At IMS, our academic approach is based on 21st century educational best practices. We work to prepare students for their next academic challenges, whether that’s a jump from Lower Campus to Upper Campus or a new experience at a secondary school.

We often design multifaceted learning experiences in order to foster an array of skills. A project in English class isn’t limited to writing, proofreading, and revising, for example. It extends beyond our classroom walls and takes on multiple forms, ensuring that students are learning and growing in every direction.

Sixth grade students in Ms. McAfee’s English class recently became authors and teachers during a cross-divisional tradition at IMS. They reimagined story time by penning their own creative works and sharing them with kindergarten students in the Lower School.

The collaborative experience was an extension of their study of figurative language, literary concepts, and writing styles. From similes and metaphors to personification and alliteration, students incorporated various writing concepts into their own short stories. Beyond the literary components, it enabled students to become comfortable with an iterative process, to practice public speaking skills, and to share ideas more broadly in an age-appropriate way.

According to Ms. McAfee, students labored over their work, learning about the often arduous process of writing. They brainstormed ideas, began first drafts, edited, sought feedback, and rewrote. Mrs. McAfee notes that this project “allowed students to both flex their newly honed writing skills and entertain the kindergarten class.” She adds, “It was a great way for students to incorporate what they are learning in a relevant, exciting way.”