Course Catalog

• English 6
  • In accordance with the Virginia Standards of Learning for sixth graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narratives, descriptions, and explanations as they improve the skills of sentence formation, grammar usage, and the mechanics of writing. The development of vocabulary will be emphasized through the use of word analysis and study as well as within the context of literature. Students will also develop their ability to communicate orally as they present their original writing.
• Honors English 6
  • Prerequisites: B or higher in a 5th Grade Reading course, 5th Grade SOL Reading score of at least 475 or higher AND maintain a B average throughout the school year.
  • The goal of Honors classes is to provide extensions to the standard English program of study that add depth and complexity to the existing curriculum. The resources, units, and lessons are designed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discussion, they begin to think critically, learn to express themselves clearly and adapt to changing circumstances.

US History 6: 1865 - Present

The objectives throughout this course will allow 6th grade students to explore the geographical and historical development of people, places, and patterns of life from 1865 to the present. The standards for this course relate to the history of the United States from the Reconstruction era to the present. Students should continue to learn fundamental concepts in civics, economics, and geography within the context of United States history. Political, economic, and social challenges facing the nation reunited after civil war will be examined chronologically as students develop an understanding of how the American experience shaped the world’s political and economic landscape of today.

• Math 6
  • This course is designed to provide a transition from the emphasis placed on whole number arithmetic in the elementary grades to foundations of algebra. The standards include a focus on rational numbers and operations involving rational numbers. Students will use ratios to compare data sets; recognize decimals, fractions, and percents as ratios; solve single-step and multi-step problems, using positive rational numbers; and gain a foundation in the understanding of and operations with integers. Students will solve problems involving area and perimeter and begin to graph in a coordinate place. In addition, students will build on the concept of graphical representation of data developed in the elementary grades and develop concepts regarding measures of center. Students will solve linear equations and inequalities in one variable and use algebraic terminology. Students will represent proportional relationships using two variables as a precursor to the development of the concept of linear functions. Students in Math 6 will take the Math 6 SOL test at the end of the year.
• Enriched Math 6
  • Prerequisites: B or higher in 5th grade math, 5th grade SOL Math score of at least 475 or higher, AND maintain a B average throughout the school year.
  • This course is intended for students who are in need of a more challenging mathematical curriculum. Enriched Math 6 covers broader and deeper skills than Math 6 and requires a higher level of critical thinking. The Enriched Math 6 curriculum is composed of a quick overview of the Math 6 Standards of Learning and covers all of the Math 7 Standards of Learning. The goal of the Enriched Math 6 curriculum is to emphasize the foundations of algebra. Students will build on the concept of ratios to solve problems involving proportional reasoning. Students will solve problems involving volume and surface area and focus on the relationships among the properties of quadrilaterals. Probability is investigated through comparing experimental results to theoretical expectations. Students continue to develop their understanding of solving linear equations and inequalities in one variable by applying the properties of real numbers. Students discern between proportional and non-proportional relationships and begin to develop a concept of slope as rate of change. Students in Enriched Math 6 will take the Math 7 SOL test at the end of the year.

Earth Science 6

This course will increase 6th grade students' scientific knowledge through exploration of topics within the following units: our solar system, matter, energy and energy transformations, the role of the sun in Earth's processes, weather, and protection of our environment. Concepts covered will include the components of our solar system through comparison and contrast, basic atomic structure, reading of the periodic table of elements, basic understanding of compounds and equations, the role of the sun in heating the Earth and its effect on weather, applying weather concepts in order to understand weather patterns, and the role of humans in protecting the Earth's environment. Students will also utilize basic scientific skills including measurement, inferring, lab safety, exploring the nature of science, and conducting simple experiments using the scientific method. While 6th grade students will not take an SOL test at the conclusion of this course, many of the standards covered in Earth Science 6 will be assessed cumulatively through the Science 8 SOL test. This test is administered upon completion of Physical Science 8 and will include material from all middle school science courses. The IB subject group of design is integrated into the science curriculum to support the progression of scientific investigation. Design grows student skills through inquiring and analyzing, developing ideas, creating solutions and evaluating work. The design cycle - knowing and understanding, inquiring and designing, processing and evaluating, and reflecting on the impacts of science - will be used to assess and report student progress on the design objectives in addition to the standard science objectives.

• Health / PE 6
  • The intent of health education is to help students understand how to achieve and maintain good health for a lifetime. The three learning goals — Knowledge and Skills, Information Access and Use, and Community Health and Wellness — focus on key health concepts and skills needed to facilitate the formation of healthy behaviors and practices. Participation in cooperative and competitive games allows students opportunities to develop skills as well as tactical understanding. Students assess their health-related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students explore the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Students may wear their own school-appropriate shorts and/or athletic pants (e.g., sweatpants) for Health/PE classes. However, a WGMS t-shirt and shorts can be purchased for $15.
• Career Investigations
  • This course allows students to explore career options and begin investigating career opportunities. Students assess their roles in society, identify their roles as workers, analyze their personal assets, complete a basic exploration of career clusters, select career pathways or occupations for further study, and create an Academic and Career Plan based on the their academic and career interests. This course also helps students identify and demonstrate the workplace skills that employers desire in their future employees.

• Art 6
  • The objectives for Art 6 emphasize an exploration of the elements of art and the principles of design as a framework. Students investigate a variety of experiences and concepts. Students will explore various two-dimensional and three-dimensional art media using a variety of expressive and technical approaches created by the instructor. Students are brought to understand the factors that distinguish artistic styles that clarify the role of art of various cultures. Through critical examination, students will determine how artists convey meaning through the use of forms, media, and symbols. Students will test and develop their own ideas regarding the nature of art and will encounter philosophical and ethical questions. Upon the successful completion of the visual arts standards for grade six, students will possess the skills that will allow them to evaluate the effects of various influences and disciplines of the visual arts.
• Digital Art 6
  • In this course, students will learn to critically interpret the world in which we live today using computers as a tool for self-expression. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed. No prior computer knowledge is required.
• Gifted Visual Arts
  • Qualifies for Visual Arts Gifted Services
  • This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.
• Band I
  • Requires rental or purchase of instrument, accessories, and method book. Special concert attire is required.
  • This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.
• Chorus 6
  • This is a class for students who like to sing or want to learn to sing. No previous experience is necessary. This class is designed to offer any student a basic understanding of the principles of choral singing. The students will rehearse music in 2-3 part harmony depending on the voices of those in the class. Elements of music that will be covered as part of class work are Rhythm and Rhythmic Notation, the Grand Staff, simple Melodic Notation and sight-singing using solfege (Do, Re, Mi, Fa, Sol, La, Ti, Do). Students will sing music representing a variety of cultures, styles and time periods in music history. They may also play classroom instruments as time allows. Students will be graded on daily class participation, individual progress, journal work, projects, and at least one required concert per semester. This is a performance- based class; singing is expected on a daily basis.
• Gifted Performing Arts
  • Qualifies for Performing Arts Gifted Services
  • This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student's creative passion and skills in singing, dancing, and acting and will include performing as well as the creation of original material.
• Orchestra I
  • Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.
  • This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in all concert dress rehearsals and concert performances and any other performances designated by the instructor.
• Family and Consumer Sciences Exploratory I
  • Family and Consumer Science Exploratory I students will prepare to be life ready as they manage individual, family, career, and community roles and responsibilities. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Introduction to Agriscience
  • Students will participant in project-based learning, technical skill development, and academic enrichment activities, students in Introduction to Agriscience will explore the importance of plant and animal agriculture, scientific principles, agricultural mechanics, natural resources management, and career opportunities related to agriculture, agriscience, and agribusiness. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Inventions and Innovations
  • Students apply the engineering design process to plan, build, and communicate inventions or innovations that address contemporary technological problems facing them, their community, and the world. This hands-on course allows students to apply creativity and innovation that emphasizes working in teams and the safe use of technological and engineering tools and equipment. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Gifted Education Seminar
  • Qualifies for Gifted Intellectual Services
  • This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.

• English 7
  • In accordance with the Virginia Standards of Learning for seventh graders, students will refine and apply the skills needed to become independent readers and proficient writers. This course will focus on the reading of a variety of fiction, narrative nonfiction, informational texts, and poetry to understand the structures and characteristics of stories, informational selections, and poems. Students will plan, draft, revise, and edit narrative, expository, and persuasive writing as they improve grammar, capitalization, punctuation, spelling, sentence structure, and paragraphing. They will utilize software to plan, draft, revise, edit, and publish selected writings. Students will take the 7th grade SOL Reading Test at the end of the course.
• Honors English 7
  • Prerequisites: B or higher in a 6th Grade Reading course AND a 6th Grade SOL Reading score of at least 475 or higher.
  • Aligned with the Virginia Standards of Learning for 7th grade students, this Honors English course is open to all 7th grade students who seek academic rigor. The goal of Honors classes is to provide extensions to the standard English program of study that add depth and complexity to the existing curriculum. The resources, units, and lessons are designed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discussion, they begin to think critically, learn to express themselves clearly and adapt to changing circumstances. Students will take the 7th grade SOL Reading Test at the end of the course.

Civics 7

This course is designed to give 7th grade students an understanding of the United States Constitution and American Government in action. The students will begin the course with an examination of what it really means to be a United States citizen and what rights and responsibilities are associated with that title. Civics students will learn the traits of good citizenship and what rights are guaranteed to citizens by the U.S. Bill of Rights. Students will also learn about the history and philosophies that played major roles in developing our form of government at the Constitutional Convention. The theories of active citizenship, limited government, separation of powers, checks and balances, and federalism will also be examined. The functions of the branches of government, the role of political parties, elections, interest groups and the media will be analyzed. Civil liberties and civil rights will be reviewed through an extensive analysis of the Bill of Rights and the 14th amendment. There will be a special emphasis placed on making government relevant and applicable to students’ everyday lives through the use of challenging and engaging lessons in which students will present solutions to real world political problems. During the last quarter of the course, students will examine the study of economics, to include the United States free market system, other types of markets, use of resources, how businesses organize to earn profits, and how the U.S. government regulates foreign trade, protects the consumer, and promotes fair business practices. At the conclusion of this course, students will take the Civics End-of-Course SOL Test.

• Math 7
  • This course is designed to emphasize the foundations of algebra. Students will build on the concept of ratios to solve problems involving proportional reasoning. Students will solve problems involving volume and surface area and focus on the relationships among the properties of quadrilaterals. Probability is investigated through comparing experimental results to theoretical expectations. Students continue to develop their understanding of solving linear equations and inequalities in one variable by applying the properties of real numbers. Students discern between proportional and non-proportional relationships and begin to develop a concept of slope as rate of change. Students in Math 7 will take the Math 7 SOL test at the end of the year.
• Enriched Math 7
  • Prerequisites: Successful completion with a B average in Enriched Math 6 OR B in Math 6, AND an SOL score of 475 or higher on Math 6 SOL.
  • This course is intended for students who are in need of a more challenging mathematical curriculum. Enriched Math 7 covers broader and deeper skills than Math 7 and requires a higher level of critical thinking. The Enriched Math 7 curriculum is composed of a quick overview of the This course is intended for students who are in need of a more challenging mathematical curriculum. It covers broader and deeper skills than Math 8, as well as introductory skills for Algebra, and requires a higher level of critical thinking. The Pre-Algebra curriculum is composed of the Math 8 Standards of Learning and some introductory skills for Algebra Standards of Learning. The course places an emphasis on the concepts needed for success in high school level algebra, geometry, and statistics. Students will explore real numbers and the subsets of the real numbers system. Proportional reasoning is expounded upon as scholars solve a variety of problems. Students find the volume and surface area of more complex three-dimensional figures and apply transformations to geometric shapes in the coordinate place. Students will verify and apply the Pythagorean Theorem creating a foundation for further study of triangular relationships in geometry. Students will represent data, both univariate and bivariate data, and make predictions by observing data patterns. Students build upon the algebraic concepts developed in the standards for grades six, seven and eight mathematics, which include simplifying algebraic expressions, solving multistep equations and inequalities, and graphing linear functions while expanding these concepts into the Algebra I Standards of Learning. The grade eight standards are vital to providing a solid foundation in Algebra I for students in middle school mathematics. Students enrolled in this course will take the Math 8 SOL test at the end of the year.
• Algebra I
  • Prerequisites: Students who have completed Enriched Math 7 and an SOL score of 475 or higher.
  • This is an accelerated, rigorous course for students who are ready for an advanced mathematical curriculum. The study of algebraic thinking begins in kindergarten and is progressively formalized prior to the study of the algebraic content found in the Algebra I Standards of Learning. Included in the progression of algebraic content is patterning, generalization of arithmetic concepts, proportional reasoning, and representing mathematical relationships using tables, symbols, and graphs. All students are expected to achieve the Algebra I standards. The study of Algebra I assists students in generalizing patterns or modeling relevant, practical situations with algebraic models. In order to assist students in developing meaning and connecting algebraic concepts to geometry and statistics, consideration should be given to the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the numeric to the symbolic. Connections between Algebra I and other subject areas through practical applications may assist in helping students attach meaning to the abstract concepts of algebra. TI-84 Plus CE graphing calculators and the Desmos online graphing calculator will be used to support and verify many mathematical and algebraic concepts throughout the year. Students in Algebra I will take the Algebra I End of Course SOL test at the end of the year. In order to receive a verified high school credit, students must successfully pass the course and End of Course SOL test.

Life Science 7

In this course, basic scientific skills are developed within the following topic areas: life processes, cells, cellular organization, genetics, including genetic engineering, adaptations and changes over time, classification, characteristics of the four kingdoms, and ecology. Students will apply their knowledge through exercises involving measurement, problem solving, application of the scientific method, determining cause/effect relationships, reading graphs and tables, and following directions, especially as this relates to lab safety. Major emphasis is placed on the ability to analyze any given situation in a scientific manner. In addition to the standard science curriculum, this course will build upon students’ knowledge of design aspects including inquiring and analyzing, developing ideas, creating solutions, and evaluating through interdisciplinary, project-based learning. While 7th grade students will not take a Science SOL test at the conclusion of this course, many of the standards covered in Life Science 7 will be assessed cumulatively through the Science 8 SOL test. The Science 8 SOL test is administered upon completion of Physical Science 8 and will include material from all middle school science courses. The IB subject group of design is integrated into the science curriculum to support the progression of scientific investigation. Design grows student skills through inquiring and analyzing, developing ideas, creating solutions and evaluating work. The design cycle — knowing and understanding, inquiring and designing, processing and evaluating, and reflecting on the impacts of science — will be used to assess and report student progress on the design objectives in addition to the standard science objectives.

• French I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • Students are introduced to written and spoken French. Students will learn basic grammar and vocabulary. They will develop listening and speaking skills through class participation. Students will explore various aspects of the French culture.
• Spanish I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • Students will develop beginning communication competencies in listening, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, and read simple narration and comprehend messages. Students will acquire a working vocabulary for everyday use, understand basic elements of language structure (to include present and past tenses) and pronunciation. This course will present a balance of grammar and communication proficiency through the classroom use of audiovisual technology and interactive tasks.
• Latin I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • In this course, students will be introduced to the language of the ancient Romans. Emphasis is placed on translating from Latin to English and writing English sentences in Latin along with the study of various aspects of Roman life and history.

• Health / PE 7
  • The intent of health education is to help students understand how to achieve and maintain good health for a lifetime. The three learning goals - Knowledge and Skills, Information Access and Use, and Community Health and Wellness - focus on key health concepts and skills needed to facilitate the formation of healthy behaviors and practices. Participation in cooperative and competitive games allows students opportunities to develop skills as well as tactical understanding. Students assess their health related fitness status and set reasonable and appropriate goals for development, maintenance, and improvement. Students explore the connection between energy balance and nutrition guidelines, meal planning, and heart rate. Students may wear their own school-appropriate shorts and/or athletic pants (e.g., sweatpants) for Health/PE classes. However, a WGMS t-shirt and shorts can be purchased for $15.
• Art 7
  • The objectives for Art II are a continuation of the exploration of art with an emphasis on analyzing and investigating the creative process. Students will develop technical skills that empower them to communicate ideas visually, with the focus on realistic representations of their environment. Students will also acquire knowledge that engages them to look at works of art from a personal perspective as they identify art styles and the periods to which they belong. In addition, they will become aware of a variety of art careers that they may consider. They will develop inquiry skills and vocabulary as they explore the meaning of works of art through analysis of subject matter, themes, and symbols. Students develop an increased awareness of the nature of art and of their relationship to it as they explore the meaning and value of works of art.
• Digital Art
  • In this course, students will use technical and conceptual tools to build upon their understanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating design knowledge with software tools. Students will continue to use computers as a tool for self-expression as they continue to learn to critically interpret the world in which we live today. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed.
• GI Visual Art
  • Qualifies for Visual Arts Gifted Services
  • This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.
• Band I
  • This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.
• Band II
  • Prerequisite: Band I or 1 year experience playing a related instrument OR permission of the instructor following an audition
  • This intermediate Band class is designed for students who already posses an understanding of basic music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school.
• Chorus 7
  • This class is for students who like to sing and want to learn to sing better. The course is open to students who have previously taken Chorus I. Students will rehearse music in 2-3 parts with an emphasis on singing in a traditional Soprano, Alto, Baritone (SAB) ensemble. The application of music theory will expand upon that learned in Chorus I choir class to include more difficult rhythmic and melodic notation as well as sight-seeing. Students will sing music representing a variety of cultures, styles and time periods in music history. They may also play classroom instruments at time allows. Students will be graded on daily class participation, individual progress, journal work, projects and at least one concert per quarter. Additionally, students will study time periods in music history. This is a performance-based class; singing is expected on a daily basis. Special concert attire is required.
• Gifted Performing Arts
  • Qualifies for Performing Arts Gifted Services
  • This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing and acting and will include performing as well as the creation of original material.
• Orchestra I
  • This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances and any other performances designated by the instructor. Special concert attire is required. Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.
• Orchestra II
  • Prerequisite: Orchestra I or 1 year experience playing an instrument in the violin family OR permission of the instructor following an audition
  • This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other performances designated by the instructor. Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.
• Computer Solutions
  • Students are introduced to the world of business using the computer as a problem-solving tool. Emphasis is placed on using basic keyboarding skills to complete a variety of projects incorporating word processing, database, presentation, and spreadsheet software. Basic Internet safety and computer maintenance issues are important components of this course.
• Health and Medical Sciences Exploratory I
  • Students explore health and medical sciences careers and related clusters, participate in interactive activities, and receive an overview of the healthcare industry. Course content includes the criteria for entering various healthcare careers. Students gain communication, problem-solving, and critical thinking skills. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Family and Consumer Sciences Exploratory II
  • Family and Consumer Sciences Exploratory II helps students develop essential knowledge and skills to lead better lives, be career-ready, build strong families, and make meaningful contributions to their communities. Contextual instruction and student participation in cocurricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Introduction to Agriscience
  • Students will participant in project-based learning, technical skill development, and academic enrichment activities, students in Introduction to Agriscience will explore the importance of plant and animal agriculture, scientific principles, agricultural mechanics, natural resources management, and career opportunities related to agriculture, agriscience, and agribusiness. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations
• Gifted Education Seminar
  • Qualifies for Gifted Intellectual Services
  • This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.

• English 8
  • Students in English 8 will examine both fictional and non-fictional forms of writing, accompanying literary terms and devices, and vocabulary. They will explore the writing process using expository, informational, narrative, and persuasive writing, to include editing for correct grammar, capitalization, punctuation, spelling, sentence structure, paragraphing, and the use of oral and written language skills. The goals for the year are to build the skills necessary to produce good writing, to encourage an appreciation of good literature, and to prepare for the challenges of high school. Additionally, students will prepare for the 8th grade SOL Writing test in March and the 8th grade SOL Reading Test.
• Honors English
  • Prerequisites: B or higher in a 7th  Grade Reading course AND a 7th Grade Reading SOL score of at least 475 or higher.
  • The goal of Honors classes is to provide extensions to the standard English program of study that add depth and complexity to the existing curriculum. The resources, units, and lessons are designed to nurture and develop advanced academic potential in all learners. Honors English classes encourage students to think conceptually, to make connections across time, place, and subject, to perform as a practitioner or scholar in a discipline, and to self-assess and reflect on their learning and the learning process. Additionally, this challenging course includes a humanities component in which students are exposed to ideas and experiences in history, science, literature, philosophy, and the arts. As students read, write, and engage in discussion, they begin to think critically, learn to express themselves clearly and adapt to changing circumstances. Throughout the course, 8th grade students will prepare for the SOL Writing Test in March and the SOL Reading Test in May.

World Geography

This course explores the world’s people, places, and environments. This course concentrates on the study of the world’s countries and regions, land forms, climates and natural resources, cultures, and political/economic systems. You will be required to maintain an organized notebook in this class. This material will be reviewed for all tests and quizzes throughout the year, so neat and completed notebooks are a must. In order to receive a verified high school credit, students must successfully pass the course and the End of Course SOL test.

• Math 8
  • This course places an emphasis on the concepts needed for success in high school level algebra, geometry, and statistics. Students will explore real numbers and the subsets of the real numbers system. Proportional reasoning is expounded upon as students solve a variety of problems. Students find the volume and surface area of more complex three-dimensional figures and apply transformations to geometric shapes in the coordinate place. Students will verify and apply the Pythagorean Theorem creating a foundation for further study of triangular relationships in geometry. Students will represent data, both univariate and bivariate data, and make predictions by observing data patterns. Students build upon the algebraic concepts developed in the standards for grades six and seven mathematics, which include simplifying algebraic expressions, solving multi-step equations and inequalities, and graphing linear functions. The grade eight standards are vital to providing a solid foundation in Algebra I for students in middle school mathematics. Students in Math 8 will take the Math 8 SOL test at the end of the year.
• Algebra I
  • Prerequisites: Students who have completed Enriched Math 7 and an SOL score of 475 or higher.
  • This is an accelerated, rigorous course for students who are ready for an advanced mathematical curriculum. The study of algebraic thinking begins in kindergarten and is progressively formalized prior to the study of the algebraic content found in the Algebra I Standards of Learning. Included in the progression of algebraic content is patterning, generalization of arithmetic concepts, proportional reasoning, and representing mathematical relationships using tables, symbols, and graphs. All students are expected to achieve the Algebra I standards. The study of Algebra I assists students in generalizing patterns or modeling relevant, practical situations with algebraic models. In order to assist students in developing meaning and connecting algebraic concepts to geometry and statistics, consideration should be given to the sequential development of concepts and skills by using concrete materials to assist students in making the transition from the numeric to the symbolic. Connections between Algebra I and other subject areas through practical applications may assist in helping students attach meaning to the abstract concepts of algebra. TI-84 Plus CE graphing calculators and the Desmos online graphing calculator will be used to support and verify many mathematical and algebraic concepts throughout the year. Students in Algebra I will take the Algebra I End of Course SOL test at the end of the year. In order to receive a verified high school credit, students must successfully pass the course and End of Course SOL test.
• Geometry
  • Prerequisite: Passing score on Algebra I.
  • This course is designed for students who have successfully completed the Algebra I Standards of Learning. The curriculum includes an emphasis on developing reasoning skills through the exploration of geometric relationships including properties of geometric figures, trigonometric relationships, and mathematical proofs. In this course, deductive reasoning and logic are used in direct proofs. Direct proofs are presented in different formats (typically two-column or paragraph) and employ definitions, postulates, theorems, and algebraic justifications including coordinate methods. TI-84 Plus CE graphing calculators and the Desmos online graphing calculator will be used to support and verify many mathematical and algebraic concepts throughout the year. Students in Geometry will take the Geometry End of Course SOL test at the end of the year. In order to receive a high school credit, students must successfully pass the course and End of Course SOL test.

Physical Science 8

In this course, students will increase their scientific knowledge through the exploration of motion, forces, energy, waves, light, electricity, magnetism, heat, matter, atomic structure and theory, chemical and physical changes, the periodic table, elements, chemical bonds and reactions. Students will expand their skills of taking and reading proper measurements, problem solving, applications of the scientific method, and reading graphs and tables. At the conclusion of this course, students will take the Science 8 SOL test which includes material from Earth Science 6, Life Science 7, and Physical Science 8.

• French I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • Students are introduced to written and spoken French. Students will learn basic grammar and vocabulary. They will develop listening and speaking skills through class participation. Students will explore various aspects of the French culture
• Spanish I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • Students will develop beginning communication competencies in listening, reading, writing and speaking Spanish and study Hispanic culture and history. Students will demonstrate skills necessary to carry out basic survival needs, deliver oral and written presentations, and read simple narration and comprehend messages. Students will acquire a working vocabulary for everyday use, understand basic elements of language structure (to include present and past tenses) and pronunciation. This course will present a balance of grammar and communication proficiency through the classroom use of audiovisual technology and interactive tasks.
• Latin I
  • Prerequisites: B or higher in a 6th Grade Reading course. Special consideration will be given to native speakers of the language. This course will take 2 elective class times and be offered every day.
  • In this course, students will be introduced to the language of the ancient Romans. Emphasis is placed on translating from Latin to English and writing English sentences in Latin along with the study of various aspects of Roman life and history.
• French II
  • Prerequisites: C or higher in French I. This course will take 2 elective class times and be offered every day.
  • Students will continue to develop the skills of listening, speaking, reading, and writing. They review basic vocabulary while learning more advanced grammatical concepts. Additional vocabulary is acquired through listening and reading to improve basic conversational skills. This course includes the study of Francophone cultures.
• Spanish II
  • Prerequisites: C or higher in Spanish I. This course will take 2 elective class times and be offered every day.
  • Students will continue their study of the Spanish language and culture of the Spanish speaking countries. Students will understand more complex grammar topics and talk about events in the present, past, and future. Topics are presented in the contexts of everyday situations — travel, food, recreation, telecommunications — that provide real meaning and purpose to the acquisition of language skills.
• Latin II
  • Prerequisites: Successful completion of Latin I (Phase 1). This course will take 2 elective class times and be offered every day.
  • A thorough review of grammatical forms and vocabulary will serve as the introduction to Latin II. Attention will be given to development in vocabulary and the presentation of more complex grammatical constructions: dependent verbs, participles, infinitives, indirect discourse, and the subjunctive mood.

• Health / PE 8
  • In this course, students will further develop their competence in more complex dynamic game/sport situations and in a variety of recreational activities. Eighth grade students will apply their knowledge of major body structures to explain how body systems interact with and respond to physical activity and how structures help the body create movement. Students will explain the relationship between nutrition, activity, and body composition to deepen their understanding of energy balance. Students will set goals, track progress, and participate in physical activities to improve health-related fitness. They will build a repertoire of abilities across a variety of game/sport, dance, and recreational pursuits and begin to develop competence in specialized versions of lifelong game/sport activities. Students may wear their own school-appropriate shorts and/or athletic pants (e.g. sweatpants) for Health/PE classes. However, a WGMS t-shirt and shorts can be purchased for $15.
• Art 8
  • The objectives for Art III focus on the synthesis and application of previously learned concepts. Using traditional and emerging technologies, students are able to apply more complex technical skills as they manipulate the elements of art and the principles of design, art media, and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes. Students produce works of art that are developed from preliminary ideas and sketches. They compare and contrast art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate late reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills enables students to develop a world view, placing the discipline of art within a broader context, and relating it to other of knowledge.
• Digital Art
  • In this course, students will use technical and conceptual tools to build upon their understanding of the fundamentals of digital media. Emphasis is placed on learning to use the computer as a means of producing print graphics and integrating your design knowledge with software tools. Students will continue to use computers as a tool for self-expression as they continue to learn to critically interpret the world in which we live today. Emphasis is placed on making interdisciplinary connections based on the standards of learning for all disciplines. Through the use of technology, students explore themes based on artists and the elements of art. Software applications include Adobe Photoshop and other available software. Ethical issues concerning computer generated imagery are addressed.
• GI Visual Art
  • Qualifies for Visual Arts Gifted Services
  • This is a gifted education course. The objectives for the sixth, seventh and eighth grade gifted visual arts programs provide each student with more independent opportunities to execute previously learned concepts while building new skills that will enhance their abilities for more advanced levels of artistic expression. Using traditional and emerging technologies, students are able to apply more complex technical skills in a more “studio based” class setting as they manipulate the elements of art and the principles of design, art media and ideas. Students acquire art skills that enable them to make conscious choices of media and techniques for expressive purposes to create beyond basic concepts and ideas. Students produce works of art that are developed from preliminary ideas and sketches to more intricate art prepared for public exhibitions and displays. They will critique and observe art from different world cultures and investigate how context can influence meaning. Students debate the purposes of art, formulate reasoned responses to meaningful art questions, develop their own criteria for making art judgments, and develop a personal aesthetic. The acquisition of these skills will enable the students to develop a world view, place the discipline or art within a broader context, as well as relate it to other fields of knowledge. Students will also explore various careers as an artist for future goal setting.
• Band I
  • This course offers instruction to beginning band students in instruments with a focus on fundamental skills vital to future success in an instrumental ensemble such as proper posture, development of characteristic tone quality and music literacy. This class is ideal for those students who do not have any experience with instrumental music, or those with some experience who may wish to review and reinforcement of musical literacy or performance skills. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent an instrument, one may be borrowed from the school. No audition is required to participate in this class. Students are not expected to come to the first class day with an instrument.
• Band II
  • Prerequisites: Band I or 1 year experience playing a related instrument OR permission of the instructor following an audition.
  • This intermediate band class is designed for students who already posses an understanding of basic music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent or purchase an instrument, one may be borrowed from the school.
• Band III
  • Prerequisites: Band II or 2 years experience playing a related instrument AND permission of the instructor following an audition.
  • This advanced course is designed for students who already possess a strong background in music reading, correct playing position and tone production. Instruction offers a continued focus on music literacy, tone production, playing technique and aural skills. This class will perform advanced concert literature in an ensemble-focused setting. Students in this class will be expected to rent or purchase a musical instrument, attend various after school concert performances, and come prepared with their instrument each day to class. If a student is unable to rent or purchase an instrument, one may be borrowed from the school.
• Chorus 8
  • This is a choir class for students who really enjoy singing and want to learn more serious and advanced singing skills. It is designed to offer the eighth grade student a continuing education in choral singing which will prepare them for high school choir classes. The students will rehearse music in 3-4 parts with an emphasis on singing in a traditional Soprano, Alto, Tenor, Bass (SATB) ensemble. The application of music theory will expand upon previous years' knowledge and will be designed to prepare students for more advanced study and singing at the high school level. Students will be expected to learn rhythmic and melodic notation as well as sight singing principals. Students will sing music representing a variety of cultures, styles and time periods in music history. They will be graded on daily class participation, individual progress, journal work, projects and at least one concert per quarter. This is a performance-based class; all students are expected to sing daily.
• Gifted Performing Arts
  • Qualifies for Performing Arts Gifted Services
  • This course for identified gifted students is designed for those students who demonstrate a large degree of ability as it relates to the performing arts. Emphasis will be placed on each student’s creative passion and skills in singing, dancing and acting and will include performing as well as the creation of original material.
• Orchestra I
  • This course is designed for students interested in performing in a beginner string ensemble on the violin, viola, cello, or bass. Technical and music theory skills are developed through the use of method books, scales, and other materials and exercises deemed appropriate by the instructor. The students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments designated by the instructor that will help enhance the students’ knowledge of music and/or their instrument and/or their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances and any other performances designated by the instructor. Special concert attire is required. Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.
• Orchestra II
  • Prerequisites: Orchestra I or 1 year experience playing an instrument in the violin family OR permission of the instructor following an audition.
  • This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other performances designated by the instructor. Some instruments are available at WGMS. If an instrument is not available, it can be rented or purchased locally.
• Orchestra III
  • Prerequisites: Orchestra II or 2 years experience playing an instrument in the violin family OR permission of the instructor following an audition.
  • This course is designed to continue to develop fundamental skills of performing on the violin, viola, cello, or double bass. Technical skills will continue to be developed based on the material that the instructor presents in class which includes but is not limited to performance pieces, scales, and method materials. Students will also continue to foster their ensemble performance skills through a vigorous concert schedule. Grading for this course is based on playing/written tests/quizzes, class participation and behavior, concert dress rehearsals, concert performances, practice logs, self-assessments, and other assignments that will help enhance the students’ knowledge of music, their instrument and their performance skills. Students are required to participate in ALL concert dress rehearsals and concert performances as well as any other performances designated by the instructor.
• Digital Technology Foundations
  • This foundation course introduces the use of relevant and emerging technologies, tools, and applications to prepare students for current workplace practices and everyday life. Students will demonstrate information processing using a variety of hardware and software and Internet-based tools to produce and integrate data in various formats. This course is designed for students wishing to progress through more advanced business and information technology coursework. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Family and Consumer Sciences Exploratory III
  • Family and Consumer Sciences Exploratory III students continue to build on knowledge and skills acquired in Family and Community Sciences Exploratory I and II to lead better lives, be career-ready, build strong families, and make meaningful contributions to their communities. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work- based learning (HQWBL) will provide experiential learning opportunities related to students’ career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Health and Medical Sciences Exploratory
  • Students explore health and medical sciences careers and related clusters, participate in interactive activities, and receive an overview of the healthcare industry. Course content includes the criteria for entering various healthcare careers. Students gain communication, problem solving, and critical thinking skills. Contextual instruction and student participation in co-curricular career and technical student organization (CTSO) activities will develop leadership, interpersonal, and career skills. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Make It Your Business
  • Students design, establish, and operate a small-group or class business, producing a service or product that meets an identified school or community need. Emphasis is placed on the introduction and application of business terminology, basic entrepreneurship concepts, and fundamental business principles. Basic academic skills (mathematics, science, English, and history/social science) are integrated into this course. High-quality work-based learning (HQWBL) will provide experiential learning opportunities related to students' career goals and/or interests, integrated with instruction, and performed in partnership with local businesses and organizations.
• Gifted Education Seminar
  • Qualifies for Gifted Intellectual Services
  • This seminar course is designed to address the unique needs and challenges of gifted learners in the middle school setting. Participants will explore advanced instructional strategies, differentiation techniques, and socio-emotional support methods tailored to the gifted population. The course will provide a comprehensive overview of gifted education theories, research, and best practices, with a specific focus on middle school students.