paw ART

         The Art Curriculum is an important part of a balanced education.  This sequential program provides opportunities to all students for a variety of art experiences which promote creative, imaginative thinking and behavior.  Art is taught from two perspectives.  First, at an aesthetic level and, second, at a technical level where students are exposed to an array of media and techniques.  Art allows children to be individuals, bringing to each project personal qualities and interpretations.  Our program is designed to promote aesthetic awareness, critical thinking, creative and imaginative problem solving and the ability to communicate through the use of visual media.  These skills are applicable to all areas of the child’s educational experience. In Sixth Grade students will complete projects including Ojos, Characters, Introduction to Photoshop and creating their own theme music.


       The World Language Curriculum was developed by the teachers and is carefully reviewed and modified as necessary to accommodate the growth of the students’ abilities.  The curriculum is framed by the “5 C’s” of world languages: communication, culture, connections, comparisons and community.  Activities and resources from the series, “Viva el espanol”  and the middle school series iVen conmigo!, Adelante, Part I, are used in conjunction with teacher-made materials.   Spanish content is integrated with our regular classroom content.  This helps the students make connections with the materials.   This is the key to keeping their interest and enthusiasm for this program. One of the culminating projects for the sixth grade students. 
    paw MUSIC/BAND

         The Music Curriculum is divided into three components:  a music program for all students in regular, weekly classroom lessons; the middle school’s elective course in Chorus, and the instrumental music program available to interested students in grades four through eight.  MacMillan McGraw Hill textbook, Spotlight on Music, is our principal resource at the K-5 level which exposes children to elements of music, song and movement.  Elements of music such as pitch (melody and harmony), structure (form & texture), tempo and style are studied on the sixth through eighth grade levels.  Musical critique is utilized for evaluating one’s own work and the work of others. 

    paw BAND

          Music contributes to a person’s aesthetic, emotional and cultural development, as well as improving academic skills in the classroom.  Instrumental music is offered as an extra-curricular experience.  The performance of music in the band setting provides our students with a very powerful tool with which to explore music.  The format for music exploration requires that students are not only prepared to display the performance skills necessary to produce the music, but that they are also prepared to make musically literate judgments about what they and others perform.


          The benchmarks in the Physical Education Curriculum are designed to promote each student's optimum physical, mental, and social development.  This curriculum represents a student-centered approach to physical education, consisting of appropriate grade level learning activities that support and encourage physical fitness (basic movement skills; team, dual, and individual sports; physical fitness; rhythm and dance) as well as lifelong physical activities are all addressed.

          Medford's Physical Education and Health Education Programs compliment each other by striving to promote each child's overall wellness. Both programs are guided by research, teacher expertise, and the New Jersey Core Curriculum Content Standards for Comprehensive Health and Physical Education. Together these two programs hope to instill a mindset for students that promotes lifelong fitness and wellness.

          The Health Curriculum at the middle school level was designed to prepare students with the knowledge they will need in order to achieve wellness.  Wellness demands a continual balancing of human needs: social, physical, intellectual, emotional, and spiritual.   This curriculum strives to emphasize the importance of self-responsibility and students will be challenged to be actively involved in the learning process by constantly assessing how the information presented affects life-style from a personal perspective.