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The junior high years – in Paideia’s case, the seventh and eighth grades – are sometimes considered the most challenging and fascinating time of one’s life. Physical, intellectual, and emotional changes are rapid and intense at this age. Kids feel that they are no longer children; while they’re eager for the greater freedoms and responsibilities of teenage life, they’re also filled with self-doubt and are apprehensive about the social conflicts and increased academic pressures that lie ahead. Though they constantly try out new roles for themselves and might seek to distance themselves from their parents, they still need and want the support and guidance of the key adults in their lives.This age of transition has typically been difficult for schools to handle. There is a wide range in skills and maturity at this age. Within one classroom, students who can think and write at a high school or even college level sit next to others who are still fairly young intellectually. Even within individual kids there can be wide fluctuations. A seventh or eighth grader can behave like a 16-year-old one day and like a 10-year-old the next. To deal with these competing factors, most studies have recommended smaller and more flexible schools, more individual attention and guidance from teachers, and more opportunities for reflection and self-expression. We have developed a program at Paideia that we think is especially suited to deal with the needs and opportunities of early adolescence. It combines close contact and support from teachers with independence, individual responsibility, and a wide range of choices. It demands a lot from students but does so in comfortable surroundings where they can feel at home. We emphasize core subjects such as math and writing, but also employ a creative curriculum designed to develop self-awareness and expression. And, it’s all presided over by teachers who genuinely enjoy and appreciate children of this age.CHANGING TIMES

Classrooms are openly arranged with sofas, tables, and chairs. Kids don’t line up to go places, there are no bells between class periods, and one doesn’t need permission to go to the water fountain. The academic expectations are high, but the atmosphere is informal. We believe that this environment helps students feel more at home and at ease. Comfort is especially valuable for junior high kids, for whom a certain degree of fidgeting and sprawling is as inevitable as breathing. They need lots of elbow and knee room; they were never intended to sit in desks for hours on end.Another somewhat unusual feature of the school is that teachers are called by their first names. Teachers and students get to know each other very well here, and that makes calling them “Mr.” or “Mrs.” seem out of place. Still, there’s no doubt who’s in charge; kids know that calling teachers “Kemi” or “Tony” does not make them peers or make assignments and expectations any less serious.Atmosphere

Facult yThe teachers, more than any other variable, set the tone and atmosphere of the school day. One of Paideia’s guiding principles has been to find experienced, talented, and innovative faculty and give them room to teach. There is no particular educational ideology imposed on teachers; their classes tend to be reflections of their styles and enthusiasms. Some seem to teach by force of personality and need little external structure to do so. Others see themselves as organizers and facilitators in the learning process. Some are very systematic in their approach, while others rely more on inspiration. Some are effusive and affectionate, while others are more formal or subdued. But, they all share two things: they enjoy being around children this age, and they believe they can make a positive impact on the lives of their students.Paideia has junior high teachers who approach the early adolescent experience with a sense of adventure, patience, compassion, and above all, a sense of humor.

We have high hopes and expectations for our junior high students. At such a pivotal time in their lives, we want school to be a place where students are challenged and supported, where they acquire the skills they need but also do a lot of things they enjoy, and where they learn to look at themselves honestly and appreciate what they see. We want them to emerge from eighth grade confident, accomplished, and ready for the world of high school. Junior high is a time when it’s still okay to struggle, and even to fail, as long as one can learn from one’s mistakes. We think this is the best time for students to stumble, deal with some doubts, and ultimately experience breakthroughs.Because of this perspective, when we evaluate junior high students and talk to parents about how their children are doing, our chief concerns are not so much with grades and test scores, but with how they are dealing with this multifaceted, two-year process. Perhaps the greatest advantage of having interdisciplinary homebase classrooms is that our teachers get to know their students very well, and » Organize and discipline themselves » Organize and discipline themselves to get things done to get things done» Express ideas clearly and fully, in» Express ideas clearly and fully, in writing and when speaking writing and when speaking» Think critically and deeply about a» Think critically and deeply about a variety of subjects variety of subjects » Learn and absorb new ideas and» Learn and absorb new ideas and information information» Approach and solve problems in » Approach and solve problems in a systematic way a systematic way» Practice being responsible for their» Practice being responsible for their own learning own learning» Discover and take ownership of their» Discover and take ownership of their voice voiceThe skillsOver the course of their junior high years, there are skills that we want students to develop and practice. We want them to be able to:Goals and Expe ctations

» Self-confidence» Self-confidence» Self-awareness and honesty» Self-awareness and honesty» The ability to stand up for themselves » The ability to stand up for themselves and their emerging beliefs and their emerging beliefs» Enthusiasm for learning and trying » Enthusiasm for learning and trying new things new things» The ability to get along well with » The ability to get along well with peers with adults peers with adults» The ability to see and understand » The ability to see and understand multiple points of view multiple points of view» » An awareness of and respect for An awareness of and respect for people of different cultures people of different cultures» » A sense of humorA sense of humorThe intangiblesAnd then there are the intangibles we want students to develop:from a number of different viewpoints, so that evaluations reflect how students are doing on many levels. Skill levels vary widely at this age so we have varying expectations for each student. For those who are already strong in a particular area, we want them to push themselves toward more complex work. For those who are struggling with a specific skill, we want them to gain competence and build self-confidence. The junior high curriculum combines attention to foundational skills with a continual quest for creativity and depth. We believe the intangibles are every bit as important as the acquisition of skills and knowledge. Our junior high is a place where many of these qualities are practiced and tested in ways they can’t be at home. For instance, a student encouraged to speak up in literature class will gain confidence that will serve them well in school, work, and life.

Junior high students at Paideia spend about half of their week in an interdisciplinary homebase classroom with a pair of teachers who get to know them very well over the course of two years. They spend the other half of their time with specialists who teach math, science, modern language, art, and music.While most junior high programs are structured like high schools, with students shuttling among different teachers and classes all day, we believe junior high kids still need more individual attention and contact with a primary teacher than a totally departmentalized program can provide. Our junior high is designed to provide a transition to the kind of autonomy that students will experience in high school, and its structure reflects that intention.Structure“Our curriculum is challenging, “Our curriculum is challenging, but it might not look like the but it might not look like the challenging curriculum that challenging curriculum that you grew up with because it’s you grew up with because it’s created to prepare our students created to prepare our students to succeed in today’s rapidly-to succeed in today’s rapidly-changing world.”changing world.”-Homebase Teacher-Homebase Teacher

literatureliteraturewritingwritinggrammargrammarsocial studiessocial studiesservice learningservice learningindependent projectsindependent projectshomebasemathmathsciencescienceartartmusicmusicmodern languagesmodern languagesPE gamesPE gamesspecialist classes

The homebase classes place particular emphasis on literature, writing, and social studies. These subjects provide fertile ground for learning at many levels. There is intensive practice in writing and speaking skills, with ongoing lessons in the importance of honest and open communication. Students are pushed to look beneath the surface. These subjects can also tap into the passions and anxieties of early adolescent life. The United States Constitution, semicolons, and analytical writing run head to head in competition with who likes whom, who is mad at their parents, and who won the pick-up game at break. Personal and social concerns can seem all-consuming, and to some extent that’s developmentally appropriate for this age.One way in which we differ from most schools is that we don’t treat these anxieties as distractions and attempt to teach in spite of them. We try, instead, to use them constructively to give the curriculum more relevance to students’ lives. A particular child’s insecurities or conflicts with friends can lead to a wonderful story, a meaningful discussion, or a deeper understanding of what is really going on in the current literature book. In class discussions of To Kill a Mockingbird or The Power of One, for instance, students explore the coming-of-age experience and gain perspective and understanding of their own journey. We want our students’ lives to be incorporated into their schoolwork; this requires a fair amount of organization and creative license. We have found over the years that the results can be astounding, and, among other things, academic skills are strengthened in the process.WRITINgThe key to becoming a good writer is to write constantly and have one’s writing nurtured critically. Students practice writing short stories, literary analyses, speeches, and essays and will write autobiographically, but not of the “what-I-did-last-summer” variety. Young writers are encouraged to find and use the conflicts and triumphs of their own lives, large and small, as material for their assignments. What they come up with is often personal and seemingly universal to many teenagers: doubts about themselves; problems in their friendships; avoiding homework; dealing with pesky siblings; or convincing a parent to buy them a new pair of shoes. They find the process more interesting and the results more powerful when they are personally invested in the topic. Homebase Classes

SoCIAL StUDIEsThough each homebase takes a unique approach, social studies classes in the junior high are designed to address what matters most to our students while emphasizing research, writing, and critical thinking skills. All of our teachers use their social studies curriculum to promote respectful dialogue across differences. Every class includes ample helpings of history, geography, government, and current events, and great importance is placed on research skills and understanding historical context. The content and approach depend very much on the individual teachers’ styles and passions. While some teachers have a definitive two-year curriculum that they consistently follow, such as “World Cultures” or “Race, Class, and Gender,” others choose different themes each year, such as “Hunger,” “Peace,” or “The City of Atlanta.”» » FairnessFairness» » Social JusticeSocial Justice» » RelationshipsRelationships» » What’s happening in the worldWhat’s happening in the world around them around them» » Debate Debate » » The The currencurrent state of society and how t state of society and how it relates to them it relates to themWh a t concerns 7th and 8th grade rs?

WorkloadLItErATUReLiterature class is serious business at Paideia. Students learn very quickly that we are interested not only in their vocabulary and comprehension skills, but also in what they have to say about what they have read. They are prodded to read between the lines, consider interpretations and motivations, question the choices of the characters and the author, recognize themes, motifs, and symbols, and discuss parallels with their own lives. There are some remarkable discussions in these classes as kids become more sophisticated students of literature.Workload is often a concern for parents and students at the beginning of junior high. Teachers use different approaches to communicate assignments to parents and help students take responsibility for keeping track of deadlines. Students have work periods during the week to get homework finished, with seventh graders having more work periods than eighth graders. There are times in the semester when homework can average two hours a night even when additional work time has been allocated at school. All homebase teachers work with kids on organization to help them figure out what works best for them.Most students find the workload manageable and have little trouble making the transition from sixth to seventh grade. For those who have temporary difficulties with this transition, we provide more support.

Specialist Classe sMAtH Students come to our junior high with a range of math experiences. Some are crazy about math and very confident; others are competent but unsure of their abilities. We provide students with the courses best suited for them by offering several different paths through our junior high and high school math curricula. Some courses move quickly to accommodate advanced learners. Other courses provide more opportunity for repetition and reinforcement. Our small classes create a comfortable atmosphere where students grapple with challenging material, receive individual attention, and practice flexible thinking and problem solving.SCIeNCEOur junior high science curriculum focuses on life science for seventh graders and physical science for eighth graders. Both classes incorporate hands-on experiences, and students have a healthy balance of group projects, labs, and lectures.A seventh grader might learn about cells by creating a movie or study biomes by using the latest technology. An eighth grader might study motion and forces by racing mousetrap vehicles. All students learn to use lab equipment, interpret experiments, analyze graphs, and solve problems. There is strong interest in clubs such as robotics, birding club, science club, and Odyssey of the Mind. All of these clubs help push science beyond the walls of the classroom and provide students with an opportunity to pursue a subject in greater depth.MoDErN LANgUAGeSPaideia junior high students study either Spanish or French. By the end of eighth grade, students will have completed the equivalent of one year of high school language. In Spanish and French classrooms the target language is spoken from the beginning of the school year, and teachers use a variety of techniques to aid in comprehension and to develop reading and writing skills. Students regularly participate in games, role-plays, surveys, and interviews to practice speaking, listening, and grammar in a way that makes the learning experience productive, engaging, and fun.

HOmEbASe EXTrASEach pair of homebase teachers puts their own stamp on their classroom to create a unique community within the junior high. While some classrooms spend more time working with the urban agriculture program, others leave campus for service learning. One homebase might organize a “grammar olympics” competition while another has a point system that encourages their students to try new recipes or watch and analyze classic films.Having six homebase classrooms in our junior high, each with its own identity, creates a certain amount of friendly competition. Classes compete in everything from field day sports events to reading bowl to current events bowl to recycling. Some years there is a poetry slam competition. Other years there is “haiku of the week.” While the junior high doesn’t have class rank or honor rolls, we are not above using competition to create a healthy, motivating, and fun rivalry.

Clubs Clubs Parent-Organized Parent-Organized Activities Activities Trips Trips Dances Dances Athletic Events Athletic Events Dinner & a NightDinner & a Night at the Theater at the Theater Mystery NightMystery NightIce-cream SocialIce-cream SocialMentoring Mentoring Broadway Musical Broadway Musical Short Term Short Term Academic Bowl Academic Bowl A Cappella GroupsA Cappella GroupsSocial Life in the Junior High

In the junior high school all seventh and eighth grade students receive musical instruction about four times per week in one of three ensembles: band, orchestra, or chorus. Students learn music theory, instrumental or vocal technique, sight reading, and ensemble/concert etiquette. Each ensemble performs in several concerts during the year.Visual art students are exposed to a wide and sophisticated range of materials and techniques. Ongoing analysis of artwork helps students develop an aesthetic appreciation, art vocabulary, and a greater understanding of individual artistic expression. Art projects often include printmaking, self-portraits, sculpture, drawing, and painting. One class might make face jugs in the folk art tradition of north Georgia potters. Another might create paintings from photographs taken around campus. The Arts

SportsJunior high is a good time to begin a sport not yet attempted or continue playing a sport learned elsewhere. All of our teams have a range of players from the inexperienced to the advanced. Almost all junior high students participate in at least one sport per year and many play more than one.In some sports, we have one team for the more skilled players and another team for those less experienced. For those new to a sport, the emphasis is on participation and learning the fundamentals.The sports offered in junior high depend on student interest but typically include soccer, volleyball, ultimate, cross-country, basketball, softball, baseball, tennis, track, golf, and swimming. Paideia has facilities both on campus and off campus at Python Park in Avondale Estates.

More CLUB pixClubs and LeadershipWhile junior high is a time of intellectual and emotional development, it’s also a time to make new friends, pursue one’s passions, and practice leadership skills. We’ve found that participation in clubs is a terrific way for students to grow in these areas. Clubs vary somewhat from year to year based on students’ and teachers’ changing interests. Favorites include science club, academic bowl, book club, robotics, hiking club, and climate change club. Typically they meet after school, during lunch, and sometimes on weekends. We kick off each school year with a Club Fest, during which students talk to members of existing clubs and sign up for groups they want to try.In addition to clubs, we have a number of leadership opportunities including a student council and an admissions ambassador program. Student council members meet weekly during lunch to plan and organize dances, charitable drives, and other junior high-wide activities. Admissions ambassadors host prospective students on admissions visiting days and give tours of the junior high.

We encourage you to read the other materials about Paideia, including those from the high school. We also hope you’ll visit us – attend a junior high visiting program, dive into the website, and come to a sports event or concert. There is so much going on in the Paideia junior high. This brochure is only a condensed version of the story.We welcome your interest.We could design a junior high much simpler to run than the one we have. Scheduling would certainly be easier. We have kept our format of homebase class time and departmentalized subject areas because we believe this combination is more appropriate to the intellectual, emotional, and developmental needs of students this age. We also think it allows for greater creativity and individualization, a more personal as well as a more compelling way for children to learn. In addition, such a complex mix of independence and guidance, homebases and specialists, high demands and informal atmosphere, is ultimately a fitting reflection of this dynamic, transitional age group.

Paideia does not discriminate on the basis of race, religion, ethnic group, gender, or sexual orientation.PAIDEIASCHOOL.ORGThe Paideia School serves families with children ages three through eighteen. The school actively seeks racial, cultural, and economic diversity in its student body. Paideia is nonsectarian. The meaning of the ancient Greek word paideia (pie-day-uh) has changed throughout the centuries so that it has no literal translation. Rather, it reflects the conscious pursuit of a series of educational goals by a community. It conveys the concept of a child’s total education: intellectual, artistic and social.Paideia is different from most other schools and cannot be accurately categorized by a single philosophy or approach. We encourage you to find out more about Paideia by attending a prospective parent meeting, by talking to students and parents involved at the school, by touring, by reading our website, and by asking questions. We welcome your interest.© 2019. The Paideia School. All rights reserved. Photo Credits: Danny Lee Photography, Lou Casillas, Kemi Griffin, Josh Lieberman, Dan McCauley, and the Paideia yearbook staff.