Upper School
Upper School
Upper School Academics
Grades 5 - 8
Cultivating Curiosity and Confidence
As students progress into the upper grades at Sage, our goal is to cultivate curiosity, confidence, and deeper engagement. We aim to inform and inspire, encouraging students to explore their passions, find their voices, and take ownership of their learning. Our curriculum is at least one year ahead of traditional middle school programs, challenging students to think critically and collaborate across disciplines.
Learning in Action
Learning takes place in small, flexible groups designed to support and stretch each learner. Each week, students debate ideas, design solutions, conduct experiments, and present to peers. These experiences deepen understanding while strengthening communication, leadership, and teamwork skills.
Preparing for the Future
Our focus is on preparing students for the demands of secondary school and beyond. The advisory program, afterschool offerings, travel opportunities, and a low student-teacher ratio create a supportive yet challenging environment where young adolescents can thrive. These years are a time of rapid growth, and Sage provides the space and guidance for students to feel confident in their strengths during this transformative stage. Students are encouraged to think systematically and make meaningful connections both within and across subjects.
Expanding Academic Horizons
Starting in Grade 6, students begin studying Latin and explore computer science, including programming, circuitry, web design, and digital citizenship. In the arts, students in Grades 5 and 6 participate in weekly visual arts, performing arts, and music classes, while also choosing electives that meet twice a week. All students benefit from a 1:1 portable technology program, supporting creativity, research, and problem-solving.
Ready for the Next Step
Sage graduates leave well-prepared for secondary school. They go on to attend some of the most selective independent and public high schools in New England, bringing with them not only strong academic skills but also a sense of purpose, curiosity, and confidence.
At The Sage School, reading, writing, and history come together through our interdisciplinary Humanities program. By studying literature that emerges from or reflects the historical periods they explore, students gain a richer understanding of the interconnectedness of history and the written word.
This integrated approach brings the past to life and reveals how literature both reflects and shapes the era in which it was created.
We believe that the most meaningful learning happens when teachers, students, and subject matter are deeply connected. A caring, skilled, and passionate educator is at the heart of every Humanities classroom, guiding students to think critically, draw connections, and engage with the world around them.
Upper School Math at The Sage School
At The Sage School, our Upper School math program is designed to meet the needs of gifted learners through a thoughtful balance of rigor, flexibility, and individualized support. We prioritize small class sizes, which allow teachers to develop meaningful relationships with students and respond dynamically to their learning needs. Our curriculum combines classical instruction with project-based learning and real-world application, supported by tools such as blended learning, hands-on problem-solving, and frequent formative assessment to provide multiple entry points and appropriate challenges for a diverse range of math learners.
Differentiation and Acceleration
Our program emphasizes small-group, differentiated instruction to support students across a range of mathematical profiles. Most students enter our Upper School working at least one grade level ahead in math. For students who demonstrate exceptional aptitude—often working two or more years above grade level—we provide accelerated pathways, including advanced coursework and independent study options such as Statistics, AP-level math, and research-based projects in collaboration with faculty mentors.
Nearly all students complete Geometry before graduating 8th grade, with many moving beyond to explore advanced concepts in Algebra II and Precalculus. Our team continuously monitors student progress through ongoing formative assessment, enabling timely adjustments and scaffolding to ensure students are both challenged and supported.
Best Practices in Gifted Math Education
Our approach is grounded in research-based best practices for the education of mathematically gifted students:
- Flexible pacing and curriculum compaction allow students to move quickly through content they have already mastered (Reis & Renzulli, 2004).
- Ability grouping and tiered assignments enable teachers to match instruction to readiness levels, which has been shown to support both high achievement and engagement in gifted learners (Robinson, 2008).
- Blended learning models provide high-achieving students with opportunities to explore advanced topics at their own pace while still participating in collaborative learning environments (Horn & Staker, 2015).
We also recognize that natural acceleration—common in gifted math learners—must be paired with a strong conceptual foundation to prevent gaps in mathematical reasoning later on. Therefore, we devote time to ensuring that students’ rapid progress is supported by deep understanding, strong number sense, and mathematical communication skills. Students who appear to grasp concepts quickly are given opportunities to explain their thinking, apply their knowledge in new contexts, and explore enrichment problems that promote transfer and abstraction.
This intentional, responsive approach ensures that all students—whether they are accelerating quickly or building depth at an advanced level—are given the tools and confidence to grow into mathematical thinkers capable of success in high school, college, and beyond.
References:
Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass.
Reis, S. M., & Renzulli, J. S. (2004). Curriculum compacting: A research-based differentiation strategy for culturally diverse talented students. Gifted Child Quarterly, 48(2), 147–157.
Robinson, A. (2008). Teacher characteristics and gifted students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 683–695). Prufrock Press.
The Middle School curriculum builds on skills and content that were acquired in the early years. The goal is that by the end of the 8th grade, students are able to demonstrate independence in the science class and in the steps of the scientific, design, and engineering processes.
These are years full of connections to timely global problems, with the goal of identifying some solutions and being able to have a personal influence in the world.
Other specific goals are:
- To be able to connect several scientific disciplines (life science, environmental science, physics, and chemistry) and to recognize key concepts that transect them (form fits function, matter and energy conversion, systems, etc).
- To continue and develop passion and interest in STEAM and other interdisciplinary areas through passion projects, independent reading, and interaction with professionals.
Each year has a thematic driving question that allows us to teach all scientific disciplines in a given year and connects to other disciplines, such as arts, social studies, Spanish, and math. Often, professionals are brought into the classroom (live or virtually), either as guests or as mentors on research projects and case studies. In these years, the students are exposed weekly to a spiraling computer science and programming curriculum.
Spanish
¡De parte de los profesores de Español, bienvenidos a La Escuela Sage!
On behalf of the Spanish faculty, welcome to The Sage School.
At Sag, we aim to create learners who not only enjoy language study but who are also well prepared to actively apply their Spanish skills to communicate with others in real-world situations. Languages were developed, after all, for the primary purpose of communication.
From Grade 6 onward, Spanish classes meet daily with a dual emphasis on both proficiency and accuracy. Our middle-school-aged students are comfortable navigating (near-) immersion language classes to not only learn new content, but to communicate their needs and interests.
This emphasis on using the target language for communication and seeking to connect with other cultures and people is important to Spanish study at Sage and the skills we aim to foster in our students. When individuals study a second (or third, or fourth) language, they are learning much more than simply vocabulary and verb conjugations. At its core, language study aims to develop habits and skills as tolerance of ambiguity, empathy, critical thinking, persistence, perspective, risk-taking, and intercultural competence – all skills that today’s youth will need as they set off to change the world.
Latin
. . . ubi autem humilitas, ibi et sapientia.
. . . but where humility is, there also is wisdom.
We have three main reasons for teaching Latin at Sage:
(1) To help put students in touch with their roots (as speakers of English, Spanish, and other modern languages; as students of the arts and sciences; as U.S. citizens, etc.)
(2) To help them become better listeners and readers (more attentive to linguistic detail, willing to take greater pains to hear what another person has to say, etc.)
(3) To provide them with another outlet for disciplined, creative self-expression.
Students at Sage begin their formal study of Latin in Grade 6. Our three-year curriculum covers most of the material presented in a standard first-semester college course, or first-year high school course, though we depart from standard introductions to Latin in our emphasis on poetry and original composition. We also use our own textbook, The Sage School Latin Album, printed in-house and available to every student online.
Graduates of our Latin program are expected to enter high school with the motivation and confidence to “branch out” as language learners (see family tree below). Whether this means learning another Romance language (in addition to Spanish), exploring another classical language (such as Ancient Greek or Sanskrit), or becoming more sophisticated readers of Latin literature, their three years of Latin at Sage should serve as an excellent foundation. Latin classes meet twice a week.
The Arts Department at Sage believes in the importance of constructivism and the application of real-world influences. Simply put, art is a representation of an opinion, an expression, and is personal to the artist. We want our students to experience all forms of the arts and techniques found in each discipline and apply these tools to their work. This is particularly important to gifted students because they are continuously making connections between their world and the world around them. The arts also provide a safe space for gifted children to step outside of their comfort zone and try something new. They learn to embrace “mistakes” and turn an idea that at first doesn’t seem like a good one into an explosion of possibility.
We teach about the importance of process over product and how to navigate through the creative process. By focusing on the eight Artist Habits of Mind (Engage and Persist, Develop Craft, Stretch and Explore, Envision, Observe, Express, Reflect, and Understand the Art World), they are able to build personal connections to their work while intrinsically making interdisciplinary and collaborative connections.
As students enter the fifth grade, they are introduced to the arts elective program and, along with the sixth grade, take one arts elective each term in addition to their general music, performing, and visual art classes. Some of these electives include Acting, GarageBand, and Jewelry Design.
Grades 7-8 choose two arts electives. Past elective choices include:
Performing Arts – Acting, Improvisation, Musical Production Design, Method Acting, Directing, Playwriting, Dance, Movie Trailers, Musical Theater
Music – Music in Movies, Chorus, Audio Remixing and DJing, Chamber Music, Creating a Radio Show, Acoustical Physics, Instrument Building, Music History, Songwriting
Visual Art – Drawing, Painting, Yearbook, 3D Art, Printmaking, Digital Photography, Ceramics, Graphic Design
The overarching philosophy in physical education in grades 5-8 is:
- Learn how to be a productive member of a group or team when working in competitive and cooperative environments
- Develop an understanding of fundamental sports concepts and implement these concepts in a multitude of games
- Refine sports skills and implement the skills during small- and large-sided games
- Develop an appreciation of being physically active and how this contributes to a person’s well-being
Be able to partake in a variety of different physical activities
Each unit will combine locomotor movements, movement patterns, spatial skills, and sport skills and tactics.
At The Sage School, reading, writing, and history come together through our interdisciplinary Humanities program.
By studying literature that emerges from or reflects the historical periods they explore, students gain a richer understanding of the interconnectedness of history and the written word.
This integrated approach brings the past to life and reveals how literature both reflects and shapes the era in which it was created.
We believe that the most meaningful learning happens when teachers, students, and subject matter are deeply connected. A caring, skilled, and passionate educator is at the heart of every Humanities classroom, guiding students to think critically, draw connections, and engage with the world around them.
Upper School Math at The Sage School
At The Sage School, our Upper School math program is designed to meet the needs of gifted learners through a thoughtful balance of rigor, flexibility, and individualized support. We prioritize small class sizes, which allow teachers to develop meaningful relationships with students and respond dynamically to their learning needs. Our curriculum combines classical instruction with project-based learning and real-world application, supported by tools such as blended learning, hands-on problem-solving, and frequent formative assessment to provide multiple entry points and appropriate challenges for a diverse range of math learners.
Differentiation and Acceleration
Our program emphasizes small-group, differentiated instruction to support students across a range of mathematical profiles. Most students enter our Upper School working at least one grade level ahead in math. For students who demonstrate exceptional aptitude—often working two or more years above grade level—we provide accelerated pathways, including advanced coursework and independent study options such as Statistics, AP-level math, and research-based projects in collaboration with faculty mentors.
Nearly all students complete Geometry before graduating 8th grade, with many moving beyond to explore advanced concepts in Algebra II and Precalculus. Our team continuously monitors student progress through ongoing formative assessment, enabling timely adjustments and scaffolding to ensure students are both challenged and supported.
Best Practices in Gifted Math Education
Our approach is grounded in research-based best practices for the education of mathematically gifted students:
- Flexible pacing and curriculum compaction allow students to move quickly through content they have already mastered (Reis & Renzulli, 2004).
- Ability grouping and tiered assignments enable teachers to match instruction to readiness levels, which has been shown to support both high achievement and engagement in gifted learners (Robinson, 2008).
- Blended learning models provide high-achieving students with opportunities to explore advanced topics at their own pace while still participating in collaborative learning environments (Horn & Staker, 2015).
We also recognize that natural acceleration—common in gifted math learners—must be paired with a strong conceptual foundation to prevent gaps in mathematical reasoning later on. Therefore, we devote time to ensuring that students’ rapid progress is supported by deep understanding, strong number sense, and mathematical communication skills. Students who appear to grasp concepts quickly are given opportunities to explain their thinking, apply their knowledge in new contexts, and explore enrichment problems that promote transfer and abstraction.
This intentional, responsive approach ensures that all students—whether they are accelerating quickly or building depth at an advanced level—are given the tools and confidence to grow into mathematical thinkers capable of success in high school, college, and beyond.
References:
Horn, M. B., & Staker, H. (2015). Blended: Using Disruptive Innovation to Improve Schools. Jossey-Bass.
Reis, S. M., & Renzulli, J. S. (2004). Curriculum compacting: A research-based differentiation strategy for culturally diverse talented students. Gifted Child Quarterly, 48(2), 147–157.
Robinson, A. (2008). Teacher characteristics and gifted students. In J. A. Plucker & C. M. Callahan (Eds.), Critical issues and practices in gifted education (pp. 683–695). Prufrock Press.
The Middle School curriculum builds on skills and content that were acquired in the early years. The goal is that by the end of the 8th grade, students are able to demonstrate independence in the science class and in the steps of the scientific, design, and engineering processes.
These are years full of connections to timely global problems, with the goal of identifying some solutions and being able to have a personal influence in the world.
Other specific goals are:
- To be able to connect several scientific disciplines (life science, environmental science, physics, and chemistry) and to recognize key concepts that transect them (form fits function, matter and energy conversion, systems, etc).
- To continue and develop passion and interest in STEAM and other interdisciplinary areas through passion projects, independent reading, and interaction with professionals.
Each year has a thematic driving question that allows us to teach all scientific disciplines in a given year and connects to other disciplines, such as arts, social studies, Spanish, and math. Often, professionals are brought into the classroom (live or virtually), either as guests or as mentors on research projects and case studies. In these years, the students are exposed weekly to a spiraling computer science and programming curriculum.
Spanish
¡De parte de los profesores de Español, bienvenidos a La Escuela Sage!
On behalf of the Spanish faculty, welcome to The Sage School.
At Sag, we aim to create learners who not only enjoy language study but who are also well prepared to actively apply their Spanish skills to communicate with others in real-world situations. Languages were developed, after all, for the primary purpose of communication.
From Grade 6 onward, Spanish classes meet daily with a dual emphasis on both proficiency and accuracy. Our middle-school-aged students are comfortable navigating (near-) immersion language classes to not only learn new content, but to communicate their needs and interests.
This emphasis on using the target language for communication and seeking to connect with other cultures and people is important to Spanish study at Sage and the skills we aim to foster in our students. When individuals study a second (or third, or fourth) language, they are learning much more than simply vocabulary and verb conjugations. At its core, language study aims to develop habits and skills as tolerance of ambiguity, empathy, critical thinking, persistence, perspective, risk-taking, and intercultural competence – all skills that today’s youth will need as they set off to change the world.
Latin
. . . ubi autem humilitas, ibi et sapientia.
. . . but where humility is, there also is wisdom.
We have three main reasons for teaching Latin at Sage:
(1) To help put students in touch with their roots (as speakers of English, Spanish, and other modern languages; as students of the arts and sciences; as U.S. citizens, etc.)
(2) To help them become better listeners and readers (more attentive to linguistic detail, willing to take greater pains to hear what another person has to say, etc.)
(3) To provide them with another outlet for disciplined, creative self-expression.
Students at Sage begin their formal study of Latin in Grade 6. Our three-year curriculum covers most of the material presented in a standard first-semester college course, or first-year high school course, though we depart from standard introductions to Latin in our emphasis on poetry and original composition. We also use our own textbook, The Sage School Latin Album, printed in-house and available to every student online.
Graduates of our Latin program are expected to enter high school with the motivation and confidence to “branch out” as language learners (see family tree below). Whether this means learning another Romance language (in addition to Spanish), exploring another classical language (such as Ancient Greek or Sanskrit), or becoming more sophisticated readers of Latin literature, their three years of Latin at Sage should serve as an excellent foundation. Latin classes meet twice a week.
The Arts Department at Sage believes in the importance of constructivism and the application of real-world influences.
Simply put, art is a representation of an opinion, an expression, and is personal to the artist. We want our students to experience all forms of the arts and techniques found in each discipline and apply these tools to their work. This is particularly important to gifted students because they are continuously making connections between their world and the world around them. The arts also provide a safe space for gifted children to step outside of their comfort zone and try something new. They learn to embrace “mistakes” and turn an idea that at first doesn’t seem like a good one into an explosion of possibility.
We teach about the importance of process over product and how to navigate through the creative process. By focusing on the eight Artist Habits of Mind (Engage and Persist, Develop Craft, Stretch and Explore, Envision, Observe, Express, Reflect, and Understand the Art World), they are able to build personal connections to their work while intrinsically making interdisciplinary and collaborative connections.
As students enter the fifth grade, they are introduced to the arts elective program and, along with the sixth grade, take one arts elective each term in addition to their general music, performing, and visual art classes. Some of these electives include Acting, GarageBand, and Jewelry Design.
Grades 7-8 choose two arts electives. Past elective choices include:
Performing Arts – Acting, Improvisation, Musical Production Design, Method Acting, Directing, Playwriting, Dance, Movie Trailers, Musical Theater
Music – Music in Movies, Chorus, Audio Remixing and DJing, Chamber Music, Creating a Radio Show, Acoustical Physics, Instrument Building, Music History, Songwriting
Visual Art – Drawing, Painting, Yearbook, 3D Art, Printmaking, Digital Photography, Ceramics, Graphic Design
The overarching philosophy in physical education in Grades 5-8 is:
- Learn how to be a productive member of a group or team when working in competitive and cooperative environments
- Develop an understanding of fundamental sports concepts and implement these concepts in a multitude of games
- Refine sports skills and implement the skills during small- and large-sided games
- Develop an appreciation of being physically active and how this contributes to a person’s well-being
Be able to partake in a variety of different physical activities
Each unit will combine locomotor movements, movement patterns, spatial skills, and sport skills and tactics.