Middle School

Grades 6 - 8

Bambujaya Middle School Grade 6 - 8

Middle School Curriculum

In Middle School the curriculum evolves to accommodate the learner’s growing desire for integrity. At the same time, the curriculum seeks to keep alive the connection between the adolescent’s soul, and what they learn and create.

As they discover their own strengths and talents, we help our Bambujaya learners to integrate their critical thinking, inner resources and imagination, as well as a sense of social responsibility.

Program Overview

Middle School: Grades 6 - 8

Grade 6 – Venturing Forth

Grade 6 is the gateway to pre-adolescence. The curriculum offers a firm academic grounding in mathematics, language composition, and science, along with memorable depictions of cultural cause and effect, such as the Arthurian legend, the rise and fall of the Roman Empire, Medieval society and the Crusades. Learners begin to plan and undertake scientific experiments on light, heat, magnetism and electricity, while the study of mathematics incorporates business numeracy and the principles of economics.

Grade 7 – Great Discoveries

The Grade 7 curriculum challenges the thought processes of young adolescents: they explore an unknown world, which leads them to discovery, understanding and discernment. Learners trace the routes of the world’s great explorers, hone written language through creative writing, and recreate the painting of a Renaissance master. New discoveries continue in geometry and pre-algebra, and the physiology of the human body – coursework that lays the academic foundation for further studies in Grade 8 and High School.

Grade 8 – Revolutionary Spirit

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

Amid studies of the great revolutions and the dawn of new societies, learners weigh tradition against progress. Reading Shakespeare, writing laboratory reports, and examining current events, the learners move toward an evaluation of the truth. At the same time, a significant shift is taking place in the method of instruction: there is a mutual consideration of a subject by the learning facilitator together with the learners. An awareness of community develops, in which speaking becomes more thoughtful, listening more attentive. The result is a greater sense of self. More importantly, learners are left with compelling questions that will continue to fuel their love of learning in the years ahead.