antebellum

South. They grow in confidence

in this regard and by senior year,

it becomes possible for them to

develop and even change, some-

times radically, their own position.

Middle Schoolu Analyzing a topic and formulating

a specific course of action is under-

taken in all Middle School grades.

u Graphs and charts are used and

interpreted in Middle School

u The beginning of PowerPoint

and other computer-oriented

technology allows older Middle

School students to present their

views with certitude and to defend

their views. Class debates also

begin in the Middle School.

Lower Schoolu Students recognize cause and

effect relationships in how people

meet basic needs in complex and

unique environments.

u Students discover how economics

affects our history and our lives.

27



Upper Schoolu In the best Sacred Heart tradition,

students will understand positions

that diverge from their own, be

they in another culture or those

of a classmate with different views.

u Whatever Upper School students

can do to help one another in the

learning process, always respecting

the individuality of their friend’s

assignment, they do. The conscien-

tiousness, with which they seek out

the teacher and wisely help one

another prepare for such milestones

as the three Advanced Placement

Examinations we offer, is some-

thing to which we point with pride.

Middle Schoolu Students in the Middle School

will research their “side of the

story,” understand controversial

topics, and be aware and respectful

of classmates who may completely

differ.

u Class discussions and some Middle

School projects will necessitate a

certain level of student cooperation.

Lower Schoolu Students work together, respecting

each other’s opinions and ideas,

to investigate historical topics.

u Students learn to present to a

larger group and be a respectful

and intelligent audience.

u Students, as good members of the

class and the School, learn the

value of rules and ways to reach

out to people in need. Lower

School students develop role

models from studying bio graphies

of key historical figures.


Across every divisionu Sacred Heart’s History Department

grasps that it has a civic obligation.

We seek to create aware, caring and

active citizens, at all levels of our

school.

SCIENCE


Upper Schoolu Student achievement is measured

by class exams, quizzes, lab reports,

papers, and national standardized

test scores.

Middle Schoolu Students can write a lab report

using accurate metric data,

appro priate graphs, and logical

conclu sions. They exhibit safe lab

procedures and the ability to use

a balance and dissecting tools.

Lower Schoolu Students are able to record in a

science journal procedures and

results from investigations as well

as observations, hypotheses and in-

ferences about science phenomena.

Early Childhoodu Students use observational skills

to make predictions and participate

in hands-on experiments.


Upper School:u Students show an increased sophis-

tication each year in their selection

of Science Symposium topics and

their presentations.

Middle Schoolu Students are able to ask a question,

set up a way to find an answer, and

draw an appropriate conclusion.

Lower Schoolu Students realize that similar science

investigations will sometimes have

different results.

Early Childhoodu Students understand models

are representations of actual

phenomena.


Upper Schoolu Students are able to apply scientific

skills to real world situations. Oral

presentations of Symposium proj-

ects help students learn to teach.

Middle Schoolu Students can discuss predictions

and hypotheses and not worry

about being right or wrong.

Lower Schoolu Students can write clear instruc-

tions for an investigation and

make appropriate sketches to

explain an idea.


28

Early Childhoodu Students use pictures to represent

data and information.


Upper Schoolu Students can record “honest data”

and exhibit both healthy skepticism

and data analysis skills.

Middle Schoolu Students will write logical

conclusions at the end of each

investigation.

Lower Schoolu Students can seek good reasons

for believing a scientific fact and

recognize when comparisons

might not be fair.

Early Childhoodu Students will ask questions and

make predictions based on

experimentations.


Upper Schoolu Students show respect for

classmates’ scientific findings

while debating and critically

looking at results.

Middle Schoolu Students show ability to work

collaboratively during group

investigations.

Lower Schoolu Students are able to assume

different roles (recorder, materials

gatherer, etc.) during an investi-

gation.

Early Childhoodu Students will work in small groups

or with a partner and compare

observations.


Upper Schoolu Students recognize the role they

can play in local, national, and

global challenges in science and

technology, and appreciate the

future decisions they will have to

make as adult, literate members

of the community.

Middle Schoolu Students recognize the role they

can play in School issues such as

recycling and water conservation.

Lower Schoolu Students recognize ways they

can make a difference in their

classrooms by recycling paper

and turning off lights.

Early Childhoodu Students will care for materials

and their classroom environment.

WORLD LANGUAGES


Upper Schoolu Use new information and perspec-

tives gained through language

study to expand their personal

knowledge.

u Use multimedia sources to analyze

aspects of the target language

and apply their knowledge to new

situations.

Middle Schoolu Acquire information from a variety

of other subjects and integrate

it into the language classroom,

comparing and evaluating similari-

ties and differences.

u Develop the necessary skills to use

the Internet to gain greater access

to the target culture.

Lower Schoolu Use simple information from their

language class in their study of

other subjects.

u Use multimedia sources to access

information regarding the target

culture.


Upper Schoolu Identify, analyze and experience or

read about and discuss expressive

products of the culture, including

literature, periodicals, videos, and

fine arts; also assess significance

of these products in the larger

community.

Middle Schoolu Observes and identifies and partici-

pates in age-appropriate activities

typical of peers in the target

culture. (Ex.-card, board, outdoor

games, etc.)

29


Lower Schoolu Participates in age-appropriate

cultural activities such as games,

birthday celebrations, storytelling,

dramatizations or role-playing of

the target culture.


Upper Schoolu Write letters describing and

analyzing current events to peers

in the target culture.

u Describe, express opinions, analyze

stories, plays, poems, as well as

videos, music, art, etc.

u Use a dictionary or thesaurus writ-

ten entirely in the target language,

as well as a bi-lingual dictionary.

Middle Schoolu Write notes or short letters on

topics of personal interest, includ-

ing daily events and activities.

u Present short plays and skits, recite

selected poems, and sing songs, etc.

Lower Schoolu Give simple oral reports or

presentations about family and

personal lives and activities.

u Write short informal notes in

which they describe or provide

simple information about their

own lives or their families.


Upper Schoolu Comprehend and understand the

main ideas of extended discussions,

lectures, films, recorded presenta-

tions, folk tales, as well as magazine

and newspaper articles which

pertain to history, culture or

politics of the target language.

u Recognize characters and the

importance of their roles when

reading authentic literary texts.

u Analyze various elements of target

language and compare and contrast

them with English.

u Analyze how other cultures view

the role of the United States in the

world arena.

Middle Schoolu Comprehend and understand the

main ideas of authentic but simple

radio, television, film presentations,

as well as written materials on

familiar in the form of letters,

e-mail, advertisements, and news-

paper and magazine articles.

u Begin to identify principal charac-

ters and main ideas when reading

authentic literary texts that have

been adapted, and also identify

the main ideas when listening to

recordings on less familiar topics

by relying on re-phrasing and

circumlocution.

u Understand how idiomatic

expressions affect communication

and reflect culture.

u Investigate and report on cultural

traditions and institutions and

celebrations in the context of

seasonal festivals, religious gather-

ings, etc., in the target culture.

Lower Schoolu Identify people and objects in their

environment, based on written and

oral descriptions, as well as the

main idea of familiar fairy tales or

other narratives.

u Comprehend brief notes on

familiar topics, including daily

activities at home or school, as well

as the main ideas when reading

simple poems or illustrated stories.

u Demonstrate an awareness of the

target language’s phonetic and

writing systems and how they

differ from the English.

u Identify and describe some cultural

beliefs and perspectives relating to

family, work, play, etc.


Upper Schoolu Exchange information about

current and past events, as well as

their personal lives, and lives of

their friends, families and others

within their community.

u Share their personal reactions and

feelings about authentic literary

texts, such as poems, plays, short

stories and novels.

u Employ rephrasing and circum-

locution to communicate their

messages successfully.

Middle Schoolu Exchange information with peers

(both face-to-face and in writing)

about events in their everyday lives

and memorable experiences and

from their past.

u Give and follow directions in

order to travel from one location

to another and ask questions for

clarification.

u Find alternate methods of commu-

nication when they cannot express

their intended message adequately.


30

Lower Schoolu Greet others and exchange

essential information, including

names, addresses, birthplaces,

and telephone numbers.

u Describe various objects and

people found at home and at

school.

u Express likes and dislikes regarding

various people, objects, categories

and events present in their everyday

environment.


Upper Schoolu Use various media for personal

enjoyment, read literature and

news media, listen to music and

TV news and view films in the

target language for entertainment,

as well as to increase social and

cultural awareness.

Middle Schoolu Discuss with other students,

their families, school experiences,

free-time activities and current

events in written or oral form, and

use materials and media in the

target language for enjoyment.

Lower Schoolu Use age appropriate materials

and/or media in target language

for enjoyment, as well as to

increase cultural, social and

personal awareness.

THEOLOGY


Upper Schoolu To be able to recognize religious

texts, especially the Bible, as

statements of faith and at the same

time as historic literary works.

u To be able to research and present

material on various biblical/religious

figures using technology.

Middle Schoolu Students draw on their familiarity

with scripture and church writings,

their access to research in the

library and on the Internet, as well

as people in the community, in

order to deepen their understand-

ing of world events in light of faith.

Lower Schoolu To understand the different ways

in which God communicates with

each of us.

Early Childhoodu Students will understand that God

is an important part of their lives.


Upper Schoolu To know how to find a particular

biblical/religious citation, in order

to find guidance for life’s challenges,

joys, and sorrows, as well as to

address contemporary issues.

u Students will be able to see the

unfolding of Salvation History

and their place in it.

u Students will develop a deeper

knowledge, love and understanding

of their faith.

Middle Schoolu Students apply scriptural/spiritual

concepts to personal beliefs and

real life choices.

Lower Schoolu To understand the roots of the

Roman Catholic tradition and the

continuing revelation of God in the

Church and to understand God’s

true presence in all faith traditions.

Early Childhoodu Students understand God’s

presence in their every day lives.


Upper Schoolu To be able to proclaim the Word

of God, prepare a reflection for

chapel, demonstrate leadership

skills on retreat.

u To lead morning prayer, to exhibit

an ease in speaking to their own

religious traditions freely and

openly, as well as to be an active

listener so as to skillfully commu-

nicate with students of other

traditions.

Middle Schoolu Students write, discuss and reflect

on their faith in an articulate and

thoughtful manner

Lower Schoolu To be comfortable as active

participants in liturgies, prayer

services and chapels.

31


Early Childhoodu Students attend and participate

in liturgies, prayer services and

chapels.


Upper Schoolu To demonstrate that they can make

a logical, consistent and plausible

case regarding moral issues.

u To be able to defend the rationale

behind their stated opinion regard-

ing theological questions.

Middle Schoolu Students evaluate presented

material and formulate logical

conclusions and arguments to

support their positions.

Lower Schoolu To begin to develop knowledge

of the Bible so that they can

understand the historical context

of scripture and discuss scriptural

issues in an informed way.

Early Childhoodu Students are introduced to the

Bible and some of the biblical

stories.


Upper Schoolu To demonstrate a respect for the

plurality of thoughts and opinions

expressed in class discussions.

u To exhibit a spirit of acceptance

and welcome towards all faith

traditions.

Middle Schoolu Students collaborate on group

work, discuss differences and

learn to disagree with respect.

Lower Schoolu To understand the concept of

community where we all care

and pray for each other.

Early Childhoodu Students understand the concept

of community and reflect with

prayer buddies during some

chapel services.


Upper Schoolu Students will appreciate the

inherent dignity and value of

every human being.

u To be active in their faith commu-

nity, as well as productive and good

citizens.

u Students will understand the nature

of freedom and responsibility.

Middle Schoolu Students take seriously the call

of scripture to reach out to those

in need in our own community,

as well as the world at large.

Lower Schoolu To adopt the Gospel values as

their own.

Early Childhoodu Students realize that we are all

children of God.

PERFORMING and

VISUAL ARTS


Upper Schoolu Students perform learned skills

through selection, interpretation,

refinement and presentation of

at least one art form.

u Students demonstrate self-confidence,

self-discipline, responsibility, sound

decision making and ultimately a

love for learning.

Middle Schoolu Students continue to develop the

skills learned in Lower School and

expand their ability to express ideas

and concepts through the use of the

elements and principles of all the arts.

u The progressive development of

artistic skills cultivates self-confi-

dence, self-discipline, responsibility

and individual decision making.

Lower Schoolu Students are introduced to the

vocabulary and skills used to pro duce

visual and performing works of art

through the exercise of observation,

description and discussion.

u Students learn the importance of

self-discipline and decision making

in the artistic process.


Upper Schoolu Students discuss, analyze and

create personal and unique works

of art that enhance the artistic life

of the School and community.


32

Middle Schoolu Students compare, contrast and

interpret their own works of visual

art, music, theater, and dance,

as well as those from different

historic, cultural and religious

backgrounds, through creation,

discussion and reflection.

Lower Schoolu Students identify and compare the

elements intrinsic in the various art

forms.

u Students also identify and discuss

feelings and moods evoked in their

own art work and that representing

world cultures and religions.


Upper Schoolu Students demonstrate their

knowledge of the various styles

and genres in the different artistic

disciplines.

u Students also understand and

appreciate the connections between

these art forms and their expres-

sion of human experiences, beliefs

and values.

Middle Schoolu Students expand their understand-

ing of the inter-connectedness of

the arts to academics and its value

in expressing human experiences,

beliefs and values.

Lower Schoolu Students begin to identify simple

connections between different

art forms and their relationship

to math, social studies, science,

language arts and religion.


Upper Schoolu Students develop sufficient

mastery in at least one art form

reflecting the aesthetic values of

that discipline through analysis,

examination, reflection, synthesis

and critique.

Middle Schoolu Students compare and contrast

various purposes for creating art.

u Students also expand their

knowledge of the vocabulary

in each art form.

u The arts support the development

of critical thinking skills with

understanding of the particular

aesthetic values of both visual

and performing arts.

Lower Schoolu Students identify the various

purposes for creating art and

begin applying logical steps to

solving problems and producing

creative work.

u Students also acquire the language

of arts disciplines and experience

the accumulation of knowledge in

each area of study.


Upper Schoolu Students work together respectfully

and collaboratively, supporting

each other in their creative process.

Middle Schoolu Students respect others opinions

and support and encourage

classmates as they work towards

a common goal.

Lower Schoolu Students work collaboratively in

groups assisting and supporting

each other to achieve a common

goal, and show respect for their

peer’s art work.


Upper Schoolu Students understand that humani-

tarian as well as personal and

artistic statements can be powerfully

communicated through the arts.

u Students also develop sufficient

mastery in at least one art form

to continue life long involvement,

not only as audience, but also as

creators.

Middle Schoolu Students support and embrace

different artistic expressions.

u Students also understand that

the safety and freedom of the

classroom environment is essential

to the diversity of self expressions.

Lower Schoolu Students learn to appreciate

and embrace different artistic

expressions.

u Students also understand that

respect for their personal perfor-

mance and that of others contri-

butes to the success of an individual

or group endeavor.

33


PHYSICAL EDUCATION and

HEALTH


Upper Schoolu Students perform learned skills

through individual, small group

and full team activities and games.

u Students demonstrate ability to

independently understand and

apply movement concepts and

principles to the learning and

development of motor skills.

u Students are exposed to a wide

variety of current health issues

and presented with information

that will help them make personal

decisions that pertain to their daily

lives and well-being.

Middle Schoolu Students perform and apply con-

cepts from a variety of sources to

enhance learning and performance.

u Students continue to develop skills

learned in Lower School. They

are introduced to additional team

concepts and strategies of game

play. As a part of team concept,

students will be able to recognize

and use basic offensive and

defensive strategies.

u Students explore topics related to

their emotional, social and physical

health to be able to make healthy

decisions.

Lower Schoolu Students will learn different

loco motor and manipulative skills,

movement; demonstrate an

awareness of space, and learn to

cooperate with others.

u Emphasis is placed on learning

more increasingly complex

movement concepts and applying

them to real life physical activity

situations.

u Students will learn a variety of

health topics ranging from how

to take care of one’s body to the

male and female anatomy, through

discussions, lectures and the

practice of basic tasks, such as

brushing teeth.


Upper Schoolu Students show how to make an

individualized fitness plan that is

tailored to meet individual needs.

u Advanced activity related to sport-

specific knowledge is integrated so

that the student develops the ability

to self-assess and improve move-

ment skills independently.

u Students develop respect for their

physical, emotional and spiritual

well-being.

u Students use the information

presented to them in health classes

to aid their moral development and

enhance decision-making. Students

learn to consider consequences

that may occur, based on choices

related to drugs, alcohol, disease

transmission and personal safety.

Middle Schoolu Students take part in small-sided

games that allow them to integrate

and expand upon the skills taught

at the Lower School level.

u Mature patterns are now expected

for all basic manipulative, locomotor

and non-locomotor skills.

u Students should be able to recog-

nize similarities and differences

between movement skills and

transfer appropriate concepts from

one to the other.

u Students understand the impor-

tance of using their personal

strengths and knowledge when

making decisions about their lives.

Lower Schoolu Students will be able to identify

and apply critical elements and

fundamental skills learned in

physical education, to activities

of daily living with an emphasis

placed on movement concepts of

space, effort, and relationships that

vary the quality of movement.

u Students will be able to care for

themselves and know how to avoid

and or escape from dangerous

situations.

u Students will also be able to

identify healthy and unhealthy

eating habits, as well as healthy

and unhealthy relationships.


Upper Schoolu Students understand that physical

activity provides the opportunity

for enjoyment, self-expression and

social interaction.

u Students demonstrate responsible

personal and social behavior by

following safe practices, rules,

procedures and etiquette with an

understanding of their responsi-


34

bility as a positive influence on the

behavior of others.

u Students will be able to articulate

their opinions through class discus-

sions, debates and PowerPoint

presentations. Students will use the

information presented in class to

help expand their knowledge base.

Middle Schoolu Students use physical activity

as an important avenue for self-

expression; hopefully, making

appropriate decisions to resolve

conflicts arising from the powerful

influence of peers, and learning

to follow procedures necessary

for successful performance.

u Students participate in discussions,

debates, small group work, skits

and presentations as a way to

reflect upon their lives.

Lower Schoolu As students progress through

Lower School, they will be given

the tools necessary to build a

foundation for successful inter-

personal communication during

group activity.

u Emphasis is placed on identifying

concepts such as cooperation,

sharing and respect for others

regardless of differences.

u Emphasis is placed on communi-

cation with others and knowing

how to be a friend or supporter

to others through listening.


Upper Schoolu Students apply movement concepts

and principles to the learning

and development of motor skills.

u Students should be able to

independently understand and

apply advanced sport-specific

information.


nize and realize that participation

in lifetime activities/sports outside

of school can benefit them both

physically and socially.

u Students will be able to demon-

strate an understanding of material

through class discussions where

they will defend their opinions

based on facts.

u Students will be able to define

health terms and demonstrate

a clear understanding of the

effects of use vs. abstinence.

Middle Schoolu Students will begin to identify

principles of practice and condi-

tioning that enhance movement

performance.

u Students evaluate real life scenarios

and presented material in order to

develop realistic solutions to the

challenges in their lives.

Lower Schoolu Students begin to realize basic

cognitive concepts associated

with movement, and how to use

them to guide performance in

games, body management and

dance.

u Students learn to apply concepts

like pathways, level, range and

direction to their locomotor

patterns to extend their movement

versatility.

u Students will know how to properly

take care of their bodies and know

what behaviors are beneficial or

harmful to their health.


Upper Schoolu Students should be able to create a

safe environment for their own skill

practice and take a supportive role

in an activity.

u Students should recognize the

importance of mediation as a way

to resolve disputes.

u Students should be able to propose

possible solutions to problems and

respond to inflammatory situations

with mature personal control.

Middle Schoolu Student will recognize the close

relationship between team and

community, and how individuals

relate and depend upon one

another to succeed.

u Students collaborate during

discussions, projects and activities.

Collaborating provides students

with an opportunity to share their

ideas, experiences, and opinions

and to develop respect for their

differences.

Lower Schoolu Emphasis is placed on identifying

concepts such as cooperation,

sharing and consideration of others

regardless of differences.

35



nize and appreciate the benefits

that accompany cooperation and

sharing, display consideration of

others in a physically active setting

and demonstrate the elements

of socially acceptable conflict

resolution.


nize the benefits of a community

and how a support system of

family is a vital part of mental

health.


Upper Schoolu Students should be able to

demonstrate the ability to initiate

responsible behavior, function

independently and positively

influence the behavior of others

in the physical activity setting.

u Students should demonstrate

leadership by holding themselves

and others responsible for follow-

ing safe practices, rules, procedures

and etiquette in all physical activity

settings. They should also have

the skills to act as a neutralizer in

avoiding conflict, or, as a mediator,

in settling conflicts.

u Students demonstrate responsi-

bility in their personal decision-

making and consider information

to aid them.

Middle Schoolu Students should be able to make

appropriate decisions to resolve

conflicts, follow practices, rules

and procedures necessary for

successful performance.


demonstrate appropriate problem-

solving techniques to resolve

conflicts when necessary in

competitive activities.

u Students understand that they

have the ability to make informed

and thoughtful decisions and that

these decisions affect all aspects

of their lives.

Lower Schoolu Students should know safe

practices, physical education

class rules and procedures, and

be able to apply them with little

or no reinforcement.


practice cooperation by success-

fully working with a partner and

in small groups to accomplish an

assigned task.


recognize their individual respon-

sibilities as they relate to their

personal health. They should know

how they fit into society and that

taking care of themselves is an

essential part of it.

TECHNOLOGY


Upper Schoolu Students use technology tools and

resources to locate, manage, collect,

and communicate information

from a variety of sources.

Middle Schoolu Students make proficient use of

existing and emerging technology

systems to complete assignments

and as a means of gathering and

sharing information.

Lower Schoolu Students develop an appreciation

for technology as a valuable tool

in their intellectual life at Sacred

Heart.


Upper Schoolu Students select technology tools for

research, information analysis, and

problem-solving to enhance their

academic life, increase productivity,

and promote creativity.

Middle Schoolu Students are able to evaluate

technology-based options to make

informed choices among technology

resources and systems for solving

real-world problems.

Lower Schoolu Students begin to realize an

appreciation for the capabilities

and limitations regarding the use

of technology and information.


Upper Schoolu Students use telecommunication

tools routinely and effectively to

collaborate, publish, and interact

with peers, experts, and other

audiences.


36

Middle Schoolu Students develop sophistication

in the use of telecommunication

tools to locate, manage, evaluate,

and communicate information.

Lower Schoolu Students realize the potential

of technology-based systems to

locate and share information.


Upper Schoolu Students make informed choices

among technology systems and

resources to address personal

and professional needs.

Middle Schoolu Students develop an appreciation

for technology-based options for

research, analysis, and problem-

solving.

Lower Schoolu Students develop proficiency

in age-appropriate applications

of technology for locating and

managing information.


Upper Schoolu Students demonstrate proficiency

in the selection and use of tele-

communication tools to interact,

collaborate, share, and publish

information.

Middle Schoolu Students evaluate technology-

based communication tools

to interact with peers, experts,

and others appropriately.

Lower Schoolu Students learn the potential of

technology systems to commu-

nicate, interact and collaborate

with others.


Upper Schoolu Students understand and advocate

for legal, ethical, cultural, and

societal issues and behaviors

regarding the use of technology

and information.

u Students demonstrate the respon-

sible use of technology systems.

Middle Schoolu Students develop an informed,

analytical view of the widespread

use and reliance on technology.

u Students understand the respon-

sible use of technology.

Lower Schoolu Students apply positive attitudes

towards the use of technology and

information.

u Students recognize issues regarding

the responsible use of technology.

1177 King Street, Greenwich CT 06831

phone: (203) 531-6500 u fax: (203) 531-5206

e-mail: [email protected]

website: cshgreenwich.org

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