RMS Curriculum

Sixth Grade	Seventh Grade	Eighth Grade
Fine & Practical Arts	Support Services	Volunteer Services

Curriculum Committee At the Richmond School we describe our written curriculum as "A Work in Progress" because it changes every year. Each spring, teachers add units or activities that have been successful during the previous year and delete those that have become outdated or repetitious. We also review the skills sequence every spring in order to make sure we still have an accurate description of what skills are taught at each grade level. During the summer the coordinator reassembles the Curriculum/Skills notebook and places copies in the school office for parents to borrow. The Curriculum Committee meets regularly during the year to identify ways it can support teachers as they plan and revise their classes. The committee includes teachers from each department and grade and the curriculum coordinator. The committee may plan staff development meetings for the staff, assist in planning curriculum meetings for parents, review professional literature, survey staff and parents every other year, and work with other schools in the district on writing and evaluating the K-12 comprehensive curriculum. Since 1998, we have awarded many mini-grants to teachers who need seed money for new interdisciplinary units or projects. We truly appreciate the creativity and dedication of teachers as they work to keep the curriculum evolving and relevant to students and adults in the school community.

Sixth Grade Curriculum Sixth grade is the first year in a new school. Each student has his/her own individual schedule. As students begin to make the transition from concrete to abstract thinking, the sixth grade team works hard to make the year comfortable, stimulating and academically challenging. Teachers keep parents informed about classes and school events through our weekly sixth grade newsletter. Staff members encourage parents to help their children succeed by establishing a regular time and place for daily quiet study in the home. All sixth graders take yearlong courses in English, math, social studies, science, physical education, art, and music. Students also take French unless exempted by an Individualized Educational Plan. They are required to take computer literacy once a week, and one quarter of developmental guidance, both of which foster the skills and strategies students need to be effective in middle school. Each quarter students also choose courses from the fine and practical arts program. English. The sixth grade English curriculum is dedicated to improving the language skills of students in writing, reading, critical thinking, discussion, research, information synthesis, speaking, performing, and presenting ideas to a group in addition to improving study skills. At the beginning of sixth grade, many students are concrete thinkers whose abstract reasoning skills are not yet fully developed. With writing as the central focus of the program, the teacher helps students develop the skills that enable them to think abstractly. Through the English curriculum, the teacher strives to help students increase their strengths as readers, writers, thinkers, and speakers. They develop an understanding of their individual learning styles and improve their study skills. The teacher presents material in a variety of ways and at a variety of levels to accommodate and challenge all learners. Social Studies. By reading in the text, using outside sources, and participating in classroom discussions, students begin to understand the complexity of United States history and how it has made this country what it is today. We study how people first came to this country and why. We study exploration and settlement from Europe and notice their effects on people already living here. We learn how difficult and rare it is to have the freedoms we have, and we marvel at how long we have been able to maintain them. We urge students to look critically at events of the past, but we also encourage them to appreciate the efforts of men and women who have paved the way for us and given us freedoms unprecedented in the history of the world. Math. The goal of the sixth grade math program is to help students make the important transition from performing concrete, arithmetical tasks to a more abstract, conceptual understanding of mathematics. Topics of study include number theory, measurement, data analysis, geometry, probability, and beginning Algebra. The program encourages logical thinking, organizational skill

Seventh Grade Curriculum Seventh grade is a year of transitions. Students from Norwich and Hanover are together in classrooms for the first time. They are expected to show more independence with work, and they are challenged to think abstractly. All seventh graders study English, social studies, math, French or Spanish or language arts, science, and two quarters of computer literacy. English classes meet daily, with a double period twice a week, which allows students extra time to focus on writing and literature. All students take one quarter of a cultural art class that uses the arts to explore themes from the social studies curriculum. Each quarter students may elect courses in the fine and practical arts. English. The aim of the seventh grade English curriculum is to continue to strengthen students' skills in reading, writing, listening, speaking, and studying. Through in-depth readings of short stories, novels, poetry, and drama, students learn to use the language of literature. In addition, the independent reading program encourages students to choose challenging and enjoyable books so that reading becomes a lifelong habit. Using the writing process, students develop their written language skills as they write nonfiction narratives, descriptions, essays, poetry, and fiction. Public speaking skills are taught and refined each quarter. Throughout the year students also improve their understanding of spelling, grammar, and study skills, and work to increase their vocabularies through lists generated from literature. Social Studies. In seventh grade, students explore the themes of change and movement through a study of nineteenth-century United States history including westward exploration and settlement, the Civil War, and the modernization/rise of technology in the latter part of the century. Additionally, we focus on the five themes of geography. We examine the migration of people from other countries to the US and learn about the resulting diversity of the US as a nation. We also examine the relationship between geography and culture through study of Asia, Antarctica and Australia. Students are encouraged to ask questions about the world, its people, and why they live the way they do. As students expand their worldviews, they will begin to appreciate the diversity found in our world both culturally and geographically. Skills emphasized include map-making, constructing and reading time lines, note taking, using primary sources, evaluating information, discussion skills, and working effectively in groups. Each student also takes one quarter of a special art class that uses the arts to explore themes that emerge in the social studies curriculum. (See ìCultural Artî below) Cultural Art. From the beginning of time, people have used materials from their environment to bring art and beauty into their daily lives. Skills are handed down through generations. Art is a language of understanding in which the creativity of all people should be valued. In this course students will learn about cultural and ethnic differences through arts and crafts, and they will be assigned a variety of projects to complete using many different materials. They will also complete a project exploring their own personal cultures. We integrate the program with the seventh grade social studies curriculum. We cover the art of US Culture that includes the Lewis and Clark expedition, Slavery and the Civil War, some Native American cultures, immigration and movement. We also cover art related to Australia, China and Antarctica. All students are required to take one quarter of cultural art. Math. There are 3 levels of math in the seventh grade: math 7, pre-algebra and algebra. The main goal for the math 7 course is to solidify the basic computational skills of all students. These computational skills are then applied in various formats such as games, labs, group activities, individual assignments, and computer projects to deepen their understanding of basic operations. Topics include: measurement, geometry, ratio, proportion, percent, probability, integers, and graphing on the coordinate plane. The main goals of the pre-algebra course are to build on the strong computational skills the students bring into the course and to prepare them for algebra in the eighth grade. Topics of study include: equations, geometry, percent, number theory, counting, probability, and the coordinate plane. The algebra course is a standard introductory algebra course beginning with a review of requisite skills and moving through linear, exponential, quadratic and rational functions. Science. The seventh grade science program is a life science course. The diversity unit emphasizes kingdoms of living things, adaptations, natural selection and cells, and heredity. The core of the human body unit is the anatomy and physiology of individual systems and their interrelationships to each other. Another focus is on health issues such as infectious disease and nutrition. Lastly, ecology investigations include energy flow and cycling of matter through ecosystems and relationships between biotic and abiotic factors. Scientific method, science reading and writing skills, and lab techniques are emphasized throughout the year. We continue to build on students' skills with observation, experimentation, metric measurement, scientific equipment, and data collection and analysis. Students are asked to continually apply scientific findings to their own lives and the world around them. The science rooms are very busy places where students are actively involved in experiments, projects, research, and other hands-on activities. French. The primary aim of French is to help students communicate in a different language. The four areas of language study: listening, speaking, reading and writing are further expanded through group work, paired activities, original written compositions, skits and projects. Spanish. The primary aim of the 7th grade Spanish program is to deepen student's interest in and appreciation of the Spanish language and the numerous Spanish-speaking cultures and countries around the world. Initially, students will learn to produce basic questions, answers, commands, and target vocabulary with accurate pronunciation. Once students have developed a foundation of vocabulary and understand the relationship between the letters and their sounds, they will begin to read and write in Spanish. Language Arts. Students who do not take French or Spanish take Language Arts. The class meets twice a week. The teacher encourages students to develop solid basic English skills. Keyboarding is also practiced throughout the year. Developmental Guidance. All seventh grade students take developmental guidance once a week for one quarter during the year. Through journal writing, interactive group activities, and focused discussions, students explore such topics as identifying school and community resources, making healthy decisions, managing conflict and managing stress. Since the seventh grade class doubles in size with the addition of the Norwich students, some time is devoted to discussions about the social landscape of seventh grade and coming together as a new community of learners. Computer Literacy. Every seventh grader is required to take two quarters of computer literacy. Instruction is closely correlated to the subject matter of academic classes. The course includes videos, discussions, and hands-on work with computers. It emphasizes touch-typing, word processing, databases, graphing, presentation skills, Internet research, programming, and discussion of health and ethical issues related to personal computer use.

Eighth Grade Curriculum Eighth grade students have developed many of the basic academic skills and the confidence they need to pursue more independent work. The eighth grade staff members encourage confidence in each learner by creating opportunities for students to direct their own studies. By second semester, eighth graders are ready to reach outside themselves by doing real and valuable work in the community. Each student does two hours of community service per week. All eighth graders take English, math, social studies, French or Spanish or cultures, science, two quarters of computer literacy and two quarters of guidance. Students spend nine periods a week in English, and this time is divided between writing and reading. Each quarter, students may elect courses in the fine and practical arts. English. Eighth grade English is dedicated to helping students refine their skills in reading, writing, speaking, listening, and thinking. Two periods a day are devoted to this subject, with special emphasis on research and persuasive writing; discussion of longer works of literature; and skills like spelling, vocabulary, grammar, and punctuation. Teachers encourage student independence through an individualized reading program, the controversy research paper, the interdisciplinary Renaissance unit, and the long-range eighth grade I-Search project. Students make formal class presentations, defend opinions, role play, and respond in discussion and conference. Teachers nurture and challenge individuals by balancing structured assignments with opportunities for self-expression and creativity. Social Studies. Through our study of selected topics in World & US history and geography, our eighth grade social studies curriculum challenges students to define themselves and their values with respect to historical events and their society. We analyze each time period and area of the world asking the students to consider what it means to be human. We begin with a unit on world religions. We then study Golden Ages of the World in Asia, the Middle East, and Renaissance Europe. The second half of the year focuses on US and World history of the twentieth century including WWI, WWII and the Holocaust. Throughout the year students are asked to compare historical decisions and events to contemporary issues. We focus on case studies that challenge students to understand different perspectives and wrestle with competing truths. As students consider the role of individuals in making history, they are ultimately compelled to reflect on their own roles and responsibilities as citizens. The course places a heavy emphasis on cultivating the research, discussion, and analytical skills students need to be critical and independent thinkers. Eighth-grade social studies provides students with a vocabulary for decision making and discussing issues of liberty and justice. Math. There are several levels of math offered in the eighth grade. In Math 8 the emphasis is on basic operations, signed numbers, and introductory work with equations. Students in Algebra I work with equations through quadratics, and with equations with two variables. Both courses include probability and statistics, problem solving, and the use of graphing calculators. Geometry H is a classical high school geometry course offered to students who complete Algebra I in the seventh grade. Students who have completed Geometry before eighth grade enroll in high school level honors math classes. Science. The eighth grade science curriculum focuses on topics in earth science and the acquisition of key scientific skills and concepts. Topics covered include: astronomy, chemistry, meteorology, rocks and minerals, plate tectonics, earth history, map reading, natural resources, researching skills, and an integrated unit studying Galileo and the Renaissance. We encourage active participation with an emphasis on data collecting, organizing information, problem solving, and making reasonable conclusions. Students practice effective communication of information as they share ideas, take notes, draw diagrams, make graphs, write lab reports, design posters, and make formal presentations to their classmates. Through our studies, we seek a deeper understanding and healthy appreciation of our planet. We engage in thoughtful consideration of important environmental concerns and issues related to science and technology. These explorations help students relate science to their own lives. Cultures. This eighth grade course, for students not enrolled in French or Spanish, introduces students to several different languages and cultures. They study Latin and ancient Rome; Spanish, Hispanic cultures and the Inca civilization; German, Germany and the Grimm Brothers' Fairy Tales; and French and francophone cultures, especially Québec. The goal is to give students a variety of experiences and at the same time introduce the four foreign languages taught at Hanover High School so students may make an informed decision about which language they want to study in high school. French. Students approach proficiency in French through speaking, study of grammar, graded language-usage activities, cooperative learning and group work, written and oral self-expression, skits, drills, and reading for pleasure. French culture is presented through readings, videos, and individual projects. Spanish. In 8th grade Spanish, students will learn through constant exposure to the target language. The skills of writing, reading, listening and speaking will be reinforced through interactive activities that will allow students to move from a beginning level of Spanish on to a more advanced level in the High School. Additionally, 8th grade Spanish will seek to review the material from 7th grade so that students feel confident with their skills. Developmental Guidance. All eighth graders take developmental guidance for two quarters, meeting once weekly. One quarter focuses on substance abuse education. The other quarter is with the school counselors, where the focus is on setting goals for the future, identifying learning strengths, and planning for the transition to the high school. Computer Literacy. Every eighth grader is required to take two quarters of computer literacy. The primary aim of the course is to ensure that students can use the computer as a tool for communication and productivity. The course includes videos, discussions, and hands-on work at the computer. Instruction is closely integrated to work in the academic classes. Students produce multimedia projects involving movie-making and web page design. Successful completion of sixth, seventh and eighth grade computer courses will meet the middle school computer portfolio requirement for the state of New Hampshire.

Fine and Practical Arts Curriculum The staff at the Richmond School is particularly proud of its excellent course offerings in the fine and practical arts. Middle school students have highly diverse interests and levels of maturity. These courses offer students opportunities to excel in creative and original ways and provide an essential balance to our academic curriculum. In these classes, students develop talents and intelligences that might not be fully challenged in academic classes. Classes fulfill state requirements in fine and practical arts; at the same time, they offer places where many students shine and where they excel in ways they never thought they could. Often these classes teach skills such as concentration, presentation of ideas, and problem solving which are reinforced or used in other courses including academics. Each quarter, with the help of teachers and parents, students choose courses that further their individual interests and needs. At this time, the school holds an ìarena scheduling,î when all students visit the library, review course offerings and sign up for classes in the coming quarter. This process allows students to exercise the freedom and responsibility of choice. Parents are encouraged to review the course summaries with their children, and together elect courses that will help them be happy, confident, well- rounded learners. The following is a list of courses in the fine and practical arts. Please be aware that offerings change each quarter, and that all classes are not offered every quarter. Students and parents will receive a list of course offerings before each arena scheduling session. Art. Students can choose from several art course offerings. The art room has an air of informality and relaxation, and yet is outrageously busy. After a ìproblem to solveî is introduced, the room's radio is turned on at a low level. Students choose to solve the problem immediately, or they contemplate, socialize, and hesitate, knowing that they have one and a half classes to turn in a finished product. If a class is repeated, advanced assignments are given. New information is given every week, and depth of involvement is up to the student. Almost all classes involve some elements of two- and three-dimensional art. The art room is a warm, fun, bright, and friendly place in which to work and create. Art offerings are: Art Open Lab. AOL is a "study with music". Students may work on art projects or on other studies. Batik. Students learn techniques of using wax, and dyes on fabric. One project is due every three weeks, depending on difficulty. Advanced students may work on Ukrainian eggs. Cartoon. This class gives each student the opportunity to use his/her sense of humor. Students will develop cartoon characters, dialogue, and finally a comic strip. We also use our iMac lab to generate a single panel computer illustrated cartoon. Color Theory. Students will learn about color theory in two-dimensional designs from basic to scientific. Problems start with monochromatic color schemes and end with a demonstration in light and color. Design. This is a formal class in design principles. It includes two- and three- dimensional projects, and one that is computer generated. Figure Drawing. Students learn four styles of drawing the human figure from simple to complex. Murals (community service option). Eighth grade students may elect the murals course for their community service during the second semester. Students design and then create a mural to enliven a wall of the school. Painting on Canvas (eighth grade / full year). In POC, students go through the entire process of creating a painting. They practice painting and find an image to paint. They also build, stretch, and prepare their own canvases. By the end of the course, students will complete a painting. Pastels. Students learn the basic technique of chalk and oil pastels. Pen and Ink. Students learn techniques in drawing with a crow quill pen, speedball calligraphy, and brush techniques. Pots. Students learn about clay and glazes. They practice techniques on hand building and throwing on the wheel. One complete project is due each week. Prints. Students learn basic print making, editions, plates and how to use a press. Sculpture. Students create a three-dimensional plan and create three or four different projects, using different materials and techniques. Sketching. Students sketch objects of their choice using various materials. They are introduced to a light source to develop might and shadow in their work. Watercolor. This is a basic course covering techniques, materials, and style of watercolor paints. Introduction to Chinese (Mandarin). Presented as a brief introduction to a fascinatingly different language, students learn proper pronunciation and study the several Romanization systems in use today. We also cover basic conversational phrases as well as make a foray into the world of Chinese characters (Ideograms). Throughout the class there are numerous references to Chinese/Asian culture and history. Drama. Combining 6th, 7th, and 8th graders in class, drama at the Richmond School is dedicated to the enhancement of students' self-esteem and self-knowledge through exploration, high performance standards, and various kinds of performance opportunities. Students may work in a number of genres: improvisation, theater games, voice and bodywork, scene study, and the creation of original theatre pieces. A number of specialized classes are offered, including Shakespeare and children's theatre. Students gain greater awareness and increased comfort and range in using their body, voice, imagination and emotions to communicate with others. Italian. In this class students explore Italian culture (art, music, food, etc.) history, and language through hands-on activities. Emphasis will be on culture, rather than traditional language areas such as grammar and spelling. Living Arts. The goal of the family and consumer science classroom is to foster the development of positive self-esteem and cooperation with others, while encouraging and appreciating individual uniqueness. Students are encouraged to take charge of their own learning experiences, with student and teacher often working together to develop the learning activities. Students working in peer groups also develop their cooperation skills. Increased self-esteem results from the nature of the living arts classroom, where activities are varied to include many of the seven intelligences and account for varying ability levels. Each individual has the chance to find his/her own niche. Course offerings include: The Costume Shop. In the Costume Shop, students will have the opportunity to learn about costuming from design to performance. Students may work with the drama classes and create costumes for the school play or play production class. The class will sketch costume ideas for a certain character, then submit the designs to the director for feedback and final approval. Then students will take their ideas to reality by collecting, modifying or constructing costumes to fit the actor's or director's vision. Creating With Fabric. Creating With Fabric is a highly individualized sequential course where students create projects from a suggested list or from ideas of their own. Students develop basic sewing construction skills with the emphasis on the process of planning, constructing, and evaluating. Topics covered include (but are not limited to) basic sewing language and tools, pattern layout, cutting and marking, threading and operating a sewing machine, and basic hand sewing. Foods and Nutrition. Foods and Nutrition classes may come with several different names depending on the focus of the quarter, but each has the same goal of developing basic food preparation skills while emphasizing that a healthy diet is a choice and a balance. The specific course themes vary from quarter to quarter, but may relate to grade level classes or to current issues like the environment. Students work in peer groups of 2-4 for most projects. Class titles include Breakfast 101, Experiments With Foods, International Foods, American Foods, Just Desserts, and It's Snack Time. Kids and Company. Kids and Company involves working with preschool children. Students spend one class day a week learning the basics of child development and planning activities for the next class. Students then carry out activities with preschoolers. Through hands-on experience students learn which activities work with preschoolers and think about possible modifications. Topics covered include (but are not limited to) physical, social, emotional, and intellectual development of children; children's books; art projects; snacks; games; toys; safety; and evaluation of children's television. Snack Shack. Snack Shack is a small business where students create, market, and sell snack foods. Students have the opportunity to explore and then specialize in an area of the business that interests them. Components of the business include food production, management, accounting, and advertising. Modifications for students of varying ability levels occur as students select their preferred aspect of the business. For example, reading challenged students may prefer to create products using simplified or pictorial directions, while students who excel mathematically may choose to calculate profit or the nutritional density of products. Model Aviation, By building model aircraft that really fly, students learn that they can understand and succeed in a technology-oriented field (aviation). Students take 2-dimensional plans- or perhaps just ideas- and turn them into 3-dimensional realities. Projects range from simple stick-type models to very accurate scale representations, all of which are designed to fly. More experienced modelers may take the elective to work on increasingly sophisticated designs, up to and (sometimes) including radio-controlled aircraft. Music Students develop their individual talents in music and their ability to work with others in a variety of ways. Course offerings include: Band. Sixth, Seventh, and Eighth Grade. Sixth-grade band students practice twice a week in like instrument sections (flutes and clarinets, saxophones and brass, and drums), and once a week in a full ensemble. Seventh and eighth- grade students practice twice a week as a full ensemble. They prepare lesson and concert materials that help them learn more about their instruments and ensemble groups. Members of the sixth, seventh, and eighth grade bands perform three concerts each year. Chorus. Chorus is offered as an elective to all sixth, seventh and eighth graders, regardless of previous musical training or experience. Students work on vocal technique, ensemble activities, basic score reading, harmonization, creative expression, and presentation skills. It is a performance-oriented activity. Singers perform in three major concerts and some special events. Musical challenges are provided which are appropriate to the developmental and ability levels of each group. This year we have four choral groups: sixth grade boys and girls, seventh grade girls, eighth grade girls, and seventh and eighth grade boys. Guitar. In Guitar, students learn and practice basic guitar techniques while working on songs. The guitar is a vehicle students can use for self-expression and for developing their musical intelligence and creativity. Students are encouraged to increase their level of playing ability by having the opportunity to work on more challenging pieces. Advanced Guitar. Advanced guitar is open to any student who wants to further his/her study of the guitar. Topics covered will be: how to play lead guitar (scales, arpeggios, and their application); how to be a supporting rhythm guitarist; left/right hand technique for accuracy and agility; learning notes on the freeboard and treble clef; and an introduction to jazz chords. New material is introduced once fundamentals are mastered. Jazz Band. (7th and 8th grade) This yearlong music ensemble is dedicated to playing all forms of jazz music. Jazz Band allows students to explore musical forms that are highly improvised. By learning to improvise on their instruments, students develop skills for self-expression that are not fostered in traditional Concert Band. The Jazz Band performs 3-4 concerts a year, and auditions are held each year for new members. Songwriting. This quarter-long elective is designed for students who have an interest in writing and performing original music. The music that is written is based on the instruments the students play. We work on basic song structure, lyrics, harmonies, rhythm, stage presence, and group dynamics. The course culminates in a performance of the group's original material. Strings. In Strings, students work to improve their skills on violin, viola, cello, or bass. Instruction focuses on intonation, tone production, phrasing, dynamics, and balance. The group works as an ensemble to create and present well prepared performances. Music of many styles and periods is presented. The course also nurtures students' appreciation of classical music. Play Production. In this semester-long elective open to 7th and 8th graders, we collaboratively create an original theatre piece. The piece is performed for Richmond School students, parents, and friends at the end of the second quarter. Photography and Printmaking. This course explores black and white photography-- from cameras and film to the darkroom. Students will learn to manipulate and understand equipment and photography materials. They will examine the history of photography as well as the work of some contemporary photographers. The atmosphere will be non-competitive and enjoyable as students learn hands-on photographic and darkroom techniques. Photography students learn to work cooperatively and independently with a supportive structured environment. They are asked to complete two creative projects as part of their portfolio. Students will also be asked to produce one mono-print project. Advanced Photography and Printmaking. Students in Advanced Photography build on the skills they learned in Basic Photography. They are required to complete several creative projects as part of their portfolio. Advanced students work more independently in the darkroom, and they produce more prints than beginning students. Students will also be asked to produce one mono-print project. Digital Photography. Students will learn how to use a digital camera to edit, save, and print digital images using Photoshop Elements 2.0. They will create fine arts projects for their own enjoyment as well as integrating photography with presentations in other disciplines. Most activities begin with a reference from art history. Students will become familiar with various movements of art including pop art, surrealism, impressionism, and expressionism. Students will do a Victorian photography project. They look at examples of work before beginning their projects. Other projects include Graduation Portrait Class and Hallway Art Class. Physical Education. The Frances C. Richmond Middle School course of studies for physical education is designed to meet the ever-changing demands of students in grades 6-8. The program consists of a core sixth grade program of fitness activities, group activities and team sports that enhance cooperation, teamwork, and leadership. These activities are designed to be a foundation for physical education classes in grades 7 - 8. In the seventh and eighth grades students have the choice of course offerings, which change each quarter. It is desirable for students to select a mixture of classes so that they will have the experience of individual and team sports while improving their cardiovascular fitness and motor skills. There is also an adaptive physical education program available for those who need it. The following physical education electives are offered during the year at the Richmond School, as time and space are available: Archery Badminton Basketball Biathlon Capture the Flag Cardio Fitness Disc Games Field Hockey Fitness Concepts Flag Football Floor Hockey In-School Bowling Indoor Golf Inline Hockey Inline Roller Blading Lacrosse Skills Lifetime Activities Mountain Biking Orienteering Outdoor Soccer Scurry Hockey Inline Roller Blading Lacrosse Skills Lifetime Activities Mountain Biking Orienteering Outdoor Soccer Scurry Hockey Volleyball Wheelchair Sports All of these physical education courses take place in Richmond School facilities except mountain biking (on and off road around Storrs Pond). The school has two mountain bikes available for each class, but generally, each student must have his/her own bicycle and bicycle helmet. Snowshoes are supplied, but we recommend students bring their own if they have them. Students may use their own bows for archery. Quiz Bowl. This course is geared toward students who enjoy ìready recallî of information relating to current events, science, history, literature, and trivia. Quiz Bowl aims to help students enjoy individual and team competition, to respect each other's performance, and to use their brains with humility. Study Hall. Studies provide an opportunity for students to take responsibility for unstructured time and use this time productively. They are expected to come to class with all necessary materials, work earnestly, and respect the working environment. Woodworking. In woodworking, students work on individual projects of their own choice. They are expected to be productive and behave appropriately. They are given the help and materials they need to realize their ideas. The emphasis is on getting things done and doing them well. The goal is a busy and positive workshop atmosphere in which everyone participates. The outcome is that students develop confidence in their ability to learn something difficult, acquire substantial woodworking skills, take pleasure and pride in a project well done, and produce some great woodworking projects. Implicit in the act of designing and building projects in wood is the development of problem solving skills and self-reliance. The skills taught depend on the individual child. Many students develop extensive woodworking skill and competence depending on their interest, energy and talent. Often the most important skill is learning to use the teacher as a resource.

Support Services In-School Study. Study is an elective that students may choose in order to work on school assignments. A staff member who is familiar with the curriculum is present to provide a quiet place to work and assistance as needed. After-School Study. The school provides an after-school quiet study in the library from 3:00-5:00 every day except Wednesday. Computers are available at that time. English as a Second Language (ESL). English language tutorials are offered for students with particular needs in this area. Chapter I. Chapter I is a federally funded program that assists students who qualify for assistance in math or language areas but are not eligible for special education services. Eligible students who choose Chapter I as an elective are tutored in organizational, long-range planning, and study skills, and they are given homework support. Learning Centers. The special education department is committed to helping each child develop his or her full potential as a learner. Staff members in the learning centers work with individual students who have special learning needs or talents. Emphasis is placed on teaching students to take responsibility for their own learning, learn to advocate for themselves, and develop confidence in their own abilities. Students in the learning centers have been referred by teachers or parents, and have had educational tests which identify their strengths and describe their abilities and problem areas. Each individual's program is reviewed annually in an effort to find the right combination of accommodations, remediation, and modification that will best meet that student's needs. Guidance Department. There are two Richmond School guidance counselors who serve as resources for students, parents, and teachers. Both counselors help students develop understanding and acceptance of their own strengths, limits, aptitudes, needs, interests, and worth as individuals. Both counselors are available for individual and personal counseling as well as for work with small or class-size groups. Students go to the guidance counselor when they need support, to talk to someone, or deal with problems; many go to get assistance for friends in need as well. Everything is very confidential. The guidance counselors are also in charge of orientation for new students and coordinate the transition to Hanover High School for eighth graders.

Volunteer Services The Richmond School has a very active volunteer program. For decades, Richmond has been selected by the State of New Hampshire as a recipient of a Blue Ribbon Achievement Award which recognizes schools with outstanding volunteer programs. Thousands of hours are recorded by Richmond volunteers each year. Most hours are donated by parents who help regularly in classes and on many large events, like school dances and field trips, the integrated units in the three grades and 8th Grade Night; volunteering in the nurse's office for health screenings and driving for Community Service projects. Dartmouth College and Tuck Business School volunteers have also been very helpful as math and French or Spanish tutors. Debby Cromwell coordinates volunteer services for Ray School, Richmond School, and Hanover High School. The school volunteer office is located in Hanover High School and is open from 8:00-3:00 on Monday and Tuesdays and 8:00-11:00 on Wednesdays. Debby can also be contacted by phone (603-643-2784) or email: Debby.Cromwell@Dresden.US

v