EXPLORE OUR UPPER SCHOOL

Fifth Grade

The math program strives to help every student develop mathematical proficiency with a balance between conceptual understanding and procedural and computational fluency. Teachers draw from TERC Investigations, Connected Math, and other resources. In fifth grade, students will use a constructivist approach backed by skill practice to study the following content areas: 

• Factors, multiples, and number sense 

• Solving and writing multi-operation equations

• Properties and classification of angles and 2-dimensional shapes, area and perimeter

• Plotting points and drawing shapes on the coordinate plane; calculating the distance between two points

• Review of two-digit and three-digit multiplication and division

• Fraction foundations: understanding fractions as a part of a whole, equivalence, relating fractions to decimals

• Fraction computation, including addition and subtraction

• Place value and decimal computation, including addition and subtraction

• Properties of three-dimensional shapes, surface area and volume

As students are immersed in various activities, they will continuously exercise their reasoning skills, practice problem-solving strategies, and make connections. The overall goal is for students to link math with their understanding of the world while enjoying in-depth explorations of mathematical concepts.

Math is also introduced as a tool for advocacy and activism. Students begin to think critically about how math can help solve problems and make an impact on the world around them and complete creative, long-form projects that reflect their learning.

6th Grade

Sixth grade math builds upon the concepts of fifth grade while introducing proportional relationships, deepening understanding of fractions, decimals, and percent, and continuing the studies of geometry, probability, and data interpretation. The curriculum is based on the Connected Mathematics program but also includes supplements from a variety of sources to support skill-building and extensions. Key concepts include:

• using ratios and rates

• ordering and converting between fractions, decimals, and percents

• adding, subtracting, multiplying, and dividing with fractions and decimals

• calculating with percent, including tip, tax, and discounts

• identifying properties of shapes and symmetry

• finding area and perimeter of 2-D and 3-D shapes, including circles and circular shapes

• measuring angles and identifying angle relationships

• solving problems with probability 

• interpreting and graphing/visually representing data sets

Students will also review computation with whole numbers and explore introductory algebraic thinking.   

Project-based segments of the curriculum emphasize cooperative learning, create opportunities for concrete mathematical experiences, and include writing about mathematical topics and mathematical thinking as it applies to real-world problems with a social justice lens. Investigations will include a youth activist case study and creating fraction computation story problems based on students’ hands-on learning experiences at the farm. 

A major focus of the class is building problem-solving skills that will enable children to use mathematical reasoning and rely on problem-solving strategies when faced with unfamiliar problems. Students’ ability to explain their process clearly and record their steps is as important as arriving at the correct solution. There is an emphasis on talking about math and learning from one another.

7th Grade

Seventh grade students use the Connected Mathematics program as a major resource. In the first trimester of seventh grade math students focus on solidifying their fluency with the order of operations. They learn how to follow conventions and explain the order in which complex expressions should be simplified. The second unit of study focuses on recognizing variables and patterns in the world around us and learning to describe them using graphs, tables, and equations. Students also learn to interpret the stories that graphs tell and make graphs to communicate their stories.

During the second trimester, students explore several areas of geometry, including angles, polygons, and 3D figures. They learn to solve missing angle puzzles and apply area, surface area, and volume formulas to real-world situations. Students then explore similarity, using ratios and scale factors to stretch and shrink figures and to find missing values. Students continue to practice proportional scaling and its applications as well as use the online platform, Desmos, for interactive exploration.

In the final trimester, the math curriculum focuses on developing an understanding of what variables are and how they can be used to model patterns we observe in the world around us. In our study of linear relationships, students develop fluidity with the abstract skills of translating between equations, tables, and graphs. Students practice the real-world skills of interpreting the meaning of each of those representations. Seventh graders explore geometric relationships and properties in two and three dimensions. The class devotes two units to developing students’ proportional reasoning skills, making connections to art and shadows. Next students apply those skills to the study of probability, playing games to deepen their understanding and hone their intuition. Students finish with a focus on how to manipulate the language of algebra, simplify expressions, and solve algebraic equations. 

8th Grade
Eighth grade students continue to use the Connected Mathematics program as a major resource. The first trimester of eighth grade math introduces students to new applications for their algebra skills. They begin with an exploration of linear relationships and learn to test, algebraically, whether or not a point will be on a line. Students build an understanding of the slope-intercept form of a line and learn to recognize parallel and perpendicular relationships from equations. Students transform linear equations from the standard form to the slope-intercept form and learn to solve systems of equations algebraically and by graphing.

During the second trimester, students deepen their understanding of linear functions. They explore systems of equations graphically and algebraically, discovering and practicing several methods for solving for the intersection point. Students tackle tricky problems that reveal simple answers through the elegance of algebra. Students then create their own word problems and solve them using two linear equations. The Desmos web application allows us to visualize systems and play with possible solutions.

The final trimester of the math curriculum focuses on graphing linear equations, solving systems of equations algebraically and graphically, using the Pythagorean theorem to find missing sides and angles of triangles, and factoring and graphing quadratic functions. Classes include exploratory activities using the Desmos web application. The culminating project of eighth grade is putting on a Social Justice Data Fair, solidifying their understanding of data as a form of storytelling that can serve as a powerful tool for change.

Fifth Grade

We begin the year in fifth grade science with students inspecting objects, videos, and various phenomena to contrast the differences between making an observation and making an inference. They continue on their journey of exploring scientific practices by asking testable and non-testable questions, and understanding how to create a fair test using variables to collect data. Students investigate matter and how properties change with our first driving question, “What happens to our garbage?” and they practice writing like a scientist by taking detailed observations and recording data in lab reports. 

In the second trimester, students work towards solidifying their understanding of scientific practices. We continue our investigation into matter to answer our question, “What happens to our garbage?” In addition to the continued application of previously learned skills, students practiced creating visual representations of scientific concepts. Modeling includes explanations and predictions that create meaningful discussions. Through analysis of our investigations and collaboration, students began articulating scientific arguments using observations and evidence. We finish this unit with students constructing detailed explanations to answer our driving question.

In the final trimester, students continuously apply their scientific practices in our unit that explores energy in organisms and ecosystems. Our driving question (“How does energy move through an ecosystem?”) allows students to access their prior knowledge about matter and ecosystems while encountering new, more challenging material. Students continue to investigate questions deeply, illustrate learning through models, and develop strong arguments and explanations. Students will finish the year by working through an engineering design challenge that has specific criteria and constraints. 

Sixth Grade

To begin their year, the sixth grade observe a series of severe hailstorms to spark their curiosity and elicit ideas on weather phenomena. They identify patterns in hailstones and hail frequency map data before evaluating and presenting hailstorm weather data to their peers. Students develop an understanding of weather, climate, and water cycling and investigate climate change's impact on New York City.

In addition to mastering specific content knowledge, students lay the foundation for year-long science skill development. They make observations and ask questions using Notice/Wonder charts; analyze and interpret a range of weather data; and explain weather-based phenomena through discussion, writing, and visual representations. They also create and revise their own scientific models and plan and execute their own investigations.

In the second trimester, sixth graders continue studying weather and climate. Through investigations, they determine the relationship between energy, temperature, and air density, and they track the motion and appearance of clouds to understand how they form and then produce different types of precipitation. Students end the unit by developing a diagram/model of cumulonimbus cloud formation and use claim-evidence-reasoning charts to explain our unit's big questions.

In our final trimester of the year, sixth graders turn their attention to the vastness and awesomeness of space. They use scientific notation and scale models to explore the sizes of and distances between objects in our solar system, and they identify and use criteria for classifying objects in and beyond our galaxy. For their final project, they are assigned to Galactic Resettlement Teams and tasked with using data to find suitable exoplanet homes for alien lifeforms in search of new planets.

Seventh/Eighth Grade

For seventh and eighth grade, MCS has a two-year rotating curriculum for English, science, and history. To begin their physical science year, the seventh and eighth grade explore the interaction between light and matter. Motivated by the unique properties of a one-way mirror, students learned how light behaves when it encounters materials with different structures at microscale. Students also investigate lenses to inform their understanding of how light interacts with the human eye.

In addition to mastering specific content knowledge, students lay the foundation for year-long science skill development. They create, revise, and test their own scientific models; make observations and ask questions using Notice/Wonder charts; analyze and interpret light meter data; explain light-based phenomena through discussion, writing, and visual representations; and plan and execute their first investigation. As the year progresses, they are able to apply these skills to increasingly complex ideas and phenomena, including forces and motion as well as atomic theory.

In the second trimester, seventh and eighth graders study forces and motion and gather information and evidence to support their final engineering task: developing a protective cell phone case. Students analyze different types of systems, learning how to identify and diagram force pairs in two-object systems as well as how to identify and diagram balanced and unbalanced forces in one-object systems. Students also investigate the relationship between force and mass and how cushioning can change the outcome of collisions. In addition to mastering specific content knowledge, students also work to hone their investigation planning skills, including identifying variables and constants, writing procedures, and using results/data to support their claims and conclusions.

In the final trimester of the year, seventh and eighth graders explore their world at the particulate level. Students use physical and chemical properties to distinguish between mystery substances and then create models to show how substances with different properties have different compositions. They also work in groups on inquiry-based activities that explore elements, compounds, and mixtures, including how to classify matter using symbols and diagrams. Students end the trimester by applying their understanding of the properties and types of matter to chemical reactions in their daily lives.

The second year of the seventh and eighth grade science course focuses on life science and biology. Through investigations into the systems that govern the natural world and life processes, students broaden their knowledge base while simultaneously developing their scientific inquiry skills. They design scientific experiments, collect and analyze the resultant data, and draw conclusions to broaden their knowledge.

Seventh and eighth graders begin the year with an investigation into living organisms by examining what it means to be alive and by examining life processes that include metabolism, photosynthesis, cell reproduction, DNA, heredity, and natural selection. Students also delve into the complex relationships between organisms in an ecosystem.

The next unit of study will explore cells, the “building blocks of life.” Students will use laboratory techniques including microscopes and biological stains to examine the organelles that compose cells and study cellular processes including cellular respiration, protein synthesis, mitosis, and meiosis. Subsequently, students will examine how DNA encodes the instructions to build cells and how heredity explains the passage of genetic traits from parents to offspring.

The culminating unit of the life science course will focus on evolution as the unifying theme in biology. Students will examine how natural selection, mutation, migration, genetic drift, and sexual selection drive evolutionary change. They will construct phylogenies to trace evolutionary history and understand how scientific classification reflects the genetic relationships between organisms.

Student learning will be reinforced through class discussions, presentations, group work, homework, independent study, research, and laboratory work. Students are expected to participate and ask questions as they realize that they are scientists in their everyday lives. 

Eighth grade students also have an additional science seminar course. Science seminar gives eighth graders an opportunity to explore scientific concepts and pursue individual interests. The focus of the science seminar is shaped by collaboration between students and the teacher. Past topics have included Science, Technology, Engineering, Art, and Math (STEAM)-based projects, examining identity and equity in the scientific community, using data to explore environmental justice issues, and robotics and coding.

5th Grade: Environmental Studies, Sustainability, and Ancient Civilizations

In 5th grade, students start the year with a unit on environmental studies and sustainability, where they explore how human societies interact with and impact their environments. This sets the stage for understanding the relationship between people and nature, a key theme that students will revisit when studying early civilizations.

The curriculum then transitions to the study of Ancient Mesopotamia and Ancient Egypt, focusing on the period from approximately 3000 BCE to 500 BCE. Students explore how these early societies were shaped by geography, politics, religion, and social structures, and how they understood identity, justice, and environmental adaptation.

6th Grade: Identity, Intersectionality, and American History

The 6th-grade curriculum shifts to American history, covering the time period from the colonial era through the 20th century. The focus is on how different groups, including Indigenous peoples, Black Americans, women, and LGBTQ+ communities, have shaped and been shaped by American history. This identity-centered approach emphasizes the idea of intersectionality, showing students how multiple aspects of identity—such as race, gender, and culture—interact to influence both individuals and communities.

7th/8th Grade: 20th-Century Global History and Identity in the Modern World

In 7th and 8th grades, students broaden their focus to examine 20th-century global history, covering major events such as imperialism, world wars, decolonization, and the Cold War. These events are studied through the lens of identity, diversity, and social justice, with an emphasis on understanding how historical forces have shaped the modern world.

Time Periods Covered:

• Imperialism and European Expansion (late 1800s–early 1900s)

• World War I and Its Aftermath (1914–1918)

• World War II and the Holocaust (1939–1945)

• Decolonization Movements in Asia, Africa, and Latin America (1940s–1960s)

• The Cold War and Its Global Impact (1947–1991)

Across the curriculum, students engage with themes of:

• Identity and Belonging: In texts like Other Words for Home, The Color of Water, and Aristotle and Dante Discover the Secrets of the Universe, students examine how personal identity is shaped by culture, race, family, and community.

• Social Justice and Historical Reflection: From discussions of global water access in Thirst to Black liberation and enslavement in The 1619 Project and Japanese internment in When the Emperor Was Divine, students are challenged to think critically about the intersection of history, justice, and power.

• The Hero’s Journey and Personal Growth: As students read texts like Akata Witch and participate in projects like creative storytelling and mythology writing, they reflect on the universal journey of self-discovery, challenges, and personal growth.

Writing Across the Grades

• 5th Grade: The focus is on foundational writing structures (POW/TIDE), personal reflections, and creative storytelling. The newspaper project encourages students to research and write with clarity and structure, while the Hero’s Journey creative writing project fosters their narrative skills.

• 6th Grade: Students expand their writing through memoir writing and poetry inspired by the Harlem Renaissance. They also build on their analytical skills with 5-paragraph essays and research papers connected to social justice themes, particularly those explored in non-fiction works like The 1619 Project.

• 7th/8th Grade: Writing becomes more advanced as students engage in personal essays, speech writing, and original short stories. The emphasis is on developing voice, refining their ideas, and conducting research. By the end of 8th grade, students complete a research paper where they connect historical events to contemporary issues, showcasing their ability to think critically and write persuasively.

Fifth Grade

In the first trimester, fifth grade students focus on learning -ar, -er, and -ir verbs and their meanings. Students create flashcards to help them remember the verbs, complete activities, and learn how to spell the words. The fifth graders also create a collective “Libro de Verbos”—a book of verbs—where they are each assigned three verbs to define and draw/create a picture to represent. In October, students participate in their first cultural exploration of Dia de los Muertos and create their own calaveras de azúcar!

During the second trimester, fifth graders expand their Spanish vocabulary by learning more extensively about “adjetivos personales” which include physical characteristics, descriptive adjectives, and emotions. Students also learn about changing adjectives from singular to plural and adjusting them according to gender, including learning how to make them non-binary. The fifth graders also learn the different “profesiones” and connect them to their adjetivos by describing each profession using the adjectives. In addition to learning new vocabulary words, fifth grade students also learn how to write and speak in the “yo”, first-person perspective, and learn how to conjugate the -AR, - ER, and -IR verbs they learned in the first trimester. Drawing on this new material, the fifth graders complete their very first Upper School Spanish project of “Marionetas” in which they create their own puppets made out of sustainable materials. Fifth grade students give their “marionetas” a name and occupation, and they write a small paragraph in the first-person perspective, describing themselves and saying what they like to do.

For the final trimester, fifth graders focus on word building and sentence formation, learning phrases such as “Hay” (There is) and definite and indefinite articles such as “un,” “una,” “unos,” “unas,” “el,” “la,” “los,” and “las.” In addition to learning these new grammatical concepts, students also learn thematic vocabulary words, focusing on “la casa y los muebles.” Students practice their new vocabulary words through individualized drills and classroom activities such as Kahoot and Boom Cards. After mastering their new vocabulary and grammar skills, students focus on a major project: “La Casa Comunitaria” and “Mi Casa Ideal” where students worked in pairs to build a part of the house such as “la cocina” or “el dormitorio” using a shoebox and sustainable materials to build “los muebles” or creating their houses virtually.

Sixth Grade

During the first trimester, sixth grade students learn the grammatical concepts and rules of verb conjugation. They build fluency with present tense conjugations, focusing primarily on verbs that end in -ar. In addition to learning new regular verbs and their conjugations, students focus on developing sentence structures in Spanish. They study thematic word lists to increase their vocabulary. Students also look at the Spanish equivalent of subject pronouns including the nonbinary pronoun, “elle/elles”.

During the second trimester, sixth graders work extensively on the “to be” verbs, “ser” and “estar.” Students learned how to conjugate the verbs in the present tense and learn when to use them in a sentence, using the acronyms “DOCTOR” for the verb ser and “PLACE” for estar. Upon mastering the grammatical concepts of ser and estar through practice drills and assessments, students create their own “emoji posters” using ser and estar to express emotions, characteristics, ongoing actions, and conditions.

In the third trimester, sixth grade students continue to build their foundational Spanish skills and develop their ability to conjugate verbs and learn new vocabulary. Students review and practice conjugating -ar, -er, and -ir verbs, and they are also introduced to the presente progresivo (present progressive) tense. This allows them to express ongoing actions and describe events happening in the present. Students also explore thematic vocabulary related to "las emociones" (emotions) and learn to express themselves using a variety of descriptive adjectives. As their end-of-year project, students dub selected videos in Spanish in collaboration with the technology department.

Seventh Grade

During the first trimester, seventh grade students review grammatical concepts and rules they learned in Spanish class last year; they revisit verb conjugation in the present tense, focusing primarily on the verbs ser and estar. Students also learn how to conjugate verbs that are irregular in the first person form and use the present progressive tense. They focus on developing sentence structure in Spanish and complete class activities and assignments to further their understanding. Students also study thematic word lists to increase their vocabulary fluency. Seventh graders also start their first cultural exploration project, focusing on Dia de los Muertos. For their accompanying project, they work in groups to create an authentic ofrenda to honor loved ones who have passed away; students also wrote about the elements of their ofrenda as well as the subject of their ofrenda.

During the second trimester, seventh graders wrap up reviewing the presente progresivo tense and focus on learning about the immediate future tense. Students learn how to use two or more verbs in a sentence using the verb Ir (to go) + a (to) + infinitive verbs to express actions they will do in the future. In addition, seventh grade students also learn prepositional phrases and focus on the thematic vocabulary of "lugares" and "transportaciones." Upon mastering their new grammatical concepts, the seventh graders work on their "Ciudad" project, in which they create their own city maps and write a paragraph, applying the new grammatical concepts into their work.

In the final trimester of Spanish class, seventh graders learn how to use and conjugate the Spanish verbs "ser," "estar," and "tener." Additionally, they focused on expanding their vocabulary, particularly in thematic areas such as "la familia" (the family). In their end-of-year projects, seventh graders complete two exciting assignments: the "El Álbum de Familia" project and "Poema de Identidad." These projects allow students to demonstrate their creativity and understanding of the language in a unique and engaging way.

Eighth Grade

During the first trimester, eighth grade students review last year's grammatical concepts and rules of verb conjugation in the present tense, focusing primarily on ser and estar, as well as the present progressive. In addition to reviewing last year's material, students learn how to conjugate regular and irregular stem-changing verbs in the present tense in Spanish. Students also focus on sentence structure in Spanish and complete in-class activities and assignments to further their understanding. They study thematic word lists in order to increase their vocabulary fluency as well. The eighth grade start their first cultural exploration project this trimester, focusing on Dia de los Muertos; students work in groups to research different subtopics about Dia de los Muertos and create a visual poster board, which they present to the class.

During the second trimester, eighth graders finish working on present tense stem-changing verbs. They work extensively on conjugating verbs in the past tense and learning the difference between "el preterito" and "el imperfecto." Through practice grammar drills and class activities, students learn how to use both forms of the past tense in a sentence and differentiate between the usage of them through a series of class discussions and note-taking. During this trimester, eighth graders complete their first essay project using the "preterito" and "imperfecto" to write about their childhood at MCS.

With continued emphasis on oral and written communication, eighth grade students acquire more regular and irregular verbs and use them to narrate in the present tense, imperfect tense, preterite tense and the imperativo/mandatos tense. They use more in-depth thematic vocabulary such as “los objetos” to increase their vocabulary skills as well. Students also focus on their end-of-year project, “Telenovelas”. For this culmination, students work in groups to write, produce, film, and direct a telenovela trailer and an episode in Spanish with the support of the MCS technology department.

Upper School students are expected to work effectively, respectfully, and collaboratively online. Fifth graders are issued Chromebooks in our 1:1 program. They receive a school email account, and access to Google Workspace applications. Fifth graders continue practicing keyboarding skills through various writing assignments. They examine media authorship in television, radio, podcast, print publications, videos, and works of art. They evaluate the veracity of information on the internet and in other media. Fifth graders learn to identify possible content and image manipulations in media in an effort to change their meaning. Students learn about utilizing search engines effectively using phrases, keywords, images and other techniques. They learn to use mapping and satellite data tools to examine current and historical geographic and political boundaries. They also learn to create and interpret graphs and charts using spreadsheet data. In addition to their regular schoolwork, we incorporate discussions about the ethical use of technology, A.I. and social media.

Sixth grade computer classes are full of exciting new challenges. In addition to building upon skills learned in earlier years, sixth graders begin editing images, audio, and video as they become media creators and manipulators. Their ongoing media literacy studies allow them to examine more closely the things that influence and shape information found online and through other media. Internet safety, technology ethics, and responsible behavior online are also topics covered throughout the year. On our MinecraftEDU server, students explore community building, resource management, and issues of ownership of public and private space within virtual environments. 

Sixth graders work towards understanding that all media content has an author and an audience and therefore, a possible agenda. They learn to differentiate between online behaviors that are legal and those that are ethical (legal does not always equal ethical). They are also expected to identify cyberbullying and learn to become an ally in a variety of settings. 

Sixth graders create, edit, and remix video and audio content to deliver messages and ideas. They examine the algorithms and the influence of A.I. behind search engines, and understand the ways in which results can reflect past searches and influence future results. In sixth grade, we explore the hidden values behind the design of some apps (likes, streaks, and following). Students examine issues of image and data ownership, particularly with free apps and services. At all levels they are expected to understand the importance and permanence of their digital footprints.

Electives classes help students round out their program while still giving them choices. A variety of options allows students to continue developing their skills in athletics and physical education, technology and the arts, and gives them the opportunity to try something new. Sixth graders participate in electives twice a week. Seventh and eighth graders have an elective at the end of every day; they have a series of requirements to meet over two years to ensure they experience a variety of classes.

• Fitness Training

• Yoga

• Soccer

• Basketball

• Softball

• Track

• Tennis

• Walking the Reservoir

• Gym

• Street Games

• Dance
  

• Portfolio Preparation

• Needle Crafts

• Music Appreciation

• Storytelling through Songs

• Illustration and Comics

• Solo Singing

• Knitting

• Creativity Lab

• Music Production

• Shop

• Photo Lab

• Audio Lab

• Animation

• Yearbook

• Intro to Engineering

• Coding
  

• Activism

• Listening Party

• Independent Study

• Math Lab

• Monster of the Week

• The Good Place—Intro to Philosophy

Fifth and sixth graders have weekly classes in the library. The library program excites students about literature, authors, illustrators, the writing process, and the evolution of stories into published books. Library classes include independent reading, library and research skills and creative projects such as art based on books, storytelling, and writing.

The collection is consistently curated and audited for its diversity of themes, subjects, identities and social justice themes. It is the vision of the library to offer every student and community member the opportunity to see themselves and others through the “mirrors and windows” of, not only books, but by giving access to information that can inspire and celebrate a myriad of perspectives, individuals, and groups. We believe it is crucial to our students as they grow into active global citizens that they engage in a broader understanding of the world.

The library is a place where reading becomes both an informative and a joyful experience. Students learn to critique books and recommend favorite books and authors to one another. Sixth graders, whose job for the school is to be library helpers -  how to shelve, check out, and care for books.

Professional authors, storytellers, and illustrators are invited to speak in the library as part of Book Week and on other occasions. Trips to New York’s public libraries are also regular parts of the program.

The majority of the fifth grade library time will be devoted to the MLK Living the Dream Book Award. In collaboration with the fifth grade classes from two public schools, The Children's Workshop School and Central Park East II, we will read, evaluate and discuss a dozen or more picture books, all published the previous year, searching for one that best embodies the spirit of Dr. Martin Luther King, Jr.'s dream. This yearlong project will culminate in the spring when we invite the award-winning author and illustrator to New York for an award ceremony. At other times, the 5th grade teachers and the librarian collaborate to extend curricular pieces such as research projects, editing and revising, and examining various components of writing.

In sixth grade library class, students engage in weekly book discussions about everything from new releases, old favorites, and various genres to social justice themes and the relative merits of content within the books. There is also time devoted to the myriad of ways we find information and why we seek it out. Some of the subtopics we explored are the what, why and hows of research; how the internet affects our search for information, questions and answers; and what we do with the information once we find it. With heightened censorship of literature around the country, we have been discussing the impact of book bans on students, schools, and communities at large. It is our hope that by going deeper with these themes, students will be able to cast a more critical eye towards the literature they read.

Our music curriculum feeds children’s natural love of music and encourages students to express themselves. Children progress from unison singing to rounds and four-part harmony. Upper School students have chorus once a week and choose an additional music class as a required elective for seventh and eighth graders. 

Communal singing is integral to our school assemblies! We celebrate the Autumn harvest and Indigenous people, the festivals of light surrounding Winter Solstice, the birthday of Martin Luther King, Jr., Black Lives Matter in Schools Week of Action, and the end of the school year. The selections represent a variety of cultures and musical styles. Folk, classical, Nueva Canción, spirituals, and contemporary songs are programmed alongside freedom songs that embody the school’s history and spirit.

In the fifth and sixth grades, students will continue to learn about using their voices to create music together. Choristers will engage their musical skills by learning rounds, call-and-response songs, and pieces in harmony. Music selections will be taken from a wide variety of cultures and musical traditions. Upper School chorus will lead community singing in the seasonal assemblies, culminating in an end-of-year spring concert.

The shop program prepares students to be competent in the basic measurement and design skills of the industrial arts. They gain experience in the practical use of hand and power tools while working with wood, Plexiglas, and other materials. Students plan using paper and pencil as well as computer design programs. Once competent in basic techniques, students may choose to develop their own constructions, work from models, and integrate technology to animate projects. Students are encouraged to build in three dimensions and to try new building and finishing techniques. In the fifth grade, students begin the year with a car design challenge that reinforces design thinking in support of measurable goals. This ends in a friendly race and often students choose to rework or build new cars that better support their desired speed, weight, or other goal. In the sixth grade, students begin the year by building a collaborative project to be used by their class community or the greater school community, such as planters to be used by Lower School science classes in the courtyard or furniture for their classrooms. Other projects include joinery techniques, integration with math and social studies, guest woodworkers, and tech integration. Students also receive plenty of time to build projects of their choice and look forward to sharing their work at the highly anticipated annual Shop Show!

Our visual arts program stresses the individual, imaginative and artistic potential of each child and encourages the development of self-confidence, self-discovery and self-expression. Activities include drawing, painting, clay, collage, printmaking, fabric arts and other crafts. The art teacher combines a structured approach with encouragement of free expression. Art instruction is not confined to the art room; the art teacher often collaborates on classroom projects along with other disciplines like Spanish and science. Backdrops for plays and sculptures relating to cultural and current events are among the projects displayed around the school. 

Fifth grade and sixth grades attend art classes once a week. Art is one of the required electives for seventh and eighth graders. Those applying to specialized art high schools are given additional individual guidance and instruction in preparing their portfolios.

In the fifth grade, students review and deepen their investigation of previous concepts in art and design. They continue building upon their skills in drawing, painting, collage, and the creation of three-dimensional forms. They are exposed to historical and contemporary art for reference. 

Sixth graders also build upon the art skills they have learned throughout the years. They strengthen their abilities through explorations in drawing, painting, and sculpture. Higher levels of craftsmanship and conceptual thinking are encouraged. The focus for art class is for students to build confidence in their art-making and to expand their creativity and forms of self-expression as visual artmakers. 

Older students have physical education classes twice a week. They also have weekly times in Central Park for open-ended play and exercise. Seventh and eighth grade students meet their physical education requirement by choosing electives in soccer, track & field, basketball, softball, tennis, yoga, dance, or additional options. The physical education program emphasizes physical fitness and develops motor, social and cognitive skills using drills, exercises, sports and games. The program stresses individual development as well as teamwork and sportsmanship.

In gym classes, Upper School students work on developing overall coordination levels and physical condition. This will be accomplished with individual skill development sessions focused on general fitness, foot speed, endurance exercises, and sport skills. Sports activities include soccer, hockey, football, basketball, Newcomb , punch ball, wiffle ball, track and field, and handball. Dynamic warm-up and coordination exercises help students develop overall flexibility levels. The sixth grade students also participate in class tournaments in soccer and Newcomb/volleyball. 

Manhattan Country School participates in intramural competition through the American International Private School League. MCS teams include junior varsity and varsity soccer, basketball, and track and field. Teams practice regularly in the park or the gym and play games with teams from other schools.