The mastery program in middle school is a semester or year-long, student-initiated and student-produced project designed to develop that student's talents, interests, and skills. The emphasis is on achievement and completing a finished product that is either presented or displayed publicly in a polished, masterful way. Mastery projects may include academic research papers, visual and performing arts projects or performances, special teaching units, and physical projects.
For her Middle School Mastery project, Ishani Agarwal ’30 explored the intersection of science and storytelling. Through DNA analysis and family research, Ishani uncovered how her genetic markers aligned–and didn’t align–with her family’s narrative. Since her parents and grandparents grew up in Northern India, her family assumed that’s what the DNA test would show. However, the DNA results revealed they were 70% Southern Indian and only 10% Northern Indian. She noted, “We always thought that we were Northern Indian, so that really came as a surprise.”
Josiah Fung ’29 studied the science of the heart for his Middle School Mastery project. He learned about the heart’s structure, function, and the impact of disease—while also earning his CPR certification along the way. With support from advisor Karen Horikawa, he combined research and real-world training to better understand and promote heart health.
For her Middle School Mastery project, Kat Montejo ’30 brought movement to life through animatronic engineering. Using hydraulic pressure and programmable robotics, Kat designed and built an animatronic device that blended mechanical function with creative design. Guided by advisor and Upper School Computer Science teacher Nicholas Ordway, she explored how engineering and innovation can work hand in hand.
Merrymay Wu ’30 explored the intersection of art and engineering for her Middle School Mastery project. With guidance from advisor Megan Hegenbarth, Merrymay took on the challenge of folding a single, free-standing origami structure from a massive four-square-meter sheet of paper. She examined the delicate balance between creativity and precision in large-scale paper art by scaling up her origami skills. During the process, she noted, “The project takes more patience than using the smaller pieces."
Izzy Register ’30 created her own language for her Middle School Mastery Project. Drawing on her passion for linguistics and support from a University of Delaware language expert and in-school advisor, Courtney Miller, Izzy built an original language from the ground up, using Romanian and Bulgarian as key reference points. Her work blended creativity, structure, and a sense of curiosity.
5th-grade students designed and built ceramic slab containers in art class with Teacher Teal, applying many math skills learned in their home base classroom.
"The community is what I love most about being an athletic trainer, and it’s my favorite part of Wilmington Friends. I truly do come to work every day, and I don’t watch the clock; I don’t feel that it is work.” — Noah Underwood.
Lower school students welcomed local author Rebecca Louick to campus on Friday! Students in grades PK–5 had the opportunity to connect with Rebecca, hear about her writing journey, and learn firsthand about the importance of perseverance, reading, and storytelling.
Upper school Power and Performance English classes, IB Higher Level Visual Arts students, and Visual Art Majors traveled to Washington, D.C., for a research field trip.
WFS Director of College Guidance Kathleen Martin was one of 17 counselors invited to experience George Mason University (VA), about 30 minutes from Washington, D.C.
It was another excellent winter for WFS athletics. Our student-athletes competed with purpose, resilience, and school pride across every court, mat, pool, and track. We’re incredibly proud of their hard work and grateful to the fans who cheered them on.
Rick Grier Reynolds, who created the Global Peace & Justice course at WFS, returned today with Brian Winward, a returned citizen and long-time AVP facilitator, and parent of alumni Tim Terranova, to discuss the Alternatives to Violence Project (AVP) and run an AVP workshop with 9th grade students.
Lower school students enjoyed a special “Books & Breakfast” experience, bringing together students across divisions for a morning of storytelling and connection.
As part of his Physics Internal Assessment, Guillermo Romero Feito ’26 (right), with support from Henry Winn ’26, investigated the science behind accessibility—specifically, why the ADA standard for ramps is set at a 1:12 ratio.
Cora Lohkamp ’26 and Lila Rubano ’26 shared their work from the QUEST Scholars Program, a three-year service-learning experience that challenges students to engage deeply with an issue they care about and make a meaningful impact in the community.
Wilmington Friends School was honored to welcome acclaimed author Cristina Henríquez to campus as part of the Nathan M. Clark Speaker Series for an evening presentation for the community as well as a daytime collection for upper school students.
Tuesday night’s International Baccalaureate (IB) recital showcased the talents of IB Music HL2 and SL students in an evening of vocal and instrumental performances.
Numerous WFS students were honored at the Blood Cancer United Student Visionaries of the Year Grand Finale Celebration, recognizing their leadership, compassion, and commitment to making a difference in the fight against blood cancer.
Statement of Nondiscrimination as to Student Enrollment
Wilmington Friends School admits students of any race, color, gender, national and ethnic origin to all the rights, privileges, programs, and activities generally accorded or made available to students of these schools. Wilmington Friends School does not discriminate on the basis of race, color, gender, national and ethnic origin in administration of their educational policies, admissions policies, scholarship and loan programs, and athletic and other school administered programs.