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Upper School (6-8)

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The Upper School prepares students for the transition to independent learning, secondary school and their years as teenagers. We recognize that early adolescence is a time when students are considering their own personal ideologies, becoming more autonomous, and developing more sophisticated cognitive skills. The Upper School program is structured to assure academic progress with these important developmental stages in mind.

The departmental system of study fosters insight into the depth and breadth of each academic discipline and allows students to receive the benefit of each teacher’s area of expertise. Students and teachers pursue a rigorous curriculum and set high academic standards for themselves. As in the younger grades, students continue to study music, art, drama, shop, and interscholastic sports in addition to the traditional academic subjects. Each student is guided by a faculty advisor who closely follows the academic, social, and emotional development of his/her advisees.

Sixth grade provides a transitional year into the discipline-specific approach, with additional support from advisors. Both sixth and seventh grade students are honing their basic skills, learning more about themselves and the world around them, improving their study and organizational skills, and developing stronger work habits. These skills are essential to their academic success. In keeping with their growing maturity, eighth graders are taught increasing responsibility and leadership.

They have the opportunity to take on leadership positions in activities and student government; participate in art, woodworking, and writing mentor programs; travel as a part of our foreign language travel programs; and help lead our athletic teams. Eighth graders create the yearbook and plan their graduation ceremony. On the playing fields, interscholastic athletic competition underscores the importance of individual accountability within the context of a team.

By the time they graduate, Applewild students have not only learned a great deal, they have accomplished a great deal. In the arts, on the playing fields, in the classrooms, or in the community at large, they can point with pride to tangible achievements. They know they are ready for the challenges of secondary school and are confident that they will make a contribution.

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