Grade Six

Grade six Learning Objectives

The sixth-grade curriculum offers students the opportunity to use their developing understanding of causal relationships and to sharpen skills already developed in previous grades. Students learn about the world in relationship to many things such as the Pythagorean theorem, Roman aqueducts, or how to calculate a discount. The sixth- grade curriculum is multidisciplinary: in geometry, students learn the Vesica Piscis, the archetypal architectural form of the Middle Ages and Pre-algebra is introduced in the block on the late Middle Ages and Islam. 

In Language Arts, the students' writing is much more their own work. The five-paragraph essay is introduced, and the focus in writing shifts from what is being described to developing the techniques necessary to express the child's growing complexity of thoughts and feelings. The class reviews much of the English grammar and punctuation that was studied in previous years. The students work to develop a strong feeling for style through the use of conditional sentences and the subjunctive mood. There is much work with composition and dictation in relation to history. A spelling list/word of the day is given. Work is done in speech and poetry, and the class may work on the long epic poems, for example, "Horatius at the Bridge,'' by Lord McCauley. A curriculum-based class play is performed. 

Business Math is introduced to create a practical context for formulas and other new mathematical concepts, providing a transition to seventh grade algebra. Math in sixth grade is taught by a math subject teacher. In Geometry, the students transition from the world of free hand form drawing to the use of compass, ruler, and protractor to create basic constructions of area, circumference, radius, diameter, angles, arcs, and chords of a circle. 

The science curriculum includes the following: geology, geocentric astronomy and a formal introduction to physics: acoustics, optics, thermodynamics, magnetism, and electricity. The historical focus is the rise and fall of the Roman Empire, the rise of Christianity and Islam and the interaction between the two, and a scan of the global expressions of culture through the Middle Ages. 

Sixth grade students choose to focus on either Japanese or Spanish and begin a more intensive language study. Students also choose Strings or Band as their music study for the duration of middle school. In Japanese, students practice writing and reading the hiragana and katakana alphabets. In Spanish, the students work on Spanish grammar rules and study Spanish history and geography. In Woodwork, students carve a spoon, and in Handwork, the students sew three-dimensional animals developed from their own drawings. All students continue a weekly Aikido practice that is held within the J’s large Dojo.

Subject Classes

• Math

  Sixth grade math at Bright Water is taught by a math subject teacher. However, the main lesson teacher teaches a block of business math and geometry. The class meets four times per week. The goal of this class is to build on concepts of fifth grade math such as operations with fractions, decimal work, factoring and to introduce new arithmetic concepts and pre-algebra. 

  In class time, students work to expand on concepts they learn in blocks taught by the main lesson teacher (topics in business math and geometry), and they develop other concepts not covered in main lesson. The deeper goals for the year are to help students develop skills in quantitative reasoning and help them learn techniques in mathematical problem solving (word problems are prime examples of this). In addition to these deeper goals, much of math class is ultimately aimed at helping students achieve general clarity of mind (now and into the future); this clarity is afforded by doing the regular work of math that contains clear, finite answers, and by the simple “purity of idea” that math contains. The resources used in sixth grade math are the Making Math Meaningful Sixth Grade Workbook, by Jamie York, Singapore Math workbooks and differently sourced worksheets. Teacher-generated assignments are also given. The teacher works with many resources (Waldorf and non-Waldorf based) for assistance in lesson planning.

• Spanish or Japanese

  In the sixth grade, students can choose either Japanese or Spanish as their main language of study.

  Students enter the middle school with a new approach to language learning. In the past, students learned the language primarily through experiential absorption and limited translation. The transition in the sixth grade involves a more analytical approach to the language. While they still absorb it through conversation and greetings, music and literature, students also gain exposure to basic grammar and sentence structures of the language. They read, write, and manipulate verbs and adjectives.

  Students are producing more independent work, both written and oral. Main lesson curriculum and expectations are reinforced through the target language. Once a month, the middle school students have a sharing class with middle school students studying Japanese to stay connected with the language and culture they fostered in elementary grades.

• Handwork

  In sixth grade, the students take up HAND SEWING. They are beginning to enter adolescence, having a stronger sense of self, a more independent relationship to the world, and they are experiencing a new depth of feeling. They are ready for the challenge of sewing a three-dimensional, four-legged animal of their choice. In a visual way, Handwork shows how foundational skills and habits for learning are developed in the child and how they may affect overall success in middle school. In a visual way, Handwork shows how foundational skills and habits for learning are developed in the child and how they may affect overall success of your child in middle school. 

• Woodwork 

  Woodworking lessons promote dexterity and skill. In addition, the rhythmically repeated movements and exercises using the hands help to strengthen the will and the capacity for logical thinking. Woodworking lessons have a practical purpose and awaken a social awareness for the work of other people. Respect for the source of material is the first stage of individual responsibility for the environment and resourcefulness. 

  Students have begun to carve either large kitchen spoons or small bowls out of soft basswood. This project gives them a sense of a concave shape as they continue to work three dimensionally. 

• Movement

  The sixth-grade student is experiencing life in their muscles, holding a balance between the fluid and the solid. Their body is growing rapidly by this time, leading to clumsiness and greater individual diversity of physique among classmates. Their games become more measured at this point as they are better able to embrace competition and recognize personal strengths and limitations. There is a tendency towards specialization, but the curriculum offers a path towards continuing to experience the whole of the game or activity.

  The sixth-grade student participates in games with more complexity than in previous years as well as activities requiring greater levels of cooperation. They continue their work with the javelin, practicing the art of archery, as well as many activities involving wooden rods or staves as they prepare themselves for the Global Games in the spring.

  Aikido is a primary mode of movement at Bright Water Waldorf School. All grade students are provided with a Gi and are guided by Shawn Sensei.

• Band or Strings ensemble

  In the sixth grade, students can choose either Band or Strings Ensemble to continue their study of music.

  Band 

  Students begin Band in Grade 6 to develop skills in technique, tone production, breathing, posture, hand position, rhythm, reading music notation, musicality, and ensemble playing in a wide range of styles. They work from "Standard of Excellence, Book 1". They are graded on participation/focus, conduct, playing, and practice, and are to keep a practice record, which is initialed by a parent. They perform at school gatherings in the spring. 

  Strings Ensemble 

  There are three goals for the 6th grade students. 1. Basic skills on their own instrument: Work on basic posture continues. Holding one’s instrument correctly makes playing a pleasure. Holding it incorrectly can cause physical pain. This is to be avoided. Work on intonation and on tone production. As the students gain skills, they are taught new bowing techniques. 2. Music reading: The students will continue to build upon their knowledge of music theory. They are introduced to many different styles of music. 3. Ensemble playing: The 6th grade students will learn the basics of ensemble playing. These include watching the conductor and listening to others while playing one’s own part. Each student has an opportunity to lead the group either as concertmaster or by conducting. Opportunities to perform in front of an audience occur during the school year. 

• Environmental Education

  The students explore the environment close to their home in Local History and Geography and explore the animal kin-dom in Zoology.

• Curriculum Trips

  Organized yearly trips for the sixth through eighth grades promote teamwork and deeper self-knowledge through progressively more challenging adventures in nature. Middle school trips continue outdoor education and expand students’ skills and sense of community. In Grade Six students take a multi-day field trip to Mount St. Helens to learn about our local geology.