Priority

Table to Contents

FULL YEAR - PRIORITY COURSES:  

Sixth grade students can choose a World Languages course to take every other day for the full year.  Language choices include French, German, Latin, Mandarin Chinese and Spanish.  The combined three-year Middle School sequence is the equivalent of a first-year course at the High School.  When these students enter the High School, they are enrolled in the second-year course (assuming they were recommended by their eighth grade language teacher). 

Students who do not elect to begin one of the language offerings in the Middle School may be limited in their selection of languages when they arrive at the High School due to anticipated student enrollment trends and other constraints. When student enrollment allows, year one courses are offered in French, German, Latin, Mandarin Chinese, and Spanish at Wellesley High School.

An important note on “priority courses.”  Due to specific program needs for some students, some courses are unable to fit within individualized schedules.  Such courses include: Music 6, Visual Arts 6, MakerSpace 6 or World Languages.  If this is the case, families are asked to work with their student’s guidance counselor on prioritizing courses that meet the academic, social and emotional needs of students on a case-by-case basis. The aforementioned courses listed are typically scheduled for students in most cases, but the school does recognize that some exceptions need to be made to accommodate other student needs.  In these cases, prioritizing course preferences is necessary to complete a student’s full schedule.

WORLD LANGUAGES

Sixth grade is the first year students can choose a second language at WMS.  The combined three-year Middle School sequence is the equivalent of a first-year course at the High School.  When these students enter Wellesley High School, they are enrolled in the second-year course (assuming that were recommended by their eighth grade teacher). 

Students who do not elect to begin one of the language offerings in the Middle School may be limited in their selection of languages when they arrive at the High School due to anticipated student enrollment trends and other constraints. When student enrollment allows, year one courses are offered in French, German, Latin, Mandarin Chinese, and Spanish at Wellesley High School. 

560 FRENCH 6

SIX BLOCKS PER CYCLE 

Students in world languages learn real-world communication skills in three modes:  the interpretive mode (reading, listening, viewing), the presentational mode (speaking, writing), and the interpersonal mode (active, unrehearsed communication between individuals).  Instruction is activity oriented.

562 SPANISH 6

SIX BLOCKS PER CYCLE 

Students in world languages learn real-world communication skills in three modes:  the interpretive mode (reading, listening, viewing), the presentational mode (speaking, writing), and the interpersonal mode (active, unrehearsed communication between individuals).  Instruction is activity oriented.  

546 LATIN 6

SIX BLOCKS PER CYCLE 

This course introduces students to the ancient world through the language and ideas of the Romans. Students acquire some basic elements of Latin syntax and a significant vocabulary base. They become skilled in deriving English words from Latin roots, learn numerous Latin sayings used in English, and through reading Latin become acquainted with Roman customs and mythology. Students' experiences in learning Latin are enriched and enlivened by drama activities, games, projects and films.  Students should expect regular homework assignments, and frequent quizzes, tests and/or projects.

566 GERMAN 6

SIX BLOCKS PER CYCLE 

Students in world languages learn real-world communication skills in three modes:  the interpretive mode (reading, listening, viewing), the presentational mode (speaking, writing), and the interpersonal mode (active, unrehearsed communication between individuals).  Instruction is activity oriented.

568 MANDARIN CHINESE 6

SIX BLOCKS PER CYCLE 

Students in world languages learn real-world communication skills in three modes:  the interpretive mode (reading, listening, viewing), the presentational mode (speaking, writing), and the interpersonal mode (active, unrehearsed communication between individuals).  Instruction is activity oriented.

FLEX BLOCK

017 FLEX 6

THREE BLOCKS PER CYCLE

As part of the Grade 6 teaming schedule, students will participate in a Flex block. Flex blocks, composed of smaller class sizes, will focus on reinforcement, extension, and enrichment experiences that develop important academic, social and emotional skills. Students will have opportunities to work with English, math, social studies, and science teachers and class peers on academic projects, to receive direct instruction and practice on subject-specific skills, receive individualized help on difficult tasks, connect with team teachers and classmates, and tackle challenging problems and projects. Flex blocks also encourage cross-team flexible grouping when appropriate and available.

ONE SEMESTER - PRIORITY COURSES:

An important note on “priority courses.”  Due to specific program needs for some students, some courses are unable to fit within individualized schedules.  Such courses include: Music 6, Visual Arts 6, MakerSpace 6 or Classical and Modern Languages. If this is the case, families are asked to work with their student’s guidance counselor on prioritizing courses that meet the academic, social and emotional needs of students on a case-by-case basis. The aforementioned courses listed are typically scheduled for students in most cases, but the school does recognize that some exceptions need to be made to accommodate other student needs.  In these cases, prioritizing course preferences is necessary to complete a student’s full schedule.

PERFORMING ARTS

027 MUSIC 6

THREE BLOCKS PER CYCLE 

SEMESTER COURSE 

This general music course designed for sixth graders involves the study of content units while continuing the development of skills begun in elementary school. The first unit reinforces skills in music reading and vocabulary. Notational concepts are applied through performance on the ukulele and composition. Students will listen to and analyze music from various western classical composers including the study of Tchaikovsky's 1812 Overture, and Mozart's Variations on "Ah vous dirai-je, Maman.” Students work on developing critical listening skills, performance of major themes from these pieces, and composition.

ART

026 VISUAL ARTS 6

THREE BLOCKS PER CYCLE 

SEMESTER COURSE 

The focus of the Grade 6 art program is to present basic art concepts and develop skills through a variety of art experiences. Students will build upon previous experiential learning in the elementary art program. Art mediums may include drawing, painting, sculpture, collage, printmaking and ceramics.  The focus in Grade 6 is on developing technical skills such as observational work, figure proportion, color theory, composition and the elements and principles of design. There is an emphasis on studio habits such as craftsmanship and formative self-assessment. In Grade 6 there is also a focus on exploration. Projects are developmentally designed to help students feel comfortable and confident with a variety of art materials and give them the opportunity for self-expression and skill building.

TECHNOLOGY & ENGINEERING

871 MAKERSPACE 6

THREE BLOCKS PER CYCLE

SEMESTER COURSE

This exploratory program for sixth graders provides an initial exposure to a range of design and engineering concepts and practices. Hands-on activities center around simple machines, strong/tall tower construction, and woodworking projects.  Students will learn how to use tools safely and effectively and become aware of a range of occupations in the fields of technology and engineering.  Students maintain a journal to keep a running account of their 6th grade work, and bring this journal to 7th grade where they will continue to build on foundational engineering and woodworking concepts.  Sixth Grade MakerSpace fosters creative thinking, group problem solving, and an understanding of the iterative design process. Students engage in a mini-unit on programming robots.