course of study, 2013-2014

2013-2014

course of study

KingswoodOxford

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general InformatIon

KO’s Seven-Year Curriculum 2

Academic Requirements and Related Information 3

Academic Advising 3

College Advising 4

Global Online Academy 4

Community Service 4

Advanced Placement Program 5

Senior Project 5

Independent Study 5

Semester Abroad 5

Educational Trips and June Term 5

Athletics 6

Course lIstIngs

English 8

Science 14

Mathematics 18

History 22

Modern Languages 26

Classics 31

Creative Arts 34

Technology 44

Health 44

Please note that based on enrollment figures, certain courses may not be offered in 2013-2014.

message from the Head of school

Welcome to Kingswood oxford school, a dynamic college preparatory learning environment and an intellectual and enriching hub for the community in the heart of bustling West Hartford. As a day school with a deeply rooted culture of opportunity and scholarly pursuit, we help students find their voice and confidence to be strong advocates for themselves and others. over time, students discover budding talents, gifts and passions within themselves, nurtured and coaxed out gradually by peers, teachers, coaches and advisors who encourage participation and stepping outside one’s comfort zone. students are challenged to enter uncharted territory, push their limits, problem solve and in the process grow as individuals, scholars, athletes, artists and ethical citizens who care beyond themselves and know they have the capacity to make a difference and put their thumbprint on the world.

We embrace a strong partnership with our families and young adolescents, all of us contributing in meaningful ways to the educational journey that allows each student to learn at the optimal individual level while being part of a supportive, caring and embracing community. the day-school philosophy is integrally rooted in the knowledge that collaboration between teachers and parents is the most effective way to guide students, helping each to make the best possible choices and to succeed at the highest possible level. Ko students love to come to school, they are engaged fully in their own learning process, and they develop quality and lasting relationships with each other and their teachers. It is the strong sense of community, connectedness and belonging that allows us to push and challenge students as they concentrate on their work within a safe social and emotional environment.

A deep focus on relevant 21st century skills, creative problem solving and a sense of comfort and control in the midst of complexity within the global context allows our students to become robust and versatile communicators, thinkers and leaders. our new chase · tallwood science Math technology center is the academic cornerstone of our next century of excellence and a clear sign that Ko continuously adapts, improves and focuses on the areas our students most need to gain an academic edge for success in college and far beyond.

As an international educator with more than two decades of experience in top independent day schools in the united states preceded by experience in schools abroad, I believe that students learn best in an environment where the size of the student body and the scale of the campus allow us to know, value and understand each preteen and teen as a learner and as a unique individual. I believe that students learn best when immersed in a peer group that cherishes learning, shares ideas and encourages each member to explore new roles, activities and opportunities. We embrace our similarities as well as our differences as we help build cultural competencies that will help everyone navigate and appreciate the local and global landscapes.

Kingswood oxford school is an environment that inspires intellectual and personal growth. the faculty is superb; our teachers are experienced and dedicated beyond measure to our students. they are passionate about their work because they themselves are scholars, authors, scientists, mathematicians, artists and athletes who have chosen to live, breathe and work tirelessly in the fascinating and fast-paced worlds of middle and high school students. Members of the faculty teach, yet they also advise, coach and act as mentors and guides always available to help, discuss or lend an ear. they attend plays, games, concerts and competitions while working side by side in community-partnership projects locally as well as internationally.

By joining the Kingswood oxford community, you are choosing a 21st century learning environment where the life of the mind, the body and the soul are tended to with passion and deep commitment and where every inch of our campus is a classroom. I invite you to take a closer look, and I look forward to interacting with you on our beautiful campus soon!

dennis Bisgaard, Head of school

k o c o u r s e o f s t u d y 2 0 1 3 - 2 0 1 4 32

Ko's seven-year curriculum

from grades 6 through 12, and in each and every course, students at Ko are expected

to write, orally defend, hypothesize, analyze and work cooperatively as they make

their way through our curriculum. In so doing, they are taught and then practice again

and again the skills that turn them into inquisitive learners for a lifetime.

this is a relation-rich community, and we work hard at developing strong

relationships with our students, our athletes and our advisees. the nature of this

tight-knit school, with its small classes and advisee groups, is that students are

granted enormous respect and given great responsibility by both their teachers and

peers. As a result, students feel supported in a way that inspires them to take risks,

overcome challenges and step outside their comfort zones. Both in and outside the

classroom, our students stretch to achieve more, often surprising themselves with

their abilities and interests in areas they hadn’t considered before.

When students enter Ko, they begin a journey of self-discovery, learning from the

experiences and challenges they encounter. We intentionally place them in positions

that stretch them both academically and personally, knowing they will have a soft

place to land if they happen to fall short of their goals. Part of that process of self-

discovery is learning to pick themselves up and move on in their journey, developing

the important skill of resiliency. our curriculum, from starting point to finish, gives

students these opportunities regardless of the grade or subject level. each year

builds on the one before both in terms of skill and subject matter. each year provides

students the set of teachers and advisors adept at shepherding that particular

age group along in their journey. At graduation, our students emerge with a clear

understanding of who they are as lifelong learners and as citizens of the world, ready

to take advantage of all that college has to offer.

academic requirements and related information

Upper School Graduation RequirementsFor graduation, a student must have fulfilled the following requirements:• Fourfull-yearcreditsinUpperSchoolEnglish• Threefull-yearcreditsinanUpperSchool lab science• Threefull-yearcreditsinUpperSchool mathematics through Form 5• Threefull-yearcreditsinUpperSchoolhistory throughForm5,withoneyearbeingU.S.History• Threeconsecutivefull-yearcreditsineithera modern or classical foreign language• Oneandone-halfcreditsinUpperSchool creative arts• Othercoursestomakeatotalof20fullcredits• 30hoursofcommunityservice• Satisfactorycompletionoftheathletic requirement

Middle School Program of StudyA student’s program of study each year shall include:• English• Science• Mathematics• History• Amodernorclassicalforeignlanguage• Requiredelectives(creativearts,technology)• Satisfactorycompletionoftheathletic requirement

AcAdeMic HonoRSUpper SchoolHonor roll

TheUpperSchoolhonorroll,whichisdeterminedat the end of each semester and for the entire year, recognizes students for outstanding academic achievement.• Ona4.0scale,aminimumgradepointaverageof 3.33(B+)qualifiesforthehonorroll.• Toqualifyforthehonorroll,astudentmustcarrya minimumoffivecourseseachsemester.• Anygradebelowa“C”automaticallydisqualifiesa studentfromearninghonorrollstatus.• Theyearlonghonorrollisusedtodetermine academic standing and honors diplomas and to helpselectCumLaudeSocietycandidates.

cum LaudeThe Cum Laude Society is the independent school equivalentofthecollegiatePhiBetaKappaSociety.For each class, outstanding students who have consistentlymaintainedhonors-levelworkandhave

demonstrated good citizenship will be elected by the Kingswood Oxford chapter to join the Cum Laude Society at the conclusion of the first semester of the Form6year.

diploma with HonorsA student who has achieved year-end honor roll in both the Form 5 and Form 6 years qualifies for a DiplomawithHonors.Inaddition,thefacultymay,atits discretion, vote to award a Diploma with Honors to a student who has had a particularly outstanding academic record in Form 6 and was close to achieving honorrollstatusinForm5.

Middle SchoolHonor roll

The Middle School honor roll, which is determined at the end of each semester and for the entire year, recognizes students for outstanding academic achievement.• Ona4.0scale,aminimumgradepointaverageof 3.33(B+)qualifiesforthehonorroll.•Astudentmustbeingoodstandingtoachieve honorrollstatus.•Afailinggradeinagradedcourseautomatically disqualifies a student from earning honor roll status.

academic advisingAdvising plays a vital role in personalizing a student’sexperienceatKingswoodOxfordSchool.Faculty advisors challenge, support and advocate for their advisees as they guide their academic and personal growth and strive to maximize each advisee’spotential.

All advisors meet with their advisees three timesaweekinformaladvisee-groupmeetings.These meetings provide advisors with invaluable opportunities to build relationships with their advisees and also to provide a forum for a range of topics from time management to leadership opportunities.

Individualadvisor-adviseemeetingsarealsocommon.Reasons for spending individual time together vary from a student’s academic concerns or interest in an extracurricular activity to an advisor’s congratulations forawell-writtenpaper.Regardlessofthereasonfor the interaction, the relationship that develops between advisor and advisee lies at the heart of KO’scommitmenttopersonalattention.Inthisday-schoolenvironment,advisorsalsoserveaskeyliaisonsbetweenparentsandtheSchool.

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QuickFacts:• Eachadvisormentorsseventoninestudentsinan adviseegroup.•Eachadviseegroupmeetsthreetimesperweek.•Seniorsareelectedtoserveasprefects(student advisorsinfreshmanadviseegroups)orassenior advisors(studentadvisorsinUpperPrepadvisee groups).•Eachgradelevelmeetsasagrouponceevery otherweek.•TheentireUpperSchoolmeetseveryother TuesdayandThursday.•TheentireMiddleSchoolmeetseveryMonday.•Advisorsmeetwithstudentsandtheirparentsfor conferencestwiceayear.•Schoolcounselorsandadirectorofacademicskills are available to assist and support students, parents and advisors as they navigate the academic journey andworktohelpstudentsachievesuccess.

college advising The college advising process indirectly begins when thestudententersKingswoodOxford.Thecollegeadvisors provide guidance to academic advisors and form deans throughout the student’s tenure inselectingcourseworkthatwillbestchallenge and inspire the student academically, as well as develop and support his or her interests in extracurricularareas.

In the junior year, each student is assigned a college advisor who partners with the academic advisor for thelasttwoyearsofthestudent’sKOeducation.At that time, the student is well prepared to consider personal, educational and extracurricular interests, goalsandpassions.Consideringthestudent’sability, accomplishments and future interests, the collegeadvisorworkswiththestudenttocompilean appropriate list of colleges for the student and familytoresearch.Throughcontinuedconversation,investigation and exploration, the application processevolves.Thecollegeadvisorguidesthestudent from the time of application to the spring ofsenioryearwhenthefinalcollegechoiceismade.

Having engaged in a rigorous college preparatory curriculum geared toward the student’s ability, KO students demonstrate academic readiness and self-awareness as they progress through their college search.Collegeadmissionscommitteesrecognizetheir sense of self, collaborative spirit, strong time-managementskillsandhigh-levelabilitiesin thinkingandwrittenexpression.

global online academyKingswood Oxford now offers courses through the GlobalOnlineAcademy(GOA),aconsortiumof32ofsomeofthemostprestigiousindependentschoolsintheworld.ThemissionoftheGOAisto replicate in online classrooms the intellectually rigorous programs and excellent teaching that are thehallmarksofitsmemberschools.Coursesarecollaborative and project-based; students are expected toparticipateeveryday.ThroughGOA,KOstudentscan hone their ability to communicate online while also benefiting from a wide range of course offerings, diverse cultural perspectives, and outstanding teachers from other leading independent schools around the world.Inadditiontomasteringthesubjectmatterofa particular course, students will become much more digitallyfluentbythetimetheygraduate–akeytenetofaKOeducation.

StudentsinForms4,5and6mayenrollinGOAcourses with the permission of their advisors, departmentchairs,andtheGOAsitedirector.Visitwww.kingswoodoxford.org/GOAforcoursedescriptions.

community serviceKingswood Oxford strongly believes that a school shouldhelpstudentscarebeyondthemselves.Tothatend, KO students engage in extensive community servicework.

The community service program at the Middle School has two goals: to develop in our students an understanding of the larger community and adesiretoservethatcommunity.Itisimportantfor students to learn about the communities that makeuptheGreaterHartfordareaingeneralandHartfordinparticular.Reachingouttotheextendedcommunity just beyond our campus, KO middle schoolers volunteer during one of their lunch periods at various sites, including a local elementary school, afoodpantryandaconvalescenthome.Whetherreadingtotheir“buddies”atM.D.FoxElementarySchool or serving lunch at Loaves & Fishes, our studentslearnearlythepowerofonepersontomakeahumanconnection,tomakeadifference.MiddleSchool students also participate in community service projects sponsored by the School and regularly volunteertosponsorprojectsoftheirown.

AttheUpperSchool,allstudentsarerequiredtocomplete30hoursofcommunityservicepriortograduation.TheSchoolsetstherequirement,butthe

studentsselecttheparticularprojectstheyundertake.ManyworkthroughsomeoftheKOclubsthatarereally community service organizations – Global AwarenessorTeamTobatí,forexample.OtherstudentsleadorworkononeoftheSchool’sannualservicedrives,suchastheAmericanRedCrossBloodDrive.Studentsarealsofreetopickcommunityserviceprojectsindependentofschoolsponsorship.

Giventhewealthofopportunitiestomakeadifference, it’s not surprising that each year the overwhelmingmajorityofseniorsexceedthe30-hourcommunityserviceminimum.Thoughtheactivitymay be required, by graduation KO students have surely developed the caring attitude that will engage theminthelifelonghabitofgivingbacktothecommunity.

advanced placement programKO provides 17 courses that lead to the AP Examinations.Althoughonlyapproximatelyone-quarter of seniors nationally sit each year for one ormoreAPExaminations,typicallymorethan90percentofKO’sseniorsdoso.

AP Examinations measure what students have learned after participation in semester or yearlong rigorouscollege-levelcourses.Studentswhohavethe opportunity to participate in this accelerated curriculum are well prepared for the academic challengesofcollegeandbeyond.

senior projectStudents may design a project to be carried out during the spring semester of their senior year if they have completed all graduation requirements other than Englishandgainschoolapproval.

independent studyStudents may pursue an Independent Study Project supervised by a faculty member as long as the area of studyisnotofferedaspartoftheregularcurriculum.The student and the teacher develop a study contract that must be approved by the student’s advisor, the relevant department chair and the director of the UpperSchool.

semester abroadUpperSchoolstudentswhoareinterestedinparticipatinginasemester(oryearlong)programaway from school must contact the director of the UpperSchoolbeforeapplyingtoaprogram.Inrecentyears, our students have participated in programs administered by School Year Abroad and Swiss Semester.

educational trips and june termBothMiddleandUpperSchoolstudentsmayelecttoparticipateinaschool-sponsoredtrip.PastoptionshaveincludedtripstoCanadaandSpain.StudentsinForms3-5mayparticipateinaJuneTermprogram,heldatvenuesaroundtheworldduringthetwoweeksafterschoolhasended.JuneTermoffersstudentsexciting opportunities to study art, history, culture, languages and science while exploring the landscape, architecture and habitat of the places that are essentialtothosestudies.

June Term sites include a variety of locations and subjectmatter.Inthepast,studentshavehadtheopportunitytostudyShakespeareinEngland;creativewriting in Ireland; art, history and French in France; Chinese culture and history in China; ancient history inItaly;andenvironmentalscienceinCostaRica.


athleticsAthletics enjoy a rich tradition of excellence that datesbacktotheSchool’sbeginnings.Sinceitsfounding, the School has recognized the unifying effectthatathleticsexertonourcommunity.

Our athletic program is dedicated to the ideal of developingasoundmindinasoundbody.Everyoneparticipatesinathleticsduringtheschoolyear.TheSchool offers girls and boys exciting opportunities in 26interscholasticandintramuralathleticoptions.Many of our interscholastic teams are regularly some of the most competitive in Connecticut and New England.

The character of athletics here can be attributed to our“teacherascoach”philosophy.Thisphilosophyconnects the learning that occurs in the classroom with the learning that occurs during athletic practice andcompetition.

Teaching athletics is about teaching important life lessons.Ourgraduateswilltellyouthelessonsthey

learned from athletics are drawn on as much as what theylearnedfrombooks.Onanathleticteam,welearndedicationandcommitmentandteamworkandsacrifice.Thesumisgreaterthanthetotalofthepartswhenevertheteamplaystogether.

Goals of the Athletic Program

• Toprovideameansforphysicalgrowthinaway that is best suited to meet the needs, interests and abilities of the individual and his or her circumstances• Todeveloptheconfidence,stamina,skilland physical well-being of each student• Todevelopaspiritofself-sacrifice,team membership and respect for good training• Todevelopself-controlandsportsmanlikeconduct under the stress of competition• Towidenthesocialhorizonsofallstudentsby meeting visitors from other schools on a proper basis• Todeveloprecreationalhabitsandskillsthatwill be of value in later life

Middle ScHool

Athletic Requirements• StudentsinUpperPrepandForms1and2are required to participate in interscholastic or intramural programsforthreeseasons(fall,winterandspring).• ExceptionallyskilledMiddleSchoolstudent-athletes must apply to the Athletic Director if they would liketotryoutforavarsityteam.Athletesmust beimpactplayerstothevarsityteam.(UpperPrep athletesarenoteligibletoplayUpperSchoolsports.)

UPPeR ScHool

Athletic Requirements• StudentsinForms3,4and5arerequiredto participate in interscholastic programs or an approvedalternativeforthreeseasons(fall,winter andspring).Duringthefallseason,Form3 students must participate on an athletic team or in robotics,whichrequirespriorapproval.• StudentsinForm6arerequiredtoparticipatein interscholastic programs or an approved alternativefortwoseasons.• Approvedalternatives,withcertainForm andfrequencyrestrictions,are:fitness(KO Fitness),intramuralbasketball(IBA),sports team management, approved independent proposal, winter musical, technical theater crew, roboticsandmusicianship.• Studentswillnotbeallowedtofulfilltheirathletic requirement through participation on an outside team during the season that the sport is offered by theSchool.• StudentsmayparticipateinKOFitnessonlyonce peracademicyear.• StudentswillnotbeallowedtoparticipateinKO Fitness and an independent proposal in the same academicyear.• ClasssizeinKOFitnessmaybelimited.Preference willbegiventostudentsinForms6,5,4and3,in thatorder.• Someteams–squashandtennis,forexample – may be restricted in the number of students who can participate due to facility constraint, coaching resources,andstudentinterest.

interscholastic Athletic offerings

GiRlS fALL WInter sPrIng

CrossCountry Basketball GolfFieldHockey IceHockey LacrosseSoccer Skiing SoftballVolleyball Squash Tennis Swimming&Diving Track&Field

boyS

fALL WInter sPrIng

CrossCountry Basketball BaseballFootball IceHockey GolfSoccer Skiing Lacrosse Squash Tennis Swimming&Diving Track&Field

Athletic offerings

GiRlS fALL WInter sPrIng

CrossCountry Basketball Lacrosse FieldHockey Intramural Softball Soccer Basketball Tennis Intramural Intramural Intramural Soccer IceHockey Tennis Squash Intramural Intramural Volleyball Squash Swimming & Diving

boyS

fALL WInter sPrIng

CrossCountry Basketball Baseball Football Intramural Lacrosse Soccer Basketball Tennis Intramural Intramural Intramural Soccer IceHockey Tennis Squash Intramural Intramural Volleyball Squash Swimming & Diving


englIsH

It has never been easier to gather and disseminate information. our students have access to volumes of books that just a decade ago the Librarian of congress would have envied, and they have an unparalleled ability to share their ideas with audiences of ever-broadening size and reach. the english curriculum is designed both to help students navigate the expanding seas of information and communication and to foster an appreciation of the power of language. We ask, “What is worth reading and why?” and we maintain that what is worth saying is worth saying well.

At every level, the texts we teach represent a range of voices and points of view that offer windows into the experiences of others and mirrors into students’ own experiences. Whether they are grappling with shakespeare or preparing for the arrival of a visiting Baird symposium author, our students consider how texts reflect the human condition and how an author’s choice of genre, form and diction affects meaning.

As teachers of writing, we strive to instill in our students a sense of pride in their written work and to give them the tools to make their writing reflect their thinking at its best. Weekly assignments range from critical analyses to personal essays, from journals to blogs, from stories to poems, but all ask students to view writing as visible thinking. through one-on-one conferences, peer critiques and the expectation of multiple drafts and revisions, we teach writing as a process. our sentence-building program purposefully teaches grammar, punctuation and rhetoric from upper Prep through form 6, working in conjunction with regular vocabulary study to develop writers whose style keeps apace with their increasingly sophisticated thinking.

Because strong speaking and listening skills are essential for effective communicators, every english class also provides substantial practice in these areas. Harkness discussions, formal debates, presentations and impromptu speeches all reinforce the importance of knowing one’s audience and build confidence in thinking on one’s feet.

When Alice meets Humpty dumpty on the other side of the looking glass, he challenges her to be the boss of her words – not vice versa. We hope to empower students to be the bosses not only of their own words but also of the stream of words coming at them through more and more channels and to spark in them a lifelong love of reading and writing.

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middle school

Upper Prep english – Family and communityThegoalofUpperPrepEnglishistoteachreadingandwritingskillsthroughliteratureinanurturingenvironment that encourages students to become comfortableandconfidentinthoseskills.Studentslearn the concepts of plot, theme, setting and character development through their reading of short stories and novels that tap into studies across severaldisciplines.Grammar,vocabularyandspelling lessons are coordinated with the students’ readingandwriting.Clearsentencestructureandcoherent paragraph development are emphasized as students write expository, narrative and descriptive compositions.Theideaofprocesswritingisintroduced early in the course as students learn to be skillededitorsaswellascapablewriters.Studentsalsocreate a poetry portfolio and present a poetry reading inthespring.Readingsreflectthethemeof“survivalwithinacommunity”initsbroadestglobalsenseandincludeworkssuchas“RollofThunder,HearMyCry”byMildredTaylor,“TheGiver”byLoisLowryand“WhenYouReachMe”byRebeccaStead.

english 1 – The outsiderOrganizedaroundthecentralthemeof“insidersversusoutsiders,”thisEnglishcourseforstudentsinForm1continuestostresstheskillsofreadingandwriting.Theliteraryfocusisonvicariousexperience,thefundamentalvalueofliterature.Ina range of novels, plays, short stories and poems, students read about individuals who push themselves againstadversityandforgeasetofvalues.Writingdevelopment begins with a variety of frequently assigned small, concentrated and highly organized paragraphs and evolves into larger writing projects, manyofwhichareincludedintheCreativeWritingPortfoliointhespring.Thestudyofgrammar,vocabulary and spelling is coordinated with students’ readingandwriting.Readingsinclude“AStep fromHeaven”byAnNa,“TheMiracleWorker”byWilliamGibson,and“BreakingThrough”byFranciscoJiménez.

english 2 – Making choicesForm2Englishstudentsmeetmanyofthesamechallenges in reading and writing as in the two previous years but at a more sophisticated and complexlevel.Guidedbythecentralthemeof“makingchoices,”theliteraryfocusisoncharacterdevelopment with a gradually increasing emphasis oninterpretation.Weeklywritingassignmentsaredesigned to encourage students to write fuller more subtle prose through the process approach to writing, withparticularemphasisonrevision.Thestudyofgrammar, spelling and vocabulary is maintained at a deliberate pace and intertwined with the students’

writing.Studentsareaskedtorespondcreativelyto various literary genres and to develop coherent arguments by using direct references to the text in theirwriting.Theyearlongautobiographyprojectstressesananecdotalapproachtowriting.Readingsinclude“ToKillaMockingbird”byHarperLeeand“OfMiceandMen”byJohnSteinbeck;“ARaisinintheSun”byLorraineHansberryand“RomeoandJuliet”byWilliamShakespeare;andawideselectionofshortstoriesandpoetry.

upper school

english 3 – The Stories We TellAsmemoiristandessayistJoanDidionobserves,“Wetellourselvesstoriesinordertolive.”InEnglish3,weexplorestorytellinginitsmanyforms.Thecourseusesthe lens of storytelling to develop students’ ability to thinkforthemselves,tograpplewithabstractionandtoread,writeandspeakwithincreasingproficiency.Readings, which focus on fellow storytellers across genresandepochs,include:“TheHouseonMangoStreet”bySandraCisneros,“TheOdyssey”byHomer,“ThePianoLesson”byAugustWilson,“TheCatcherintheRye”byJ.D.Salinger,“TheAdventuresofHuckleberryFinn”byMarkTwain,“AMidsummerNight’sDream”byWilliamShakespeare,amemoir,andshortstoryandpoetryunits.Studentsnotonlystudy the practice of storytelling but also become storytellersthemselves.Sentenceconstructionandvocabulary are focal points both in formal study and in practice while students are writing expository and creativeprose.Furthermore,eachstudentisrequiredtojoinHarknessdiscussionsandtopracticepublicspeaking.

english 4, english 4 Honors – challenging conventionDesigned to increase students’ confidence and sophisticationasreaders,writers,thinkersandspeakers,English4focusesontextswhosecharactersorstructurechallengeconventionandasksstudentstochallenge their notions about what a literary analysis, asentence,atopicofacademicdiscussionshouldbe.Worksreadinclude“TheScarletLetter”byNathanielHawthorne,“Macbeth”byWilliamShakespeare,“TheirEyesWereWatchingGod”byZoraNealeHurston,“ExtremelyLoudandIncrediblyClose”byJonathanSafranFoer,“TheGreatGatsby”byF.ScottFitzgerald,andthepoetryofWaltWhitmanandEmilyDickinson.Studentsarechallengedtoassume leadership roles in discussions and develop their own theses to become more independent thinkers.Particularattentionispaidtohelpingstudents develop a sentence style commensurate withtheincreasingcomplexityoftheirideas.Tothisend,LongknifeandSullivan’s“TheArtofStylingSentences”complementscontinuedvocabularystudy.


Inaddition,allForm4studentsparticipateintheSpeakers’Forum,aninterpretivereadingcontest.

StudentsinEnglish4Honorsreadadditionalworks,includingSylviaPlath’s“TheBellJar,”KenKesey’s“OneFlewOvertheCuckoo’sNest,”LillianHellman’s“TheChildren’sHour”andArthurMiller’s“TheCrucible,”covercompositionandvocabularyatanacceleratedrate,andhonestrongspeakingskills.Designed for those students who have excelled in all aspects of English and require additional challenge as readers, writers and speakers, this course is by departmental recommendation.

english 5 – Voice and VisionThe purpose of English 5 is to help each student discoverhisorhercriticalandcreative“voice.”The emphasis is on reading a variety of literature to refine the student’s ability to identify, describe and defend thematic ideas, and to show how these ideas are grounded in the text as well as in an author’s individualstyle.Allstudentsareexpectedtotakeanactive role with responsibility for the direction and topicsofthediscussion.Whileeachclassfollowsanindependentsyllabus,alladheretocommonskillsobjectives and to an inclusive core curriculum that includes“Hamlet”byWilliamShakespeare;worksbyToni Morrison and Ernest Hemingway; poetry and prose of Edgar Allan Poe; concentration on another chosenpoet;andatleastoneworkbytheyear’sSymposiumauthor.Studentsarerequiredtowriteanalytically and creatively about their reading and tokeeparigorouspaceinreadingassignments.Aportionoftheyearisdevotedtoawritingworkshop,so that after careful examination of style and technique,studentsmayworkontheirownpersonalstyle – to write so that they reveal themselves as muchastheydotheirideas.Inconcertwiththis,allForm 5 students practice various forms of the personal essay,including(butnotlimitedto)anecdote,diatribe,apologyandelegy.Opportunitiesforpublicperformance and publication of these essays are availableforallstudents.

Advanced Placement english 5 – Voice and VisionRunning parallel to the English 5 class, the Advanced Placement sections follow a more extensive bibliography, and the literary analysis, both in class and in writing, assumes a greater depth of experience, maturity of mind and the capacity to draw on wider andmoreindependentsources.Studentsarealsooccasionally responsible for leading the seminar themselves.ThiscoursepreparesstudentsfortheAdvanced Placement Examination in English LanguageandCompositiongiveninMay.Generally candidates are drawn from honors sections in English 4, and others may request placement, but, in either case, department approval is required.

elecTiVeScreative Writing Workshop (Spring)This course introduces students to the craft of creative andartisticwriting.Aimedatstudentsinterestedinthewritingprocess,thecoursemakesextensiveuseofjournalwritingandwritingpromptsaswellasfeedbackandrevisionactivities.Studentsreadandrespondtoeachother’sworkinaclimateofsupportiveandlivelyexchange.Theclassincorporatessubstantialwritinglabtimetodevotetogeneratingdrafts.Studentsare encouraged to submit their efforts to epic(KO’sliterarymagazine)andtovariousothercontestsandpublications.This course, an elective offered outside the required English curriculum and open to students in Forms 4-6 for one-half credit. Students who have already completed a full arts credit may receive half an arts credit for this course.

Journalism (Fall)Journalism is not simply a mode of writing; it is alsoamodeofthinking.Inadditiontointroducingstudents to the writing techniques integral to news, feature and sports writing, this course trains them inthemoreabstractobservationandthinkingskillsrequiredtoidentifynewswhenithappens.Thehopeis that students gain a new perspective on their writing andcriticalthinkingskillswhilewrestlingwiththeaccuracy, objectivity and responsibility to an audience thatcharacterizesolidjournalism.StudentscanexpectweeklyarticleassignmentsandtoreadThe New York Times and The Hartford Courantregularly.Thecourseis a prerequisite for a staff position on the KO News. This course, an elective offered outside the required English curriculum and open to students in Forms 3-5 for one-quarter credit, meets twice per week during the fall semester.

english 6 (Fall electives, Senior Thesis, Spring electives)English for Form 6 is divided into three segments: a fall semester elective, the Senior Thesis during the third quarter and a spring elective during the fourthquarter.

FAll elecTiVeSHaving been exposed to a wide range of authors, themes, genres and critical approaches in their earlier Englishcourses,Form6studentsareaskedtodelvemore deeply into a selected theme or author, gaining ameasureofexpertise.

The American dreamIn1931JamesTruslowAdamscoinedthephrase“theAmericanDream”anddescribed“a land in which life should be better and richer and fuller for everyone, with opportunity for each according to ability or achievement. It is not a dream of motor cars and high wages merely, but a dream of social order in which each man and each

Key: upper Prep = grade 6, form 1 = grade 7, form 2 = grade 8, form 3 = grade 9, form 4 = grade 10, form 5 = grade 11, form 6 = grade 12

english 4 Honorschallenging convention

Advanced Placement english 5

Voice and Vision

FAll Advanced Placement english 6

Fall electives

english 1The outsider

Upper Prep englishFamily and community

english 2 Making choices

english 3 The Stories We Tell

english 4 challenging convention

english 5 Voice and Vision

FAll english 6Fall electives

SPRinG english 6Senior Thesis/

Spring electives

SPRinG creative WritingWorkshop (1/2 credit)

FAll Journalism (1/4 credit)SPRinG creative Writing

Workshop (1/2 credit)

FAll Journalism (1/4 credit)SPRinG creative Writing

Workshop (1/2 credit)

Form 2

Form 3

Form 4

Form 5

Form 6

Upper Prep

Form 1

woman shall be able to attain to the fullest stature of which they are innately capable, and be recognized by others for what they are, regardless of the fortuitous circumstances of birth or position.”

Whethersincerelybelievedorattackedasdelusion,thisdreamhasbeenamotivatingforceinourcivilization.Evenwhendenied,thedreamisdistinctlyAmerican.Therearemanybooks,songs,playsandmoviesthathavecelebrated,questionedanddenouncedthisvision.WeexploretheAmericanDream,pastandpresent,tobetterunderstandandassessthe“truthiness”ofthisideal.WorksstudiedincludeHoratioAlger’s“RaggedDick,”UptonSinclair’s“TheJungle,”ArthurMiller’s“DeathofaSalesman,”EdwardAlbee’s“TheAmericanDream,”StewartO’Nan’s“EverydayPeople,”HunterS.Thompson’s“FearandLoathinginLasVegas,”LarryWatson’s“Montana,1948”andcontemporarymusicandculture.

crossing new FrontiersPeople have always been fascinated by how the AmericanWestwastamedandsettled;insomanyways, this story has come to define our identity as self-reliant,hard-working,success-in-the-face-of-overwhelming-oddsAmericans.However,whatwe

havelearnedabouttheWestthroughstoriesandmythologies(nottomentionfromHollywood)hasnotalwaysbeenthetruth.Ourculturalbiaseswouldhaveus believe that only white Anglo-Saxon males tamed theWest,andthatNativeAmericansavagesstoodinthewayofourmanifestdestiny.Throughanintensivereading of some fictional and first-hand accounts, thiscoursewillinvestigatehowtheWestwasreallywonandatwhatcoststothepeopleandtotheland.Readingswillinclude“MyAntonia”byWillaCather,“FoolsCrow”byJamesWelch,andassortedreadingsbyPatriciaLimerickandWallaceStegner.

crossroadsWiththehelpoftechnology,theworldseemstobe growing smaller as cultures and traditions often intersect, but cultures have been crossing and clashing foralongtime.Inthiscourse,weexaminesomeof these cultural crossroads such as colonialism, gender, immigration, religion and race, and we see how literature reflects cultural changes both in the pastandinourcontemporaryera.Weexplorepost-colonialism and globalization through the texts we read, and we discuss a variety of ways cultures can intersectandimpactus.Thecross-genrereadingselectionincludes“HeartofDarkness”byJoseph


Conrad,“ThingsFallApart”byChinuaAchebe,“TheGodofSmallThings”byArundhatiRoy,“ASmallPlace”byJamaicaKincaid,”“Middlesex”byJeffrey Eugenides, critical essays and poetry by DerekWalcott.

literature of Survival Whatistherelationshipbetweensurvivalandliteraryproduction? How can writing and reading be tools for contesting destructive assumptions about race, gender, socioeconomic status and religion? The texts thiscourseexplores–JeffreyEugenides’“TheVirginSuicides,”KateChopin’s“TheAwakening,”DaphneduMaurier’s“Rebecca,”ManuelPuig’s“KissoftheSpiderWoman”andBramStoker’s“Dracula,”forexample–questiontheworldaroundthem.Inmanycases, this questioning led to large-scale social change; inothers,itledtoalienation.Buttheseauthorsrefusedtobesilenced.Throughreading,writingandresearch, students in this course learn to explore how their voices can and should be heard as well as how readingcanbeatoolforself-discovery.Thiscourseemphasizesrevisionofallwrittenwork,semester-long reflection and self-evaluation, identification and implementation of individual goals, and development ofreading,researchandwritingprocesses.

Shakespeare: let the Action Fit the WordThis course examines several tragedies and comedies ofWilliamShakespeare’splays,aswellassomeofhissonnets.Byreadingavarietyofplays–“TheMerchantofVenice,”“Othello,”“TheTempest,”and,iftimepermits,“HenryV”–studentsimprovetheirabilitytounderstandShakespeare’slanguage,topicture the plays on stage and to recognize common themes,motifsandideas.Emphasisisonappreciatingandunderstandingtheplays.Inaddition,studentsundertakeavarietyofwrittenassessments,bothcreative and expository, as a way of evaluating their improvedunderstandingofallthingsShakespeare.

Advanced Placement classics of Social criticismA few pieces in our literary tradition have shaped the tenets of our culture, reflected our mores and related togenerationsthevaluesthatweuphold.Inaworldwhere some of those traditions are being questioned, others being reviewed and renewed, this course returns to several of the classics, some ancient, some morecontemporary.Weconsiderwhattheauthorsvaluedintheirsocietiesandwhattheyquestioned.Students read extensively and independently to engageinfrequentHarknessdiscussionsandcreateoriginalthesesintheirwriting.OurexplorationbeginswithaplaybyAristophanes,“TheCanterburyTales”byGeoffreyChaucer,shortstoriesbyMarkTwain,aplaybyWilliamShakespeare,severalfilmsbyHowardHawkes,“TheAwakening”byKate

Chopin,“TheBookofLaughterandForgetting”byMilanKundera,poetrybyEmilyDickinsonand“TheSoundandtheFury”byWilliamFaulkner.Thiscourse prepares students for the Advanced Placement Examination in English Literature and Composition, whichtheytakeinMay.Designed for those students who have excelled in their study of English, admission to this course is by department recommendation only.

Advanced Placement Senior SeminarThiscoursestudiestheworkofarenownedlivingauthorandhisorherlifeandliteraryenvironment.Italso examines the critical assessment of the author’s workandwriterswhoinfluencedhisorherstyleandfocus.Thecourseculminateswiththeauthor’svisittotheSchoolaspartoftheannualWarrenBairdEnglishSymposium.Independentdiscussion,extensive writing and peer teaching are fundamental to the course as a means for developing a mature understandingoftheSymposiumauthor.Duringtheauthor’s visit, students meet with him or her and participate in a master class – rich opportunities to question and discuss with the author the careful and thorough perspectives developed in their semester’s study.ThiscoursepreparesstudentsfortheAdvancedPlacement Examination in English Literature and Composition,whichtheytakeinMay.Designed for those students who have excelled in their study of English, admission to this course is by department recommendation only.

SPRinG SeMeSTeRSenior ThesisThe Senior Thesis, the culmination of the long-range objectives of the English program at Kingswood Oxford, requires students to use all of their acquired reading,writingandthinkingskillsinanindependentresearchpaperwithasubstantialliterarycomponent.Anassignedthesisadvisorworkswithasmallgroupofstudents in class to cover topic selection, methods of research and technical procedures while the student pursueshisorherindependentresearchandwriting.All Form 6 students are required to write a Senior Thesisduringthethirdquarter.

SPRinG elecTiVeSThese fourth-quarter electives are designed to expose graduating seniors to interdisciplinary study and pique their interest in a wide range of topics in the humanities.

Alfred Hitchcock: Master of SuspenseSuspense in movies, the dramatization of a film’s narrative material or the most intense presentation possibleofdramaticsituations,iswhatkeepsusinterestedinthespectacle.For53films,AlfredHitchcockworkedatperfectingthisparticularart

form.Afteranintroductiontothestudyoffilmasartform,wewillanalyzeanarrayofMr.Hitchcock’sgreatfilms,including“TheThirty-NineSteps,”“StrangersonaTrain,”“RearWindow,”“DialM.forMurder,“Vertigo,”“TheBirds,”“NorthbyNorthwest,”and“Psycho.”Studentswillwriteoneshotanalysisandonefilmanalysisoftheirchoosing.

comic conventionsHow have we come to our present comic form – the situation comedy? Studying the art of low comedy from the Roman playwright Plautus to the radio comediesofthe1920sand1930s,studentslearnhowtelevisioncomedyworks.Afterobservingseveralprograms and considering their recipes of character, jokes,flavorandformula,studentstrytheirownhandsat developing original episodes from rough story line toteleplay.Reading,viewing,editing,planning,actingandmakingfunareskillstheclassmustmaster.

doing TimeWhatdoGandhi,AnneBoleyn,MartinLutherKing,Jr.,OscarWilde,NelsonMandela,JohnnyCash,LilWayne,andMarthaStewarthaveincommon?Theyallhavespenttimebehindbars.Whetherit’scalledthepen,theclink,thefarm,thebighouse,theslammer, the joint, con college, or club fed, prison has createdliteraryfodderforcenturies.Usingvariousliterary texts, both fiction and non-fiction, this course explores the institutional response to crime: punishment.TrumanCapote’spolemicInColdBlood,essaysbyMichelFoucault,prisonlettersbyHenryDavidThoreauandMartinLutherKing,Jr.,shortstoriesbyFranzKafkaandothers,songlyricsandpoetrywillprovidethebasisforclassdiscussion.

dystopian dreamin’Whileutopiasareprojectionsofourdreams,dystopiasareprojectionsofournightmares.Bethey technological, environmental, political, social or economic, dystopias force us to confront our collectivefearsaboutsociety’strajectory.Inthiscourse, we will explore dystopias in both literature andfilm,examiningtheseworksbothasformsofentertainment and as cautionary tales, warning of the dire future society faces should we continue on our currentpath.Novelsstudiedwillrangefromclassicssuchas“Fahrenheit451”and“TheRunningMan,”tocontemporaryyoungadultfictionsuchas“TheGiver”and“TheHungerGames;”filmswillinclude“BladeRunner,”“ChildrenofMen”and“MinorityReport.”

Monsters inc.“By monster I mean some horrendous presence or apparition that explodes all of your standards for harmony, order, and ethical conduct.” So says Joseph

Campbellin“ThePowerofMyth.”Thiscourseexplores the dynamics of horror, past to present, with special attention to monsters as manifestations of culturalvalues.Whatdoesaparticularculturelabelas“monstrous”andwhy?Whatmakesasuccessfulmonsteratagiventime?Whatexactlyhavecertainauthors(andfilmmakers)captured(orunleashed)?To answer these questions, we explore history, myth, literature,artandfilm.WebeginintheDarkAgeswiththeshadowymonstersslainbyBeowulfandendwith a movie genre that just won’t die – the slasher film.WorksmayincludeJohnGardner’s“Grendel,”BramStoker’s“Dracula,”KatherineDunn’s“GeekLove,”StewartO’Nan’s“TheSpeedQueen,”MauriceSendak’s“WheretheWildThingsAre”andGeorgeRomero’s“NightoftheLivingDead.”

novels and FilmsIsthebookalwaysbetterthanthemovie?Whatmakesanadaptationsuccessful?Thiscourseconsidersthe challenges involved in converting novels to film.Mustonebefaithfultoplotoraretherelargerissuesinherentinadaptation?WhatpressuresdoesHollywoodbringtotheprocess?Byexaminingfournovelandfilmpairs–“TheNatural,”“FightClub,”“Deliverance”and“TrueGrit”–theclasstacklessome of these questions to define the qualities of a successfuladaptation.

Presidential characterPoliticalscientistJamesDavidBarbersuggeststhatthe character of a president, formed in childhood, adolescence and young adulthood, predicts how thepresidentwillperformintheoffice.Barber’s“PresidentialCharacter”examinestheearlylivesof20thand21stcenturypresidents,withemphasisontheirhighschoolandcollegeyears.Hisbiographiesthen analyze the events of each presidency in terms of thatpresident’scharactertype.Bycombiningpoliticalscienceandpsychology,Barberoffersatheoryofpredictionthatisintriguingandcontroversial.StudentsareaskedtoassesstheaccuracyofBarber’spredictionsanddeveloptheirownpredictions.

Teen Films: descendants of HoldenBeginningwiththatbibleofcoming-of-ageliterature,“TheCatcherintheRye,”studentsinthisclasslookat youth angst and exploration through the lens of theiconoclasticteenfilm.Thoughthisgenreisoftenunrealistic and ridiculous, and though these popcorn movies could be seen as representing little more than our culture’s decay, that would underestimate the subtlegeniusoftheteenagemindandheart.Throughcloseandcriticalviewingsof“RebelwithoutaCause,”“BreakingAway,”“DonnieDarko,”“PrettyinPink”and“Thirteen,”amongothers,studentsexamine


sCIenCe

science education at Kingswood oxford links contemporary themes to the core principles developed over the centuries in traditional scientific disciplines. the chase · tallwood (ct) science Math technology center and estes Middle school building permit the department to realize its long-term plan to offer a more robust, 21st century science curriculum. the Leed-certified ct building, which includes a greenhouse and abundant natural light, allows the facility itself to become a teaching tool. the infusion of technology into classroom activities and laboratories, including the use of sMArt Boards and laptop computer carts, provides a plethora of possible models to promote a functional, knowledgeable and innovative intellectual capacity in our students.

the science curriculum exposes our students to the complexity and sophistication of the natural world and to the scientific method as the means by which we perceive these phenomena. While developing an inquiry-based set of lab skills, curiosity is encouraged. our shared goal is the cultivation of students capable of crisp scientific thinking – that combination of careful observation, conceptual reasoning, and analysis of synthesized data – who come to respect the power, utility (and ultimately) the beauty of the discipline.

contemporary scientific investigation probes an ever-expanding variety of phenomena, such as the human genome and its implications for understanding human biology; the origin, dimensions and physical principles of the universe; and the increasing impact of environmental change and degradation. simple descriptions of and explanations for phenomena no longer suffice. students are introduced to complexity and validity, two evidenced-based components of investigation that are essential for ownership of an intellectual grasp of the natural world and its mechanisms.

We highly recommend that students take a full complement of science courses while enrolled at Ko. In the Middle school, the prescribed courses emphasize basic biology, chemistry and physics. At the upper school, virtually all students progress through the sequence of earth and environmental science, Biology, chemistry and Physics, which are offered at the regular, honors, and – in the case of the last three – Advanced Placement levels. In addition, students may pursue more specialized areas through electives in marine biology, psychology, forensic science and robotics. All classes include relevant laboratory work so that students become skilled in evaluating data, testing hypotheses and constructing valid conclusions. that is, they become scientists.

why the legacy of Holden Caulfield is still so present incontemporarystorytelling.Aboveall,studentsquestion and reflect upon themselves; though these films are spiced with hot actors, set to best-selling soundtracksandcostumedwithmust-haveclothing,the universal themes of first love, self-doubt, racial and gender identity, social acceptance and rebellion against authority resonate with authenticity and verisimilitude.

middle school

life ScienceThis course introduces students to the study of living things.Theunitsofstudyincludecellstructureandfunction, DNA, genetics and heredity, evolution andclassification,andenvironmentalissues.Allareas are studied through scientific inquiry, which involves hypothesizing, conducting experiments, makingobservationsorcollectingdata,anddrawingconclusions.Required for students in Upper Prep.

earth ScienceThis course develops three facets of an earth science curriculum: astronomy, plate tectonics and meteorology.Theastronomyunitintroducesthefactual significance of the earth and moon in our solar system,exploresthenatureoftheMilkyWaygalaxyandcultivatesanunderstandingofavastuniverse.The dynamic nature of the earth is examined with attentiontocrustalmovements,earthquakes,volcanoesandtherockcycle.Weatherfactorsandclimatechangearestudiedinthemeteorologyunit.Labworkandtheuseofmodelsenhancethestudent’sgraspofthetopicsinvestigated.Required for students in Form 1.

introductory Physical ScienceThis course helps students develop the concepts ofmatterandenergyandtheirinterrelationships.Studentsdevelopskillsinobservationandlaboratorytechniqueandknowledgeofhowtoanalyzeexperimentaldata.Throughthecorrelationofabstract ideas with concrete situations, students begintodeveloptheatomicmodel.Alargeemphasisisplacedonlaboratoryworkthroughouttheyear.Required for students in Form 2.

Robotics: Fll (FiRST lego league) challenge (Two Quarters – Fall)This course allows students to be immersed in real-world science and technology challenges and it represents an entrance platform onto the KO FLL team.Studentswillhelpdesignsolutionstoacurrentscientific question or problem and build autonomous LEGOrobotsthatperformaseriesofmissions.TheFIRST Challenge program has three components: TheRobotgame,TheProject,andTheCoreValues.Students will engage in all three dimensions of the challenge as everyone contributes to the team’s accomplishments.The2013challengethemeis“Nature’sFury,”whichengagesstudentsinproblemsolving, building, and programming robots in order tomakeadifferenceintheworld.Thisisafull,fallsemestercourse(recommended),butstudentscanopt for the first or second quarter and be eligible for participationintheFIRSTprogram.Open to students in Form 2.

Forensic Science (Quarter)A crime has been committed, and students are the chiefinvestigatorsassignedtothecase.Studentsinthiscourseusetheirknowledgeofmath,language,art,historyandtechnologytocrackcrimecases.Theylearn fingerprinting, hair and fiber analysis, blood typingandDNAanalysistobringsuspectstojustice.Open to students in Form 2.

upper school

earth and environmental Science, earth and environmental Science Honors These courses utilize basic biological, chemical and physical principles to investigate a wide variety of ecological circumstances and interactions, including the origin of the solar system, stellar evolution, the creation of the Earth and Moon system, the causes of global climate patterns, the rise of life on Earth, taxonomy, phylogeny, population dynamics andecosystemenergetics.Thesetopicsarestudiedthroughthelensofevolution.Thestudyoforiginswill be complemented by a trip to the Natural History MuseuminNewYorkCitypriortoMarchbreak.Usingbothacademicandexperimentalmethods,students also examine universal, global, regional and local ecological conditions, with a focus on enhancing a student’s understanding of the human impactontheenvironment.Required for students in Form 3, with general and honors sections by department recommendation.

biologyThis general biology course is designed to provide students with an understanding of the basic concepts of cell biology, human anatomy and physiology, genetics, evolution and current topics in molecular biologyandgeneticengineering.Laboratoryworkmirrorsthecourseworkandpromotescarefulobservation, analysis and synthesis of data, and drawingsensibleconclusions.Open to students in Form 4.

biology HonorsMuch of this course employs a cellular-biochemical approachtobasicbiologicalprocesses.Emphasisonthe molecular basis of biology represents an increase inthedepthoftopicscovered.Cellstructureandfunction, respiration, photosynthesis and molecular geneticsmakeupthefirstsection,followedbyvertebrateanatomyandphysiology.Geneticsand evolution are overlying themes throughout thecourse.Open to students in Form 4. Prerequisite: department recommendation.


Advanced Placement biologyThis course follows the first-year college curriculum ininorganicbiology.Emphasisisonmolecular-cellbiology and organismal and population biology withparticularemphasisonregulatorymechanisms.Whilelittlequantitativeabilityisdemanded,thereisconsiderableabstractandconceptualreasoning.Substantialindependentstudyandlaboratoryworkarerequired.StudentswhoenrollinthiscoursetaketheAdvancedPlacementExaminationinMay.Open to students in Forms 4-6. Prerequisites: Biology and Chemistry and/or department recommendation.

chemistryThis general chemistry course is designed to provide students with an understanding of the basic concepts of atomic structure, bonding and molecular properties basedoncurrentatomicmodels.Thecoursealsoexplains qualitative and quantitative relationships inchemicalreactionsandstatesofmatter.Laboratories promote careful observation, analysis and synthesisofdata,anddrawingsensibleconclusions.Demonstrationsprovidevisualizationofconcepts.Open to students in Forms 5-6. Prerequisite: Algebra 1.

chemistry HonorsThis course deals with the same spectrum of topics as the general chemistry course but at a greater depth andfasterpaceusingamoremathematicalapproach.

earth Science

life Science

introductory Physical Science

earth & environmental Science/eeS Honors

biology/ biology Honors

chemistry/chemistry Honors F5-F6

Physics/Physics Honors F5-F6

Forensic Science (quarter)


Form 2

Form 3

Form 4

Form 5

Form 6

Upper Prep

Form 1

Advanced Placement

biology F4-F6

Advanced Placement

chemistry F5-F6

Advanced Placement Physics

Robotics: Fll (quarter/semester)

FAll engineering and Robotics

F3-F6

FAll Forensic Science

F4-F6

Reactionkinetics,equilibriumandacid-basechemistryarealsocovered.Thelaboratoryprogramismoreextensiveandmorequantitative.Open to students in Forms 5-6. Prerequisites: Algebra 2 Advanced (can be concurrent) and department recommendation.

Advanced Placement chemistryThis course follows the first-year college curriculum in inorganicchemistry.Whileintendedtobeasecondchemistrycourse,itmaybetaken,withpermission,bystudentswithnochemistrybackground.Designedto prepare students for the Advanced Placement Examination, this rigorous course covers the same spectrum of topics as the introductory course at a considerablymoresophisticatedlevel.Studentsengageinsubstantiallymoreindependentlaboratoryworkand apply increasingly complex quantitative reasoning skills.Theyalsodevelopasystematicapproachtowardstudy that allows them to organize data or facts within aconceptualframework.StudentswhoenrollinthiscoursetaketheAPExaminMay.Open to students in Forms 5-6. Prerequisites: Precalculus (can be taken concurrently) and department recommendation. PhysicsThis general physics course includes the topics of kinematics,dynamics,energy,thermodynamics,waves, electricity and magnetism, and modern physics.Studentsaremeanttodevelopquantitative

FAll Psychology: The brain

& behavior F4-F6SPRinG

Psychology: Thoughts,

emotions & Personality

F4-F6

Marine biology

skillsandtoobtainabetterunderstandingofthephysicaluniverseaswellaseverydayphenomena.Open to students in Forms 5-6. Prerequisites: Algebra 2 either completed or taken concurrently.

Physics HonorsThis course covers the same range of topics as the general physics course, but at a greater depth and fasterpacetoallowforadditionalmaterial.Emphasisisplacedondevelopingquantitativeskillsandan understanding of everyday phenomena from a scientificandmathematicalviewpoint.Thiscoursealso calls for more independence and creativity in the laboratory.Open to students in Forms 5-6. Prerequisites: Precalculus either completed or taken concurrently and department recommendation.

Advanced Placement PhysicsThis is a first-year course that includes such classical and modern physics topics as Newtonian mechanics, fluid dynamics, thermal physics, electricity and magnetism, waves and optics, and atomic and nuclearphysics.Afacilitywithalgebraandgeometryisrequired.Understandingthebasicprinciplesofphysics and being able to apply principles to the solutions of problems are the major goals of the course.StudentswhoenrollinthiscoursetakethePhysicsBAdvancedPlacementExaminationinMay.Prerequisite: department recommendation.

Marine biology (year) The main focus of this course is the ecology of the marineenvironment.Studentsuseclassroom-tankecosystems as a base of study for the ways in which marine organisms interact with each other and their physicalenvironment.Asemester-longprojectin ecosystem design and collaboration with the creative arts department on fish classification are two highlightsofthesemester.Studentsshouldemergefrom the course with a better understanding of their role in preserving our natural resources and the issuesfacingouroceans.Open to students in Form 6. Prerequisite: Biology. engineering and Robotics (Fall) Can we create intelligent machines? This is a computer science elective focusing on the design, buildingandprogrammingof“robotic”devices.Buildingmaterialsthatincludemotors,switchesandsensors are controlled with computer code to develop stimulus-response sequences creating machines that appearto“think.”Open to students in Forms 3-6.

Forensic Science (Fall)The role of the scientist in the judicial system has becomeincreasinglyimportant.Manyunsolvedcrimes come to justice with the help of science and

technology.“Science”isakeywitnessinourcourtsystem.Thiscourseisdesignedtogivestudentsanopportunitytoputscienceandproblem-solvingskillstowork.Itprovidesarealisticviewofhowarealforensicsciencespecialist(orpoliceofficer)dealswith the preservation, identification, collection and analysisofevidencefoundatacrimescene.Studentscompare and contrast what a forensic scientist experiences versus what students see on television showslike“CSI:CrimeSceneInvestigation.”Students delve into basic units in physical evidence, trace evidence, blood typing and spatter analysis, toxicology, forensic anthropology, DNA evidence, fingerprintanalysisandarson.Casestudies(realandfictional)putthecontentlearnedtowork.Open to students in Forms 4-6.

Psychology: The brain and behavior (Fall)Everwonderedhowthebrainworks?Orhowyoulearn? Or why certain behaviors persist while others don’t?TheBrainandBehaviorisanintroductiontothescientificstudyofhumanbehavior.Topicsincludethe biological basis of behavior, memory, sensation, andperception,thinkingandlearning.Studentslearnhow a psychological perspective provides insight intohumanbehaviors.Theyreadvarioustheoreticalperspectives, learning to employ research methods thatallowthemtobecomeknowledgeablereadersofpsychologicalresearchandfindings.Inthiscourse,studentswillcultivatetheabilitytothinkcriticallyabouttopicsinpsychology.Open to students in Forms 4-6.

Psychology: Thoughts, emotions and Personality (Spring)Ever wonder about why we express certain emotions the way we do? Or what influences our personality? Or how groups can affect an individual’s behavior? This course serves as an introduction to mental processes.Topicsincludemotivation,emotions,stress,personalityandabnormalandsocialpsychology.Students will be taught how a psychological perspective provides insight into cognition, emotionsandpersonality.Additionally,theybecomeknowledgeablereadersofpsychologicalresearchandfindings.Thegoalistoteachstudentshowtothinkcriticallyabouttopicsinpsychology.Open to students in Forms 4-6.


matHematICs

Mathematics is a discipline acclaimed for its broad applicability throughout the natural and social sciences. Whether we are modeling climate change, forecasting financial markets or securing Internet sites, we are using math. for its power and utility alone, the development of mathematics is rightfully considered one of the great triumphs of human intellect. yet there is also a more subtle beauty in mathematics: an elegance arising from its interconnectedness and simplicity. We recognize the discipline of mathematics as a unique blend of science and art, and we believe that the study of mathematics develops the reasoning, computational and technological skills required for success in the ever-changing world our students will inherit.

our program begins in the Middle school, where students experience mathematics as a subject that is active and exciting. Working in cooperative groups, in pairs or alone, students explore a problem-centered curriculum and discover math is a study rooted in the observation of relationships and patterns in complex sets of data. they learn that deep understanding comes from asking why and how and making conjectures.

the upper school program builds off the Middle school foundation as students continue to strengthen their reasoning skills and their ability to manipulate and apply mathematical concepts. After completing the study of geometry and two years of algebra, students may select courses from a rich and rigorous curriculum that includes Precalculus, calculus, statistics, discrete Mathematics and computer science, with AP options in calculus, statistics and computer science.

Inspired by their twin passions for the subject and their students, teachers here strive to develop students who are both logical and creative thinkers and who are facile at applying both technology and by-hand techniques to both real-world and abstract problems. We create these mathematically powerful problem solvers by providing our students with a learning environment that fosters active participation, self-discipline and perseverance. We also know that meeting with students individually, outside of class, is an invaluable piece in this process. finally, we know that promoting individual responsibility for learning, a core value in our program, ensures that our graduates are equipped with not only a strong foundation in mathematics but also with a self-initiated and efficacious approach to learning that will serve them well in all of their future endeavors.

middle school

Upper Prep MathematicsInUpperPrepMathematics,studentsareaskedtolookforpatterns,estimate,comprehenddata,reasonandproblemsolve.Studentsdohands-onexperiments and must be prepared to be part of an activelearningprocess.Workinginpairs,inlargergroups and on their own to discover new methods of solving problems, students deepen their understanding ofmathematics.Theyareoftenaskedtojustifytheiranswersandthoughts.“How?”;“Why?”and“Whatif?”arejustascommonas“Whatistheanswer?”Students learn about algebra, geometry, measurement, dataanalysisandprobability.InstructionisintegratedsothatUpperPrepstudentsunderstandandrecognizethe relationships between different topics in mathematics.

Form 1 MathematicsThiscoursecontinuestheworkbeguninUpperPrepMathematics,addingamorein-depthlookattopicsimportantintheunderstandingofalgebra.Students are challenged to understand why procedures workandtodiscoverrulesforintegers,three-dimensional geometry and simple mathematical processes.Studentsinvestigatevariablesandtherelationshipsbetweensymbolsandnumbers.Theyreview rational numbers and how to use them to makecomparisons.Studentsparticipateinanintenseinvestigationoflinearequations.Theylearnthesymbolic representation of patterns, the transforming and solving of simple equations and the graphic representationofequations.Studentsusealloftheseskillstosolveabstractproblems.

beginning AlgebraThisForm2coursebeginstheformalstudyofalgebra.Standardalgebratopics–multistepequationsolving, linear equations, the Pythagorean Theorem, exponential equations and quadratic equations – are covered.ThiscoursecontinuesatthesamelevelandpaceastheForm1andUpperPrepmathcourses.Students in this class will continue their study of algebra in Form 3.

Algebra 1Algebra 1 builds on the algebra topics developed in Form 1 Mathematics, with a significant increase in paceandexpectation.Thishigh-schoollevelcoursefocusesonlinearandquadraticfunctions.Thestudyof linear functions emphasizes solving equations in onevariableandsystemsofequationsintwovariables.The quadratic portion of the course includes solving byfactoringandthequadraticformula.Thecourseincludes the laws of exponents and the simplifying of

radicalandrationalexpressions.Algebra1isdesignedforstudentswhopossessthenecessarybackground,motivation and intellectual development to handle the increased complexities of a regular one-year Algebra1course.Department recommendation is required. Students who have attained a B average, combined with the teacher’s recommendation, will be allowed to enroll in Geometry in Form 3.

upper school

Students are required to use a graphing calculator inallcourses.Ifastudentdoesnotownagraphingcalculator, the department strongly recommends the purchaseofaTexasInstrumentsTI-84orTI-84Plus.ThepurchaseofaTI-85,TI-86,TI-89orTI-92isdiscouraged for cost reasons, for difficulty of use, or, inthecaseoftheTI-92,becauseitisnotpermittedon standardized tests such as the PSAT, the SAT and AdvancedPlacementExaminations.

Algebra 1 This course focuses on the development of precise andaccuratehabitsofmathematicalexpression.Thetopics include graphing and solving linear equations and inequalities, systems of equations, factoring, manipulating polynomials and an introduction to rational,radicalandquadraticequations.Studentslearn how to use the graphing calculator as an effective problem-solving tool and explore data analysiswithspreadsheets.

GeometryGeometry focuses on the topics that constitute plane and solid geometry: points, lines, angles, properties of parallel lines, triangles, quadrilaterals, polygons, circles, area and volume, and congruence and similarity.Thevisualnatureofgeometryisemphasizedas students use scale drawings and dynamic computer softwaretodevelopgeometricintuitionandmakeconjectures.Algebraicskillsarereinforcedthroughouttheyearinpreparationofasecondyearofalgebra.

Geometry AdvancedGeometry Advanced covers the same material as Geometry, but at a faster pace and in greater detail, providing students with a thorough exposure to Euclideangeometryintwoandthreedimensions.This course begins with an introduction to inductive and deductive reasoning and the role of conjecture in uncovering properties of polygons and parallel andperpendicularlinesintheplaneorinspace.ThePythagorean Theorem, the nature of similarity, the circle,andareaandvolumeareinvestigatedindetail.Students use both technology and simple tools to create models to uncover geometric properties and to

justifytheirconclusions.Thecourseconcludeswithanintroductiontotrigonometry.

Geometry Honors This course provides a rigorous and in-depth study of the material covered in Geometry Advanced with emphasis placed on logical reasoning and problemsolving.AdditionaladvancedtopicsinEuclidean geometry, such as the nine-point circle, are explored with the dynamic software The Geometer’s Sketchpad.Department recommendation required.

Algebra 2 This second-year course in the study of algebra starts with a thorough review and more detailed analysis of the topics that were first discovered in Algebra 1, particularly coordinate geometry and quadratic equations.Fromtherethecourseproceedstotheexaminationofrelationsandfunctions.Studentsare exposed to principles of solution and the study of quadratic systems, higher-degree polynomials and exponentialfunctions.Graphingcalculatorsareusedextensively to illuminate the properties of functions andtosolveproblemsefficiently.

Algebra 2 Advanced This course covers the same material as Algebra 2,butatafasterpaceandingreaterdetail.Topicsstudied include linear, quadratic, polynomial, rational, exponential and logarithmic functions, conic sections, sequencesandseries.Studentsworktodeveloptheirproblem-solvingabilities,tosolidifytheirskillsinapplying the properties of algebra, to use the graphing calculator as an effective problem-solving tool and to buildafoundationforfuturestudy.

Algebra 2 HonorsThis honors-level course offers students a rigorous and in-depth exploration of the topics covered in Algebra2Advanced.Studentsareexpectedtobeabletomovequickly,andthereissignificantemphasisplacedonindependentworkandsophisticatedproblemsolving.ThecoursebeginsthesequencethatculminateswithAdvancedPlacementCalculus.Department recommendation required.

Functions and TrigonometryThis course emphasizes the development of important algebraic techniques while introducing many of the major topics of Precalculus, including polynomial, exponential, logarithmic and trigonometric functions.Reasoningandproblem-solvingskillsareemphasizedthroughouttheyear.Thiscourseprovidesstudents with a foundation for continued studies in Precalculus, Statistics, Discrete Math or other quantitativecoursesincollege.


PrecalculusThis course prepares students for a rigorous course in calculus.StudentsinPrecalculusshouldwantthetypeof challenge that this course affords and are expected toworkindependently.Topicsthatarecoveredinclude trigonometric, exponential, logarithmic, polynomialandrationalfunctionsandtheirgraphs.An introduction to limits through sequences and series also is included, with the last portion of the course providing an introduction to the derivative, timepermitting.

Precalculus Honors ThiscoursebeginswhereAlgebra2Honorsfinishes.Students complete a detailed study of trigonometric functionsandtheirapplications.Inadditiontotheremaining topics covered in Precalculus, the focus of the course during the second half of the year is on the introduction to calculus, including the derivative and its applications, in preparation for Advanced PlacementCalculus.Department recommendation required.

discrete Mathematics 1 (Fall)This fall semester course provides an introduction to the applications of contemporary mathematics to real-worldproblems.TopicsinDiscreteMathematics1 include linear programming, decision paths and circuits, scheduling optimization, recursion, growth anddecay,andfractalsandchaos.Studentsareexposed to a variety of problem-solving strategies and techniques with emphasis on applications from the business world, government, and social and biological sciences.Studentsintheclassusethegraphingcalculator and the computer to model problems presentedinthecourse.Open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval.

discrete Mathematics 2 (Spring)This spring semester course provides a continued introduction to the many applications of contemporary mathematics in the areas of business, government, economics, and social and biological sciences.Studentsexploremethodsofvoting,fairdivision, game theory and mathematics as they apply to sharing, rational decisions, and greed and cooperation.Studentsinvestigatemathematicalmodels used in studying population dynamics andlookatnatalityandmortalityrates,densitydependence,predationandsustainability.Throughoutthis course, students use calculators and computers tomodelproblems.Open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval.

Statistics Statistics offers students an introduction to the basicconceptsofstatisticsandprobability.Topicsinclude graphical displays of data, measures of central tendency and variability, the elements of experimental design and observational study, and the fundamentals of probability, random variables, probability distributions, confidence intervals, hypothesistestingandlinearregression.Thiscoursefocuses on the many applications of statistics in the naturalandsocialsciencesandmakesextensiveuseofthegraphingcalculatorandthecomputer.Open to students in Form 6 who have completed Algebra 2 and students in Form 5 with department approval.

Advanced Placement StatisticsThis noncalculus-based course encompasses the material covered in a first semester college-level statisticscourse.Theconceptualthemesthatstudents are exposed to are exploratory analysis of data, planning an appropriate data-collection study, producing models using probability and simulation, andusingstatisticalinferencetoguideconclusions.Students use statistical modeling tools to solve a variety of problems in topics such as economics, the physical and biological sciences, law, geography and politicalscience.Thecourseisdesignedtopreparestudents for the Advanced Placement Examination inStatistics,whichtheytakeinMay.Thecoursemakesextensiveuseofthegraphingcalculatorandthecomputer.Open to students in Forms 5-6 with department recommendation.

calculus This course covers the traditional topics of differential andintegralcalculus.Studentsbegintheyearwitha review of families of functions and trigonometry before moving on to the study of limits, continuity, the derivative, the definite integral and their many related applications in the social and natural sciences.Algebraicandproblem-solvingskillsarereinforced throughout the year, preparing students forcontinuedstudyofcalculusincollege.Department recommendation required.

Advanced Placement calculus AbThis course begins with topics in differential calculus, including limits, continuity and techniques of differentiation.Applicationsofthederivativeinproblemsolving,identicaltothoseinCalculusBC,arethencovered.Thesecondhalfofthecoursecovers topics in integral calculus, beginning with Riemann sums and the Fundamental Theorem of Calculus and techniques of integration, and ends with the consideration of a range of applications of theintegral.StudentsinthiscoursetaketheCalculusABAdvancedPlacementExaminationinMay.Department recommendation required.

Advanced Placement calculus bcThis course is designed to cover all of the material ofthefirsttwosemestersofacollegecalculuscourse.The focus is on the derivative and integral and their applications, including maximum and minimum problems, velocity and acceleration, related rates, the differential and linear approximations, areas andvolumes,andcurvesketching.Workwithconicsections; polynomial, rational, trigonometric and exponential functions; and parametric equations and polarequationsisinvolved.Separabledifferentialequations and sequences and series also are part of thecourse.StudentsinthiscoursetaketheCalculusBCAdvancedPlacementExaminationinMay.Department recommendation required.

introduction to computer Science (Fall) Thiselectiveisanentry/intermediate-levelcomputerprogramming course that introduces the basic principles of generating computer code with clarity andelegance.Classroomprojectsincludetextbookexercises, simple text-based gaming and fundamental graphics.Programstructure,conditionals,loopingand style are presented in this course using the Java programminglanguage.SinceJavaisbaseduponobject-oriented modeling and problem solving, this course covers the fundamentals of using the OOP approach with Java: objects, classes, methods, data


Form 2

Form 3

Form 6

Upper Prep

Form 1 Form 1 Mathematics

Upper Prep Mathematics

beginning Algebra

Algebra 1

Algebra 1

Geometry(Reg., Adv., Honors)

Algebra 2(Reg., Adv., Honors)

Precalculus(Reg., Honors)

calculus(Reg., AB, BC)

SPRinG Adv. computer Science: Algor. and A.i.

Advanced Placementcomputer Science

SPRinG introduction to Web design

FAll introduction to computer Science

Statistics(Reg., AP)

discrete Math

Functions and Trig.

types,applicationandappletdesign.Thiscourseworkprovides a possible lead into further studies in the AdvancedPlacementComputerSciencecourse.

introduction to Web design (Spring)ThiselectiveintroducesthebasicsofWebdesignanddevelopment.StudentslearnavarietyofWebdevelopmenttoolsandhowtheyworktogethertocreatedynamic,user-friendlyWebpages.Thesetoolsrange from learning how to write code in several languages to creating user interfaces to designing attractivetemplatesforaWebpage.Forfinalprojects,studentsworkcloselywiththeinstructororotherinterested faculty members to create a dynamic site to be used the following year as an academic tool for othercourses.This course has no prerequisites, although students are encouraged to have taken Introduction to Computer Science. This semester course is offered every other year during odd-even school years.

Advanced computer Science: Algorithms and Artificial intelligence (Spring)This elective is an advanced-level programming course that allows students to explore algorithms and artificial intelligence using the Java programming language.Duringthefirsthalfofthecourse,studentsexamine different methods of algorithm design while also implementing some of their own algorithms


HIstorY

History always seems like a strange subject to those who are very young. could it really matter what happened to people and nations in the distant past, certainly long before today’s students arrived on the scene? However, as parents and teachers, we know better. there may be no more important subject for young people to study than history. they learn about a past that is filled with both great achievement and terrible error; they study so that perhaps it will not be necessary for the new generation to have to learn the hard way all over again.

they also learn that history is constructed from “facts” that must always be scrutinized – “primary sources” (artifacts, contemporary written accounts) need to be read with attention to conjectured function and political bias. the writers of historical accounts have their biases, after all, as do their powerful patrons (who want that positive “spin”). History writers are storytellers, and their accounts pick and choose the facts to make a better story, which means that a student of history needs to learn to question the “facts” of those stories: Who said it? Why? Who endorsed it? this is also the reason why properly documenting sources is an essential skill, from beginning to end, in the study of history.

History teachers expect their students to do a great deal of reading and writing. their reading includes primary-source material at every level. Learning to think and research like a historian is another skill that the department develops among its students. each member of the department is a real historian, with a deep love of history. Whether a teacher is a specialist in the united states before the civil War, nonwestern cultures, modern europe, the u.s. congress, fiscal policy or ancient rome, we strive to inspire in our students the love of history and the usefulness of history that we learned in our early education. our students learn to appreciate as well as to critique historical events. to read knowingly, to write effectively, to think objectively and to speak authoritatively: these are the goals we have for our students as they come to understand the past on their way to a bright future.

tosolveproblemscorrectlyandefficiently.Inthesecond half of the course, students explore artificial intelligenceandexaminehowmachinescanthinklikeahumanbrain.Throughoutthesemester,studentsdesignandworkonindividualprogrammingprojectsundertheguidanceoftheinstructor.Prerequisite: completion of Advanced Placement Computer Science or completion of Introduction to Computer Science and department recommendation. This semester course is offered every other year during odd-even school years. This course will be offered in 2013-2014.

Advanced Placement computer Science (Full year)This is an advanced-level computer science course for those who have completed Introduction to Computer Science.FollowingtheAdvancedPlacementComputer Science A curriculum as described in the literatureoftheCollegeBoard,theJavalanguageisusedtopresent“programmingmethodologywithan emphasis on problem solving and algorithm development.”Itmodelsacollege-levelfirstsemesterin computer science and includes an introduction to datastructuresanddataabstraction.StudentswhoenrollinthiscoursetaketheAdvancedPlacementExaminationinMay.This yearlong course is offered every other year during even-odd school years. This course will be offered next in 2014-2015, and it is offered as preparation for the Computer Science A Advanced Placement Examination.

middle school

Geography and cultureThis course studies the earth and the relationship ofpeoplewiththeearth.Studentsbecomefamiliarwith the questions and tools of the geographer, learn about maps and globes, and develop a mental map oftheworld.Thecourselooksathowthephysicalenvironment has influenced people and how people havechangedtheearth.Studentsstudypeopleandculturesfromancientandmoderntimesandlookatways of building a comparative mosaic of the variety andformsofculturalexpression.Byinvestigatingancient civilizations, reading about growing up in different cultures and exploring the role of mythology in society, students expand their understanding of the worldinwhichtheylive.Writingassignmentsvaryfromcreativepiecestoanalyticalessays.Readingsincludetextbook,literature,poetryandmyth.Theyear concludes with a portfolio project in which students research a topic and express their learning throughwriting,maps,graphs,artandpresentations.Required for students in Upper Prep.

American HistoryThis course traces the nation’s journey from its origins throughthedawnofthemodernera.Usingprimaryand secondary sources as well as historical fiction, students compare the diverse geography and cultures of the first Americans and consider the history of the contact and conflict among Native American, African and European cultures during the colonial age.Topicsincludeastudyofthenation’scoloniallife, the path to revolution and independence, and thecreationofaconstitutionalgovernment.Inthe second semester, students examine America’s industrial and geographical expansion and the social, political and economic forces that divided the nation duringtheCivilWar.Theyearconcludeswiththebeginnings of America’s recovery from that war and itsemergenceasamodernnation.Throughoutthecourse, students evaluate the ideas and ideals that haveguidedAmerica’sjourney.Theuseofhistoricalimagination and the critical evaluation of varying historicalperspectivesareemphasized.Required for students in Form 1.

comparative GovernmentsIn this course, students explore America’s emergence as a modern nation, with special attention to current eventsandtheirrelationshiptothepast.Studentsexaminemajorissuesofthe20thcenturyasAmericaevolved from an isolated agrarian nation to an internationalsuperpowerintheatomicage.TheywillalsolookateventsandissuesfromboththeAmericanperspectiveandthatoftheinternationalcommunity.

The course allows for a comparison of political and economic systems, with a focus on communism, fascism,anddemocracy.OthertopicsincludeAmerica’s urban and industrial growth, isolationism and imperialism, evolving political institutions, rapid socialchangeandtheongoingstruggleforcivilrights.In the process, students analyze contemporary global issuesandAmerica’splaceintheworld.Byevaluatingprimary-source materials such as documents, letters, political cartoons and video footage, as well as literature, art and a variety of secondary sources, studentsengagefullyinthelearningprocess.Withstep-by-step guidance from teachers, students complete a fully documented research paper on a topicoftheirchoice.Required of students in Form 2.

upper school

empires and RepublicsBeginningwiththeemergenceofcivilizationinearly Mesopotamia and its development in Egypt, this course examines in detail the major ancient civilizationsofIndia,GreeceandRome.Studentsexplore the political, intellectual, economic, religious andartisticcontributionsofeachculture,seekingto compare civilizations and empires, in particular, andtotracethecausesoftheirriseanddecline.In-depth study of Greece gives students a chance to focusontheirindividualareasofinterest.Thecourseexamines Golden Ages and the differences between empires and republics, as well as the contributions of significantindividuals.Italsotracesthegrowthofthegreatworldreligions,includingHinduism,Buddhism,Judaism,Christianity,andIslam.Studentsdiscussthe effects of Rome’s fall, discovering the cultural and political transitions from Ancient to Medieval timesintheMediterraneanandtheMiddleEast.The course also studies the rise of Islamic empires as well as the foundations of feudal states in Europe, and then examines the conflicts between these two societies,makingconnectionsbetweensocietalissuestoday.Goalsofthecourseincludedevelopinganability to construct and defend an argument; using details to support generalizations; increasing speed, comprehension and discrimination in reading; and perceiving parallels and contrasts in historical material.Required for students in Form 3.

Modern World StudiesThe course focuses on selected comparative historical themes from both western and nonwestern cultures, from1500throughWorldWarII.Alongwithmajorevents, personalities, philosophical ideas and scientific developments, this course examines the social, political, religious, economic and military aspects ofavarietyofareasinthemodernworld.Through



Form 2

Form 3

Form 4

Form 5

Form 6

Upper Prep

Form 1 American History

Geography and culture

comparativeGovernments

empires and Republics

Modern World Studies

U.S. History

Advanced PlacementU.S. History

Advanced Placementeconomics

Advanced PlacementPolitical Science

FAll cultural Anthropology

FAll cultural Anthropology

SPRinG Sixties

FAll History of Religions

FAll History of Religions

FAll china and Japan

FAllchina and Japan

FAll china and Japan

FAll/SPRinGApplied economics

FAll/SPRinGApplied economics

SPRinG American law

SPRinG American law

SPRinG The end of empire

SPRinG The end of empire

reading, extensive essay writing, class discussion and research projects, students expand their understanding of varied historical cultures with the overall goal of developing a greater appreciation for the differences inthepeoplewhomakeupourever-changingworld.Required for students in Form 4.

U.S. HistoryAsurveyoftheUnitedStatesfrom1492tothepresent includes a treatment of major themes in American political, social, military, religious, cultural andeconomichistory.Whilestudentsexamineevents, people and movements in the American experience, consideration also is given to the interpretationofthesespecifics.Originalresearchisencouragedbytheuseofprimary-sourcedocuments.AllU.S.Historystudentswriteatermpaper.Oneleading goal of the course is to build interest in history asanacademicdisciplineandasourceofenjoyment.SomestudentstaketheAdvancedPlacementExaminationinMay.Required for students in Form 5. Under special circumstances and with department recommendation, a student may take this course during the senior year.

Advanced Placement U.S. HistoryThehistoryoftheUnitedStates,frompre-Columbianto present, is studied with frequent use of primary-sourcematerialsandvaryinghistoriography.BecauseallstudentsinAdvancedPlacementU.S.HistorytaketheAPExaminMay,thedemandsforreading,writing and research go beyond those in the regular sections.Studentsmustexpectadditionalsummerreading to prepare for the class and must commit significantextratimetoU.S.Historyduringtheyear.An extensive and fully documented term paper is required.Open to students in Form 5 after consultation with their Modern World Studies teacher and with department recommendation.

elecTiVeSAdvanced Placement economics (year)An introduction to fundamental microeconomic and macroeconomic theory gives students a basic backgroundinthesubject.Studentsbeginbyexamining the development of capitalism and exploring basic economic concepts such as supply, demandandopportunitycost.Thefocusthenmovesto the behavior of individual firms and individual

markets,concentratingonprofit-maximizinghabitsintheeconomy.Graphicanalysis,theuseofeconomic models and the economic philosophies ofSmith,MarxandKeynesareemphasized.Students use these ideas when examining measures of economic performance such as GDP, inflation andunemployment.Graphicmodelsareusedfrequently to measure the health of the economy and then to formulate corrective monetary and fiscalpolicies.Thecourseconcludesbylookingattheimpactofinternationaltradeontheeconomy.This course prepares students for the Advanced Placement Examinations in both microeconomics and macroeconomics,whichtheytakeinMay.Open to students in Form 6.

Advanced Placement Political Science (year) Students are introduced to the study of politics, including such philosophers as Plato, Machiavelli, Hobbes,Locke,RousseauandMarx.StudentsthenexaminetheoriginsoftheAmericanpoliticalsystem.The course focuses on the legislative, executive andjudicialbranchesoftheU.S.government.Topics in public opinion, interest groups, the media, elections and political parties provide an analysis ofcontemporarypolitics.Readinginthecourseis extensive, and tests and papers are designed to integrate large amounts of material, thereby developingstudyandresearchskillsappropriatetocollegework.Assignmentsalsoinclude“practicalpolitics,”inwhichstudentsattendtownboardmeetings, view C-SPAN, and create campaign playbooks.StudentstaketheU.S.GovernmentandPoliticsAdvancedPlacementExaminationinMay.Open to students in Form 6.

Applied economics (Fall, Spring)This course explores the choices and decisions peoplemakeabouthowtousetheworld’slimitedresources.Thegoalofthiscourseistoequipstudentswithknowledgethatisstronglyrootedineconomicprinciples so they will be able to differentiate among economic models, understand issues pertaining to global and national economics, gain insight into choicesthatbusinessesmake,andlearntheimportanceof managing personal finances and planning for future financialsecurity.Open to students in Forms 3-4.

china and Japan (Fall)This is a seminar course with many historical actors–traditionalConfucians,playwrights,Boxersand samurais, Toyota executives, Maoists, feminist revolutionaries,peasantfarmersandsportsheroes.Yet,oneessentialquestionremains.Inthe19thcentury,Confucian China began a long period of cultural reflection and violent revolution in its search for a moremoderndefinitionofChineseculture.Duringthe same time, Japan’s samurai elite laid down their

swordsandledthenationquicklythroughtheinitialstages of becoming an industrial nation and a regional politicalpower.Whythesharpdifference?Welookat the traditional societies in both cultures and how traditions helped shape each culture’s response to the technological and social realities of a more modern world.Historynarrative,plays,shortstoriesandprimarysourcesareused.Assessmentsincludeshortthemepapersanddiscussions.Open to students in Forms 4-6.

cultural Anthropology (Fall)Bystudyingtheculturesofnonwesternpeoples,students learn to appreciate cultural differences amongnationsaswellasthosewithintheUnitedStates.Topicsexploredincludetribalculture,therole of ritual, nonwestern religions, family life and theimpactofmodernization.StudentsreadseveralclassicpiecesofThirdWorldliterature.Thecourseisbased on a sociological approach to the study of the nonwesternworld.Open to students in Forms 5-6.

History of Religions (Fall)To give students an increased understanding and awareness of the world’s diversity, this course offers a historical overview of six of the world’s major religions:Buddhism,Hinduism,Confucianism,Islam,JudaismandChristianity.Studentsexaminebasic philosophical similarities and differences by comparing the tenets and dogmas ofthese religions andtheirfollowers.Thecourseincorporatestheworksofoneoftheforemostreligiousthinkers,Huston Smith, through his writings and his video series“TheWisdomofFaith.”Theconclusionofthiscourse examines the issue of hatred in the context of religioushistory.Studentsmustparticipateactivelyin discussion and are responsible for classroom presentationsandamajorresearchproject.Open to students in Forms 5-6.

American law (Spring)Thebedrockonwhichallsocietiesrestistheruleoflaw.ThiscourseexaminesthewaytheAmericanlegalsystemoperates.Studentsbeginbylearninghow law is made in legislatures and courts, and then study the way in which general legal principles are applied to specific facts through the study of various actualandhypotheticalcases.Thestudentsgainan understanding of the trial process and conduct a mocktrialinfrontofajuryoftheirpeersastheirfinalproject.Open to students in Forms 5-6.

Sixties (Spring)This course explores the domestic issues that greatly influenced social change in America during the polarizeddecadeofthe1960s.FromtheKennedyadministration through Nixon’s first term, the focus is on issues such as the civil rights movement, the anti-war movement and the search for racial, social and


moDern languages

communication is of paramount importance. In our ever-shrinking world and increasingly diverse country, the ability to communicate effectively in a minimum of two languages is essential to responsible global citizenship. Ko language students often work with classmates to develop the complementary skills of collaboration, critical thinking and problem solving within the context of a team approach. the capacity to be both flexible and adaptable is enhanced as students take on various roles and responsibilities in the group. the cultural lessons presented at all levels facilitate the development of cross-cultural skills.

our students work hard to master the building blocks of chinese, french and spanish and progressively increase their skills by adding detail and complexity with regard to both grammar and vocabulary. Productivity and accountability are critical skills as students work, in the classroom and independently, to integrate each new level of grammatical complexity into their own working knowledge of the language. students also cultivate creativity and innovation as they produce projects based on the content of each course. As they progress through our program, they are given more opportunities to decide the best way to present what they have learned, thus drawing on the skills of self-direction and initiative. ultimately, our goal is to create opportunities for true leadership and responsibility, both personal and global, for our language students.

the digital age requires that students develop information, media and technology literacy so they can effectively and appropriately enhance the core content and skills they learn in our language courses. these literacies include the ability to find, evaluate, manage and create information accurately for use in problem-solving and presentation tasks.

the department encourages and facilitates participation in foreign travel and study-abroad programs, as it is the best way for students to practice their language skills and to test their ability to interact across cultures. opportunities have included June term programs in china, costa rica, Italy, france, south Africa, Vietnam and Japan; educational trips to Australia, spain, canada and Venezuela; a two-week community service program in tobatí, Paraguay; swiss semester for form 4; and school year Abroad for form 5. We also help students choose other programs for international academic study, community service and educational travel. Ideally, all students will have enjoyed an international experience prior to graduation.

sexualequalitywithintheUnitedStates.Studentsarerequired to prepare in-class presentations as well as writtenassignments.Open to students in Form 6.

The end of empire (Spring)The world has been transformed dramatically sincetheendofWorldWarII.Thiscourseseeksto understand the changes – economic, political andsocial–thathaveoccurredoutsidetheUnitedStatessince1945.ThecollapseofEuropeanempires and the consequences for Europe, Asia and Africaareexamined.Theriseofnationalism,theindustrialization of former colonies and disputes about bordersprovidefocalpointsfordiscussion.Byusingprimary sources and novels and by participating in group projects, students investigate how these changes affect contemporary political crises in the world beyondU.S.borders.Open to students in Forms 5-6.

middle school

All Middle School students must study a foreign language, and they are placed in a language class basedontheirbackgroundandlanguagemastery.PlacementtestsaregiventonewForm1andForm2students who do not want to start in the beginning levelAcourse.Collaboration,problemsolvingandeffective communication are introduced through groupwork.Technologyliteracy,throughuseoftextbookandteacherWebsites,varioussoftwareandWeb2.0tools,isemphasizedinallcourses.Inaddition, creativity and innovation are supported and developedthroughprojectsinwrittenandspokenmodalities.Cross-culturalskillsaretaughtthroughlessons about culture or target-language countries and theopportunitytocommunicatewithnativespeakersinthedigitalenvironment.

chinese A Chinese A students begin the study of Mandarin Chinese,alanguagespokenbyaquarteroftheworld’spopulation.StudentsstudyChinesepronunciation,tonesandradicalsandquicklytransitionintothestudyofcharacters.Emphasisisplacedonspeaking,writingandlistening.Onlinepodcasts,videos,and recordings are frequently used for listening comprehensionpractice.Bytheendoftheyear,students write short essays in Chinese characters and areabletocommunicateeffectivelyonvarioustopics.Discussions of history, culture and modern Chinese societygivestudentsarichcontextforlanguagestudy.

chinese b During their second year of studying Chinese, students build upon the foundation from Chinese Atobecomemorearticulatespeakers,readersandwriters.Vocabularyandgrammaracquisitioniscritical as students continue to develop their language foundation.Studentsarerequiredtowritelongerandmore detailed compositions, have more sophisticated conversationsandgivebriefpresentationsinChinese.Listening comprehension is nurtured through onlinepodcasts,videos,andrecordings.ChineseBcontinues discussions on history, culture and modern China,fosteringstudents’culturalcompetencyskills.Students examine various forms of media, identifying and discussing stereotypes and misconceptions of Chineseculture.Bytheendoftheyear,studentsareabletogoshopping,talktoaChineseshopkeeperanddoctor,andofferopinionsonhobbiesandsports.

chinese cDuring the final year of the Middle School Chinese curriculum, students solidify their language foundationinpreparationfortheChinese2courseattheUpperSchool.ChineseCstudentsconsistently

review material introduced in earlier courses while also adding new vocabulary, and they are required to write longer entries with more sophisticated grammar patterns.ChineseCincludesregularverbalexercisesand assessments that simulate real-life situations, and students also create a variety of comprehensive projects designed to give them the opportunity to expressthemselvesarticulately.Variousmultimediatools, including DVDs, online videos and recordings, areusedforlisteningcomprehension.ChineseCstudentscontinuetobuildonthemedialiteracyskillsdevelopedinChineseBandtoexploretheconceptsofjusticeandequitywithinChineseandU.S.society.

French A/Spanish AThis is the beginning course and the first in the sequenceattheMiddleSchool.Eventhosestudentswho have been introduced to language study in elementary school gain a stronger mastery of vocabulary and verb conjugation and the ability toconstructcompletesentences.Duringtheyear,studentsgraduallydevelopspeaking,writing,listeningandreadingskillsthatallowthemtocommunicatewith more accurate pronunciation and to decipher passages.Eachchapterofvocabularyinvolvesaproject or simulation that invites students to use technology, and they are given choices to apply what theyhavelearnedtoreal-lifesituations.Emphasisisplaced on proper syntax and grammar when students create descriptive sentences or respond to the various questionsposedwitheachtopicofvocabulary.Eachchapter includes cultural units that introduce students toFrancophoneandHispanicculturesanddialects.

French b/Spanish bThe material and expectations from the A level or previous language course are reviewed at the beginningoftheyear.Studentsareexpectedtoshowmore sophistication in their writing and participation in class, including the integration of new material in originalcompositions.Readingpassagesarelongerand more complex but still utilize familiar vocabulary topics.Studentshaveaworkingknowledgeofthepresenttenseandareintroducedtothepasttense.Original projects surrounding each unit are designed to improve students’ oral and written communication skills.Emphasisontechnologyandculturecontinues,andstudentstakegreaterleadershipincompletinginteractivegroupwork,classactivitiesandprojects.

French c/ Spanish cThefocusonspeaking,writing,readingandlisteningcontinues in this course, and students are encouraged topracticeallfourtoachievebalanceintheirskills.At this level, students have the ability to express their humor,personalityandvoiceinthetargetlanguage.Aworkingknowledgeofvocabularyandvariousverbtenses is applied to original projects that incorporate


about Chinese culture and current events, and discuss thetextsinChinese.The“IntegratedChinese”textbookisusedinconjunctionwithoutsidereadingmaterialstogivestudentsaworkingvocabularyandto expand their grammar foundation and cultural knowledgeof21stcenturyChina,withtopicsrangingfromenvironmentalismtogenderrelations.Astudyof classical Chinese and a unit on translation give students an appreciation for both traditional and modernChineseliterature. Prerequisite: Chinese 3.

chinese 5This advanced level Chinese course is designed for studentswhoarecommittedtotakingtheirlanguageskillstothenextlevel.Inconjunctionwiththeirtextbook,studentsusesocialnetworkinglanguagelearnerwebsitestoconnectwithnativespeakers,toimprovewritingskills,toreadarticlesonissuesinmodern China, and to continue to discuss pertinent topicsarticulatelyinChinese.TheAdvancedPlacement Exam in Chinese Language and Culture is notrequiredbutiscertainlyencouraged.Prerequisite: Chinese 4.

French 1French, anyone? Absolument! As in all beginning level language courses, students are exposed to the basics of grammar, pronunciation and sentence structure.TheylearnvocabularyandidiomaticexpressionsthroughtheuseofSMARTBoardtechnologyandinteractivegames.Readings,fieldtrips, music and short videos give students a glimpse of the cultural and regional diversity in France and theFrench-speakingworld,aswellasnotablepeople,pastimesandlandmarks.Theydemonstratetheirskillsandunderstandingbyperformingskits,recordingpodcastsandcreatingdigitalstories.Throughtheseactivities and experiences, students build a foundation that will help them communicate successfully in their newlanguage.

French 2, French 2 HonorsYou’ve got it, now use it! C’est à toi! The second year of French is filled with authentic language, popular music, cultural readings and short writing prompts designed to help students develop communication skills.Theyareurgedtoimmersethemselvesinthelanguageandtakerisksbyparticipatinginacollaborativewritingproject,performingaskit,writing and illustrating a story about their childhood, creatingafoodfairandgivingaspeech.Throughthese experiences, students continue to absorb the grammatical structures and vocabulary they need to communicate effectively, and they begin to perfect thepronunciationoftheirnewtongue.Prerequisite: French 1. Department recommendation is required for honors.

the technology to which students have been exposed inothercourses.Recyclingmaterialfrompreviousyears, when students are introduced to new concepts, aids in long-term retention of the material and allows forstrongercognitiveconnections.Thiscoursepreparesstudentsfortherigorsoflevel2orlevel2honorsattheUpperSchool.

upper school

chinese 1 Chinese1isopentoallUpperSchoolstudentsinterestedinstudyingMandarinChinese.Studentsbegin the year studying pronunciation, tones, and radicals,andquicklytransitionintothestudyofcharacters.The“IntegratedChinese”textbookseriesintroduces students to topics such as hobbies, the family,anddatesandtimes.Specificemphasisisplacedonthedevelopmentofwritingandspeaking,so that students have a solid base for further Chinese study.Discussionsonhistory,culture,andissuesinmodern China give the students a complete context forlanguagestudy.

chinese 2 At the beginning of the second year of the study of Chinese, high school students should be able torecognizeatleast500charactersandshouldbecomfortablewithbasicwrittenandspokenChinese.Continuinginthe“IntegratedChinese”series,thesecond year places particular emphasis on the study of grammarandcharacteracquisition.Studentswillbeassigned longer, more detailed written compositions andoralpresentationsonchallengingtopics.Culturaldiscussionsinfuseallaspectsofthecourse.Prerequisite: Chinese 1 or Middle School Chinese C.

chinese 3 StudentsenteringChinese3havedevelopedasolidfoundationinspeaking,reading,writing,and listening, and can carry on simple but lengthy conversationsinChinese.LanguagestudyinChinese3focusesontheexpansionofvocabularyaswellasthe cementing of advanced grammar patterns that allowstudentstobearticulatereadersandwriters.Every unit centers on useful and interesting topics, such as eating in restaurants, choosing classes, and the onlineworld.Thecourseincludesmanydiscussionson Chinese history, culture, and current events, which prepare students to converse in Chinese about meaningfulculturalissues.Prerequisite: Chinese 2.

chinese 4The fourth year of studying Chinese is dedicated to the development of writing longer passages and conductingmoremeaningfuldiscussionsinChinese.Students watch Chinese news broadcasts, read articles

French 3, French 3 HonorsStudents review second-year grammar and vocabulary and continue with more complicated structures that willcompleteanoverallstudyofthetargetlanguage.The new material covers verbs, questions, reflexive and reciprocal verbs, descriptive adjectives, the passé composé and the imperfect, negations, second and third conjugations, double object pronouns, the subjunctive mode, prepositions, demonstrative pronouns, the present and past conditional forms, thefutureperfect,and“siclauses.”Studentswillbegin to learn the three modes of communication – interpersonal, interpretive and presentational – aswellasthe5Csof21stcenturylanguagestudy:communication, community, comparison, connections andculture.Studentslearntostrategizebetterasreaders as they extract meaning from a variety of textsinourclassroombook,“Imaginez.”Avarietyof assessments will be used, not all of which are necessarilygradedinaconventionalmanner.Studentswill use the Internet as a resource for research projects, and they will present to their classmates todemonstrateclearlytheirFrenchproficiency.Prerequisite: French 2. Department recommendation is required for honors.

la Francophonie: Modern French History and the legacy of imperial cultureLet’s run with it! Explorons! In this course, students uselanguageandanalyticalskillstouncoverthe social, political and literary richness of the Francophoneworld.ThecoursebeginswithanoverviewofFrance’sinvolvementinWorldWarIandWorldWarIIaswellasitscontributionstoCubismandtotheEuropeanUnion.Oncestudentshaveaframeworkforinterpreting20thcenturyhistory,authorssuchasBernardDadié,JosephZobelandMargueriteYourcenarandfilmmakerssuchasMathieu Kassovitz and Thomas Gilou illuminate the ripple effect of the French colonial era and how social distinctions such as race and class perpetuate discriminationtoday.UsingrealmediasuchasInternet-based newspapers and magazines, students debateanddiscusscurrentworldevents.Prerequisite: French 3 or French 3 Honors. Language of instruction: French.

la Francophonie: youth and Popular culture in the French-Speaking WorldLet’sputthepiecestogether.Allons-y! Students in this course explore the Francophone world and use social


French b

French A

French c

French 1-2; 2 Honors

French 1-3; 2-3 Honors



French 5 Advanced Placement language

and culture

Form 2

Form 3

Form 4

Form 5

Form 6

Upper Prep

Form 1 Spanish b

Spanish A

Spanish c

Spanish 1-2; 2 Honors

Spanish 1-3; 2-3 Honors



Spanish 5 Advanced Placement language

chinese b

chinese c

chinese 1-2

chinese 1-3

chinese 1-4

chinese 1-5

chinese A

Spanish 5

la Francophonie:Modern French History

la Francophonie:youth & Pop. culture


anoralpresentationaboutaculturaltradition.Theyneed to be precise in their grammar as they continue toperfecttheirpronunciation.Prerequisite: French 4 Honors or Department Chair approval.

Spanish 1Studying a language is more than just a matter of grammar.Theexcitementofanylanguageislearninghowtospeak,butacommandofgrammarhasmuchto do with the ability to communicate on diverse topics: the cuisine, the geography, the customs and thehumorofanotherculture.Inthiscourse,studentsalso are introduced to cultural and geographical aspects of Spain, Central America and South America.Ultimately,theemphasisinSpanish1isbuilding the elemental foundation of oral and written expression: the vocabulary, the structure of sentences, paragraphsandidiomaticphrases.Thisyearisastepping-stone for the more comprehensive challengesofSpanish2.

Spanish 2, Spanish 2 HonorsThesecondyearofSpanishcontinuestheworkofbuildingalinguisticfoundation.Studentslearnthemusic of sentences and of questions and answers, the choreography of dialogue, of having fun, of participatinginthegive-and-takeofin-classdiscourse.Thestudyofcultureexpandstoart,music,literature and poetry, and in the process, students discover the connection between worldwide Hispanic culture and the one right here in the Greater Hartfordarea.Prerequisite: Spanish 1. Department recommendation is required for honors.

Spanish 3, Spanish 3 HonorsEverythingcomestogetherinSpanish3.Thegoalfor this year is solidifying the grammatical structures of Spanish, concentrating on the nuances of real linguisticcommand.Studentsdomuchmorewriting,tacklinglongerandmorecomprehensivereadings,beginning literary analysis and developing topical oralandPowerPointpresentations.Atthislevel,students deal directly with authentic materials – the arts, literature and cinema generated by the cultures westudy.Thegoaloftheseactivitiesisfluency.Allteaching in this level is done in Spanish – no se habla inglés aquí. Prerequisite: Spanish 2. Department recommendation is required for honors.

Spanish 4, Spanish 4 HonorsInSpanish4,studentscashinonthehardworkofthe past three years and are able to communicate inSpanishonavarietyoftopics.Studentsworkmore in-depth, sharing ideas and insights through discussions,oralpresentationsandshared“events.”The goal of this year is a comprehensive and comparativelookatthehistory,art,literatureand

mediaandWebtoolstoleavetracksoftheirown.This is a constructivist, problem-based-learning course that emphasizes collaboration, communication and culturalcompetency.Studentsexplorethefollowingquestions:WhatislifelikeforyoungpeopleinFranceandintheFrancophoneworld?Wheredotheylive?Howdotheylive?Whatdotheylike?Whatdotheydointheirfreetime?Whataretheirtraditions,politicalviews,challenges?Whatbooksdotheylike?Whatmusicdotheylistento?Howdotheirlivescompare with the lives of American teenagers? Can we use technology to learn about other cultures and buildrelationships?UsingInternet-basednewspapersandmagazines,TV5Monde,YouTube,FacebookandTwitter,studentslearnaboutthepeoplewhomakeup“laFrancophonie”andsharetheirfindingswiththeworldthroughposts,tweets,movies,e-books,presentationsandpodcasts.Prerequisite: French 3 or French 3 Honors. Requires 1-to-1 computing with Apple computers. Language of instruction: French. Course not offered in 2013-2014 school year.

French 4 HonorsStudents begin by studying pre-history with the cave paintings of Lascaux while they do an intensive review of simple verb conjugations, including the present,presentperfect,andvarioustimeexpressions.They move through the Roman conquest of Gaule totheMiddleAges,theclassicalperiod(theRenaissancetotheRevolution),the19thcentury,Napoleon and the Industrial Revolution, and they finishwiththe20thcentury,itsculture,anditsart.Studentsreadfourshortworksofliterature(Marivaux’s“LeJeudel’amouretduhasard,”Flaubert’s“UnCœursimple,”Daudet’s“Lettresdemonmoulin,”andMariamaBâ’s“UneSiLongueLettre”).Theydoanin-depthstudyofpastandfuturetenses of verbs, as well as various pronouns, adjectives and adverbs to complete preparation to begin the Advanced Placement curriculum during the fourth quarteroftheyear.Prerequisite: French 3 Honors or Department Chair approval.

French 5 Advanced Placement language and cultureIt’sthegrandefinale.Vivelefrançais!Thiscourseprovides a college-level experience for students framed by six central themes: contemporary life, personal identity, family and community, world challenges,scienceandtechnology,andaesthetics.Students explore each theme in depth via literary texts, surveys, magazine articles, maps, films and music, and podcasts such as Radio France Internationale.StudentsarealsomeanttoaccessappslikeleParisien.frwithasmartphone.Studentslearnto identify the theme and goal of a text, maintain a verbal exchange, organize ideas in writing and create

cinemaoftheentireHispanicworld.Studentsareexpectedtomakeinterpretativeconclusionsinclearandwell-constructedlanguage.Grammarisatonceatool and a weapon for engaging in insightful dialogue withmattersofculture.TheAdvancedPlacementLanguage Examination is the windmill with which thewould-beDonQuijotesaretrainingtojoust.Aquí se habla español. Prerequisite: Spanish 3. Department recommendation is required for honors.

Spanish 5¡Vámonos! Spanish 5 focuses on a high level of fluency while exploring the cultures of Spain and Latin and SouthAmerica.StudentscultivatetheabilitytocommunicateinspokenandwrittenSpanishwithconfidenceandfluidity.Studentsdiscussart,literature,history, politics and sports, and they experience Spanish coming to life by reading literary excerpts and short stories, putting on plays, watching movies, writing poetry, delivering speeches, singing songs and exploiting the Internet for the abundance of authentic Hispanic materials, including the literature of magic realism to Mexican soap operas, pop and traditional music, recent foreign films and South American club soccer.Allunitsofstudysubstantiallyincreasetopicalvocabulary, improving the quality and richness of conversation and written expression while refining andperfectingadvancedgrammarskills.Prerequisite: Spanish 4 with department recommendation or Spanish 4 Honors.

Spanish 5 Advanced Placement languageThis course is designed for students who really love language.Thegroundworkiswellestablished;nowis the payoff –- Spanish 5 students find they can not onlyspeakSpanish,theyhavealsobeguntothinkinSpanish(someevenbegintodreaminSpanish!).TheAdvanced Placement Examination, which students takeinMay,requiresprecision;studentsmustbefluent and also able to offer sophisticated analysis of a widerangeofcurrentandclassicalwritings.Studentsareexpectedtoshiftseamlesslyamongaural,spokenandwrittenSpanish,andfromtakinginformationin,toprocessingit,toputtingitbackout.Studentsmust be able to listen to long dialogues and lectures bynativespeakersandthenwriteaboutthemarticulately.Theymustalsostepuptothechallengeof ongoing vocabulary study through readings on the arts, current events, and scientific or business research.Aquí se habla español. Prerequisite: Spanish 4 Honors or Department Chair approval.

ClassICs

In the classics department, our objective is to provide students with the necessary skills for translating original, unedited works in Latin and greek and to educate them about the relevancy of the greco-roman world in their everyday lives. In a modern, reading-based approach to language study, students are asked to approach elements of Latin grammar intuitively first, then to achieve mastery through further study, translation, drill and practice. As we retrace the steps of Horace’s life and times through the increasingly more challenging chapter translations in our text, this great Augustan poet’s biography provides students with the backdrop of the tumultuous civil war era, an understanding of the disintegration of the roman republic into empire and an excellent sense of rome’s sociopolitical climate on the cusp of its most artistically golden and prolific literary age: the Pax romana. our intermediate students encounter primary-source documents in both prose and poetry by translating the personal letters of rome’s greatest statesman, cicero, and the captivating myths of ovid. As these intermediate Latinists graduate to the Advanced Placement levels, they study the war narratives of rome’s most famous citizen, Julius caesar, and notions of life, love, death and the afterlife presented to us in the masterful and haunting verse of Vergil, rome’s greatest poet.

the study of an ancient language such as Latin is, of course, incomplete without a thorough examination of the civilization to which it belonged and the cultural, social, economic and political issues that society faced. In our classrooms, we strive to equip students with an essential understanding of the language that in turn lends itself to the successful study of primary-source documents in several different genres. It is our hope that analyzing these primary documents gives students direct insight into roman culture and society and serves as prompts for discussion on critical issues of both the ancient and modern world. the role of women in roman society, dependence on slave labor, civil wars and wars of imperialism, marriage and religious practices, class conflict, suffrage/participation in government, and changing systems of governance are just some of the topics that the texts raise that can truly make reading Latin with students exciting, lively and challenging. our students also are encouraged to explore and broaden their particular areas of interdisciplinary interest in the ancient world, ranging from the potsherds of maritime archaeology to the paradoxes of the philosopher Zeno. As readers of Latin they are all at once decoders and philologists, social scientists and literary critics. Perhaps most importantly, students make observations and raise questions, answering for themselves which aspects of roman culture to praise, condone or condemn and all the while drawing important connections between the cultural practices, politics and policies of the ancient romans and the problems we confront in the modern era.



Form 2

Form 3

Form 4

Form 5

Form 6

UpperPrep

Form 1

latin A

latin c

latin 1-2

latin 1-3

latin 1-3

latin 2-3

latin b

latin b

latin A

Advanced Placement latin: caesar and Vergil

hishomeontheislandofIthaca.Studentsalsoexamine Rome’s brutal wars with its dreaded rival, Carthage,anditsfamousgeneral,Hannibal.

latin cStudents prepare for a more rigorous study of Latin at theUpperSchoolthroughevendeeperexplorationsof Latin grammar, syntax and the life of the Roman poetHorace.Romanhistoryandculturearestillexploredin“AncientRomeonFiveDenariiaDay”among other colorful texts, but the emphasis of this course lies in Rome’s material remains, Pompeii in particular.StudentsstudythearchitectureofRome’spublic and private spaces, examining what a Roman’s day-to-dayenvironmentandlifewerelike.ThisinvestigationeventakesstudentstoBlueBackSquareto view the influences of classical architecture on ourveryownneighborhoodforum,WestHartfordCenter.Thisinvestigationculminateswitheverystudent becoming an expert on one of the impressive monuments of ancient Rome, creating a model of its likenessandpresentingthemodelandtheirresearchtotheclass.

upper school

latin 1WhileLatin1attheUpperSchoolusesthesametextas the Middle School, the course travels at a much briskerpace.Inthisyear,studentsencounterhalfofthe Latin grammar required to read unedited passages ofLatinprose.Inaddition,studentsareexposedtosome of the basics of Roman culture, with particular stress on Roman daily life, education, mythology and the political events of the last century of the Roman

Ancient Greek 1

middle school

latin AThis course explores the language of ancient Rome – its cultural and historical significance, as well as its contemporary relevance – through a series of lively readings following the life and adventures of Horace, a famous Roman poet writing at the beginning of theRomanEmpire.ThroughcarefulstudyofLatinvocabulary,studentslearnthebenefitsofknowingLatin roots as they build a more sophisticated English vocabulary.StudentsconsideraspectsofRomandailylife including the Roman family, education, the role ofwomenandtheinstitutionofslavery.Additionally,students delve into classical mythology, becoming acquainted with the Twelve Olympians, the Trojan Warandanassortmentofothertalesculminatinginreading“TheLightningThief”byRickRiordan.Among other projects, students create a myth of their own using various gods, heroes and other characters fromtheGreco-Romanpantheon.

latin bStudents continue their study of Latin grammar and syntax through readings revolving around the poetHorace.Studentscompletethe“PercyJacksonandtheOlympians”seriesbyRickRiordanandcreate projects involving their favorite mythological charactersandlocations.ThefoundationofRomeand its earliest history also are studied, not only through passages from the students’ text but also through primary-source selections of Roman writers suchasVergilandLivy.ThecoursealsoincludesauniquelookatHomer’sepic“TheOdyssey”asitappearsinthegraphicnovelbyGarethHinds.Inconjunction with this topic, students create a travel brochure advertising the wanderings and adventures of Odysseus as he sails from the ruins of Troy toward

Republic.Throughouttheyear,thecoursereinforcesthe grammatical rules that students encounter in English3,withparticularstressonpartsofspeech,sentence structure and the etymological roots of Englishwords.

latin 2ThiscoursefollowsLatin1insequence.Itbeginswithareviewofthefirstyear’sworkandthenbuildsuponthat foundation, introducing new vocabulary and moresophisticatedgrammaticalconcepts.Studentsare gradually introduced to reading and translating connectedpassagesinproseandworktowardthegoal of reading a sustained prose narrative near the year’send.RomanhistoryfromKingdomtoEmpireis stressed in the culture sections, as students read English translations of Livy, Caesar and Augustus and translateselectedadaptedpassages.Prerequisite: Latin 1.

latin 3: intermediate latin literatureInthefirstquarterofLatin3,studentsreviewtheentire structure of Latin grammar with particular emphasis on the most recently learned grammatical constructions: independent uses of the subjunctive, relative clauses of characteristic, clauses of fearing, conditionalclauses,andgerundsandgerundives.During this review and throughout the first semester, students read a wide range of prose authors: selections from Julius Caesar, the letters of Cicero, and the historiesofLivyforexample.Thestudentsspendthespring term enjoying an introduction to Latin verse by lookingatseveralstoriesinOvid’s“Metamorphoses”as well as a few selected poems from other Augustan-eragreats(CatullusandHorace).Materialcoveredin the final quarter provides an introduction to and preparation for the expectations of the Advanced Placementsyllabus.Thiscoursepreparesstudentsfor Advanced Placement Latin by department recommendation.Prerequisite: Latin 2 or its equivalent.

Advanced Placement latin: caesar and VergilThe first half of the year is spent reading the prose workofJuliusCaesar“TheGallicWars.”Studentsinvestigate Caesar’s nine-year campaign in Gaul, nowmoderndayFrance,GermanyandBelgium,though his efficient and lucid commentary detailing the causes and outcomes of the wars, individual tales of heroism, and, of course, his own leadership and conquests.ThesecondhalfoftheyearisspentreadingandtranslatingselectionsfromVergil’s“Aeneid.”Intheearlybooksstudentsreadmanyoftheepic’smostcompelling scenes in their original Latin: Aeneas’ wanderings, his description of the fall of Troy and his ill-fated love with the Carthaginian queen Dido (Books1,2,4).Aeneasthenvisitshisfatherintheunderworld to understand the full measure of the imperialdestinythatfatehasdealthim(Book6).

Finally, we read in translation of the brutal and savage warsAeneasmustfighttoestablishhiscity(Books7-12).Thecoursediscussesthegenreofepicpoetry,encounterstheHomericprecursorsto“Aeneid”andconsidersVergil’simpactontheliterarytradition.Inaddition,eachbookinLatinisaccompaniedby a discussion of one essential question raised therein.Suchquestionsincludethediscordbetweenpersonal choice and civic obligation, filial piety versus individual inclination and the brutally martial reality involved in establishing and maintaining theEmpire.ThiscoursepreparesstudentsfortheAdvanced Placement Examination in Latin, which theytakeinMay.Prerequisite: Latin 3 and department recommendation.

Ancient Greek 1“Naturally I am biased in favour of boys [and girls] learning English; and then I would let the clever learn Latin as an honour and Greek as a treat.” – Winston Churchill

This intensive course introduces students to the fundamentalsofAtticGreekthroughtheuseofthetext“LearntoReadGreek.”Whileacquisitionofatleastasemester’sworthofcollege-levelGreeklanguage is the primary objective, students also explorehowGreekculturehasinfluencedwesternthought and traditions from its origins in antiquity allthewaytothepresentday.Comparisonsofancientworksofarttomodernonessuchaspainting,writing and film challenge students as they use their deepeningknowledgeofclassicallanguageandculturetobetterunderstandthethreadsthatlinkthedistantpastandthemodernworld.Prerequisite: Latin 3 or Advanced Placement Latin and department recommendation.


CreatIVe arts

We in the creative arts department see our role as a special mission. We are aware that we stand on a new frontier. contemporary culture is moving at warp speed, and alongside the skills of effective research and analysis, it demands initiative, creative agility and the capacity to make things up from scratch. Learning to react to the pitch and yaw of change takes poise and balance, and the familiar verities of the core curriculum simply do not do enough to arm our students for the challenges ahead.

the arts represent something far more important than something to do with your hands, or in your spare time, or to wile away the hours while you chat with your friends. they are not only as serious and elevating as anything else we offer in the curriculum, they are an accessible training ground for the kinds of human interaction that will be necessary to flourish in the decades ahead.

our disciplines put a premium on the skills that are needed to answer the challenges of contemporary times, namely:• creativeproblem-solving;• taskanalysisandconstructivecritiqueinmediums that are intuitive, improvisational, inferential and context-based;• focusonprocessasitsownend,notjustasameans to an end product;• holisticarticulation:afacilecommandofmany media – not just the linguistic; and• flexibility:theabilitytomovebetweenrealms with confidence.

Likewise, our departmental interest in technology is hands-on: We want to get at how our students understand their world. Information is not just a matter of print media anymore. We live in a world of multiple media, and our students need to learn to discern the way media embeds its “messages.” We also see “media arts” as a platform for creative collaboration among the age-old divisions in the arts – new media enable composers, artists, actors, dancers, singers and musicians to work together to forge multimedia creations that do not stand in a single arena but play upon all of them at once.

When our students go to college, they will be expected not only to write papers, but also to write them well – articulately, gracefully and responsibly. But our students also will be asked to prepare PowerPoint presentations and to speak in public, and they will care to promote various causes. these are tools of the boardroom, the press conference and the bully pulpit. don’t we want our students to do this articulately, gracefully and responsibly as well? We ask our students to learn to write as well as to read; don’t we want them to compose as well as to consume music, theater, dance and the visual arts?

We know that creativity is not just nice; it is necessary. the arts are not just for “the talented” – they are for those who will otherwise leave this place without a healthy skepticism about how “media” delivers a “message,” or how feelings and intuitions can be made manifest. the arts we teach are as old as civilization itself, and it is a simple fact that without creativity we might still, as a species, be chewing on pomegranates.

middle school

UPPeR PReP ARTS block introduction to drama (Quarter)In this course, students are exposed to the fundamentals of drama with an emphasis on fun, creativity,teamworkandself-confidence.Theinitialfocusisonthefundamentalactingskillsofpantomimeand improvisation, as students engage in a variety ofactinggamesandexercises.Then,theyworkoncharacterdevelopment,blocking,andoverallstagepresence, as well as costuming and set construction, while preparing for their final project, a one-act play.Allstudentscontributetoallaspectsoftheproduction.Thecourseculminatesinademonstrationof what the students have learned in front of an audienceoftheirpeers.Theskillsofcooperationandgroup problem solving are as important as learning how to perform! Required for students in Upper Prep.

introduction to Studio Art (Quarter)This course provides an initial experience in the basic visual processes of drawing, two- and three-dimensionaldesign,andcritique.Emphasisisplacedon individual expression and visual problem solving aswellascollaborativework.Thegoalistoallowstudents to explore a variety of artistic materials and techniques while providing them with a basic foundationoftheelementsofart.Required for students in Upper Prep.

introduction to classical Art, Architecture and Archeology (Quarter)This survey of ancient art includes Mesopotamia and Egypt and centers on Greece and Rome, complementingUpperPrepstudents’studiesingeographyandstudioarts.Studentsfirststudytheclassicalpantheon,learningabouttheGreekgodsandtheirpeers,theiroffspring(theheroes)andmeremortals.Thisstudyofmythologyinformsthestudents’visual analysis of the art and architecture left to the modernviewer.TimelesstalescometolifeasstudentstakevirtualtoursoftheRomanForum,fashiontheir

ownarchaicGreekpotteryandliterally“digin”tothebasictenetsofarchaeology.FromtheAcropolistotheziggurat,fromAphroditetoZeus,studentsexplorethetraditions of the western past and its influences on the present. Required for students in Upper Prep.

FoRM 1 ARTS blockArt in every dimension (Quarter)This course is designed to build upon the foundation formed in Introduction to Studio Art by exploring more complex materials, techniques and concepts while providing avenues for students to explore and developtheirownideasandartisticvoices.Itprovidesa continued introduction to the approaches and mediaofbothtwo-andthree-dimensionaldesign.Studentsbuildtechnicalandcreative-thinkingskillsthroughavarietyofstudioassignments.Required for students in Form 1.

design Technology (Quarter)This course introduces students to the art of visual communicationthroughtheuseoftechnology.Students are guided through the entire design process, frominitialconcept,tophysicalsketchandfinallytoadigitalrepresentationoftheirconcept.Emphasisisplaced on using creative problem solving to envision andrepresentanenddesign.Studentsalsoresearchand present on relevant contemporary issues related to the development of technology and its impact on modernlifeandtheenvironment.Required for students in Form 1.

Public Speaking (Quarter)This course is designed to help students overcome theirfearofspeakinginpublicandtoprovidethemwiththefundamentalskillsandconfidenceneededtobegoodspeakersinanysetting.Studentscreateabasic speech outline, then participate in a variety of games and exercises designed to improve eye contact, tone, volume, pace, articulation and body language whilespeaking.Workinginpairs,smallgroupsandindividually,studentsspeakdailyonawiderangeof topics, either spontaneously or after more long-termpreparation.Throughsharingapetpeeveoran embarrassing moment, defending an opinion, delivering a campaign speech or selling a product to the class, students learn to persuade, inform and entertainatthepodiuminaclearandpoisedfashion.Required for students in Form 1.

FoRM 2 ARTS block MediA ARTS elecTiVeSProjects in new Media (Quarter)In this course, students begin to explore creative communication through various modes such as photography,videoandsound.Thecoursefocusesonthe ways in which our creative experience impacts

ourabilitytocommunicatewiththeworldaroundus.ThisclassmeetsintheMacintoshLab.Studentsneednothaveanysignificantcomputerexperiencetotakethiscourse.Open to students in Form 2.

Guitar Skills (Quarter) GuitarSkillsallowsstudentstotakethefirststepstobecominganauthentic“guitarhero!”Thiscourseis designed for beginning guitarists; it focuses on basicelectricguitarplayingskillssuchaschordconstruction, note reading and playing fundamental chordsinvariousmusicalstyles.Itmeetsinthemusictechnology lab, allowing for individual and group instruction.Open to students in Form 2.

keyboard Skills (Quarter) KeyboardSkillsallowsstudentstotakethefirststepstobecomingthenextBillyJoelorEltonJohn!Meantforbeginningkeyboardplayers,theclassfocusesondevelopingbasicpianokeyboardingskills,suchasreadingnotesandplayingbasicmelodiesandchords.It meets in the music technology lab, allowing for individualandgroupinstruction.Open to students in Form 2.

THeATeR elecTiVeSAdvanced Public Speaking (Quarter)ThiscourseisasequeltoForm1PublicSpeaking.After reviewing the speech outline and the basic elementsofdelivery,studentssharpentheirskillsas they explore all six areas of speech competition, workingalone,withapartnerandinsmallgroups.Speech activities include a character monologue, a group choral reading and a parliamentary-style debate, inadditiontoseveralindividualspeeches.Thisisacreativeandchallengingcoursethathelpsanyspeakerrisetothenextlevelofcompetenceandconfidence.Open to students in Form 2.

Acting for Video (Spring, Semester)This course is for students who want to learn the processofmakingafilm.Itstartswithsuchbasicactingskillsasimprovisationandsmall-scenework,with an eye to exploring the differences between actingforthestageandforthecamera.Alongsidethiswork,andespeciallyattheendofthecourse,timeisdevotedtotheproductionand/oradaptationof a script and its translation to a sequence of filmic scenes.Theentireprocessbecomesanexerciseincreativevisualization,productionandediting.Becausethe process focuses on one scene at a time, the burden ofmemorizationisless,buttheskillsofcooperativeplanningandproductionaregreater.Studentsbrainstorm together, capitalize on improvisational discoveriesandlearnhowfilmsareconstructed.A digital film is produced and shown to the entire


MiddleSchool. Open to students in Form 2.Acting for Theatre (Quarter)The8thGradetheatrecourseisanexcitingnewaddition.AwonderfulchoiceforForm2studentsinterested in exploring the art and craft of theatre, the class offers the opportunity to become immersed inthestudyoftheatreandperformance.Studentswilllookattheatrehistory,textanalysis,andscenestudy.Thiscoursewilldevelopstudents’actingskillsthroughimprovisationandimaginationandenablestudentstoworkcooperativelyasthey are taught how to develop characters and dialogue.Workingalongsidethemusicalaspectsoftheatre and choreography, students will have the chance to perform a short play, a monologue, and improvisationalskits.Open to students in Form 2.

ViSUAl ARTS elecTiVeSceramics (Quarter)This course introduces students to clay as an artistic medium.Clayisusedbothforsculpturalandfunctionalpurposes.Theclassfeaturesavarietyofhand-building and wheel-throwing projects designed tohelpstudentsdeveloptheirtechnicalskillandexploretheirvisualexpression.Itismeantforself-motivatedstudentswhocanworkindependently.Open to students in Form 2.

Painting and drawing (Quarter)This course focuses on visualizing and interpreting imagesonatwo-dimensionalsurface.Itworksontheways in which a three-dimensional world is captured onapieceofpaperoracanvas.Itengagesstudentswith abstract and representational art, exploring the ways that color, drawing and composition can affect the“meaning”ofwhatwesee.Studentsexploreavariety of painting and drawing techniques, including watercolor, acrylic painting, pencil, charcoal and pen-and-inkdrawing.Open to students in Form 2.

Printmaking (Quarter)This course introduces students to the basic printmakingmethods,includingintaglio,reliefand monoprinting in historical and contemporary applications.Studentsexplorethesetechniquesindividuallyandincombination.Studentslearnhowto translate their drawings and ideas into prints by exploringmarkmakingwhilefurtherdevelopingtheformandvisualcontentintheircompositions.Open to students in Form 2.

Sculpture and drawing (Quarter)Sculpture students explore ways to construct three-dimensionalartworkandconsiderhowanobjectcanrepresentideas.Avarietyofmaterialsandprocessesare introduced as students design and build their ownwork.Drawingisexploredasatoolforplanning

aswellasawaytorecordanddocumentsculpture.Emphasis is not only placed on physical construction andstructurebutalsoontheproblem-solvingskillsneededtoworkinthethirddimension.Studentsarechallengedtocreateworkthatcommunicatestheir own ideas and are encouraged to find their own artisticvoices.Open to students in Form 2.

MUSic block elecTiVeSUpper Prep choraliers (year, meets twice a week)This course emphasizes the development of individualandensemblevocaltechnique.Studentsare introduced to the ear-training pedagogy of ZoltánKodály,sight-readingandchoreographytechniques, and study repertoire from various genres andworldcultures.TheChoralierspresentthreeorfourprogramsthroughouttheyear.Thegroupmeetsduringschool,andthereisaone-day-a-weekafter-schoolcommitment.Open to students in Upper Prep.

cantabile (year, meets twice a week)Thiscourseemphasizesperformance.Individualmusical development of members is an important goal as they perform repertoire from various periods and countriesandcommissionedworksfromacclaimedcomposers.Studentslearnadvancedsight-reading,eartraining,harmonyandvariousvocaltechnique.Thischoirworkscloselyinmasterclassesandworkshopswithvisitingcomposers,conductors,clinicians and guest artists, and it also tours, performs and participates in concerts with professional music organizations,universitiesandschoolchoralprograms.Open to students in Forms 1-2.

concert band (year, meets twice a week)This course is open to all woodwind, brass and percussionplayers.Ensembleskillsaredevelopedthroughvariedrepertoire.TheConcertBandperformsduring assemblies, evening concerts, and special trips andevents.Open to students in Upper Prep-Form 2.

Jazz band (year, meets twice a week)This course is open by audition to woodwind, brass and percussion players as well as pianists, bassists and guitarists.Emphasisisplacedondevelopingskillsinthejazz,rockandLatinmusicaltraditions.Inadditiontoensembleskills,studentsexplorevariousapproachestoimprovisation.Open to students in Upper Prep-Form 2. With the exception of pianists, guitarists and bassists, all Jazz Band members must participate in the Concert Band.

String orchestra (year, meets twice a week)The String Orchestra is open to all experienced stringplayers(violin,viola,celloanddoublebass).Ensembleskillsaredevelopedthroughvaried

repertoire.TheStringOrchestraperformsinKO’sCandlelight Concerts, a spring concert, special events andschoolassemblies.SelectedplayersalsoperformwithUpperSchoolstudents.Individuallessonsareavailable on campus during the school day with a visitingprofessional(privatelyarranged).Open to students in Upper Prep-Form 2.

electronic Music (year, meets twice a week)In this course, students explore music through a wide arrayoftopics,includingusingGarageBandandothersoftware for beginning composition, creating music forvideo,textandspokenword,andstudyingandcreatingthemusicofworldcultures.Open to students in Forms 1-2.

oTHeR MUSic oPTionSoctopipers and F2b (year)Theseselectensemblesperformcommissionedworksand published music in the jazz, pop, contemporary, Broadwayandacappellagenres.Selectedbyaudition,studentsparticipateinfestivals,workshops,masterclasses, competitions and various concert venues on andoffcampusandtourwithCantabile.Studentsutilize advanced sight-reading, ear training, harmony, vocal techniques and choreography throughout the year.MembershipinCantabileisrequired.Bothensemblesrehearseafterschool.Octopipers is open by audition to girls in Form 2, and F2B is open by audition to boys in Forms 1-2.

Private instrumental and Voice instructionThrough a cooperative program with area professionals, private lessons are available at the MiddleSchoolduringtheschoolday.Semesterfees and lesson times are arranged directly with the instructors(namesandcontactinformationareavailablefromtheConcertBanddirector).Studentsdonotreceiveacademiccreditforprivateinstruction.

upper school

MediA ARTS elecTiVeSintroductory M.A.: Stagecraft (Fall, Spring)Thisintroductorycoursecoversthebackstageoperation of the theater, including how to hang focus- and cable-lighting instruments and how to set up and operate sound equipment, including microphones, amplifiersandmixers.Studentsalsolearnhowtooperatethewoodworkingequipmentinthesceneshop and participate in building sets for productions inRobertsTheater.TheyoftenworkalongsideartistsfromtheGoodmanBanksSeriesorotherprofessionaldanceandtheatricalcompaniesthatrentthetheater. Open to students in Forms 3-6.

introductory M.A.: digital Music 1 (Fall, Spring)This course introduces students to a wide range of music technology applications, including sequencing (recording)withcomputers,musicnotation,sounddesignandscoringmusictovideo.Italsointroduces them to the techniques of recording and editing digital sound using computerized software andhardware.Utilizingtheflexibilityofthe12-stationmusictechnologylab,studentscanworkindependentlyandinsmallgroups.StudentsuseGarageBand,LogicExpressandSibelius,amongotherprograms, to create and develop their own music projects.Priorexperiencewithmusicisnotrequired.Open to students in Forms 3-6.intermediate M.A.: digital Music 2 (Fall, Spring) BuildingontheskillslearnedinDigitalMusic1,this course provides the opportunity to study such advanced music production topics as composing for acoustic and electronic music ensembles, discovering and using new online music tools, and further explorations in sound design and creating music for videoandfilm.Prerequisite: Digital Music 1, Electronic Music (in Form 1 or Form 2) or permission of instructor.

intermediate M.A.: design for the Theater (Fall, Spring)This course is an introduction to set and lighting design.Studentsstudycomputer-aideddraftingand create designs for classical and one-act plays in addition to studying differing styles of design and compositionforindividualprojects.Lightingdesigntechniquesaretaughtthroughchosenplays.Open to students in Forms 4-6. Prerequisite: Stagecraft and permission of instructor.

intermediate M.A.: digital Filmmaking 1 (Fall, Spring) In this course, students create digital video projects usingFinalCutProsoftware.Theyalsolearnhowtooperatedigitalvideocameras.Studentslearnhowtowriteshotsheetstoplantheirprojects.Propershooting techniques and shot composition also are stressed.Studentsaretaughthowtoeditdigitalvideoon the computer and how to add a variety of special effectsandtransitionstoenhancetheirprojects.Students learn how to add and balance voice-over andmusicaudiotrackstotheirwork.Othertopicsinclude the use of blue and green screens, conversion ofanalogtodigitalvideoandDVDauthoring.Open to students in Forms 4-6.

intermediate M.A.: new Media 1 (Fall, Spring) In this course, students explore concepts of visual communication and begin to apply them to creative


expression.Thisisanelectiveforstudentswhohavean interest in expression through digital technologies such as video, audio, animation, imaging and other variousmedia.Developingpracticalmedialiteracyisagoalofthiscourse.Theprojects,discussionsand critiques examine and challenge the roles of popularmediaandhowtheyconvergewithcreativity.Prerequisite: completion of Introduction to Studio (or the equivalent) or Digital Video Production 1 (Digital Filmmaking 1). Open to students in Forms 3-6.

intermediate M.A.: Photography 1 (Fall, Spring) This course introduces students to the conceptual and technicalaspectsofphotographyanddigitalimaging.Studentslearnthebasicfunctionsofthecamera.They also construct projects around concepts such as documentation,simulationandimagemanipulation.Theyareaskedtoutilizeaspectssuchasformalismandaesthetics,aswellascriticalthinkingandpersonalexpression.TheSchoolprovidesallequipment;studentsdonotneedtohavetheirowncameras.Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6. Preference is given to upperclassmen in the fall term.

Advanced M.A.: Advanced Music and Audio Production (Fall, Spring)This course concentrates on audio production equipment and techniques including microphones, mixersandspeakersaswellasrecordingandeditingsoftware.Projectsincludedevelopingaportfolioofrecordedworksinvariouselectronicandacousticmedia.Prerequisite: Digital Music 2 or permission of instructor.

Advanced M.A.: digital Filmmaking 2 (Fall)Videostudentsworkonlongerandmorecomplexprojectsinthiscourse.Studentslearnhowtocreatestoryboards for short plays or original scripts, then direct and video these projects after scouting out properlocationsfortheirshoots.Formingconceptsand techniques on how to direct actors is another importantcomponentofthiscourse.Learninghow to use video to tell a story, either fictional or documentary,isstressed.Studentslearnthepropertechniques for recording live sound, and how to use music, sound effects, and natural and theatrical lightingtoenhancetheirvideoprojects.Inthepost-production process, students learn how to create animationandusespecial-effectfilters. Prerequisite: Digital Video Production 1 (Digital Filmmaking 1). Open to students in Forms 4-6.

Advanced M.A.: Photography 2 Honors new Media 2 Honors (Spring)These courses allow for individualized exploration from within the broad range of technical and conceptual possibilities with photography and new

media.Theclassesaredesignedsothatstudentsworkonbroadindependentprojects,withregularconsultations, discussions and critiques with theinstructor.Withtheadviceandguidanceofthe teacher, students independently explore in-depth topics of media arts from an individualized perspective.Theseclassesmeetregularly.Individualized schedules and meeting times are discussedbasedonspecificprojectneeds.Studentsalsoareexpectedtoworkonprojectsoutsideofclassasneeded.Prerequisite: Photography 1 or New Media 1 and permission of the instructor. Open to students in Forms 4-6.

Advanced Studio Seminar Honors (Spring) This is a course for advanced or post-Portfolio Prepstudentswhowouldliketochartamoreindependentcourseofstudy.Teamtaughtbytwocreative arts teachers, the course focuses on how one communicatesideaswithoutspecifyingmedium.Since the central aspect is the development and construction of creative content, students can use any of the studio facilities – from computers to table saws – in pursuit of projects whose direction isindependentlygeneratedandmaintained.Theseminarisframedbyaweeklythinktank–critiquesessions where students and advising faculty can discuss and evaluate concepts and projects as they unfold.Receivesone-halfcredit.Prerequisite: completion of at least one advanced media arts or advanced visual arts course and the recommendation of an instructor. Open to students in Forms 5-6.

MUSic elecTiVeSchoral Music: concert choir (year)ThebuildingblockoftheSchool’sentirechoralprogram, Concert Choir emphasizes the development ofmusicreading,auralskills,healthyvocaltechniqueandconfidenceinperformance.Studentsstudyandperform choral music in various languages from diversehistoricalbackgrounds,workingwithguestconductors and professional musicians to master the basic elements of the specific style appropriate to thework.ThisensembleparticipatesintheJanuaryall-school Choral Expo concert and the spring UpperSchoolChoralFestconcertandalsoperformsoffcampus.OnlymembersofConcertChoirareeligible to audition for our select and a cappella groups, though the two a cappella ensembles are extracurricular clubs and do not receive academic credit.Receives one-half credit. Open to students in Forms 3-6.

introduction to choral Music: Music Theory (Semester; meets once a week during the concert choir period)This course, or an exemption based on a placement test, is required for all students in their first year of the

UpperSchoolConcertChoirprogram.Itmeetsduringthechoirperiod.Studentslearnthefundamentalsofmusic theory, including reading standard notation, ear training, sight singing and an understanding of basicharmony.Assignmentsincludememorizationofkeysignatures,recognitionofintervalsandnotationprojects.Allincomingnewstudentstakeaplacementtesttodetermineexemption.No additional credit is awarded for this requirement. Required of all students in their first year of Upper School Concert Choir.

choral Music: outlook (year)This select coed ensemble performs in several genres, including jazz, madrigal, classical, pop, and multi-cultural.Selectedbyannualaudition,studentsparticipate in festivals, competitions and various concertvenuesbothonandoffcampus.MembershipintheConcertChoirisrequired.Outlookmembersmeet as a group rather than with the entire Concert Choir, but they learn the Concert Choir repertoire inadditiontotheirownmusic.Thesingersalsohavethe opportunity to perform in separate a cappella ensembles,(Crimson7forboysandOxfordiansforgirls),buttheydonotreceivecreditforthisextracurricularactivity.Receives one credit. Open to students in Forms 4-6 by audition.

choral Music: Voce novissima (year)This select girls’ ensemble performs classical and popularmusicfromallgenres.Emphasisisonmusic-readingskillsanddevelopmentofchoralmusicianshipinasmallerensemble.Studentsparticipateinfestivals, competitions and various concert venues bothonandoffcampus.MembershipintheConcertChoirisrequired.VoceNovissimamembersmeetasagroup rather than with the entire Concert Choir, but they learn the Concert Choir repertoire in addition totheirownmusic. Receives one-half credit. Open to students in Forms 4-6 by audition from Concert Choir.

instrumental Music: concert band (year, meets twice a week) This performing group is open to all woodwind, brassandpercussionplayers.Attentionisfocusedon standard repertoire as well as new music and transcriptionsforband.TheConcertBandrehearsestwiceaweekandperformsateveningconcertsandon-campusevents.Receives one-half credit. Open to students in Forms 3-6.

instrumental Music: Jazz ensembles (year, meets twice a week)These ensembles perform various styles of music withinthejazzrepertoire(swing,Latin,rock,jazz).Inadditiontoon-campusandcommunityperformances, the ensembles compete annually (calendarpermitting)attheBerkleeCollegeofMusicHighSchoolJazzFestivalinBostonortheUMass

HighSchoolJazzFestivalinAmherst.Theensemblesrehearsetwiceaweek.Receives one-half credit. With the exception of pianists, bassists and guitarists, all members of the Jazz Ensembles must also participate in the Concert Band.

instrumental Music: String orchestra (year)This ensemble is open to all experienced string players (violin,viola,celloanddoublebass).Inadditiontopreparation for major concerts, students concentrate onthedevelopmentofensembleskillsandindividualplayingtechniques.Studentsperformrepertoireinbothstringorchestraandchambermusicsettings.Receives one-half credit. Open to students in Forms 3-6.

Private instrumental and Voice instructionFamilieswhoseektoarrangeprivatevocalorinstrumentallessonsmaycontacttheConcertBanddirector for the names and contact information of localmusicprofessionalswhooffertheseservices.Times may be arranged directly with these tutors duringorafterschool.

THeATeR elecTiVeSActing Studio: Advanced Skills (Fall)This acting course is designed to equip students withtheskillstheywillneedtoauditioneffectively.Voice study will include projection, diction, and oral interpretation.Movementskillswillincludegesture,pantomime,andstagecombat.Extensivescenestudyandcameraworkarealsoexploredinthiscourse.Open to students in Forms 3-6.

Acting Studio: ensemble Skills (Spring)Whatgroupdynamicscomeintoplayduringaperformance?Inthisclass,studentsworkinsmallgroupstodiscoverthekeystocommunicationandcharacterizationwithanemphasisoncooperation.How can the whole be greater than the sum of its parts? Open to students in Forms 3-6.

Acting Studio: Performing for Media (Spring)This course is designed for students who are serious aboutpursuingactingonanotherlevel.Assignmentsinclude voice-overs, movie sequences, radio dramas, and manipulation and coordination of media, includinganimation,puppetry,masksandlip-synch.Publicdisplayofclassprojectsisapartofthecourse.Open to students in Forms 3-6.

Public Speaking (Fall, Spring)Thiscourseofferspracticeinpublicspeaking,emphasizingbothstyleandcontent.Assignmentsfocusontheelementsthatmakeforeffectivepresentation of ideas as well as the means by which oneacquiressuchskills.Avarietyofactivitiesleadstogreater student independence via daily presentation ofmaterialbyeachstudent.Asameansofevaluating


progress,speechesarerecordedandanalyzed.Finalclass projects include debate, oratorical contests and publicpresentations.Open to students in Forms 3-6.

Winter Theater Production (Winter Athletic Season)StudentsmayparticipateinWinterTheaterProductioninlieuofawintersport.Therearetwocomponentsofthis“alternatesport”–amusicaltheaterperformanceandanimprovperformance.Auditions for the musical occur before winter break,whenthecastofthemusicalisposted.Oncerehearsalsbeginafterthebreak,studentsareexpectedtoattendfivedaysperweekduringtheafter-schoolsportsperiod.Partofthistimeisdevotedtomusic,parttodance,parttoon-stageworkandparttolearningimprovisationgames.Studentsnotinvolvedin scenes being rehearsed on the main stage move totheBlackBoxTheaterforimprovisationwork.Ultimately,twoperformancesarestaged:first,aNightofImprov,thenthemusical.This “athletics” option does not provide academic credit. Open to students in Forms 3-6; the cast of the musical is selected by audition only.

ViSUAl ARTS elecTiVeSintroduction to Studio (Fall, Spring)This course provides students with a foundation inthevisualarts.Assignmentsgeneratefrombothconventional and unconventional materials of art: clay, plaster, charcoal, pencil, pastels, paint, papier-mâché,cardboard,fibersandstring.Thereisanintroduction to drawing, to sculpture and to color theory.Avarietyofmaterialsandafullrangeofapproaches and techniques challenge young artists tospeaktheirideasinart.Open to students in Forms 3-6. Rising Middle School students who have completed two visual arts electives in Form 2 have fulfilled this requirement and should select intermediate electives.

intermediate Studio: drawing (Fall, Spring) This course is for students who want to continue developingtheirdrawingability.Aflexible,open-ended course that focuses on drawing as both a visual thinkingtoolandameansforcreatingaccomplishedworksofart,thisclasscultivatesabroadbaseofdrawingskillswithavarietyoftraditionalandnontraditionalapproaches.Itprovidesafootupforseriousfineartsstudentsseekingtodiscoverthecreative possibilities that contemporary drawing provides.Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

intermediate Studio: Painting (Spring)Meant for serious students who have an interest in figurative and abstract painting, this course explores the ways in which color and media affect the meaning of“representation.”Whilefocusingonpaintingas

ataskofdesignaswellasobservation,thiscourseintroduces students to the range of tools and methods that have evolved in modern painting and familiarizes them with a variety of techniques, beginning with brushesandpaintingknivesbutextendingtomoreexploratory processes such as staining, impasto and collage.Assignmentsdealwithflatandtexturedpaintedsurfaces.Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

intermediate Studio: Printmaking 1 (Fall) This course introduces students to some of the oldest methodsforproducingmultipleoriginalimages.Students learn what a print is and experiment with awidevarietyofreliefandintaglioprintmakingmethods.Throughpracticeandexperimentation,students explore some of the endless possibilities of creating images, with a focus on learning multiple printmakingtechniques,masteringtheprintingprocess, and exploring more complex visual ideas andcompositions.Thiscourseisintendedforseriousstudentswhoarepreparedtothinkcreativelyandambitiously to expand the possibilities of their own visualideas.Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

intermediate Studio: Sculpture 1 (Fall, Spring)Inthiscourse,studentsembarkonanexplorationofthemanyfacetsofcontemporarysculpture.It’sforstudents who love to build things yet aren’t afraid tothinkconsiderablyalongtheway.Sculpture1 begins with a sampling of the methods used to construct sculptural objects, with the ultimate goal ofdiscoveringwaystomakethoseobjectsresonatewithmeaningormetaphor.Materialsincludewood construction, plaster carving, and the endless possibilitiesofworkingwithfoundobjects.Asweaddressconceptualmethodsforgenerating3Dart,the focus turns to what happens when an idea is the single driving force behind the creation of a piece of art.Studentsshouldbringtheirthinking!Prerequisite: completion of Introduction to Studio (or the equivalent). Open to students in Forms 3-6.

Advanced Studio: Printmaking 2 (Fall)This course continues students’ exploration of Printmaking1,introducingthemtomorecomplexprinting methods and building upon their basic printmakingfoundation,bothvisualandconceptual.Studentsexploredifferentprintmakingmaterialsandtechniques, including intaglio, relief, monoprint and artistbooks.Thepaceofworkisfaster,andthereare higher expectations regarding the integration of the form and meaning of each project as well as the use of the basic art elements to produce more

dynamiccompositions.Thiscourseisintendedforself-motivated students who are willing to pursue ambitiousandmoreindependentprojects. Open to students in Forms 3-6 who have completed Printmaking 1 or have department recommendation.

Advanced Studio: Sculpture 2 (Fall, Spring)Cardboard,ducttape,papier-mâché,wood,wire,screws and paint may all be used to construct sculpture, and in this course, the options are wide open.Studentsbringtheirbuildingskillsandimaginationtothefabricationofformsinspace.Thiscourseseekstobringstudentsintotherealmof contemporary, constructed sculpture as well as engage them in the use of sculptural materials, installation dynamics and telling symbolism to create sculptureswithapersonallysignificantnarrative.Prerequisite: Sculpture 1. Open to students in Forms 4-6 by department recommendation.

Advanced Studio Seminar Honors (Spring) This is a course for advanced or post-Portfolio Prep studentswhowouldliketochartamoreindependentcourseofstudy.Teamtaughtbytwocreativeartsteachers, it focuses on how to communicate ideas withoutspecifyingmedium.Sincethecentralaspectis the development and construction of creative content, students may use any of the studio facilities – from computers to table saws – for projects whose directionisindependentlygeneratedandmaintained.Theseminarisframedbyaweeklythinktank–acritique session where students and advising faculty can discuss and evaluate concepts and projects as they unfold.Receives one-half credit. Prerequisite: completion of at least one advanced media arts or advanced visual arts course and the recommendation of an instructor. Open to students in Forms 5-6.

Portfolio Preparation Honors (year)Thiscourseisfordedicatedartstudents.ThegoalofPortfolio Prep is to produce a balanced portfolio of high-caliberwork,sufficientforcollege-applicationsubmission.Inadditiontostudiowork,thishonorscourse also requires a year-long independent drawing series(yes,thereishomework).Throughoutthecourse, students engage in both traditional and experimental means of rendering images, with a growing emphasis on cultivating a personal creative process.Byyear-end,studentswillhaveexploredmany approaches to straightforward representational drawing, as well as the mysteries, implications and possibilitiesofabstraction.Open to students in Forms 5-6 who have completed any Intermediate Studio elective and have department recommendation.

Advanced Placement Art History (year)This yearlong Advanced Placement course is designed topreparestudentsfortheAPExaminationinMay.Itis a chronological survey of the evolution of western art and architecture and also includes significant chaptersonpre-Greekandnonwesternsubjectssuchas prehistoric, Islamic, African, Native American, Oceanic and Far Eastern sculpture, painting and architecture.Throughdailyslidelectures,seminars,papers and tests, along with a culminating field trip toTheMetropolitanMuseumofArtinNewYorkCity, this course prepares students for the analysis and discussion of the ideas, forms and context of art through the ages – starting at the beginning of human historyandcontinuingtothepresent.Open to students in Forms 5-6 who have completed one semester elective in the creative arts.


MUSic ARTS

Form 2

Form 3

Form 6

Upper Prep

Form 1

Ensemble Electivesconcert band (year, 2 times/week)

bAnd VocAl STRinGS

concert band (year, 2 times/week)Jazz band (by audition), (year, 2 times/week)


electronic Music (year, 2 times/week) (from Media Arts)


electronic Music (year, 2 times/week) (from Media Arts)

Auditioned GroupsJazz ensembles (year, 2 times/week)

Auditioned Groupsoutlook (coed, year)

Voce novissima (all girl, year)

Ensemble Electivesconcert choir (year)

cantabile (year, 2 times/week)

cantabile (year, 2 times/week)

Upper Prep choraliers(year, 2 times/week)

Ensemble ElectivesString orchestra (year)

String orchestra (year, 2 times/week)

String orchestra (year, 2 times/week)

String orchestra(year, 2 times/week)

Auditioned Groupsoctopipers

(all-girl ensemble, by audition)F2b

(all-boy ensemble, by audition)

Extracurricular Optionsoxfordians

(all-girl ensemble, by audition)crimson 7

(all-boy ensemble, by audition)

Form 2

Form 3

Form 6

Upper Prep

Form 1

THeATeR MUSic TecHnoloGy ViSUAl

Intermediate ElectivesFAll/SPRinG digital Filmmaking 1

FAll/SPRinG design for the Theater

Introductory ElectivesFAll/SPRinG Stagecraft

Advanced ElectivesFAll digital Filmmaking 2SPRinG Advanced Studio

Seminar H

Advanced ElectivesFAll/SPRinG Advanced Music

and Audio ProductionSPRinG Advanced Studio

Seminar H

Intermediate ElectivesFAll/SPRinG digital Music 2

Introductory ElectivesFAll/SPRinG digital Music 1

Guitar Skills (quarter)keyboard Skills (quarter)

Intermediate ElectivesFAll/SPRinG new Media 1

FAll/SPRinG Photography 1

Prerequisite ElectivesFAll/SPRinG introduction

to Studio Art (from Visual Arts)

Advanced ElectivesSPRinG Photography 2 H

new Media 2 HSPRinG Advanced Studio

Seminar H

Projects in new Media (quarter)

MediA ARTS

ViSUAl ARTS


Form 2

Form 3

Form 6

Upper Prep

Form 1

Prerequisite ElectiveFAll/SPRinG introduction to Studio

introduction to Studio Art (quarter, UP Arts Block)introduction to classical Art, Architecture and Archaeology (quarter, UP Arts Block)

Art in every dimension (quarter, Form 1 Arts Block)

design Technology (quarter, Form 1 Arts Block)

ceramics (quarter)Painting and drawing (quarter)

Printmaking (quarter)Sculpture and drawing (quarter)

Intermediate ElectivesFAll/SPRinG drawing

SPRinG PaintingFAll Printmaking 1

FAll/SPRinG Sculpture 1

Advanced ElectivesFAll Printmaking 2

FAll/SPRinG Sculpture 2Portfolio Prep H (year, recommendation only)

SPRinG Advanced Studio Seminar H (recommendation only)

Other ElectiveAdvanced Placement Art History (year)

Form 2

Form 3

Form 6

UpperPrep

Form 1

Introductory ElectivesFAll Acting Studio: Advanced Skills

SPRinG Acting Studio: ensemble SkillsSPRinG Acting Studio: Performing for Media

FAll/SPRinG Public Speaking

introduction to drama (quarter, UP Arts Block)

Public Speaking (quarter, Form 1 Arts Block)

SPRinG Acting for Video (semester)Advanced Public Speaking (quarter)

Acting for Theatre (quarter)

Other Performance OptionWinTeR ATHleTic SeASon Winter Theater Production (during sports block)

Extracurricular OptionsFall plays (October and November, by audition)

Spring plays (One-Acts, by audition)

THeATeR ARTS

44

design Technology (Quarter)This course introduces students to the art of visual communicationthroughtheuseoftechnology.Students are guided through the entire design process, frominitialconcept,tophysicalsketchandfinallytoadigitalrepresentationoftheirconcept.Emphasisisplaced on using creative problem solving to envision andrepresentanenddesign.Studentsalsoresearchand present on relevant contemporary issues related to the development of technology and its impact on modernlifeandtheenvironment.Required for students in Form 1.

teCHnologY

middle school

Writing Technology (Quarter)Students explore and practice the Microsoft Officeapplicationstheywillbeaskedtousefortheiracademiccoursework.Theygainabetterunderstanding of the many functions of Microsoft Word,includingtheadditionofendnotes.Studentsalso learn presentation techniques for Excel, PowerPointandPublisher;note-takingandoutliningstrategies from other software and online applications; and how to use FirstClass, the School’s e-mail platform.Required for students in Upper Prep.

HealtH

middle school

The Middle School health curriculum begins in UpperPrep,wherestudentslearnaboutthehumanbodyintheirLifeScienceclass.Nutrition,theeffectsof nicotine and caffeine, and adolescent growth and developmentareafewofthetopicscovered.

InForm1,studentsareenrolledinSEARCH(Self-EducationandResponsibilityasCitizensofHartford).The goal of this course is to combine health topics with education about the Greater Hartford communityinwhichstudentslive.Studentsspendthe first part of the course covering nutrition, puberty, drugs and alcohol along with social problem solving, stressandmentalhealth.Inaddition,theDirectorofAcademicSkillsengagestheminconversationaboutstudyskillsand“yourselfasalearner.”Thelastpartof the course is a transition from learning about self tolearningaboutthecommunity.Throughfieldtrips,students learn about Hartford’s hidden gems and various community initiatives that are helping to makethecityabetterplace.Thecourseculminatesin a student-initiated service project for the Greater Hartfordcommunity.

InForm2,studentsareenrolledinLifeSkills,acourse designed to introduce them to topics relevant tohealthysocialandemotionaldevelopment.The curriculum covers leadership, language and

communication, friendship, technology safety, media literacy, drugs and alcohol, and sexual health, among others.Studentsexplorethesetopicsthroughclassdiscussions, research, and independent and group projects.

upper school

The goal of the health curriculum is to empower studentswithknowledge,skillsandstrategiestomakeresponsibledecisionsforoptimalemotionalandphysicalwellness.ForForm3students,thecurriculumbeginsassoonastheyentertheUpperSchool,astheyworkwiththeiradvisors,teachers,andFormdeanonhowtonavigatetransitionsandmanagetimeand.Formalclassesstartinthesecondsemester.Studentsmeetapproximatelyseventimesduring“X”periodsinsingle-sexclassesduringthespringoftheirForm3year and in mixed-gender classes seven times during thefalloftheirForm4year.TheForm3curriculumfocuseson“TheHealthyIndividual;”topicsincludeidentity development, media literacy, nutrition, substanceuseandabuse,andemotionalwellness.InForm4,studentsdelveintothetopicof“HealthyRelationships,”withdiscussionsaboutassertiveness,bullying and mean-spirited behavior, the sexual continuum,andpeerpressure.

170 kingswood Road, West Hartford, cT 06119-1430

t 860.233.9631 | f 860.232.3843 | www.kingswoodoxford.org

KingswoodOxfordHonoring the past. Shaping the future.

mission statement

Kingswood Oxford inspires students to excel

and to lead lives of integrity and involvement

by nourishing their talents

inacommunityofteachers,friendsandfamilies.

Core Values

Demonstrate honesty, integrity and respect

Learn with passion and perseverance

Embrace intellectual curiosity

Care beyond self

Takepersonalresponsibility

Workhard,takerisks,becomeinvolved

motto

“Vincitquisevincit”

“Oneconquersbyconqueringoneself”

course of study, 2013-2014

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