The Oregon Episcopal School Middle School is comprised of grades six, seven, and eight, and exists to meet the unique needs of pre- and early adolescent young people within the framework of the purpose of the school as a whole. There have been many attempts made to identify what separates this age group from Lower and Upper School students. With the rapid changes each of them is experiencing physically, mentally, and emotionally, we feel the phrase that most accurately describes them is “their skin doesn’t always fit!” They walk the narrow line between childhood and adolescence and one never knows from minute to minute which “age” will dominate their actions and thinking. We believe a curriculum for this age group must allow for, and indeed treasure, the individuality of each student and teacher. We do not see this particular time in life as one to be endured, but rather a time to be celebrated.

The most important component in insuring success for each Middle School student is a faculty who fully understand the developmental characteristics of this age group and who are able to develop and implement curricula which address those characteristics and needs. We are most fortunate in having been able to garner just such a faculty who are creative, knowledgeable, flexible, caring, collaborative, and understanding. The energy that exists among this unique group of professionals is such that it enables them to harness and guide the abundant energy of their students in a way in which all feel valued.

For each grade level, there is a team of teachers who have shared responsibility for the academic, social, emotional and spiritual growth of the students. These grade level teams allow us to form dynamic small learning communities across disciplines where all the students feel respected and have a sense of belonging. The teams are responsive to any issues which may arise for the group or for individuals. Coordination, collaboration and integration are the framework for the work of the teams.

These teachers will have the time to meet weekly to confer about children, curriculum and other programmatic issues. There will be a Team Leader for each of the grades who will meet regularly with the Head of the Middle School and the support staff to insure that we are keeping watch over our students and programs within the context of the entire Middle School.

The curriculum and other components of the program address all strands of development—physical, intellectual, emotional, moral, spiritual, and aesthetic—in a rigorous, varied and exciting manner. We foster growth in each of these areas through the recognition of new aptitudes and accomplishments in the classroom and throughout the Middle School as a whole. We encourage the joy of knowing that a piece of work has been well done or a problem solved effectively.

We believe the fantastic rate of change in today’s world requires independent thinking as well as collaboration; sensible risk-taking; self-discipline; informed, thoughtful and ethical decision-making; creativity; and self-confidence as important prerequisites for a successful life. The curriculum utilizes the students’ inherent curiosity in guiding them to learn about the learning process—to help them feel comfortable mastering concrete facts as well as understanding abstract concepts.

Although the faculty recognizes there is a fundamental body of knowledge which we must all possess, we also believe it is not possible for us to teach, nor the students to learn, all the information resulting from the knowledge explosion of the previous decades. Therefore, we feel morally obligated to teach those processes which will allow young people to take more responsibility for their own education by learning to frame the appropriate questions, to find the information they need when they need it, and to become lifelong learners. For this reason, we place emphasis on learning the basic skills of each discipline as well as the all-encompassing skills of critical thinking, decision-making, and interpersonal relations.

While our students often study a particular discipline, we are most anxious for them to become aware of the interdisciplinary and interdependent nature of the world. We have developed and are continuing to develop specific interdisciplinary programs where appropriate. At the present time, all grades have exemplary interdisciplinary programs in the humanities with developing integration of information technology skills into the curriculum. We encourage students to apply skills learned in one arena to subject matter in another. Helping students make these connections in their learning makes their courses of study more relevant to their everyday lives.

Experiential education methods are emphasized in the Middle School. We recognize that young people learn best when they are totally involved in the material or process to be learned. Each teacher strives to create motivational learning experiences within the classroom. This may take the form of creating new products for a sustainable future, a simulation of historical events, a mock trial, producing a video, practicing the crafts of a particular culture, doing science research, or recreating a current summit meeting. In addition to these activities, many off-campus trips, ranging from a few hours to a few days, are planned during the year.

We also recognize our students’ varying learning styles by insuring that each lesson contains components which will reach each student. These may include but not be limited to speaking, reading, writing, actively “doing,” discussions, group projects, plays, and debates. We also honor multiple intelligences by varying approaches and assignment requirements. Varied assessment tools and methods are used to meet these individual needs.

We believe students learn best in an atmosphere built on community spirit. Middle Schoolers have endless energy which must be channeled productively. We have chosen the key concepts of respect and responsibility as the bases of ethical thinking and the themes for our community building efforts. All programs have these two cornerstones. The faculty is composed of sensitive, patient adults with a sense of humor who are always ready to guide students gently, but firmly, toward these two lofty ideals.

Students are constantly encouraged to take responsibility for themselves and for their community. There are many leadership opportunities offered to our students—i.e. leading morning gathering, being on the chapel team, cooperative learning activities in class—to learn and practice the skills associated with these goals.

As our students learn to be productive citizens of the OES community, we try to extend the concept of responsible citizenship to their immediate communities and the global community as a whole. Structured service projects and exchanges with different cultures are two ways in which this concept is fostered.

One of the primary developmental tasks for Middle Schoolers is gaining a sense of one’s own identity and examining how that identity fits with the rest of one’s world. The Middle School program addresses this issue formally in our curriculum, informally in the way we teach, and in every interaction among members of the community. In a more structured way, our advisory and chapel programs and our health curriculum help students develop morally and socially.

In keeping with our identity as an Episcopal school, we are committed to introducing our students to the precepts and beliefs of many of the religious traditions of the world. Our curriculum and chapel settings weave together to encourage students to acknowledge their own spiritual nature in a way that is supportive of their own family and personal faith journeys.

Because we believe in nurturing the aesthetic nature that all people have, classes in music, art, and drama are an essential part of each Middle Schooler’s day. These classes are process-based, allowing students to learn by doing.

Positive physical development is an important component of positive attitudes and self-image. Our physical education classes and competitive athletic opportunities provide a safe environment for this individual development. The program fosters physical skill building, a sense of fair play and sportsmanship, commitment to a team, and development of individual skills.

The Middle School strives to reflect a multicultural society both in its student body composition and in its programs. Different cultures and viewpoints are explored throughout our humanities and language curricula. In the Seventh grade students participate in the International Collaboration Project with schools in California and Australia. Language trips are offered to Japan, Quebec and Mexico in the 8th grade.

Each student in the Middle School has an advisor whose responsibility, in part, is to monitor the progress of each advisee and to act on behalf of that student. If special needs should arise, students are monitored carefully by the Grade Level Teams and by the STARCAST team consisting of the student’s teachers, advisor, the school counselor, the parents, and the Head of Middle School. Individual plans are designed to meet the needs of the student in question. For example, a student exhibiting chronic disruptive behavior may be placed on a behavioral contract to help him or her modify the disruptive behaviors. Students with academic problems may be encouraged to seek tutorial help. We may procure an US student to serve as a mentor. Students whose needs would be better met by a class in a different division may be placed in classes in that division; for example, advanced Middle School math students may join an OES Upper School math class. There are times when we may refer students for outside testing or counseling.

The Middle School provides the bridge between the Lower and Upper Schools. As such, our program is designed to support students in the transition from the “home” of the Lower School to the departmentalized atmosphere of the Upper School in an appropriate and healthy fashion. Each grade level’s organization, curricula and programs are stepping stones in this process. Programs are in place to help students make the actual transition from school to school. We have a buddy system between the Sixth and Fifth Graders that includes a visit for each Fifth Grader to the Middle School. A program is in place to familiarize our Eighth Graders with the Upper School.

We believe parents are an essential part of the team that facilitates each Middle Schooler’s journey. We actively seek to form a partnership with parents to form a safety net for our Middle Schoolers. Parents are encouraged to help with service, class activities, and outings. We offer support to parents in the form of grade-level Partnership days in the fall, monthly sharing coffees, structured classes on parenting teens, support groups for special needs, and an “open door” policy that encourages collaboration with faculty and administration to meet individual student needs. Parents supporting parents through this potentially turbulent time in a child’s life can be invaluable.

We are dedicated to maintaining standards of excellence for our students without creating undue stress in their lives. This is becoming more of a challenge and one which requires cooperation and coordination between home and school. In this age of the “hurried child,” we hope to be a place of caring, joy, and safety.

Return to Top of Page