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MEDFIELD HIGH

SCHOOL

PROGRAM OF

STUDIES

2015-2016

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MEDFIELD HIGH SCHOOL MISSION STATEMENT

Medfield High School

in partnership with family

and community,

promotes both integrity

and excellence

in scholarship and citizenship

for all learners.

MEDFIELD HIGH SCHOOL LEARNER OUTCOMES

The learner will:

1. Communicate effectively

Write clearly for a variety of purposes

Read actively and critically

Speak convincingly and confidently

Listen for understanding

2. Solve Problems

Create and delineate logical solutions to problems

Use information effectively

3. Demonstrate personal, civic and social responsibility

Assume responsibility for decisions, actions and behaviors

Work both independently and cooperatively

Participate in school and in local, national and global communities

MEDFIELD HIGH SCHOOL CORE VALUES

Medfield High School is committed to:

� Challenging Academics for All

� Lifelong Learning

� Excellence: Academic, Co-curricular and Character

� Achievement of Personal Success

� Respect, Honesty and Integrity

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TABLE OF CONTENTS

GENERAL INFORMATION

ACADEMIC INTEGRITY…………………………………………………………………….. 18 ACCREDITATION STATEMENT…………………………………………………………... 15 ART HONOR SOCIETY……………………………………………………………………… 18 CERTIFICATE OF MASTERY PROGRAM………………………………………………. 11 COLLEGE TESTING PROGRAMS………………………………………………………… 11 COURSE CHANGES…………………………………………………………………………. 19 COURSE LOAD, COURSE PLACEMENT, COURSE SCHEDULING………………. 19 CREDITS………………………………………………………………………………………. 7 DISCRIMINATION……………………………………………………………………………. 14 DUAL ENROLLMENT……………………………………………………………………….. 7 EARLY GRADUATION………………………………………………………………………. 6 ELIGIBILITY STANDARDS…………………………………………………………………. 14 EXTRACURRICULAR ACTIVITIES……………………………………………………….. 14 FRENCH HONOR SOCIETY……………………………………………………………….. 17 GRADE POINT AVERAGES (WEIGHTED AND UNWEIGHTED)…………………… 8 GRADUATION EXERCISES……………………………………………………………….. 6 GRADUATION REQUIREMENTS…………………………………………………………. 6 GUIDANCE PROGRAM……………………………………………………………………… 13 HONOR ROLL, HONOR ESSAYISTS, HONOR AWARDS……………………………. 16 HONOR SOCIETIES…………………………………………………………………………. 16 JOHN AND ABIGAIL ADAMS SCHOLARSHIP…………………………………………. 11 MCAS INFORMATION………………………………………………………………………. 9 MISSION STATEMENT……………………………………………………………………… 2 NIGHT SCHOOL COURSES AND CREDIT…………………………………………….. 12 PRINCIPAL’S MESSAGE……………………………………………………………………. 5 PROMOTION REQUIREMENTS…………………………………………………………… 6 REPORT CARDS, MARKING SYSTEM…………………………………………………… 7 SPANISH HONOR SOCIETY……………………………………………………………….. 17 SPECIAL SERVICES (CHAPTER 766)……………………………………………………. 14 STUDENT RECORDS………………………………………………………………………... 14 STUDENT RIGHTS…………………………………………………………………………… 15 SUMMER SCHOOL, SUMMER TUTORING…………………………………………….. 12

COURSE OFFERINGS

BUSINESS AND TECHNOLOGY EDUCATION…………………………………………. 21 ENGLISH……………………………………………………………………………………….. 24 MATHEMATICS……………………………………………………………………………….. 31 ONLINE………………………………………………………………………………………… 36 PERFORMING ARTS-MUSIC………………………………………………………………. 37 SCIENCE……………………………………………………………………………………….. 39 SOCIAL STUDIES…………………………………………………………………………….. 44 SPECIAL PROGRAMS……………………………………………………………………….. 50 SENIOR PROJECT……………………………………………………………………………. 51 VOCATIONAL/AGRICULTURAL…………………………………………………………… 51 VISUAL ARTS………………………………………………………………………………….. 52 WELLNESS AND FAMILY AND CONSUMER SCIENCE………………………………. 56 WORLD LANGUAGES AND CULTURES…………………………………………………. 60

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MEDFIELD HIGH SCHOOL

MEDFIELD, MASSACHUSETTS

SCHOOL COMMITTEE

Christopher Morrison, Chairman Eileen DeSisto, Vice Chairman

Maryanne Sullivan, Recording Secretary Anna Mae O’Shea Brooke, Financial Secretary

Timothy J. Bonfatti, Member

DISTRICT ADMINISTRATION

Jeffrey J. Marsden Superintendent of Schools Michael LaFrancesca Director of Finance and Operations Matthew LaCava Director of Pupil Services Kim Cave Director of Curriculum HIGH SCHOOL ADMINISTRATION

Robert Parga Principal Jeffrey Sperling Assistant Principal Heather Mandosa Assistant Principal Eric Scott Director of Athletics

CONTENT SPECIALISTS

Gail Duffy English Susan Bycoff Mathematics Doug Olsen Music Orla Berry Science Kathleen Emerson Social Studies Kate Jones Visual Arts Susan Cowell Wellness and Consumer Science Ellen Toubman World Languages and Cultures Patricia Mullen Special Education

PUPIL SERVICES/GUIDANCE

Stephanie Worthley Guidance Content Specialist Kathryn Dykas Guidance Counselor Amanda Grillo Guidance Counselor/Adjustment Counselor Anne Lodge Guidance Counselor Erik Ormberg Guidance Counselor Mary Patch Nurse Janet Connelly Nurse Trinka Snyder School Psychologist Patricia Mullen Special Education Coordinator

LIBRARY/MEDIA TECHNICIAN

Robin Panchuk Librarian Eoin O’Corcora Network Administrator

SECRETARIES

Maryjean Ingram Laura Boyer Sue Curtis Janet Birkett

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Dear Students:

This 2015-2016 Program of Studies document is designed to assist you in selecting courses for

the upcoming school year. In this document, you will find a wide-range of course offerings in all

subject areas. Please take time to read through these offerings and make selections that best meet

your needs.

As you make these selections, please make sure to communicate with your current teachers, your

guidance counselor and your parents. You should focus on gathering as much information as

possible so that you can make the most informed decisions.

In addition to the courses you select, please look on our website for the many extra-curricular

activities that are offered at Medfield High School. These include clubs, the performing arts and

interscholastic activities.

I wish you much success in the coming school year.

Sincerely,

Robert Parga

Principal

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GENERAL INFORMATION

CURRICULUM GUIDELINES

PROMOTION AND GRADUATION

It is expected that every student take seven major subjects. Students are expected to earn 35 credits

yearly, keeping in mind that graduation requirements (listed below) must be fulfilled. Once a course is

passed, it may be taken again only in order to raise the grade in that course. No additional credit will be

given. Consult the tables below to determine the number of credits needed for graduation and promotion.

Any student with a question regarding the number of credits he or she has earned should check with his

or her guidance counselor. Any student not achieving the required number of credits will be retained in

the appropriate grade.

PROMOTION REQUIREMENTS FOR ALL CLASSES

Promotion to: Grade 10 Grade 11 Grade 12 Graduation Requirements

27 55 84 115

REQUIREMENTS FOR A DIPLOMA

1. Students must pass a minimum number of full year courses or their equivalency according to the

chart listed below:

Required Courses

English 4 year long courses

Social Studies 3 years (through US History II)

Science 3 years

Mathematics* 3 years

Wellness 2 years

World Languages 2 years (of the same language at the high school level)

Visual & Applied Arts ** 1 year

*Beginning with the Class of 2016, the Massachusetts State Colleges and Universities will require four

years of Mathematics.

** Included in this category are any courses in the Visual Arts, Performing Arts or Business and

Technology sections, as well as Foods, Child Care and Development, Discovery Zone: Connecting with

Children, Journalism, Yearbook Design and Publishing, Speech and Ballroom Dance.

Total credit requirements are: 115 credits

2. Students must achieve a competency determination on the English/Language Arts, Mathematics

and Science MCAS tests.

GRADUATION EXERCISES

Only those students who have fully satisfied the above graduation requirements will be allowed to

participate in the graduation exercises.

EARLY GRADUATION

Any student who wishes to graduate after three and one half years should consult his/her guidance counselor

as early as possible, preferably during the 9th grade, in order to develop an approved program of studies. In the

case of extenuating circumstances, the principal may approve early graduation for upperclassmen. An

application should be completed and submitted to the guidance counselor as early in the high school career as

possible but no later than January of the junior year. The student and parent must make an appointment with a

counselor to discuss the proposal. Final approval is granted by the principal.

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CREDITS

Credits are granted upon the successful completion of course requirements. Following are some special

provisions:

1. Credits may not be granted for partial completion of any course.

2. When a student transfers to Medfield High School, his/her transcript will be evaluated by the

principal and will be granted credits according to Medfield High School’s standards.*

*If a student transfers from an unaccredited institution or program, credits may be granted as stated

above, depending on the circumstances, however course grades will be denoted as Pass/Fail.

DUAL ENROLLMENT

A student who has successfully completed the junior year at Medfield High School with fewer than the

required credits for graduation may be accepted at an accredited college or junior college in a dual

enrollment program. This student could receive his or her high school diploma when he or she has

accumulated the necessary credits for graduation. This program is dependent upon annual state funding,

and must be approved by the principal.

REPORT CARDS/MARKING SYSTEM

Students will receive grades for each of the four individual grading periods. The first semester average will

consist of the first and second grading periods and will include the mid-year examination. The second

semester average will consist of the third and fourth grading periods and will include the final examination.

The course grade will be the average of the first semester grade and the second semester grade. A student’s

record of grades is a permanent part of the school’s files, and will not be released before graduation without

written permission from the student or his/her parent/guardian. After graduation, only the student may

request release of his/her transcript.

Marking System

A+ (97-100)

A (93-96)

A- (90-92)

B+ (87-89)

B (83-86)

B- (80-82)

C+ (77-79)

C (73-76)

C- (70-72)

D+ (67-69)

D (63-66)

D- (60-62)

F (Below 60)

I (Incomplete)

W (Withdrawn)

P (Passing Grade) (Available only in specific courses)

AU (Audit) H (With Honors) Available only in pass/fail courses

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GRADE POINT AVERAGES

Each Medfield High School student is provided with two GPA profiles and decile rankings, weighted and

unweighted. The GPA is based on a scale of a 4.0. The decile ranking is determined at the completion of

junior year.

The GPA is calculated by utilizing the grades earned in all courses with the exception of Pass/Fail

courses, skill development, special programs, Jazz Band, Lab Jazz Ensemble, and Jazz Choir. The

weighted GPA profile is calculated by providing students with an additional 0.8 for all classes taken at the

honors or advanced placement (AP) level.

The GPA of students who transfer to Medfield High School will only reflect work completed at Medfield

High School. To be included in the decile ranking system, students must have completed a minimum of

three semesters at Medfield High School.

Grade C1/C2 AP/H

A+ 4.33 5.13

A 4.00 4.80

A- 3.67 4.47

B+ 3.33 4.13

Grade C1/C2 AP/H

B 3.00 3.80

B- 2.67 3.47

C+ 2.33 3.13

C 2.00 2.80

Grade C1/C2 AP/H

C- 1.67 2.47

D+ 1.33 2.13

D 1.00 1.80

D- 0.67 1.47

F 0.00 0.00

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Medfield High School

Massachusetts Comprehensive Assessment System (MCAS)

Information Sheet

In order to fulfill your MCAS graduation requirement, you will need to have successfully completed the following:

• Meet or exceed a scaled score of 240 on the ELA MCAS OR meet or exceed

a scaled score of 220 and have a DOE approved and completed EPP*

• Meet or exceed a scaled score of 240 on the math MCAS OR meet or exceed

a scaled score of 220 and have a DOE approved and completed EPP*

• Meet or exceed a scaled score of 220 on a science MCAS

*What is an EPP?

1. An EPP is an Educational Proficiency Plan.

2. An EPP is currently initiated for a student when either his/her ELA (English Language Arts) or math MCAS

scaled score is 238 or below.

3. Once initiated, an EPP “stays” with the student until he/she graduates, identifying the student’s strengths

and weaknesses and describing the assessments administered by Medfield High School on a regular basis to

determine if the student is moving toward proficiency.

4. EPPs are currently not required for science

5. Each EPP will review student’s strengths and weaknesses, based on MCAS and other assessment results,

coursework, grades, and teacher input.

6. Each EPP will include the courses the student will be required to take and successfully complete in grades

11 and 12.

Information about EPPs was sourced at the Massachusetts Department of Elementary and Secondary Education web

site.

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MCAS Test Format

Four types of questions are used on MCAS tests:

• Writing prompts are included only on ELA Composition tests and require students to respond by creating

a written composition. Student compositions are scored independently by two scorers for topic

development based on a six-score point scale, with students receiving from 2 to 12 points and standard

English conventions, based on a four-point scale, with students receiving from 2 to 8 points.

• Multiple-choice questions requiring students to select the correct answer from a list of four options.

Responses to the multiple choice questions are scored on a scale of 0 to1 point.

• Open –response questions requiring students to generate, rather than recognize, a response. Students

create a one or two-paragraph response in writing or in the form of a narrative or chart, table, diagram,

illustration, or graph, as appropriate. Students can respond correctly using a variety of strategies and

approaches. Responses to open-response questions are scored using a scoring guide, or rubric, for each

question. The scoring guides indicate what knowledge and skills students must demonstrate to earn 1, 2, 3,

or 4 score points. Answers to open-response questions are not scored for spelling, punctuation, or grammar.

• Short-answer questions are included only on mathematics tests and require students to generate a brief

response, usually a numerical solution or a brief statement. Responses to short-answer questions are scored

on a scale of 0 to1 point.

Typical MCAS Testing Schedule

MCAS Test Who takes the test Typical Testing Dates Other Testing Dates

ELA

All grade 10 students March November and early March: Retest

AND 11th

and 12th

grade students

new to Medfield who have not taken

MCAS

Math

All Grade 10 students May November and early March: Retest

AND 11th

and 12th

grade students

new to Medfield who have not taken

MCAS

Biology, Physics, or

Chemistry

All Grade 9-11 students

who have not passed a

science MCAS

Early June February: Biology only-Retest

MCAS Results

• Student MCAS scaled score results for each test are mailed directly to parents/guardians. Included with this

information is a detailed explanation of each student’s score.

Students with IEPs and MCAS Testing

• While no MCAS content will be altered for students with IEPs, specific MCAS-approved accommodations

for administering the test listed on a student’s signed IEP will be honored.

Retests

• Offered in ELA & math in November and early March and biology in February

• Maximum score on ELA and math retests is 240 and EPP remains in place

• Students receiving above a 220 on ELA or math retests have shown the competency determination required

for graduation but must still have an EPP in place

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• Students interested in receiving qualifying scores for the Adams Scholarship must take the March and May

tests with the underclassman.

COLLEGE TESTING PROGRAMS

Medfield High School offers a variety of testing for students through both the College Board and ACT. For

additional information on any of these programs, please contact your guidance counselor or visit the

websites listed below. The following programs are offered at Medfield High School in the area of college

testing:

1. PRELIMINARY SCHOLASTIC APTITUDE TEST/NATIONAL MERIT SCHOLARSHIP QUALIFYING

TEST (PSAT/NMSQT) is recommended to all juniors in October. This test also serves as a qualifier for

the National Merit Scholarship program.

2. SAT REASONING TESTS are offered at Medfield High School in October and March and at other area

high schools at various times throughout the year.

3. SAT SUBJECT TESTS are offered in various subjects, including Biology, Chemistry, French, Latin,

Literature, Mathematics level 1, Mathematics Level 2, Physics, Spanish, US History, and World History,

among others.

4. ACT is an alternative to the SAT for many students. This test is a national college admission

examination that consists of tests in English, Mathematics, Reading, and Science. The ACT is offered at

Medfield High School in February and at other area high schools at various times throughout the year.

5. ADVANCED PLACEMENT (AP) are advanced level courses that culminate with an examination which

provide an opportunity for students to receive college credit.

For additional information on these programs, please check the College Board and ACT websites at

www.collegeboard.org and www.actstudent.org.

THE JOHN AND ABIGAIL ADAMS SCHOLARSHIP

The Adams Scholarship will provide a tuition waiver for eight traditional semesters of undergraduate

education at Massachusetts state colleges and universities. In order to use the tuition waivers students

must first apply to the colleges or universities and be accepted. Massachusetts public high school

students automatically qualify for the Adams Scholarship when they:

1. Score in the Advanced category in either the Mathematics or the English language arts section of

the grade 10 MCAS test.

2. Score in the Proficient or Advanced category on the second subject (Mathematics or English

language arts).

3. Have a combined MCAS score on these assessments that ranks in the top 25% in their school

district.

Students are required to maintain a G.P.A. of 3.0 for continued eligibility beyond the freshman year.

STANLEY Z. KOPLIK CERTIFICATE OF MASTERY TUITION WAIVER AWARD

To qualify as a candidate for the Stanley Z. Koplik Certificate of Mastery Tuition Waiver Award, a student

must score “Advanced” on at least one grade 10 MCAS test subject, and score at least “Proficient” on the

remaining sections of the high school MCAS tests. To receive the Certificate of Mastery, students must

fulfill additional requirements through one of the following combinations covering both fields of

arts/humanities and mathematics/science:

• 2 Advanced Placement Exams (scores must be three or higher); or

• 2 SAT II exams (scores determined by the DOE to be comparable to three or higher on an AP exam); or

• 1 AP exam and 1 SAT II exam (in a different subject); or

• 1 AP exam and 1 other achievement (such as outside forums through competitions,

publications, recognition awards, and selection for participation on a regional, statewide, national, or

international level); or

• 1 SAT II exam and 1 other achievement

Recipients of the Stanley Z. Koplik Certificate of Mastery Tuition Waiver are eligible for an award of a non-

need-based tuition waiver for state-supported undergraduate courses. Individual student awards shall be

no more than the resident undergraduate tuition rate at the participating institution. Students are also

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required to maintain a G.P.A. of 3.3 for continued eligibility.

SUMMER SCHOOL

Any student may attend an approved summer school program for make-up, remedial, or enrichment

purposes. Approval Process:

A written request by the parent or guardian for the student to attend summer school must be submitted

to and approved by the high school Assistant Principal before the close of school in June. This request

must have the prior approval of the content specialist of the subject in question, the guidance counselor,

and in some cases, the subject teacher, if credit is to be granted at Medfield High School. Summer School Credits:

Medfield High School will grant credit for courses taken at summer school as follows:

1. Only one new course (five credits) with 120 hours of instruction from an accredited summer

school program may be taken.

2. A course that was failed during the school year may be made up to gain credit, as long as the

student had remained in the course for the entire school year.

3. A grade of C- or better must be earned in the summer school course.

4. No more than two subjects may be taken for make-up credit during any one summer session.

5. A maximum of three major courses taken for credit in summer school can be applied toward

graduation.

6. No more than one sequential course* in a given subject matter area may be taken to meet

qualifications of a prerequisite or to receive credit for a previously failed course.

7. Upon successful completion of a summer course, the student can receive credit for the course as

well as the grade earned. Quality points for the course will NOT be included in the student’s

GPA. *Sequential Courses:

Students making up a sequential subject, either failed or in which less than the prerequisite grade was

earned, must meet the following conditions:

1. Earn a grade of C- or better in summer school to be granted credit.

2. Take a qualifying examination upon return to school in the fall and obtain a grade of C- or the

prerequisite grade if the student is to continue in the sequence. This exam will be administered

and corrected by the content specialist of the subject in question.

Summer Tutoring for Make-up Credit

A student who may be unable to attend summer school may meet requirements through tutoring

according to the following provisions:

1. Prior approval of the content specialist of the subject in question and the Assistant Principal or

Principal must be obtained.

2. Work must be done with a tutor approved by the school.

3. A minimum of twenty clock hours of tutoring will be necessary.

4. Tutoring must observe the course outlines provided by the department concerned.

5. Within the first week of school at a time specified by the school, the student must take an

examination and a minimum grade of C- (or the prerequisite grade needed) earned. The exam will be

administered and corrected by the content specialist of the subject in question.

A. A grade will be assigned.

B. Credit will be granted.

C. The sequence can be continued.

D. Quality point credit will not be included in the student’s GPA. Students and parents should

understand that meeting the minimum requirements for graduation may not fulfill entrance

requirements for post-secondary schools. Therefore, parents and students must check the

admissions requirements for each specific school to which the student may apply and the

required test results needed to complete the application.

NIGHT SCHOOL COURSES AND CREDIT

1. Night school courses may be taken only by seniors in jeopardy of not graduating in June, and only

with the approval of the Assistant Principal, counselor, content specialist and parents.

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2. A minimum of 30 clock hours must be spent in classroom time to receive credit for such a course.

3. Quality points for the course will not be included in the student’s GPA. However, a grade and credit

will be given upon successful completion of the course.

GUIDANCE PROGRAM

The Medfield High School guidance office is comprised of five guidance counselors whose goal is to work

with students on making a smooth transition to the high school, to recognize and fulfill their academic,

emotional, and social needs, and to successfully transition out of high school towards their future plans.

Over the course of a student’s high school experience, the guidance counselors work with students both

in individual and group classroom settings to provide them with the support and resources they need

regarding academics, jobs and careers, and future planning.

Over the course of high school, the counselors deliver a developmental curriculum to students, which

aligns with the Massachusetts Curriculum Framework for guidance.

Grade 9

• Orientation to the high school

• Introduction to support resources

• Goal setting

• Introduction to academic vocabulary (transcript, grade point

average)

• SOS (Signs of Suicide) prevention program

• Course selection

Grade 10

• Vocational unit

• Interview skills training & résumé writing

• Career exploration


Grade 11

• Future planning information sessions (for students & parents)

• Standardized testing timelines

• Post-secondary options

• College searches & visits

• College application terminology & overview


Grade 12

• Continued future planning

• Financial aid & scholarships

• Transition out of high school

The guidance office strives to keep families informed about their work with students. The office maintains

a website for general information and utilizes the web-based program Naviance to assist students and

families with interest inventories, and future planning. The guidance office also provides students with

information about current job opportunities, peer and private tutoring, and scholarships.

Guidance counselors are available to students during the school day, as well as before and after school by

appointment. Counselors are available for individual counseling, parent-teacher conferences, classroom

guidance and larger group information sessions. Parents and teachers may refer students to a counselor,

or students may choose to seek out their counselor independently. Please contact your child’s guidance

counselor at any point with any questions or concerns.

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EXTRACURRICULAR ACTIVITIES/ELIGIBILITY STANDARDS

Participation in extracurricular activities involves human development which may be quite different from

that learned in the classroom environment. Such activities are valuable in contributing to the

development of leadership, cooperation and respect for others. Students are encouraged to take

advantage of extracurricular activity offerings.

All students who participate in extra-curricular activities (athletics, drama, all clubs, student government,

and student organizations) are subject to the following eligibility standards:

1. Students must pass a minimum of six (6) subjects during the preceding term.

2. Ineligibility takes effect the day report cards are issued.

3. For participation in the fall, final grades from the previous spring will be used (not fourth quarter

grades.)

CHAPTER 622 OF THE GENERAL LAWS

(DISCRIMINATION)

An important piece of legislation affecting the public schools was passed in August 1971. This law,

Chapter 622 of the General Laws, Acts of 1971, is referred to as “An Act to Prohibit Discrimination in the

Public Schools.” The law reads as follows:

“No child shall be excluded from or discriminated against in admission to a public school of any

town or in obtaining the advantages, privileges, and courses of study of such public school on

account of race, color, sex, religion or national origin.”

The law makes it clear that all aspects of public school education must be fully open and available to

members of both sexes and of minority groups. No school may exclude a child from any course, activity,

service or resource available in that public school on account of race, color, sex, religion or national origin

of such child.

The Medfield School System has taken steps to see that this law is adhered to both in letter and spirit in

the five areas of school policy affected by law: school admissions, admissions to courses of study,

guidance, course content and extracurricular and athletic activities.

If parents have any questions or concerns regarding Chapter 622 and how it affects their children, they

should not hesitate to contact the school principal.

CHAPTER 766

(SPECIAL SERVICES)

Students may be evaluated by specialists and receive services, if eligible, during the school day. If there

are any questions on the process of referring students for evaluation, or on students who have individual

education plans, please contact the Director of Pupil Services at 508-359-7135. Special education

classes are offered each year based on student needs.

CHAPTER 71 (STUDENT RECORDS)

The Regulations Pertaining to Student Records were developed by the Massachusetts State Board of

Education to ensure parents, students and former students of their rights of confidentiality, inspection,

amendment and destruction of student records. Students and their families may seek further information

regarding these rights through the guidance office or main office of the school.

The student’s transcript (name, address, telephone number and birthdate; the name, address and

telephone number of the parent or guardian; course titles; grades; grade level completed) may only be

destroyed sixty years after graduation, transfer or withdrawal from the school system.

Student’s temporary records (all information not contained in the transcript) may include standardized

test scores, GPA, medical records, school-sponsored extra-curricular activities and evaluations by

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teachers, counselors and staff. Temporary records will be provided to the student or destroyed upon

leaving the school system.

In limited circumstances, the school, with the approval of the Superintendent, may release a student’s

name, address, telephone listing, date and place of birth, major field of study, dates of attendance, weight

and height of members of athletic teams, class participation in officially recognized activities and sports,

degrees, honors and awards, and post-high school plans without the consent of the eligible student or

parent; provided that the school gives public notice of the types of information it may release and allows

eligible students and parents a reasonable time after such notice to request that this information not be

released without the prior consent of the eligible student or parent.

The eligible student or the parent shall have access to the student record. Access shall be provided

as soon as practicable and within ten days after the initial request. Upon request for access, the entire

student record, regardless of the physical location of its parts, shall be made available.

Upon request, copies of any information contained in the student record shall be furnished to the

eligible student or the parent, or to a school to which a student may desire to transfer.

No third party shall have access to information in or from a student record without the specific,

informed written consent of the eligible student or the parent. A school may disclose information

regarding a student to appropriate parties in connection with a health or safety emergency if knowledge of

the information is necessary to protect the health or safety of the student or other individuals.

This includes, but is not limited to, disclosures to the local police department and the Department of

Children and Families.

A non-custodial parent must submit a written request for access to records each year stating that

said parent continues to be entitled to unsupervised visitation with the student and is eligible to obtain

access as set forth in 603 CMR 23.07 (5) (a). In accordance with No Child Left Behind Act (NCLB) and the National Defense Authorization

Act (NDAA), school districts must now provide, upon request, the names, addresses, and telephone

numbers of all secondary students (grades 9 through 12) to military recruiters and institutions of higher

education, provided that the school notifies parents and students of their right to request that this

information not be released without their prior written consent and that the school complies with such

requests. Parents and students who are at least fourteen years old, may submit a written request to the

Guidance Content Specialist requesting that the student’s name, address and telephone number not be

released. For more information regarding this, please contact your son or daughter’s guidance counselor.

CHAPTER 670 0F THE ACTS OF 1974 (STUDENT RIGHTS)

CHAPTER 670 was passed to amend Chapter 71 of the General Laws defining rights and responsibilities

of public secondary school students.

Section 82- Deals with student rights of freedom of expression (speech, assembly, print).

Section 83- Eliminates dress codes, except for standards of health, safety and cleanliness.

Section 84- Prohibits student suspensions for conduct not connected with school.

Section 86- States that Sections 82-84 shall apply only to cities and towns which accept the same.

ACCREDITATION STATEMENT

Medfield High School is accredited by the New England Association of Schools and Colleges, Inc., a non-

governmental, nationally recognized organization whose affiliated institutions include elementary schools

through collegiate institutions offering post-graduate instruction. Accreditation of an institution by the

New England Association indicates that it meets or exceeds criteria for the assessment of institutional

quality periodically applied through a peer group review process. An accredited school or college is one

which has available the necessary resources to achieve its stated purposes through appropriate

educational programs, is substantially doing so, and gives reasonable evidence that it will continue to do

so in the foreseeable future. Institutional integrity is also addressed through accreditation. Accreditation

by the New England Association is not partial but applies to the institution as a whole. As such, it is not

a guarantee of the quality of every course or program offered, or the competence of individual graduates.

Rather, it provides reasonable assurance about the quality of opportunities available to students who

attend the institution. Inquiries regarding the status of an institution’s accreditation by the New England

Association should be directed to the administrative staff of the school or college. Individuals may also

contact the Association: NEW ENGLAND ASSOCIATION OF SCHOOLS AND COLLEGES

209 BURLINGTON ROAD BEDFORD, MASSACHUSETTS 01720

(781) 271-0022

16

HONOR ROLL

• High honors – All A’s

• Honors – All A’s and B’s

• Any student with a grade of C, D, F or I in any subject is excluded from consideration regardless

of grade average.

• A student must earn grades in five or more courses that meet three or more times per week to be

eligible for honors. HONOR ESSAYISTS

Each year two graduating seniors will be recognized at graduation exercises by being named Honor

Essayists. A representative faculty committee will select these essayists. The committee will utilize the

following criteria in selecting the Honor Essayists:

• High academic achievement that places the student in the top 10 percent of the weighted

GPA range of the class

• Outstanding work in both arts and sciences

• The ability to speak and write articulately

• Evidence of leadership

• Good citizenship involving social responsibility

• Impeccable character

• A positive attitude toward learning

• Active involvement in extra-curricular activities, including but not limited to clubs, sports,

volunteer work, and community service

The faculty committee will use the following process for the selection of Honor Essayists:

1. Identify the top 10 percent of the academic GPA range after first semester of senior year.

2. Notify eligible students by letter including a description of the application process and criteria for

selection.

3. By March 18th, eligible students wishing to be considered will submit a completed portfolio

application to the committee, including:

a. A well constructed and articulated essay to be delivered at graduation (approximately 5

minutes in length)

b. One (1) letter of reference attesting to leadership, citizenship, character, and attitude towards

learning. Letters of reference from relatives or friends are not acceptable.

c. Activity/extra-curricular sheet

4. Mid-April, the selection committee will review portfolios and interview those students with

completed portfolios.

5 .The committee will select the two essayists no later than the first week in May, and the principal

will notify all applicants of their status.

NATIONAL HONOR SOCIETY Eligibility:

Any student in the tenth, eleventh, or twelfth grade is eligible. Requirements set by the National and Local

Council include "Scholarship", “Leadership", "Service" and "Character".

Membership in the NHS will be based upon the following combination of national and local

requirements:

1. Candidates must be full-time students and members of 10th, 11th or 12th grade.

2. Candidates must have been in attendance at MHS for the equivalent of one semester.

3. Candidates must have a cumulative scholastic grade point average of 3.33. Candidates shall

then be evaluated on the basis of service, leadership and character. The selection process will

begin after the close of first semester grades each year.

4. All four criteria – scholarship, leadership, service, and character – will be considered in the

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selection process.

5. Parents and students must understand that membership in the NHS is a privilege, not a right.

6. Appeals of the decision of the Faculty Council for the selection of members begin with the Faculty

adviser and may then be referred to the Principal.

7. In order to continue membership in the NHS, students must maintain the standards under

which they were admitted. Members whose academic marks fall below the scholarship standards

under which they were admitted will be given one warning to improve their grades to the

standard. At the end of the semester following a warning, students who have failed to raise their

cumulative unweighted grade point average to a minimum of 3.33 will be dismissed from the

NHS. In addition, members who fall below the standards of leadership, service or character or

who violate school rules will be reviewed by the Faculty Council for possible dismissal from the

National Honor Society. In all cases pending dismissal, members will have the right to a hearing

before the Faculty Council. For more information, please see the National Honor Society link on

the Medfield High Club’s page: www.medfield.net.

8. Seniors who are members in good academic standing of the NHS are awarded the privilege of

wearing gold tassels at the graduation ceremony.

FRENCH NATIONAL HONOR SOCIETY

New Members:

1. Must have an A- average or higher in French during semester of selection.

2. Must have cumulative A- or better in French, based on three preceding semesters.

3. Must have a B- or better in all other subjects during semester of selection.

4. Must have cumulative average of B- in all other subjects, based on three preceding semesters.

Current Members:

Students must be enrolled in a French course at MHS to remain in the Society.

If a member's grade in French drops below an A-, but not less than a B -, the student is placed on

probation for a period of (2) quarters. During that period, the student becomes a non-voting member. If

the student raises his or her grade in French to a B+ or better by the next quarter, he or she will be

reinstated as a full member. If the student does not obtain a B+ or better by the end of the probation

period he or she will be expelled from the Society. After the probationary period the student's average

starts anew. Any member with a grade below a B- in French will be dismissed from the Society and will

have to repeat the original process for gaining membership.

Earning and maintaining membership in the French National Honor Society is also dependent on

upholding the standards of good behavior and integrity outlined in the Medfield High School handbook.

Acts of plagiarism/cheating and those warranting suspension are grounds for dismissal. Removal from

the Society for any behaviors is at the discretion of the advisor.

SPANISH NATIONAL HONOR SOCIETY

Students who meet the following criteria will be deemed eligible for, and will be offered induction into, the

Spanish Honor Society:

1. Must have an Honors average in Spanish for three (3) consecutive semesters immediately prior to

induction. Honors average is defined as having maintained at least an A- for each of the three

semesters. A grade lower than A- breaks the consecutive chain. This specifically means that the

term A- does not refer to an aggregate average.

2. Students whose averages fall below an Honors average for any semester subsequent to induction will

be placed on probation and must regain an Honors average the next semester in order to remain an

active member. For these purposes, we will define Honors average as at least an A- average in

Spanish I through IV, and a B average in Spanish V honors and/ or AP.

3. Categories of membership are: active, inactive, probationary, and honorary. Honorary memberships

are reserved for those who are not students, but have made significant contributions to the Society.

This may include: parents, a teacher, guest speaker, etc. Only active members are eligible for

consideration for scholarships offered through the Society.

4. Moral and ethical attributes must be above reproach. Faculty members will be asked to comment on

this aspect of candidates’ qualifications. Candidates with a documented history of

cheating/plagiarism, chronic violation of school rules, poor attendance, or similar behavior patterns

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suggesting a minimal commitment to school, will not be offered induction regardless of grade average.

5. Members who have violated the moral code of ethics expected of the Honor Society membership will

be dismissed from the society at the discretion of the adviser.

6. Members will be asked to participate in activities designed to promote interest in the study of Spanish

and will be asked to agree prior to induction to participate in all such programs.

7. In order to be enrolled in the society, a student must be enrolled in a Spanish course at MHS.

NATIONAL ART HONOR SOCIETY

MISSION

The Medfield High School chapter of the National Art Honor Society seeks to promote excellence and

appreciation of the visual arts through the refinement of artistic skill, community service outreach, and

public exhibition.

OBJECTIVES – The purpose of the Medfield High School chapter is to:

1. Recognize students with a tremendous amount of technical ability, aesthetic awareness &

commitment to the field of visual arts.

2. Develop goals and invest in the achievement of artistic objectives.

3. Pursue excellence in the production and experience of art making.

4. Integrate the visual arts in the school and local community.

5. Engage with other academic curricula to create interdisciplinary links.

6. Educate and promote the role of the visual arts in the school community. MEMBERSHIP ELIGIBILITY

1. Membership in this chapter shall be based on scholarship in the visual arts, service to the school

community and personal and academic character

2. Eligibility for membership in this chapter requires enrollment in two full year/four semesters in the

visual arts program

3. Eligibility for membership in this chapter is limited to upperclassman (junior and senior students)

with a minimum B+ average in the visual arts. This level of achievement shall remain fixed.

4. Members should have a recommendation/signature of an art teacher.

ACADEMIC INTEGRITY

Medfield High School’s core values clearly uphold academic honesty and personal integrity. Cheating is

an unacceptable practice that cannot be condoned by the teaching staff and administration. Examples of

cheating include, but are not limited to:

1. Looking at another student’s work during a test or quiz

2. Copying answers from another student or teacher

3. Possessing cheating sheets with answers on them, or writing answers elsewhere that you can refer to

during a test or quiz

4. Talking during a test or quiz

5. Plagiarism (any use of another’s ideas, phrases, words or opinions without giving credit to that person

in the form of footnotes or references [even if you’ve paraphrased the ideas]. Plagiarism is also

submitting work that is not one’s own.)

6. Copying homework

7. Computer cheating:

a. Using any online sources without documenting.

b. Copying ideas, phrases, words from online sources without documentation and using them in

an assignment

c. Copying homework or submitting someone else’s work as yours.

d. Using online translation services for your world language paper/project/homework

8. Having a native speaker do a world language paper/project for you

9. Providing another student with answers or allowing another student to copy your work

10. Sending or receiving text messages or photographs of test information

11. Collaborating on a take-home assessment when the teacher has instructed you not to.

Cheating issues concerning daily homework will be dealt with at the discretion of the teacher. All other

cheating and plagiarism issues will be addressed by the teacher and the following will occur:

1. A conference between the student and the teacher

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2. If the teacher determines cheating, the student will receive a 50 for that particular exam, project, quiz

or assignment.

3. The teacher will call the students’ parent(s) to report the incident and will send a follow-up letter to

the parents (copy to both Assistant Principals, Guidance and Faculty Council).

4. The Assistant Principal will meet with the student to discuss the incident and to discuss the

consequences of further infractions.

5. A second infraction in any course will result in failure of that course for the semester (or the quarter

in the case of a semester course). (For example, if the first incident were in a science class, and the

second incident were in an English class, the student would fail the English class for the semester. If

both incidents were in a Math class, the student would fail the Math class for the semester). The

student will also be suspended from school for a day, and there will be a parent conference involving

the student, parent(s), guidance counselor and Assistant Principal.

6. A third infraction in any course will result in failure of that course for the year (or the semester in the

case of a semester course). The student will also be suspended from school for three days, and there

will be a parent conference involving the student, parent(s), guidance counselor and Assistant

Principal.

7. In the event of a theft of an examination, the student(s) will be given a three-day suspension and a

zero on the exam. Please note that because cheating is a flagrant violation of school rules, it must be reported to the National Honor Society if it involves a member of the NHS, whereby the member would be subject to dismissal.

COURSE LEVELS/COURSE PLACEMENT

Our goal is for all students to be placed at a level where the work and the pace will challenge but not

overwhelm them.

Teachers make recommendations for appropriate course placement for students in January and

February*. Teacher recommendations for your son/daughter’s courses will appear on his/her online

course registration form. Should you want to ask questions or discuss a course recommendation, please

contact the teacher who made the recommendation. If the discussion with the teacher does not answer

your question and/or you continue to disagree with the placement recommendation, parents can choose

to begin the appeal process. In this process, a parent and student wishing to appeal a placement

recommendation must meet with the appropriate content specialist for additional information. Please

plan carefully. The required meetings and signed appeal form must be submitted to the guidance

department prior to April 15, and parents/students must understand that this course appeal will only

occur if the requested class has not reached its recommended student capacity.

*Please see individual department sections for more specific placement information

COURSE CHANGES

► Changing from one semester course to a different semester course

• All course changes must be completed through guidance within the first 15 school days of the

course.

• If this course change is approved within the first 15 school days of the course, only the new

course will be part of the student’s transcript. After 15 days, a W will appear as a final grade.

► Changing from one full-year course to a different full-year course (if this is a level change, see section

below on changing from one level to another):

• Course change forms (available through guidance) must be completed and submitted to the

Assistant Principal within the first 15 days of school and no record of this course will appear on

the transcript.

• After 15 days, changing year-long courses is carefully monitored and only occurs when a student

experiences serious difficulty in a course IN SPITE OF a consistent and concerted effort on the

part of the student to succeed. Attendance at extra help, attendance at math lab or writing

center (if applicable), consistency in completing homework assignments, and peer tutoring

represent evidence of consistent and concerted effort on the part of the student to succeed in the

class.

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• There must, however, be room in the new course for the student. If there is no room in the new

course, the student must stay in the original course until the end of the first semester (Terms 1 +

2). At the end of the first semester, every effort will be made to investigate alternative courses.

• Should this course change occur prior to the mid-point of Term 1 (after the first 15 days) a W will

be recorded on the student’s transcript for the term grade in the original course.

• Should this course change occur after the mid-point of Term 1, the grade earned in the original

course will be included on the student’s transcript for Term 1.

• A final grade of W will appear on a student’s transcript next to any year-long course change after

the first 15 school days.

► Important information about dropping a course:

• If a student drops a course at any time during the school year, s/he cannot take a make-up

summer course for credit. Instead, the student must take an original credit summer school

course (120 hours). The opportunity to take a make-up course is reserved only for students who

complete the course during the school year.

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SECTION I

BUSINESS AND TECHNOLOGY EDUCATION

BUSINESS EDUCATION PHILOSOPHY

Business Education deals with relationships, methods, attitudes and knowledge necessary for the

individual student to understand the world of business and adjust successfully to it. The program hopes

to provide the student with marketable skills that will help them to succeed in business and in life.

BUSINESS EDUCATION OBJECTIVES

1. Students will learn about several business areas that provide lifelong consumer needs.

2. Students will learn basic business principles in preparation for study at the collegiate level.

TECHNOLOGY EDUCATION PHILOSOPHY

As information managers of the 21st century, our students will need to be able to think critically, solve

problems, make informed decisions, and form value judgments. Basic life skills include the ability to

work cooperatively, to communicate effectively, and to use technology competently. Students will

collaborate to produce projects and assignments utilizing interactive multimedia resources and

curriculum related courseware. As members of an international global community, students will

communicate with their peers via telecommunications, video, and computer technology. The study of

computer programming, as a science and an art, demands clear and logical thinking. Expansion of

computers into business and personal use demands computer proficiency. TECHNOLOGY EDUCATION OBJECTIVES

1. Students will become proficient in the use of integrated software applications.

2. Through the study of computer programming, students will develop an understanding of the powers

of deductive reasoning, logic, problem solving and an appreciation for the subsequent generation of

applications.

3. Students will use multimedia technology to design and create projects.

4. Students will utilize computer courseware that implements and enhances the curriculum.

5. Students, as information managers of the 21st century, will utilize the converging technologies of

computer, telecommunications, and video and other interactive multimedia.

6. Students will experience the fun, the opportunity for enrichment, and the potential for creative

expression which technology provides.

7. Students will learn the legal and ethical parameters of using technology.

8. Students will acquire skill in performance and knowledge of theoretical principals of specific

technologies through participation in significant learning experiences.

9. Students will use problem-solving abilities relative to material, processes and products used in a

technological society.

COURSE PLACEMENT

All courses are taught at the College level with the exception of Accounting II H.

BUSINESS ELECTIVES AND TECHNOLOGY ELECTIVES

The following electives are available to students in grades 9-12:

APP DEVELOPMENT

INTRODUCTION TO BUSINESS INTRODUCTION TO WEB DESIGN

TECHNOLOGY HELP DESK TV PRODUCTION I TV PRODUCTION II

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The following electives are available to students in grades 10-12 only:

ENTREPRENEURSHIP ACCOUNTING I

The following electives are available to students in grades 11 and 12 only:

ACCOUNTING II H

ACCOUNTING I (Grade 10-12)

Full Year 5 credits

Accounting I offers an opportunity to learn methods of recording business transactions. Students

become familiar with the accounting cycle and learn how to keep simple, effective records for a small

business using a double entry system. This course is recommended for those students planning to enter

a business career, operate their own business, or attend college majoring in business or accounting.

Accounting I (College) Course #704

ACCOUNTING II H (Grades 11-12)

Full Year 5 credits

Honors Accounting II will prepare students for the rigor of college accounting. Continuing the concepts

and skills introduced in Accounting I, an emphasis will be placed on accounting for corporations,

highlighting financial statements and analysis of these financial statements. This course is highly

recommended for students planning to enter a college business program.

Prerequisite: Successful completion of Account I and permission of Instructor.

Accounting II (Honors) Course #706

COMPUTER APPLICATION DEVELOPMENT (Grades 9-12)

One Semester 2.50 credits

Students will explore the process of designing and creating original mobile applications that can be

accessed from and utilized on an IOS or Android device. Students will learn the basics of computer

programming to add interactivity to their applications.

Computer Application Development (College) Course #460

ENTREPRENEURSHIP (Grades 10-12)


This course will take the student through a step-by-step process of creating a small business from

scratch. Its focus will be on selecting a business, preparing a business plan, and managing the

operation. Biographies of famous entrepreneurs are used to analyze the keys to their success.

Entrepreneurship (College) Course #722

INTRODUCTION TO BUSINESS (Grades 9-12)


This course serves as an introduction to the Business Education program. Students will be introduced to

the stock market, personal banking, consumer economics, and careers in business.

Introduction to Business (College) Course #700

INTRODUCTION TO WEB DESIGN (Grades 9-12)


This course provides students with step by step activities that will teach the skills needed to plan and

create a web site. The first part of the semester will focus on html basics to create a web project. A

variety of hands-on activities will be combined with Macromedia Dreamweaver in the second part of the

semester, to help students with web design projects. Emphasis will be on the fundamentals of web

basics, computer basics and web graphics.

Introduction to Web Design (College) Course #450

TECHNOLOGY HELP DESK (Grades 9-12)

One Semester 2.5 Credits

As Medfield High continues its commitment to a 1:1 learning environment, providing technology support

23

for students and faculty will be critical to its success. Students taking this class will learn about

technology, hardware (macs, pcs, ipads, etc) software (MS Office, Apps, etc), operating systems (Windows,

Android, iOS) and a whole lot more. Students will use this knowledge to help run a technology help desk

that will provide assistance and training to students and staff. If you are comfortable with technology

and are interested in helping others, this course is for you.

Technology Help Desk (College) Course #459

TV PRODUCTION I (Grade 9-12)


This course provides a hands-on experience in video production for students interested in learning the

skills involved in this medium. Instruction includes activities and topics associated with the use and care

of video equipment as well as production techniques, script writing, taping, and editing. Students will

also have opportunities to be involved with local community cablevision. Some time outside of class may

be required.

TV Production I (College) Course #955

TV PRODUCTION II (Grades 9-12)


This course builds upon knowledge and skills learned in TV Production. Instruction includes mastery of

final cut pro express, critical analysis of media and directing and exploration of internet video

distribution. Additionally, students will learn the proper application of special effects and lighting.

Students will be expected to produce projects that reflect advanced editing, directing and understanding

of various techniques to produce high quality videos suitable for media distribution and broadcast. Some

time outside of class may be required.

Prerequisite: Successful completion of TV Production I with a grade of B- or better.

TV Production II (College) Course #957

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SECTION II

ENGLISH

ENGLISH PHILOSOPHY

The aim of the English Department is to improve students’ awareness of the importance of language and

literature in their lives and to stress competence in the skills of reading, writing, speaking and listening.

The English program emphasizes development of critical thinking skills, effective communication of ideas,

both oral and written, and comprehension of literary works. Literary and media works, selected for

excellence in content and style, are intended to promote aesthetic appreciation, critical evaluation skills,

and humanistic attitudes.

ENGLISH OBJECTIVES

1. Students will read, comprehend, interpret, evaluate and respond to written material.

2. Students will read and respond to various genres of significant literature.

3. Students will write as a means of developing fluency and as a tool for learning.

4. Students will write standard English in a grammatically acceptable, coherent, and well-organized

manner.

5. Students will speak effectively in formal and informal situations to communicate ideas and

information.

6. Students will listen critically and analytically.

7. Students will develop critical thinking skills through the study of language and literature.

English Placement Process

To make sure students are appropriately challenged but not overwhelmed, it is important that the

placement process consider each student thoughtfully. Our department goal is to find the right level of

challenge and the right depth/pacing for each student. We are looking for the level where each student

can increase writing, thinking, and reading skills best. While all courses follow the same curricula and

target the same exit skills, the pacing, delivery methods, level of independence, type of homework, and

assessments vary between levels.

All students in Grades 9, 10, and 11 take a 20-minute in-class standardized reading comprehension test.

This data will be used to help teachers with the placement process for each student. Most students are

appropriately challenged by their current English level and will remain in the same level as the previous

year. However, some students whose consistent excellence and superior academic motivation indicate

they are ready for the next “level up” in English may be recommended to the next level by their English

teacher. Others, who are misplaced and struggling in their current placement, may be recommended to

“move down” to a level more appropriate for their overall success. All students will learn about their

recommended placement in English for the following year from their current English teacher. For the

majority of students, the placement process for English will be complete at this point.

Some students, after hearing about their English placement, may decide they want to appeal and “move

up” a level beyond the recommendation. To appeal a teacher’s placement recommendation, student(s)

and parent(s)/guardian(s) must complete all the steps outlined below, including the after-school placement essay. Only students wishing to appeal the teacher’s recommended level of English placement will

complete the steps below. None of the steps can be skipped, and each must be completed in order.

o Step 1: Complete a 45-minute after-school English placement essay. Students must

attend one of the three scheduled after-school opportunities to complete this

requirement. � For 2015, these after-school appeal placement essays will be held on

February 10, 11 and 24 after school in room 218.

o Step 2: After their son/daughter completes the placement essay as directed in step 1,

the parent(s)/guardian(s) of students will email the English content specialist to schedule

a meeting. The student, parent(s)/guardian(s), and the content specialist will attend this

meeting, and the content specialist will review academic expectations for the next “level

up” for the student. In addition, the results of the standardized reading comprehension

test and the placement essay will be reviewed.

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o Step 3: The student, parent(s)/guardian(s), and content specialist will all sign the

appeal form by the April 15, 2015 deadline, and this change will be made to the

student’s schedule for the next school year.

See course descriptions

Honors English classes focus on analytical writing, upper level style techniques, and syntactical

sophistication. Honors pacing/delivery is demanding and challenging. It often precludes

grammar/structural review techniques. Students are expected to have exceptional written and oral

organizational skills. Novels are often read independently and assigned for a short reading period.

Homework is typically in essay format. Independent work is stressed. Although teachers are careful to

remind student about homework and due dates, Honors students must take responsibility for these

deadlines. Punctuality and readiness are non-negotiable expectations at the Honors level. Long-term

assignments are a hallmark of Honors classes. They are often done completely independent of classroom

discussion and frame an important part of Honors homework; other short-term writing, responding, and

reading assignments are given daily.

C1 level courses follow the identical curriculum, but analytical writing delivery is, by design, at a more

moderate and incremental pace. Analytical writing is an important part of the curriculum, and faculty

work closely with classes to help students understand the blueprint of sound analytical writing, crafting

lessons to incrementalize each portion of the writing process. Often, but not always faculty offer peer

editing and rough draft opportunities to ready students for the final and graded submission. Grammar

delivery is similar, with review, practice, and application delivered at an appropriate and incremental

pace. Our novels are often showcased within our classroom discussion; time is set aside to help students

understand the relationship of plot to theme. Guide questions and/or in-class discussion are part of our

novel unit design. Homework is given on a daily basis; this includes reading assignments as well as

written work.

C2 level courses share the same curriculum and emphasize identical exit skills; however delivery in a C2

class is tailored to student need. Writing instruction includes emphasis on pre-writing, organizational

strategies, rough drafting, and editing. Time is devoted to mastery at each of these important stages in

the writing process. Delivery is, by design, incremental. Handouts, organizational aids including graphic

organizers, and study questions help ensure students gain understanding and mastery in reading,

writing, and communication. Novels are part of in-class discussions where students gain mastery in

understanding the relationship between plot and such complex concepts as symbol and theme.

Grammar, an important part of writing mastery, is a key component in C2 English. Instruction includes

ways to integrate good grammar skills into student writing. Homework is given on a daily basis. This

includes reading assignments as well as written work.

SEQUENCE OF COURSES GRADE 9

All freshmen are required to pass a full year of English 9.

GRADE 10

All sophomores are required to pass a full year of World Literature. Students may also elect Speech, SAT/ACT Preparation, Creative Writing or Shakespeare.

GRADE 11

All juniors are required to pass a full year of American Literature or AP Language and Composition.

The following elective courses are also available.

Advanced Writing Seminar (H) Journalism Creative Writing SAT/ACT Preparation Expository and Analytical Writing Shakespeare Film Theory Speech The Holocaust Yearbook Design and Publishing

GRADE 12

AP English Classes

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All seniors are required to pass a full year of English Literature or AP English Literature and

Composition. The following elective courses are also available:

Advanced Writing Seminar (H) Journalism Creative Writing Shakespeare Expository and Analytical Writing Speech Film Theory Yearbook Design and Publishing The Holocaust

REQUIRED COURSES

ENGLISH 9 (Grade 9)

Full year 5 credits

This course is designed to provide students an integrated study of literature, composition, grammar and

usage, and vocabulary. Development and improvement of students’ skills in literal and inferential

reading composition, written and oral communication, and abstract and critical thinking are major goals

of Grade 9 English.

English 9 (College II) Course #102

English 9 (College I) Course #101

English 9 (Honors) Course #100

Honors students must complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component.

WORLD LITERATURE (Grade 10)

Full year 5 credits

In this course students will read literary works of major writers from around the world from 1800 to the

present and explore characteristics of the various literary periods. This course will integrate grammar,

usage, mechanics, vocabulary development, and oral communication. Additionally, students will analyze,

criticize, and respond to their reading through a broad range of writing experiences.

World Literature (College II) Course #143

World Literature (College I) Course #142

World Literature (Honors) Course #141

Honors students must complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component.

AMERICAN LITERATURE (Grade 11)

Full year 5 credits

This course is designed for juniors to strengthen their appreciation and interpretation of literature,

writing ability, understanding of grammar, oral expression, vocabulary development and research skills.

This course provides students with a comprehensive study of outstanding works of American literature in

a variety of genres. Students also review and apply the basic principles of expository writing, grammar,

and usage to their own compositions. Furthermore, the techniques and skills of clear, logical, and

effective analytical writing and thinking are stressed.

American Literature (College II) Course #135

American Literature (College I) Course #134

American Literature (Honors) Course #133 Honors students must complete a teacher-selected outside reading novel in preparation for an assessment scheduled for the first week of class in September. This assessment includes an in-class writing component. Students enrolled in Honors American Literature are strongly encouraged to enroll in (H) Advanced Writing Seminar.

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ADVANCED PLACEMENT LANGUAGE AND COMPOSITION (Grade 11)

Full Year 5 credits

This Advanced Placement Language and Composition course focuses on critical reading, writing, thinking

and discussion skills using primarily non-fiction with an appropriate percentage of fiction whose aim is

social or cultural change. Students choosing this AP Language and Composition course should be

interested in understanding more about the process and creation of well-reasoned, evidenced-centered

rhetorical (argument) or persuasive essays, a key skill for college writing. Readings of recognized worth

include political and social essays, nonfiction, and some fiction. Writing is an integral part of this course,

and assignments are, in large part, essay-based. As part of fulfilling course expectations in AP

Language and Composition, students will take the Advanced Placement Language and Composition examination in May.

Advanced Placement Language and Composition Course #154

Prerequisite:

• Approval of current English teacher and Content Specialist

• B+ or better in Honors World Literature or teacher recommendation

• Strong reading, writing and communication skills

AP English Language and Composition students must read two teacher-selected works of literature

and non-fiction and complete one paper due the first full day of classes and prepare for one assessment

on the second reading assignment.

ENGLISH LITERATURE (Grade 12)

Full year 5 credits

This course is designed as a chronological survey of English literature from Beowulf to the present.

Students will become familiar with major British writers and genres. Regular reading and frequent

analytical writing assignments are required.

English Literature (College II) Course #150

English Literature (College I) Course #151

English Literature (Honors) Course #152 Honors students must complete a teacher-selected outside reading novel and paper. The paper is due the first full day of September classes.

ADVANCED PLACEMENT ENGLISH LITERATURE AND COMPOSITION (Grade 12)

Full Year 5 credits

This Advanced Placement course in English Literature and Composition engages students in careful

reading and critical analysis of literature originally written in English from the sixteenth century to the

present. Through close reading of selected texts, students should deepen their understanding of

structure, style, theme, figurative language, symbolism, and tone. Writing is an integral part of the

course, and assignments focus on the critical analysis of literature and include expository, analytical, and

argumentative essays. As part of fulfilling course expectations in AP Literature and Composition,

students will take the AP Exam in May.

Advanced Placement English Literature and Composition Course #153

Prerequisite:

• Approval of current English teacher and Content Specialist

• B+ or better in Honors American Literature

• Strong reading, writing and communication skills.

AP English Literature and Composition students must read two works of literature and complete one

paper due the first full day of classes and prepare for one assessment on the second piece of literature.

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LITERATURE ELECTIVES

(With the exception of Advanced Writing Seminar, all English electives are offered at the college level)

FILM THEORY (Grades 11-12)

One semester 2.5 credits

This semester elective will explore the origins of film, its cultural impact, important film movements, and

analytical theory. Class time will be dedicated to viewing and analyzing films, as well as helping students

understand the medium’s importance and impact. The philosophy is to expose students to many

different types of films, from the silent era of the nickelodeons to present day. A look at the annual

Golden Globes and Academy Awards allows insight into how film history has shaped current-day

Hollywood. Much of this course is based on journaling and discussions, both formal and informal.

Grading will include tests and quizzes, activities and various methods of writing.

Film Theory (College) Course #122

THE HOLOCAUST: A study of history, literature, and hope (Grades 11 and 12)


Certainly one of the darkest periods in history and certainly worthy of examination, this course is also

about hope and resilience, a study of the human spirit’s ability to endure and regenerate. Students will

divide the two marking periods between the historical factors that set the stage for the Holocaust

including the social and economic forces that nourished it. The beginnings of modern anti-Semitism,

propaganda, the Final Solution, and the mass complicity of prejudice are part of the course design. In

the literature portion of the course, prose and poetry by victims and survivors with additional titles

embracing the themes of man’s inhumanity to man and its counterpoint, the resilience of hope will be

covered. Carried out methodically and systematically, the Holocaust is a seminal event in the human

experience. Therefore, it will be examined with historical, political, psychological and sociological lenses.

This course is discussion-based, and grading will include projects merging topics of historical significance

and literature. Graded assignments include essays ranging from personal reflection to analysis.

The Holocaust (College) Course #645

SHAKESPEARE (Grades 10-12)


No writer has reflected the Elizabethan Age with greater accuracy than William Shakespeare; yet, he

created characters, developed incidents, and explored themes that are “not of an age, but for all time.”

This course provides an in-depth study of several Shakespearean tragedies, comedies, and histories.

Students will demonstrate their understanding of the universality, structure, and content of the plays in

written analyses, oral discussions, and performance activities.

Shakespeare (College) Course #149

WRITING ELECTIVES

ADVANCED WRITING SEMINAR (Honors Elective) (Grades 11-12)


This seminar is designed to expose students to the craft and techniques of collegiate level writing. Class

participants survey several diverse units of composition including but not limited to expository, analytical

and creative writing. In addition to completing the course curriculum, Advanced Writing Seminar

students are trained to serve as peer tutors and expected to assist in the Writing Center with language

arts tutoring. This class is offered both fall and spring semesters. Students may take Advanced Writing

Seminar for repeat credit as an independent study.

Prerequisite for Advanced Writing Seminar: English teacher recommendation, approval of the instructor.

Advanced Writing Seminar (Honors) Course #126

CREATIVE WRITING WORKSHOP (Grades 10-12)


Creative writing is a workshop aimed at developing the student’s ability to write poetry and short fiction.

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Daily writing is required. The student must be willing to revise and share his or her work with classmates

in order to evaluate writing techniques and develop the ability to judge effective writing. Emphasis will be

placed on the student as editor of his or her own work and that of his or her peers. The course is

recommended for any student with a strong commitment to writing.

Creative Writing (College) Course #118

EXPOSITORY AND ANALYTICAL WRITING (Grades 11-12)


This course is designed to help students prepare for the type and depth of writing expected in college.

Assignments are structured to teach writing as a process. Close attention is paid to gaining analytical

skills, sentence and paragraph structure, word choice, organization, and coherence. There is strong

emphasis on rewriting for the purpose of developing clarity and coherence in students’ writing. Students

write a variety of essays including, when applicable, the college application essay.

Expository and Analytical Writing (College) Course #116

JOURNALISM (Grades 11-12)


Students in this course will learn the primary facets of journalism. Class members will master the

principles of reporting and editing by surveying several specific units of study, including news, feature,

editorial, and sports writing. Students will also become proficient with web publishing tools. Participants

in journalism create the MHS school newspaper, the Kingsbury Chronicle. Meeting deadlines, producing

a high volume of written work, and developing sound editing and revision strategies are primary goals for

the course.

Prerequisite for Journalism: Submission of a writing sample and a recommendation from primary English

teacher is required.

Journalism (College) Course #119

YEARBOOK DESIGN AND PUBLISHING (Grades 11-12)


Students in this course will produce the yearbook during first semester and its supplement during second

semester. The course combines design technology, production training, and writing practice. Students

will learn to work within an organizational structure that includes student editors. They will become

proficient in reporting, photography, web-based publishing, and advertising. Students will be required to

solicit funding for the yearbook as part of the advertising unit. The course will be conducted as a

workshop with peer editing and cooperative learning being the norm. Giving and receiving instructions,

meeting deadlines, and striving for a common goal will be emphasized.

Prerequisite for Yearbook Design and Publishing: Completed Yearbook Information Sheet required.

Yearbook Design and Publishing (College) Course #148

ADDITIONAL ENGLISH ELECTIVES

E.M.S. ENRICHMENT (Grade 10)

Full year 5 credits

This class offers academic enrichment to sophomores in English and math. Students will be given

independent assignments as well as support in their courses. The class is taught by a team of teachers,

each with a specialty in one of the academic areas. The team approach results in a small teacher-to-

student ratio. Individual conferences are held frequently to discuss the students’ academic progress

and/or concerns. Special emphasis is placed on MCAS preparation and test-taking techniques. Eligible students will be selected based on their academic needs. This course is not calculated into the GPA and is graded pass/fail.

E.M.S. Enrichment (College) Course #144

SAT/ACT PREPARATION (Grades 10 and 11)


(Preference given to Grade 11; Fall semester – Grade 11 only; Spring semester-Grades 10 and 11).

The course is designed to prepare students to take college entrance exams. One term will be devoted to

preparing for the math portion of the exam, and the other will focus on verbal preparation. In addition,

guest lecturers will review key science concepts that will be needed for the ACT exam. The course offers

more than just review for the SAT and the ACT ----it builds the foundation for life-long strategic processes

by teaching students to think critically, to move forward with confidence, and to apply a variety of

30

strategies for solving verbal and math problems. The SAT/ACT preparation class reflects the new 2016

program implemented by the College Board. This course is not calculated into the GPA and is graded pass/fail.

SAT/ACT Preparation (College) Course #420

SPEECH (Grades 10-12)


This course helps student’s gain self-confidence in their ability to organize and communicate ideas to

others. It aims specifically at helping students feel at ease while talking casually to small groups and/or

formally to large audiences. During the course students are given opportunities to deliver speeches with

various objectives such as to inform, to persuade, to entertain, and to debate.

Speech (College) Course #120

31

SECTION IV MATHEMATICS

MATHEMATICS PHILOSOPHY

To understand mathematics is to have at one’s disposal a source of intellectual delight as well as a tool of

great practical usefulness. Mathematical power is achieved through exploration, reasoning, problem

solving, communication, and connections. Students in our mathematics classes work toward achieving

the Medfield High School learner outcomes as they connect ideas within mathematics and between

mathematics and other intellectual activity. MHS mathematics courses challenge students of all ability

levels and encourage them to excel academically.

MATHEMATICS OBJECTIVES

The student will:

1. Explore mathematical ideas in ways that stimulate curiosity, create enjoyment of mathematics, and

develop depth of understanding.

2. Explain and justify solutions to problems.

3. Recognize the relationships among different topics in mathematics and apply mathematical thinking

to solve problems in other disciplines.

4. Recognize and apply deductive and inductive reasoning.

5. Use multiple approaches to investigate and understand mathematical content.

CALCULATOR POLICY

The MHS mathematics department consistently integrates graphing calculators into our curriculum.

STUDENTS IN ALGEBRA II and subsequent courses are required to have a graphing calculator

every day in class. They also need graphing calculator access in order to do homework, class work,

and some assessments. The department’s instruction supports the TI-83 (plus/silver edition) and TI-

84 (plus/silver edition) calculators. We look to ensure that students are able to become comfortable

with certain functions of the calculator as we know that many students will use the graphing

calculator beyond high school.

STUDENTS IN ALGEBRA I and GEOMETRY are required to have at least a scientific calculator for

every day use as there are times when students will work with exponents, square roots, and trig

functions. As needed and where useful, teachers will integrate graphing calculator technology using

classroom sets. However, students who wish to purchase their own graphing calculators are

encouraged to do so (see above paragraph for graphing calculator type). This will give them an

advantage at familiarizing themselves with this tool, which will be required in Algebra II and

subsequent courses.

If there is a financial need, please contact the math content specialist, and the school will provide loaner

calculators for students to sign out for the year.

COURSE PLACEMENT

Course placement is determined by a student’s performance and learning needs. Courses are offered at

college levels, designated College I and College II, and honors/Advanced Placement levels. The

curriculum in the different levels will be similar, but the pace, depth of coverage, and independent study

may differ. Instructional strategies will be geared to students’ learning styles, and support personnel will

be available where appropriate. Advanced Placement courses constitute a well-established national

program that brings college level study to highly motivated and academically able high school students.

Colleges grant either advanced standing and/or credit to students who have successfully completed an

AP course, based on their performance on the AP examination.

32

SEQUENCE OF COURSES

GRADE 9

ALGEBRA I (College II)

GEOMETRY (College I)

GEOMETRY (Honors)

GRADE 10

GEOMETRY (College II)

ALGEBRA II (College I)

ALGEBRA II (Honors)

GRADE 11

ALGEBRA II (College II)

FUNCTIONS AND TRIGONOMETRY (College II)

ADVANCED ALGEBRA AND TRIGONOMETRY (College I)

MATH ANALYSIS (Honors)

STATISTICS (Honors) ADVANCED PLACEMENT STATISTICS

GRADE 12

FUNCTIONS AND TRIGONOMETRY (College II)

ADVANCED ALGEBRA AND TRIGONOMETRY (College I)

STATISTICS (Honors) ADVANCED PLACEMENT STATISTICS

TOPICS IN MATH (College II)

PRECALCULUS (College I)

PRECALCULUS (College II )

CALCULUS (Honors) ADVANCED PLACEMENT CALCULUS AB ADVANCED PLACEMENT CALCULUS BC

ADVANCED PLACEMENT LAB *taken concurrently with AP Calculus BC

ADDITIONAL COURSES

E.M.S. (Grade 10)

SAT/ACT PREPARATION (Grades 10 & 11)

ALGEBRA I (Grade 9)

Full year 5 credits

Algebra I is a course in the study of the axiomatic structure of the real number system. Some of the

topics that will be covered include integers, absolute value, linear equations, inequalities, graphing,

systems, factoring, quadratics, polynomials, and exponents.

Algebra I (College II) Course #406

GEOMETRY (Grades 9-10)

Full year 5 credits

This course has been developed to increase an understanding of the nature of deductive and inductive

reasoning. Development of critical thinking and an understanding of the relationship between algebra

and geometry are the primary goals of this course. Some of the topics that will be covered include plane

geometry, proofs, coordinate geometry, parallel and perpendicular lines, congruence and similarity of

polygons, quadrilaterals, area, volume, transformations, right triangle trigonometry, and circles.

Geometry (College II) Course #405

Prerequisite: Successful completion of Algebra I (Grade 9)

Geometry (College I) Course #404

Prerequisite: A grade of C- or better in Algebra I (Grade 8), or a grade of A or better in Algebra I (Grade 9)

33

Geometry (Honors) Course #403

Prerequisite: Teacher Recommendation and a grade of A or better in Algebra I (Grade 8), or a grade of

B- or better in Accelerated Algebra I (Grade 8).

ALGEBRA II (Grades 10-11)

Full year 5 credits

Algebra II is a continuation of the study and techniques of algebra as a system of real and complex

numbers. Emphasis is placed on the comprehension of the function concept and its importance in

mathematics. Students will be required to develop skills in the application of the algebraic concepts.

Some of the topics that will be covered include linear functions, exponential functions, logarithmic

functions*, quadratic functions, radical functions*, polynomial functions*, absolute value equations,

inequalities, systems, sequences*, probability, data. (Asterisked items not covered at the C2 level in

Algebra II, but are covered in the next course in the sequence.)

Algebra II (College II) Course #409

Prerequisite: Successful completion of Geometry (College II) and Algebra I or a grade between a D- &

D+ in Geometry (College I)

Algebra II (College I) Course #408

Prerequisite: A grade of C- or better in Geometry (College I) or a grade of A or better in Geometry

(College II) and an A- in Algebra I (Grade 9).

Algebra II (Honors) Course #407

Prerequisite: A grade of A- or better in Algebra I and an A in Geometry (College I), or a grade of B- or

better in Geometry (Honors).

ADVANCED ALGEBRA AND TRIGONOMETRY (Grades 11-12)

Full year 5 credits

In this course the concept of functions is the unifying theme connecting the study of trigonometric,

polynomial, rational, exponential, and logarithmic functions. Functions will be examined from algebraic,

graphical, and numerical viewpoints to bring together in a cohesive way the mathematics studied in

algebra and geometry. Graphing technology will be used to explore mathematical ideas and concepts, to

verify solutions and to develop mathematical models. Some of the topics that will be covered include

solving equations algebraically and graphically, characteristics of specific algebraic and trigonometric

functions, graphs and inverses, radian and degree measure, the unit circle, right triangle trigonometry,

trigonometric identities, and trigonometric formulas. Successful completion of this course will prepare

the student for Precalculus.

Advanced Algebra and Trigonometry (College I) Course #422

Prerequisite: A grade of C- or better in Algebra II (College I)

FUNCTIONS AND TRIGONOMETRY (Grades 11-12)

Full year 5 credits

This course will pick up where the Algebra II College II course leaves off. Topics covered will include

polynomial, radical, exponential, logarithmic and rational functions. An introductory unit on

trigonometric functions, including right triangle trigonometry, will be a significant part of the course.

Functions will be examined from algebraic, graphical, and numerical viewpoints to bring together in a

cohesive way the mathematics studied in algebra and geometry. Graphing technology will be used to

explore mathematical ideas and concepts, to verify solutions and to develop mathematical models.

Successful completion of this course will prepare the student for a traditional college Pre-calculus course

or Topics in Math.

Functions and Trigonometry (College II) Course #423

Prerequisite: Successful completion of Algebra II (College II) or a grade between D- & D+ in Algebra II

(College I).

MATH ANALYSIS (Grade 11)

Full year 5 credits

This course is designed to build a strong foundation in precalculus. The essential concepts and skills of

algebra and the unifying theme of functions will connect the study of trigonometric, polynomial, rational,

exponential, and logarithmic functions. Students will use algebraic, graphical, and numerical

techniques, as well as graphing technology in their study. Graphing technology will be used to explore

mathematical ideas and concepts, to verify solutions, and to develop mathematical models. Some of the

topics that will be covered include graphs and inverses, algebraic and trigonometric functions, identities,

analytical trigonometry, sequences and series, probability, complex numbers, analytic geometry including

34

conics, parametric equations, polar coordinates, and limits. Successful completion of this course will

prepare the student for Calculus.

Math Analysis (Honors) Course #417

Prerequisite: A grade of A or better in Algebra II (College I) and approval of the math content

specialist, (summer work required), or a grade of B- or better in Algebra II (Honors).

PRECALCULUS (Grade 12)

Full year 5 credits

Precalculus builds on the concepts and skills studied and applied in Advance Algebra and Trigonometry.

Some of the topics that will be covered include algebraic functions, probability and statistics, sequences

and series, matrices and determinants, analytic geometry including conics. Applications of these topics

will be emphasized throughout the course. Successful completion of this course will provide a strong

background for college level work in calculus and other mathematics courses related to science and

engineering programs.

Precalculus (College I) Course #424

Prerequisite: A grade of C- or better in Advanced Algebra and Trigonometry (College I) or approval of

the content specialist.

Precalculus (College II) Course #427

Prerequisite: A grade of B- or better in Functions and Trigonometry (College II) and recommendation

of current teacher or a grade of D- to D+ in Advance Algebra and Trigonometry (College I).

TOPICS IN MATH (Grade 12)

Full year 5 credits

Topics in Math builds on the concepts and skills studied and applied in previous math courses. This

course is designed to study mathematics through real-world applications. Some of the topics that will be

covered include: set theory, counting theory, probability and statistics, voting theory, apportionment and

finance.

Topics in Math (College II) Course #426

Prerequisite: Successful Completion of Algebra II (College II) or approval of the math content

specialist.

CALCULUS (Grade 12)

Full year 5 credits

This course will be offered to students who have completed Algebra I and II, Geometry and Math Analysis

(Honors). This will be a fundamental course providing techniques of the differential and integral calculus.

Graphical interpretation of such concepts as a slope, extreme value, differential and the definite integral

will be emphasized. Additional topics in calculus, which are necessary for those taking the AP Exam, will

be taught in these classes. As part of fulfilling course expectations in AP Calculus AB and BC,

students will take the AP Exam in May. All students who enroll in Advanced Placement Calculus BC will be required to take Advanced Placement Preparation.

Calculus (Honors) Course #413

Prerequisite: A minimum grade of B- in Math Analysis (Honors).

Advanced Placement Calculus AB Course #414

Prerequisite: A minimum grade of A- in Math Analysis (Honors

Advanced Placement Calculus BC Course #415

Prerequisite: A minimum grade of A- in Math Analysis (Honors)

STATISTICS (Grades 11 and 12)

Full year 5 credits

(Preference given to Grade 12; If there is room in the course for Grade 11 students, a lottery will be

conducted among students who have signed up)

Students will be exposed to four broad conceptual themes in a nationally standardized curriculum: 1)

Exploring Data; 2) Sampling and Experimentation; 3) Anticipating Patterns Through Probability; 4)

Statistical Inference. This course is equivalent to a first year college level course and should be of interest

to students pursuing areas of study that require statistical analysis such as engineering, psychology,

sociology, health science, business, science, and mathematics. Students will use graphing calculators

and computer statistics software throughout the course. Students taking Statistics must concurrently take either Precalculus or Calculus or receive approval from the Math Content Specialist. As part of fulfilling course expectations in AP Statistics, students will take the AP Exam in May. Students are required to complete a summer assignment as a component of this course.

Statistics (Advanced Placement) Course #416

35

Prerequisite: A grade of C- or better in Math Analysis (Honors), or B or better in Advanced Algebra and

Trigonometry AND taking Precalculus (College I) concurrently.

Statistics (Honors) Course #418

Prerequisite: Successful completion of Math Analysis (Honors), or B- or better in Advanced Algebra

and Trigonometry AND taking Precalculus (College I) concurrently. ADVANCED PLACEMENT LAB

Full year 5 credits

This course will be selected by anyone taking Advanced Placement Calculus BC. Students taking this

course will learn additional topics within the curriculum necessary to prepare them for the AP Calculus

BC exam. Test taking strategies and preparation will be covered in this course as well as completion of

labs utilizing skills learned in Calculus BC. Students will be shared among their AP calculus and science

teachers during this block of time to accommodate students taking AP science courses as well. This course is not calculated into the GPA, and is graded pass/fail.

Advanced Placement Lab Course #540

SAT/ACT PREPARATION (College) (Grades 10 and 11)


(Preference given to Grade 11; Fall semester--Grade 11 only; Spring semester--Grades 10 and 11)

The course is designed to prepare students to take college entrance exams. One term will be devoted to

preparing for the math portion of the exam, and the other will focus on verbal preparation. In addition,

guest lecturers will review key science concepts that will be needed for the ACT exam. The course offers

more than just review for the SAT and the ACT--it builds the foundation for life-long strategic processes

by teaching students to think critically, to move forward with confidence, and to apply a variety of

strategies for solving verbal and math problems. This course is not calculated into the GPA and is graded pass/fail.

SAT/ACT Preparation (College) Course #420

E.M.S. Enrichment (College) (Grade 10)

Full year 5 credits

This class offers academic enrichment to sophomores in English and math. Students will be given

independent assignments as well as support in their courses. The class is taught by a team of teachers,

each with a specialty in one of the academic areas. The team approach results in a lower teacher-to-

student ratio. Individual conferences are held frequently to discuss the students’ academic progress

and/or concerns. Special emphasis is placed on MCAS preparation and test-taking techniques. Eligible students will be selected based on their academic needs. This course is not calculated into the GPA and is graded pass/fail.

E.M.S. Enrichment (College) Course #144

36

SECTION III

ONLINE COURSES

Students must have demonstrated the ability to be responsible and work independently to access these

offerings. Students who wish to enroll in these courses should consult with the Assistant Principal.

VHS COLLABORATIVE (Grades 11 and 12) 2.5 credits (S) 5 credits (FY)

The VHS Collaborative is a program consisting of over 200 different courses offered online. Medfield High

School can enroll up to 25 students in the program each semester. Enrollment is limited to students in

grades 11 and 12. Course descriptions can be viewed at www.govhs.org. Courses must be scheduled

during the regular school day and students may not take an online course that is also offered through

Medfield High School.

ONLINE C-1 (College) (S) Course #960

ONLINE H (Honors) (S) Course #961

ONLINE AP (Advanced Placement) (FY) Course #963

Prerequisite: Approval from the Dean of Academics

TEC ONLINE (Grades 11 and 12) 2.5 credits (S) 5 credits (FY)

TEC ONLINE ACADEMY has online courses taught by local high school teachers. Course descriptions

can be viewed at www.tec-coop.org, TEC Online Academy. Enrollment is limited to students in grades 11

and 12. Courses must be scheduled during the regular school day and students may not take an online

course that is also offered through Medfield High School.

ONLINE C-1 (College) (S) Course #960

ONLINE H (Honors) (S) Course #961

ONLINE AP (Advanced Placement) (FY) Course #963

Prerequisite: Approval from the Dean of Academics

37

SECTION V PERFORMING ARTS - MUSIC

MUSIC PHILOSOPHY

Music Philosophy stresses the development of aesthetic awareness through a series of interrelated course

offerings that promote an understanding and enjoyment of musical literature and technique. By creating,

performing, listening to and writing music, the students work towards mastery of another language, the

language of music.

MUSIC OBJECTIVES

1. Students will become aware of fundamental music concepts through a study of notation and

instrumentation.

2. Students will develop critical judgement when theorizing and when assessing individual

performance goals.

3. Students will interact as members of a corps during rehearsals and performances and learn

essentials of group dynamics and cooperative behavior.

GENERAL GUIDELINE: For all music department ensembles, a student must be enrolled in that ensemble in September in order to be a member.

BAND (Grades 9-12)

Full year 5 credits

A performing ensemble that studies and performs music from various periods and styles, in the wind

band tradition. During the fall, this group takes the role of the Football Pep Band. This organization will

attend all home football games and perform at various town functions throughout the school year.

Beginning in October, this group will assume the role of the Concert Band. The Concert Band will study

various repertoires such as marches, concert overtures, and popular selections. Students participate in

both class rehearsal and concert performance. Attendance at all rehearsals and performances is

required.

Band (College) Course #813

CONCERT CHOIR (Grades 9-12)

Full year 5 credits

This organization is a four-part mixed vocal ensemble that studies a wide range of repertoires consisting

of contemporary, folk, and classical selections. Students participate in both class rehearsals and concert

performances. Attendance at all rehearsals and performances is required. Enrollment should not exceed

100. However, in the event of a request beyond the 100, that student requesting to be enrolled would be

required to audition with the choral director. Vocal skills, as well as skill level in singing and reading will

be assessed. Those enrolled in this course are eligible to audition for, and participate in other vocal

ensembles.

Concert Choir (College) Course #851

INTRO TO GUITAR (Grades 9-12)


Have you ever wished you could play guitar? In guitar class, students will learn playing technique, how

to read music from traditional notation and TAB, and play accompaniments as well as melodies. This is a

beginning course, focusing on skills such as “open position” chords and note reading. Acoustic guitars

will be available through the music department, and students may also use their own acoustic or electric

instruments.

Intro to Guitar (College) Course #818

ORCHESTRA STRINGS (Grades 9-12)

38

Full year 5 credits

A performing ensemble that will increase each player’s knowledge of fundamentals and playing

techniques through the study of traditional and popular orchestral literature. Students participate in

both class rehearsal and concert performance. Attendance at all rehearsals and performances is

required. A Chamber Orchestra may be a satellite of this group. Membership in a Chamber Orchestra

will be by audition only with an audition piece being selected by the director. Members of the Chamber

Orchestra will be required to participate in Orchestra. Wind and percussion players may be selected by

audition from members in good standing of the Band. The director will arrange meeting times of the Full

Orchestra.

Orchestra Strings (College) Course #817

Students must audition for the following after-school ensembles in September:

These courses are not calculated into the GPA and are graded pass/fail.

CHAMBER STRINGS (Honors) (Grades 9-12)

Full Year 2 credits

This is a performing ensemble focused on advanced string orchestra literature. This group supplies

another outlet for the high school instrumentalist to perform. A member of the chamber Strings must be

a member in good standing of the Orchestra as specified in the Program of Studies. The members are

chosen by audition with the piece being selected and judged by the director. All members must audition.

Students participate in both class rehearsals and concert performances. Attendance at all rehearsals

and performances is required.

Chamber Strings (Honors) Course #816

JAZZ BAND (Honors) (Grades 9-12)

Full year 2 credits

This is a performing ensemble responsible for the promotion and performance of different styles of music

in the American musical idiom of jazz. This group supplies another outlet for the high school

instrumentalist to perform. A member of the Jazz Ensemble must be a member in good standing of the

Band as specified in the Program of Studies. The members are chosen by audition with the piece being

selected and judged by the director. All members must audition. Students participate in both class

rehearsals and concert performances. Attendance at all rehearsals and performances is required.

Jazz Band (Honors) Course #814

LAB JAZZ ENSEMBLE (College) (Grades 9-12)

Full year 1 Credit

This ensemble description is the same as Jazz Band (Honors) (above). This ensemble is geared toward

building basic skills in the jazz style and has flexible instrumentation.

Lab Jazz Ensemble (College) Course #812

JAZZ CHOIR (Honors) (Grades 9-12)

Full year 2 credits

This group will focus on the rehearsal and performance of various styles of vocal jazz. This group

supplies another outlet for the high school vocalist to perform. A member of the Jazz Choir must be a

member, in good standing, of the Concert Choir as specified in the Program of Studies. Students

participate in both class rehearsal and concert performance. Attendance at all rehearsals and

performances is required. The members are chosen by audition with the piece being selected and judged

by the director. All members must audition.

Jazz Choir (Honors) Course #815

39

SECTION VI SCIENCE

SCIENCE PHILOSOPHY

Today’s society is constantly and rapidly changing. One of the primary reasons is the influence of

expanding knowledge of science and technology. The role of science education in today’s society is

twofold. First, our educational program must provide the reservoir of scientists and technicians that our

society requires and, second, it must produce a scientifically literate public, able to make rational

decisions on issues of a scientific nature. Each student will, through the courses offered, be able to meet

the requirements of his own educational objectives and, at the same time, prepare for meaningful

participation in our society.

SCIENCE OBJECTIVES

1. Students will understand how to collect, evaluate and present scientific data properly.

2. Students will develop analytical and critical thinking skills.

3. Students will learn to apply knowledge and skills to novel situations.

4. Students will demonstrate their understanding of scientific principles and methods through

laboratory experiments.

5. Students will gain background knowledge useful for a career in science and for making meaningful

decisions in our society.

COURSE PLACEMENT

All science courses are taught at a college preparatory level. The main differences among the College II,

College I, Honors or Advanced Placement courses are: the depth of knowledge, the amount of laboratory

work, the use of additional supplementary materials, the pacing, and the level of mathematical challenge.

All students are expected to handle the basic reading and homework assignments, so that class time may

be spent on more sophisticated topics.

NOTE: Students who have received credit for College I science courses may not elect, for credit, the

respective College II courses. Most of the following science courses have prerequisites. When a student wishes to elect one of these courses without having met the course requirements, permission must be obtained from his/her teacher and the Content Specialist. Please note that an appeal of the placement recommendation must take place by April 15th.

SEQUENCE OF SCIENCE COURSES

GRADE 9

BIOLOGY I (Honors or College)

GRADE 10

PHYSICS I (Honors or College)

GRADE 11

CHEMISTRY I (Honors or College)

SCIENCE ELECTIVES

COLLEGE ELECTIVES

ENVIRONMENTAL STUDIES

*FORENSIC SCIENCE

HUMAN ANATOMY & PHYSIOLOGY

*MARINE SCIENCE

ADVANCED PLACEMENT ELECTIVES

BIOLOGY

CHEMISTRY

ENVIRONMENTAL SCIENCE

PHYSICS

* Denotes a semester course

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BIOLOGY I (Grade 9)

Full year 5 credits

Biology I is an introductory course based on the unity and diversity of living things. This study is

accomplished through several themes: biochemistry, cell structure and function, genetics, evolution,

ecology, and vertebrate anatomy and physiology. A significant focus of current biological research is at

the molecular level and so a solid foundation via the Biology I course is necessary for both future studies

and an informed citizenry. The use of scientific methods and tools in the laboratory play a large part in

the introduction and reinforcement of biological concepts. Students may be required to select and

complete independent projects.

Biology I (College II) Course #526

Biology I (College I) Course #504

Biology I (Honors) Course #502 Placement in Grade 9 Science is based upon the following criteria:

• Grade achieved in middle school science courses

• Recommendation of 8th grade science teacher

• Grade achieved in placement test

PHYSICS I (Grade 10)

Full year 5 credits

Physics I is an introductory course in physics which includes the study of classical Newtonian physics of

motion, gravitational effects on the earth and celestial objects, electricity, light and other electromagnetic

radiation. An understanding of the nature of measurements and mathematics is necessary in physics.

Experiments and problem solving lead students to an awareness of how physical laws operate in every

day phenomena. A study of physics and its applications is important to all students whatever their

educational goals, and is a basic requirement for the pursuit of engineering and other careers in the field

of science.

Physics I (College II) Course #545

Prerequisite: Successful completion of Biology I course and teacher approval.

Physics I (College I) Course #544

Prerequisite: A minimum of “C-“ in Biology I College I course and teacher approval or a minimum of

“A-“ or better in Biology I College II level course and teacher approval.

Physics I (Honors) Course #514

Prerequisite: A minimum of “B-“in Honors Biology and teacher approval or a minimum of “A“or better

in previous College I level course and teacher approval. Algebra II honors must be taken concurrently.

CHEMISTRY I (Grade 11)

Full year 5 credits

The Chemistry I course presents an introduction to the theory of matter through a coordinated program

of laboratory work, text assignments, class discussion, problems and projects. The course develops an

understanding of the scientific approach to learning through experimental investigations and application

of theories to specific situations. The topics studied include atomic theory, periodic trends, kinetic

molecular theory, nuclear chemistry, phases of matter, the mole concept, enthalpy and energy, reaction

rates, chemical equilibrium, and acids and bases. Atomic and molecular structure and inter/intra

molecular bonding are presented in the light of current knowledge. The chemistry I course helps

students make informed decisions in the context of the significant role that chemistry plays in their lives.

Chemistry I (College II) Course #527

Prerequisite: Successful completion of Biology I and Physics I science courses and teacher approval.

Chemistry I (College I) Course #508

Prerequisite: A minimum of “C-“in Biology I and Physics I College I science courses and teacher

approval or a minimum of “A-“or better in Biology I and Physics I College II level course and teacher

approval.

Chemistry I (Honors) Course #509

Prerequisite: A minimum of “B-“ in previous Honors level science course (Math Analysis Honors

should be taken concurrently) and teacher approval or a minimum of “A“ or better in previous College

I level course and teacher approval.

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SCIENCE ELECTIVES

COLLEGE LEVEL ELECTIVES:

ENVIRONMENTAL STUDIES (Grades 11-12)

Full year 5 credits

The Environmental Studies course presents the scientific principles, concepts and methodologies required

to understand the interrelationships of the natural world. Students will identify and analyze

environmental problems both natural and man-made, evaluate the relative risk associated with these

problems and investigate alternative solutions. An emphasis is placed on project based learning though

some typical formal assessments may be included. Concepts and skills from previous science courses

will be utilized. This course utilizes a blended learning environment which combines traditional face-to-

face classroom interactions with computer mediated activities. Students meet with the teacher for part of

the week and complete work independently for the other part of the week.

Environmental Studies (College) Course #538

Prerequisite: Successful completion of Biology I, Physics I, and Chemistry I and teacher approval. If

taken in grade 11, Chemistry must be taken concurrently.

FORENSIC SCIENCE (Grades 11-12)

Semester 2.5 credits

The forensic science course is offered to students who wish to apply their knowledge of science to crime

situations. Forensic scientists search for and examine physical evidence that might be used to establish

or exclude a suspect or victim of a crime. Topics investigated may include: forensic odontology,

entomology, fingerprinting, anthropology, serology, pathology, chemistry and toxicology, and trace

evidence.

Forensic Science (College) Course #522

Prerequisite: Successful completion of Biology I, Physics I, and Chemistry I. If taken in grade 11,

Chemistry must be taken concurrently.

HUMAN ANATOMY & PHYSIOLOGY (Grade 11-12)

Full year 5 credits

The human anatomy and physiology course examines the structure and function of body organs and

systems, utilizing a variety of activities and laboratory experiences. Beginning with a review of cytology

and survey of histology, the course continues through a detailed examination of the skeletal, muscular,

circulatory, respiratory, digestive, endocrine, nervous, excretory and reproductive systems. The origin

and treatment of many diseases and disorders are examined and discussed.

Human Anatomy & Physiology (College) Course #529

Prerequisite: Successful completion of Biology I and Physics I, and Chemistry I and teacher approval.

If taken in grade 11, Chemistry must be taken concurrently.

MARINE SCIENCE (Grades 11-12) Semester 2.5 credits

An elective course for juniors and seniors, marine science offers students an opportunity to examine

geological and physical aspects of the oceans with an emphasis on marine organisms. Students will

investigate the ocean ecosystem using hands-on activities including dissection and come to realize the

importance of protecting that environment.

Marine Science (College) Course #520

Prerequisite: Successful completion of Biology I and Physics I, and Chemistry I. If taken in grade 11,


42

ADVANCED PLACEMENT ELECTIVES:

AP BIOLOGY (Grade 11-12)

Full year 5 credits

This course will extend the knowledge of biology learned in the first year course by completing the AP

Biology curriculum. Emphasis will be on providing students with the conceptual framework, factual

knowledge, and analytical skills to deal critically with the rapidly changing science of biology. Major

themes are evolution, energy transfer and molecular synthesis, information processing, the relationship

between structure and function, and interactions among biological systems. As part of fulfilling course

expectations in AP Biology, students will take the AP exam in May.

AP Biology Course #531

Prerequisite: A minimum of “B-“in Biology I Honors, Physics I Honors and Chemistry I Honors and

teacher approval or a minimum of “A” in college I Biology, college I Physics and College I Chemistry

and content specialist approval. If taken in grade 11, Chemistry must be taken concurrently. AP Lab

must be taken concurrently.

AP CHEMISTRY (Grade 12)

Full year 5 credits

This course will extend the knowledge of chemistry learned in the first year by completing the AP

Chemistry curriculum. Emphasis will be on the use of mathematics in problem solving, developing a

better understanding of descriptive chemistry, and laboratory work. Students will also be given an

introduction to both quantitative and qualitative analysis while studying the themes of chemical kinetics,

equilibrium, thermochemistry, atomic structure and function, and electrochemistry. As part of

fulfilling course expectations in AP Chemistry, students will take the AP exam in May.

AP Chemistry Course #511

Prerequisite: A minimum of “B-“in Chemistry I Honors and Physics I Honors and teacher approval or

a minimum of “A” in College I Biology, College I Physics and College I Chemistry and content

specialist approval.

AP Lab must be taken concurrently.

AP ENVIRONMENTAL SCIENCE (Grades 11-12)

Full year 5 credits

The AP Environmental Science course will deepen a student’s understanding of the interrelationships

of the natural world and biological systems and processes, through the inclusion of lab and field

experiences as well as extensive readings. Through the study of the following units: earth systems

and resources, population and demography, land and water use, energy resources and consumption,

global change and its impact on biodiversity, and pollution, students will design experiments, gather

and analyze data, interpret results and investigate alternative solutions to complex environmental

challenges. Concepts and skills from previous science courses will be utilized. As part of fulfilling

course expectations in AP Environmental Science, students will take the AP exam in May.

AP Environmental Science Course #515

Prerequisite: A minimum of B+ in College 1 course of Biology, Physics, and Chemistry or a minimum

of C+ in the honors level of those courses and current teacher approval. If taken in grade 11,


AP PHYSICS (Grade 11-12)

Full year 5 credits

In the AP Physics 2 course, the student explores more rigorously those fundamental laws of nature and

key foundational principles that are included in the first year honors Physics course, deepening his/her

conceptual understanding of physics by completing the AP Physics 2 curriculum. These include fluid

mechanics, electricity and magnetism, thermodynamics, atomic and nuclear physics, and optics.

Through extensive laboratory work the student will apply his/her knowledge and increase his/her

understanding of physics concepts. As part of fulfilling course expectations in AP Physics, students

will take the AP exam in May.

AP Physics Course #516

Prerequisite: A minimum of “B-“ in Biology I honors, Physics I honors and Chemistry I honors and

teacher approval or a minimum of “A” in college I Biology, and College I Chemistry (honors physics is

required) and content specialist approval. If taken in grade 11, Chemistry must be taken

concurrently. Strong math skills are required.

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ADVANCED PLACEMENT LAB

Full year 5 credits

This course will be selected by any student taking advanced placement Biology or Chemistry. Students

will use the time to complete the inquiry based laboratory and curriculum requirements of the newly

designed AP Biology and AP Chemistry courses. This course is not calculated into the GPA.

Advanced Placement Lab Course #540

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SECTION VII SOCIAL STUDIES

SOCIAL STUDIES PHILOSOPHY

The aim of the Social Studies Department is to give students an understanding of their place in society

based on an historical, cultural and contemporary perspective. Social Studies hopes to develop in

students the skills that will help them become an active citizenry and effective leaders.

SOCIAL STUDIES OBJECTIVES

1. Students will be exposed to a variety of courses that help them learn how to learn.

2. Students will learn to conduct inquiry.

3. Students will learn to make choices and decisions.

4. Students will become more aware of themselves and others.

5. Students will be exposed to the value of living with change and becoming agents of change.

In accordance with the History and Social Studies Curriculum Frameworks, students will achieve

knowledge of the academic content and skills in the areas of history, geography, economics, civics and

government. COURSE PLACEMENT

Social Studies Placement at the high school is a complex process. Collaborative in nature, recent Social

Studies grades, exam grades, MCAS scores (when appropriate), placement and assigned essays designed

to measure analytical writing and critical thinking skills, and teacher recommendation are all evaluated

in order to find the appropriate level for your child. Our goal is to challenge your son or daughter at a

level that fits his or her unique needs the best. All courses follow the same curricula but the pacing,

delivery methods, level of independence, type of homework and assessments vary between levels. Honors classes are designed for students who have already demonstrated superior analytical writing and critical thinking skills.

Core 9th, 10th and 11th grade history classes are offered at the Honors, C1 and C2 level. Additionally, AP

United States History is offered to the most highly qualified juniors. Moving beyond a recommended

placement level can be problematic. Experience has shown that while a few students rise to the

challenge, many others struggle with the degree of analytical writing and critical thinking required.

Grades can be considerably lower. If, after meeting with your child’s teacher to talk about your

placement concerns, you continue to have questions, please contact Kathleen Emerson, Social Studies

Content Specialist @ 508-359-4367 X 1011 or [email protected]. Please note that any appeal

of the placement recommendation must take place by April 15th.

SEQUENCE OF COURSES

Grade 9

World History II

Grade 10

United States History I

Grade 11

United States History II

Advanced Placement United States History

Grades 11 and 12 Electives

*Behavioral Studies (College)

Advanced Placement European History (Grade 12 only)

*Future Studies (College)

*The Holocaust (College)

*Modern World Conflicts (College)

*Practical Law (College)

Advanced Placement Psychology

General Psychology (College)

*Sociology (College)

Advanced Placement U.S. Government and Politics

Advanced Placement Economics

*Denotes a semester course.

45

WORLD HISTORY II (Grade 9)

Full Year 5 credits

This course includes a look at the rise of the nation state in Europe, the French Revolution, and the

economic and political roots of the modern world. Students study the origins and consequences of the

Industrial Revolution, 19th century political reform in Western Europe, and imperialism in Africa, Asia,

and South America. They will explain the causes and consequences of the great military and economic

events of the past century, including World War I, the Great Depression, World War II, the Cold War, and

the Russian and Chinese revolutions. Finally, students will study the rise of nationalism and the

continuing persistence of political, ethnic, and religious conflict in many parts of the world. Individual

and group projects, primary and secondary readings, videos, discussions, debates and research will be

the major methods of instruction.

World History II (Honors) Course #634

World History II (C1) (College) Course #635

World History II (C2) (College) Course #636

UNITED STATES HISTORY I (Grade 10)

Full Year 5 credits

This course includes a look at the Revolutionary and Constitutional eras. Students learn about the

important political and economic factors that contributed to the outbreak of the Revolution as well as the

consequences of the Revolution, including the writing and key ideas of the U.S. Constitution. They also

study the basic framework of American democracy and the basic concepts of American government such

as popular sovereignty, federalism, separation of powers, and individual rights. Students study America’s

westward expansion, the establishment of political parties, and economic and social change. Finally,

students will learn about the growth of sectional conflict, how sectional conflict led to the Civil War, and

the consequences of the Civil War, including Reconstruction. Individual and group projects, primary and

secondary readings, videos, discussions, debates and research will be the major methods of instruction.

US History I (Honors) Course #637

US History I (C1) (College) Course #638

US History I (C2) (College) Course #639

UNITED STATES HISTORY II (Grade 11)

Full Year 5 credits

This course covers American history from 1877-present. Students will analyze the causes and

consequences of the Industrial Revolution and America’s growing role in diplomatic relations. Students

will study the goals and accomplishments of the Progressive movement and the New Deal. Students will

also learn about the various factors that led to America’s entry into World War II as well as the

consequences of World War II on American life. Finally, students will study the causes and course of the

Cold War, important economic and political changes during the Cold War, including the Civil Rights

movement, and recent events and trends that have shaped modern-day America. The course has been

designed around the Massachusetts Social Studies Frameworks. Social, geographical, economic and

political themes and trends will be examined. Individual and group projects, primary and secondary

readings, video, discussions, lectures, debates and research will be the major methods of instruction.

US History II (Honors) Course #632

US History II (C1) (College) Course #631

US History II (C2) (College) Course #633

ADVANCED PLACEMENT UNITED STATES HISTORY (Grade 11)

Full Year 5 credits

The goal of the A.P. U.S. History course is to give students a solid grounding in U.S. History and in major

interpretive questions that derive from the study of selected themes. In addition to the textbook,

supplementary readings in the form of documents, essays, or books on special themes will be used.

Students are required to read additional assigned books during the summer and throughout the

school year. The course will train students to analyze and interpret primary sources, including

documentary materials, maps, statistical tables, and pictorial and graphic evidence of

historical events. As part of fulfilling course expectations in AP United States History, students

will take the AP exam in May that consists of a 55-minute multiple-choice section and a 140-minute free-response section.

Advanced Placement U.S. History Course #622

Prerequisites:

46

• Approval of the Social Studies teacher and approval of the Content Specialist.

• An “A” in United States History I or an “A-” in United States History I Honors class.

• Advanced Placement level writing sample according to rubric.


• Due to the rigorous and demanding nature of the course, only after course selection has been

completed for those who have met the pre-requisites, will appeals be considered.

BEHAVIORAL STUDIES (Grades 11-12)


The student in this course is introduced to the discipline of Psychology. Issues, such as heredity versus

environment as basic to behavior, are emphasized. Learning activities include readings in periodicals and

paperback collections, videotapes, simple experiments, and up-to-date newspaper and magazine articles.

These current articles are used as the source of written analytic reviews. Specific subjects considered

include the insanity plea, alcoholism, biological clocks, perception, intelligence, motivation and mental

health among others.

Behavioral Studies (College) Course #623

ADVANCED PLACEMENT EUROPEAN HISTORY (Grade 12)

Full Year 5 credits

AP European History is a course designed to study European history since 1450. It is intended to

introduce students to cultural, economic, political, and social developments that played a fundamental

role in shaping the world in which they live. Without this knowledge, students would lack the context for

understanding the development of contemporary institutions, the role of continuity and change in

present-day society and politics, and the evolution of current forms of artistic expression and intellectual

discourse. The goals of AP European History are to develop an understanding of some of the principal

themes in modern European history, an ability to analyze historical evidence and historical

interpretation, and an ability to express historical understanding in writing.

In addition to the textbook, supplementary readings in the form of documents, essays, or books on

themes of European History will be used. Students will be required to read additional assigned

books during the summer and throughout the school year. The course will train students to analyze

and interpret primary sources, including documentary materials, maps, statistical tables, and pictorial

and graphic evidence of historical events. As part of fulfilling course expectations in AP European

History, students will take the AP exam in May.

Advanced Placement European History Course #600

Prerequisites:

• Approval of the student's U.S. History teacher and approval of the Content Specialist

• A minimum grade of a “B” in AP US History, a “B+” in honors level US History II, or an “A-“ in C1

US History II.

• Advanced Placement level writing sample according to rubric

• Strong reading, writing, and communication skills

• Motivation and commitment to the course and its rigorous requirements

FUTURE STUDIES (Grades 11-12)


This is a wide ranging “hybrid,” blended learning social studies course that considers the future impact of

existing social issues. Traditional face-to-face classroom methods will be combined with computer-

mediated activities. Students will meet with the instructor for part of the week and complete work on

their own outside of the school day. It will not follow the traditional MHS schedule. Change, individual

values, social responsibility, control and issues of world importance are areas to be considered. Broad

categories such as the environment, biomedical ethics, education, economics and technological

development are used to study future trends. Subjects such as the “greenhouse effect,” “genetic

engineering,” “nuclear weapons,” “moral education,” and “new technology” are covered in depth during

the school year. There is no general text for this course. Students will read from a variety of assigned

sources along with materials that they will gather from newspapers, periodicals, and other multimedia

sources. Reading will be accompanied by written assignments. Class and homework will aim to broaden

the student’s view of social issues, to help in the decision making process with a view to long term

consequence of our present actions on the future.

Future Studies (College) Course #625

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THE HOLOCAUST: A study of history, literature, and hope (Grades 11 and 12)


Certainly one of the darkest periods in history and certainly worthy of examination, this course is also

about hope and resilience, a study of the human spirit’s ability to endure and regenerate. Students will

divide the two marking periods between the historical factors that set the stage for the Holocaust

including the social and economic forces that nourished it. The beginnings of modern anti-Semitism,

propaganda, the Final Solution, and the mass complicity of prejudice are part of the course design. In

the literature portion of the course, prose and poetry by victims and survivors with additional titles

embracing the themes of man’s inhumanity to man and its counterpoint, the resilience of hope will be

covered. Carried out methodically and systematically, the Holocaust is a seminal event in the human

experience. Therefore, it will be examined with historical, political, psychological and sociological lenses.

This course is discussion-based, and grading will include projects merging topics of historical significance

and literature. Graded assignments include essays ranging from personal reflection to analysis.

The Holocaust (College) Course #645

MODERN WORLD CONFLICTS (Grades 11-12)


This course will take the topic “Conflict,” and apply it to a study of primarily “non-western” and/or “third

world” nations. Students will first survey the history, geography and culture of the area and then examine

in detail a particular social, political or economic conflicts that exists. Central America, the Middle East,

Africa, Russia and China are the areas that will be investigated. Students will also examine individual

countries through independent studies. Other areas to be included will be determined by

current world events. Through the text, the newspaper, new periodicals, films and guest speakers,

students have the opportunity to become informed on the issues and problems that confront people in

the developing countries of the world. Current events, relationships of countries with the United States,

the role of the United Nations and the possibilities for future generations are topics to be researched and

discussed.

Modern World Conflicts (College) Course #628

ADVANCED PLACEMENT PSYCHOLOGY (Grade 11 & 12)



Full Year 5 credits

The AP Psychology course is designed to introduce students to the systematic and scientific study of the

behavior and mental processes of humans and other animals. Students are exposed to the psychological

facts, principles, and phenomena associated with each of the major sub fields within psychology.

Summer reading and research is an expectation of this course. Students will be asked to complete

challenging cumulative assessments. They will be required to not only know each concept, but also be

able to apply each principle in proper context. Students will learn all major theorists and understand

each one’s contribution to psychology. Students that enroll in AP Psychology are required to take the AP

test in the spring. Students who take Advanced Placement Psychology will be prohibited from taking

General Psychology.

Advanced Placement Psychology Course #608 Prerequisites:

• Approval of the 10th or 11th grade Social Studies teacher and/or approval of the Content

Specialist.

• A minimum grade of “B” in the previous year’s history (Honors) class, or a minimum of a “B+“ in

the previous year’s history (College) class.


GENERAL PSYCHOLOGY (Grades 11-12)

Full Year 5 credits

General Psychology is a full-year course that deals with the psychologist's attempts to understand human

and animal behavior. Topics include the psychological and physiological processes; biological foundations

of behavior; biological base for integrated behavior; methods of psychology, tests and measurements,

experimental design; intelligence; segments of the psychological process including motives, emotions,

sensation and perception, processes of learning; personality and adjustment; and neurosis, psychosis,

and psychotherapy. This course will utilize lectures, outside reading, discussions, and class

activities/projects to increase the students' understanding of psychology as a science. To achieve this

understanding, students will need to

48

apply "critical thinking" in their exploration and comprehension of "psychology's multiple personalities."

History, theoretical perspectives, basic concepts and research findings will be presented, analyzed and

critiqued to help you develop a fundamental introduction to the field of psychology.

General Psychology (College) Course #607

PRACTICAL LAW (Grades 11-12)


This course will give students a practical understanding of our legal system. The objective of the course

is to inform students of their legal rights as individuals and their responsibilities in observing the law.

Videos, case studies, and mock trials are some of the activities included. Emphasis will be on juvenile

justice, criminal and civil law.

Practical Law (College) Course #720

SOCIOLOGY (Grades 11-12)


This introductory course will focus on society. Sociology is the study of groups and the actions of

individuals within groups; how groups are formed and changed. Students will look for patterns of

interactions among persons in social situations. This course relies heavily on discussion about topics

including the nature of culture, family and education, conformity and deviance, group behavior,

minorities, stereotyping and discrimination, and gender roles among others. Students enrolled in this

class will be expected to participate in classroom discussions, administer surveys, conduct interviews,

run experiments and analyze the resulting data. Class members will read a variety of primary and

secondary sources and will be responsible for completing class and homework designed to deepen their

comprehension of social issues and the methods used by sociologists to gain understanding.

Sociology (College) Course #642

ADVANCED PLACEMENT U.S. GOVERNMENT AND POLITICS (Grade 11 & 12)

Full Year 5 credits



The Advanced Placement American Government and Politics program is designed to teach the principles

of American constitutional government, interpretation of original documents, American political culture,

political parties and interest groups, national institutions and the process of making policy. They will

also learn about civil rights and civil liberties and the role of mass media, especially television and the

internet. Summer reading and research is an expectation of this course. Students that enroll in AP US

Government and Politics are required to take the AP test in the spring.

Advanced Placement U.S. Government and Politics Course #609

Prerequisites:

• Approval of the 10th or 11th grade Social Studies teacher and/or approval of the Content

Specialist.

• A minimum grade of a “B” in the previous year’s history (Honors/AP) class, or a minimum of a

“B+” in the previous year’s history (College) class.


ADVANCED PLACEMENT ECONOMICS (Microeconomics and Macroeconomics)(Grade 11 & 12)

Full Year 5 credits

(Preference given to Grade 12; if there is room in the class for Grade 11 students, a lottery will be

conducted among students who have signed up.)

The Advanced Placement Economics program is designed as a full year course divided into two distinct

parts: microeconomics (scarcity, price determination, the theory of the firm, externalities) in the first

semester and macroeconomics (public finance, fiscal and monetary policy, inflation, unemployment,

economic growth, international trade) in the second semester. It incorporates interpretive skills,

analytical thought, and complex concepts in the study of economics. Economic literacy in

microeconomics and macroeconomics is the foundation for this course, as students understand and

evaluate the market economy. Within a market economy, students will examine various roles between

consumers, producers, and governments. The national and global economy become the context for

macroeconomics, as students apply individual and aggregate tools to measure economic welfare and

evaluate the decisions made by economic leaders and institutions. Students who enroll in AP Economics

are required to take the AP tests (both micro and macro) in the spring.

Advanced Placement Economics Course #611

49

Prerequisites:

• Approval of the 10th or 11th grade Social Studies teacher and/or approval of the content

Specialist.

• A minimum of “B” in the previous year’s history (Honors) class, or a minimum of a “B+” in the

previous year’s history (College) class.


50

SECTION VIII SPECIAL PROGRAMS

In an effort to meet students’ needs and to provide opportunities that will be of value, the programs

described below are offered. Students who wish to elect these programs must have the approval of the

Assistant Principal. Special programs are not included in the calculation of a student’s GPA.

WORK RELEASE PROGRAM (Grade 12)

Full Year 2.5 credits (five periods per week)

Semester 1.25 credits (five periods per week)

This program provides students with on-the-job skills that are not available at the high school in the form

of courses. Only students who are considered to be receiving “alternative education” through working will

be accepted into this program. This course is not calculated into the GPA, and is graded pass/fail.

Work Release (Full Year) Course #056

Work Release (Semester) Course #057

STUDENT TEACHER AIDE PROGRAM (Grades 11 and 12)

Full Year 2.5 credits


This program is for students giving serious thought toward becoming a teacher. These students would be

scheduled to assist a high school or middle school teacher (in the case of seniors, it could also be an

elementary school teacher) on a daily basis. A variety of experiences would be available to help students

learn to work with children and to perform an intrinsically valuable service.

Enrollment in this program is subject to approval by the Assistant Principal. Prior to final approval, the

student must submit a plan that verifies that the time they are available to be a teacher aide is a time

that they are needed by a teacher there and a time that will afford them the opportunity to work with

children. On days when the schedule prohibits the student from going to the school/teacher, he/she

must be working on projects that will help the teacher. A daily journal must be kept of activities and

projects accomplished.

The teacher aide program is limited to 2.5 credits per school year. Students may accumulate a maximum

of five (5) credits in this program during their high school careers. This course is not calculated into the GPA, and is graded pass/fail.

Teacher Aide (Full Year) Course #059

Teacher Aide (Semester) Course #064

Prerequisite: Students must have both a good attendance record as well as a good behavior record in

order to be considered for this program. Approval of the Assistant Principal is required, and should be

attained at course selection time.

INDEPENDENT STUDY (Grades 11 and 12)

Approval for independent studies (other than art) must follow the following procedure.

• Student writes a proposal for their independent study (see Dean of Academics for approval form).

• This proposal must contain a planned program with a teacher as an advisor to the student. The

teacher must be willing to meet with the student on a weekly basis in order to closely monitor the

student’s progress. This course is not calculated into the GPA, and is graded pass/fail. Independent Study (Full Year) Course #011 Independent Study (Semester) Course #010

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SENIOR PROJECT

4TH Quarter Senior Year

The Senior Project is a personalized learning experience designed to engage 12th grade students in an in-

depth study of a specialized area. Through early release from classes, this project allows seniors an

opportunity to focus on independent inquiry and personal growth. Projects can range from sampling a

potential career, developing a community service project, to exploring a deep personal interest. Projects

are completed outside the familiar classroom setting. They offer students a chance to challenge

themselves and provide a transition between high school and college. Students are supervised and

guided through this experience by adults, both in school and out. Students are graded on their daily

journal, a 5 to 8 page paper, an exhibition, and an oral presentation that incorporates a technology

component. Credit for the 4th quarter will be awarded upon successful completion of the entire project.

Seniors in good academic and behavioral standing are eligible to apply. A committee consisting of inside

mentors and the Senior Project Coordinator review the applications and select the projects to be

completed. Grades earned will be H, Pass, or Fail. Senior Project grades are not calculated into the GPA, and are graded pass/fail.

Senior Project Course #001

MEDFIELD HIGH SCHOOL GLOBAL CITIZENSHIP PROGRAM

The MHS Global Citizenship Program (GCP) is designed to foster students’ global awareness. Over the

past several years, the Medfield schools have pursued initiatives aimed at offering our students a broader,

more multi-cultural and international experience. Through this program students will gain

interdisciplinary experience and knowledge of the world, and concurrently develop the communication

and self-awareness skills to be flexible, respectful, and creative as participants in, and contributors to, a

globalized society. This is a voluntary, self-directed option open to all Medfield High School students. By

completing a global travel experience, foreign language learning, global service, a focus project, and a

reflective essay and resume, students can earn a Certificate of Global Competence. Students may start

this project as early as ninth grade and as late as junior year. Students will not earn academic credit

toward graduation and all work will be completed independently with the help of the GCP Coordinator.

To learn more about the project requirements, please visit the high school website under the Academics

tab and contact Amanda Grillo (GCP Coordinator) ([email protected]) with any questions.

SECTION IX VOCATIONAL/AGRICULTURAL OPPORTUNITIES

TRI-COUNTY REGIONAL VOCATIONAL TECHNICAL SCHOOL

The Tri-County Regional Vocational Technical School is an educational alternative to the comprehensive

high school you are now attending. The usual procedure for applying is to have made that decision

during the eighth grade. However, there are occasional openings that occur because of students either

transferring or dropping out in grades 9, 10, 11, or 12. Any Medfield High School student interested in

Tri-County should see his or her guidance counselor. Some of the programs offered at the Tri-County

School are: plumbing, carpentry, automotive, auto body, heating-ventilating-air conditioning, plant

maintenance, general construction, food services, commercial art, technical drafting, computer

technology, electricity and cosmetology.

NORFOLK COUNTY AGRICULTURAL HIGH SCHOOL

Norfolk County Agricultural High School is a fully accredited four year public high school situated on over

300 acres in Walpole, Massachusetts. Courses of study include plant science, animal science, and

agricultural mechanics. Norfolk County residents pay NO TUITION. For further information you may

contact your guidance counselor or telephone the Director of Admission at (508) 668-0268.

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SECTION X VISUAL ARTS

VISUAL ART PHILOSOPHY

The intent of the Visual Arts Department is to develop observational awareness, conceptual thinking,

technical skill, and aesthetic sensibility. The Visual Arts curriculum, accessible to all students, promotes

creative problem solving through artistic process and personal expression. Evaluative assessments of

artwork demonstrate formal compositional elements to encourage in-depth understanding and

appreciation.

VISUAL ART OBJECTIVES

1. Students will observe, interpret, and record visual perceptions.

2. Students will solve problems by engaging memory and imagination in their work.

3. Students will develop technical mastery in a variety of media.

4. Students will evaluate and critique art in an appropriate visual arts vocabulary.

5. Students will gain an understanding and appreciation of the role of artists throughout history.

COURSE PLACEMENT

All courses in the Visual Arts are College level with the exception of AP Art History, AP Studio Art and

Studio Art Honors. All Visual Arts courses are sequentially structured to build on previous skill sets.

SEQUENCE OF COURSES

Grade 9

Introduction to Art Graphic Design I

Graphic Design II (*with Prerequisite taken 1st Semester) Drawing & Painting 3-Dimensional Design Photography I (*with Prerequisite taken 1st Semester) Printmaking & Design

Grade 10

Introduction to Art Graphic Design I Graphic Design II Drawing & Painting 3-Dimensional Design Clay Art Studio Printmaking & Design Art I Photography I Photography II

Grade 11

Introduction to Art Graphic Design I Graphic Design II Drawing & Painting 3-Dimensional Design Clay Art Studio Printmaking & Design Art I Art II Photography I Photography II AP Art History

Grade 12

Introduction to Art

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Graphic Design I Graphic Design II Drawing & Painting 3-Dimensional Design Clay Art Studio Printmaking & Design Art I Art II Photography I Photography II Studio Art Honors AP Studio Art AP Art History

INTRODUCTION TO ART (Grades 9-12)


This foundation course provides an introduction to a variety of Visual Arts concepts. Students will

explore these concepts through varied techniques and media. Introduction to Art is one of the foundation

courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as well as

other art electives.

Introduction to Art (College) Course # 820

GRAPHIC DESIGN I (Grades 9-12)


Graphic Design I is an introductory course, designed to acquaint students with digital media programs

used in graphic communications. Students will learn fundamental design principles using traditional

techniques as well as gaining a strong digital foundation in Adobe’s Creative Suite of software (Photoshop,

Illustrator, and InDesign). Students will understand how to use typography, illustration and layout to

practice real-life skills that are necessary to create work which explores graphic design as a visual

communication medium.

Graphic Design I (College) Course #823

GRAPHIC DESIGN II (Grades 9-12)


Building on the skills and techniques learned in Graphic Design I, this course introduces students to

more advanced project-based work. Through more involved assignments, students will learn advanced

technique as well as how to critically examine and challenge their conceptual choices. From visualization

to final output, the use of the Adobe Creative Suite as an industry-standard tool will be emphasized and

students will learn to use the elements of graphic design as a means of visual expression and

communication.

Prerequisite: Completion of Graphic Design I.

Graphic Design II (College) Course # 824

DRAWING AND PAINTING (Grades 9-12)


The Drawing and Painting curriculum offers students broad exposure to a variety of two dimensional

techniques in dry and wet media. Students will sharpen their observational skills through a series of

compositional studies to render the illusion of form on a flat surface. Students will examine basic

fundamentals of compositional design and consider the contribution of the art elements and principles to

a piece of work. Drawing & Painting is one of the foundation courses in Visual Arts Program and is a

prerequisite for the subsequent Art Major courses, as well as other art electives.

Drawing and Painting (College) Course # 842

3-DIMENSIONAL DESIGN (Grades 9-12)


3D Design is a semester course within the Visual Arts Department that uses a variety of 3-Dimensional

methods and materials to gain understanding of the concepts found in the Visual Arts. Students will

explore the techniques and works of various sculptural artists. Furthermore, this course will address the

Elements & Principles of Design, which aid in communicating our ideas most effectively. 3-Dimensional

Design is one of the foundation courses in Visual Arts Program and is a prerequisite for the subsequent

Art Major courses, as well as other art electives.

3-Dimensional Design (College) Course # 843

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CLAY ART STUDIO (Grades 10-12)


Clay Art Studio will be an advanced art course that will utilize the knowledge and skills learned in 3-

Dimensional Design: the production of functional and non-functional pottery, as well as, sculptural clay

objects. Through this course students are able to focus on technical, historical, aesthetic, cultural and

contemporary concerns of clay artists and sculptors. The purpose of this course is for students to

develop an appreciation of the traditions connected with ceramic and world cultures, while recognizing

the making of art is a personal and individual challenge. This course includes working on the potter’s

wheel (skills & processes), study of glazing techniques, study of clay as a sculptural medium, hand-

building, the study of form and balance.

Prerequisite: Completion of 3-Dimensional Design with a B- or better.

Clay Art Studio (College) Course #844

PRINTMAKING AND DESIGN (Grade 9-12)


Printmaking and Design is a course about visual communication, using printmaking as the medium.

Students will develop technical proficiency in plate making and printing as well as the basics of two-

dimensional design to communicate their ideas effectively. Printmaking and Design is one of the

foundation courses in Visual Arts Program and is a prerequisite for the subsequent Art Major courses, as

well as other art electives.

Printmaking and Design (College) Course # 841

PHOTOGRAPHY I (Grades 9-12)


This course is an introduction to a variety of photographic processes that include film and digital image-

making techniques. Students will gain an understanding of the aesthetic and historic issues that are

specific to photography. As students create, analyze, and discuss photographs, they will gain a more

thoughtful and personal approach to image-making. Some 35mm film and digital cameras will be

available for loan at the full responsibility of the student.

Prerequisite: Completion of any one foundation art course: Drawing & Painting, Introduction to Art,

Printmaking & Design, Graphic Design, or 3-Dimensional Design.

Photography I (College) Course # 839

PHOTOGRAPHY II (Grades 10-12)


In this course, students will explore and expand upon the creative and technical concepts learned in

Photography I, using digital cameras and software. Students will have the opportunity to learn the

fundamentals of digital photography and photo editing, as well as explore the conceptual and aesthetic

issues of the photographic medium. Students are encouraged to obtain the use of a digital camera for

this course. A limited number of digital compact and digital SLR cameras will be available for loan at the

full responsibility of the student.

Prerequisite: Completion of Photography I with a B- or better and approval of the instructor.

Photography II (College) Course # 845

ART I (Grades 10-12)

Full Year 5 credits

The curriculum for Art I is grounded in learning to draw from observation. Students will further develop

two dimensional media skills in relation to compositional design, rendering techniques, and overall

aesthetics. Through the exploration of various materials and subject matter students will evolve a

personal style of interpretation. Students will be responsible for keeping a sketchbook and producing a

full body of work that reflects a breadth of techniques.

Prerequisite: Completion of any one foundation Art course; Drawing & Painting, Introduction to Art,

Printmaking & Design, or 3-Dimensional Design.

Art I (College) Course # 821

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ART II (Grades 11-12)

Full Year 5 credits

The curriculum for Art II uses observational drawing as a point of departure. Art II will challenge students

to translate personal and imaginative concepts in a variety of media. Students will be encouraged to

consider experimentation and interpretation, while developing a mastery of skills and techniques.

Students will be responsible for keeping a sketchbook and producing a foundation portfolio.

Prerequisite: Completion of Art I with a B- or better.

Art II (College) Course # 822

HONORS STUDIO ART (Grade 12)

Full Year 5 credits

The curriculum for Honors Studio Art will offer an intense experience of students’ personal engagement to the

concepts, techniques & quality of artwork. Students will be challenged to perceive, reflect and react to subject

matter in an informed manner. The exploration of artistic methods and experimentation with a variety of media will

be stressed. Students will be responsible for keeping a sketchbook and preparing a portfolio.

Prerequisite: Completion of Art II with a grade of B- or better, and approval of the instructor

Honors Studio Art (Honors) Course # 840

ADVANCED PLACEMENT ART HISTORY (Grades 11-12)

Full Year 5 credits

The Advanced Placement Art History course focuses on developing students’ art history knowledge

through the examination & analysis of major forms of artistic expression. Artwork from ancient times to

the present period will be examined to consider the social, political and religious contexts in which they

were created. By comprehending the significance of great art and architecture in a historical context,

students will gain insight on how these works influenced the past & determine the present. This course

is equivalent to an introductory college survey and subject to College Board evaluation in early May.

Prerequisites: Approval of the Art Content Specialist. Strong reading, writing & communication skills.

AP Art History Course #836

ADVANCED PLACEMENT STUDIO ART (Grade 12)

Full Year 5 credits

The Advanced Placement Studio Art Program is designed for highly motivated students interested and

committed to the study of visual art. Students will be challenged to develop goals and invest in the

achievement of their objectives. They will be encouraged to explore multiple solutions in the

interpretation of subject matter through a variety of media. Students are required to create a body of work, in the form of three portfolio sections, which show a fundamental competence and a range of

understanding in visual concerns and methods. AP Portfolios are submitted to the College Board in early May for evaluation.

Prerequisite: Completion of Art II with a grade of B+ or better, and approval of the instructor

AP Studio Art Course # 838

INDEPENDENT STUDY IN VISUAL ARTS (Grade 12)


This course is intended for students who wish to pursue a rigorous and focused course of self-motivated

studio arts study. Students must apply for independent study by requesting an application from their Art

Teacher and submitting the detailed proposal to the Fine Arts Content Specialist. In addition, they must

also submit a portfolio which demonstrates a mature aesthetic sensibility. All submitted materials will be

reviewed by the Visual Arts Department for acceptance. A weekly journal must be kept of activities and

tasks completed. Enrollment is limited and open only to those who have completed Art II.

Upon completion of an Independent Study, students will be responsible for an exhibition of a body of

their work. Independent studies are not included in the calculation of the GPA.

Independent Study in Art Course #831

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SECTION XI WELLNESS AND FAMILY AND CONSUMER SCIENCE

WELLNESS PHILOSOPHY

The Wellness curriculum provides students with the opportunity for optimum development of their

physical, mental and social well being. Learning experiences will promote resiliency, positive attitudes and

behaviors that enhance the quality of life and maximize personal potential. Health activities will provide

students with the knowledge to think critically, communicate effectively, make good decisions and act

responsibly. Through physical activities - both recreational and competitive - we will strive to increase

levels of physical fitness and physical performance. Medfield High School’s philosophy promotes physical

activity as part of a healthy and well-balanced life style. WELLNESS OBJECTIVES

1. Students will learn current concepts of health promotion, disease prevention, and risk assessment in

relationship to lifelong growth and development.

2. Students will develop individual competence and versatility in movement skills, movement concepts,

and the relationship of physical activity to lifelong health.

3. Students will analyze the impact of social, cultural, economic, and environmental factors on health.

4. Students will identify, use, and evaluate health information and resources.

5. Students will assess health beliefs, attitudes, and behaviors in order to set achievable goals, monitor

progress, and evaluate outcomes.

6. Students will develop and demonstrate the ability to assess risk, consider potential consequences, and

make health-enhancing decisions.

7. Students will learn to manage resources and practice behaviors that protect and enhance their

physical, intellectual, emotional, and social health.

8. Students will receive health information that is presented clearly and accurately.

9. Students will learn about healthy collaborations for safe and supportive social environments.

SEQUENCE OF COURSES Grade 9

All freshmen are required to pass a full year of Wellness 9.

Freshmen may also choose from the following elective courses in Wellness or Family and Consumer

Science: Ballroom Dance

Child Care and Development Discovery Zone - Connecting with Children

Foods International Foods Personal Fitness

Stress Management

Grade 10

All sophomores are required to pass a full year of Wellness 10.

Sophomores may also choose from the following elective courses in Wellness or Family and Consumer

Science: Athletic Training Ballroom Dance


Foods International Foods Personal Fitness Personal Safety

Stress Management

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Grades 11 and 12

Juniors and seniors may elect one or more of the following semester courses in Wellness or Family and

Consumer Science: Activities for Life Athletic Training Ballroom Dance


Foods International Foods

Outdoor Pursuits (*for seniors only) Personal Fitness Personal Safety

Stress Management Survival Skills

REQUIRED COURSES

Wellness 9 and 10 (Grades 9 & 10)

Full year 5 credits

Wellness is a required course for all grade 9 and 10 students that will provide students with a

combination of Health and Physical Education activities. Wellness concepts will be explored in the

classroom through active learning, research and personal assessment. Physical activities will foster the

relationship of physical and personal well being through various sport, fitness and recreational activities.

Two years of Wellness with a passing grade are required for graduation.

Wellness 9 (Grade 9) Course #016/017

Wellness 10 (Grade 10) Course #018/019

WELLNESS ELECTIVES

To support the continued study of Wellness, electives are available for all students through a variety of

courses. The goal of the electives is to provide students with the knowledge and skills needed for

responsible and effective management of their lives. Courses are offered for students wanting physical

activity and the opportunity to discuss and explore critical life issues. The Wellness curriculum strives to

assist students with life management skills at a time when they are assuming greater responsibility for

themselves and within their families and communities.

ATHLETIC TRAINING (College) (Grades 10-12)


Students in athletic training will study anatomy and muscular physiology. They will learn about

orthopedic injuries and general medicine, and will complete the American Heart Association Basic Life

Support CPR course. Students will gain insight into a variety of healthcare professions such as nursing,

medicine, athletic training, physical therapy, speech pathology, exercise science, physician’s assistant,

and others. The course will provide both an academic foundation and a clinical hands-on training.

Successful completion of the course will provide students an advantage when applying for college

admission to an allied health program. In addition to scheduled class time, students will be expected to

spend one afternoon in the athletic training room and one afternoon or evening on the sidelines of a

game.

Athletic Training (College) Course #905

CHILD CARE AND DEVELOPMENT (College) (Grades 9-12)


This one semester course explores the physical, social, emotional, psychological and intellectual needs of

children from conception through age three. Instruction involves topics such as conception, pregnancy,

birth, infant care, various parenting skills, daycare and preschool needs. The course includes videos,

guest speakers, and a weekend parenting simulation with a Real Care Baby. Child Care and

Development is recommended for those students who are interested in children or are considering a

career in early childhood education, teaching, child psychology, and health and medical professions.

Child Care and Development (College) Course #900

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DISCOVERY ZONE - CONNECTING WITH CHILDREN (College) (Grades 9-12)


Students will participate in activities and hands-on experiences that explore the health and physical

needs of young children ages three through six. The course will identify a child’s stages of development

through interactions and visits with preschool children. Activities in the classroom and on the playground

will be observed to increase an understanding of physical development and play skills. Techniques and

positive ways to interact with children will also be discussed. This course would be valuable for those who

are interested in children and/or are considering careers in early childhood education, teaching, child

psychology, and health and medial professions.

Discovery Zone - Connecting with Children (College) Course #916

FOODS (College) (Grades 9-12)


This one semester course provides an introduction to food preparation. Class activities are designed to

explore various healthy snacks, breakfast, lunch and dinner foods. Basic nutrition and healthy eating

habits will be discussed along with food choices, meal planning techniques, consumer education,

convenience foods and related current events.

Foods (College) Course #907

INTERNATIONAL FOODS (College) (Grades 9-12)


In our increasingly diverse society it is more important than ever for students to gain appreciation of

global cultures. This one semester course offers students an opportunity to develop an understanding of

ethnicities different than their own. Students will gain knowledge through their foods lab experiences

preparing specialty dishes from countries throughout the world.

International Foods (College) Course #908

SURVIVAL SKILLS (College) (Grades 11-12)


This one semester course explores daily survival skills for college and real-life issues you’ll encounter

during and after high school. Topics include stress overload, relationships, consumerism, healthy food

choices, decision making skills, money management and teenage risk behaviors. Class activities include

group projects, food labs, guest speakers, an individual career research paper and a health education

paper. Challenge yourself to develop the skills needed to survive as a young adult.

Survival Skills (College) Course #915 All of these courses are graded on a Pass/Fail basis and are therefore not calculated into the GPA.

ACTIVITIES FOR LIFE (Grades 11-12)


This course will help you increase your energy level, reduce fatigue and improve your fitness level while

having fun. Daily stress can have a negative impact on your emotional and physical health. Reduce that

stress by joining us for team games and tournaments in both competitive and recreational activities. This course is not calculated into the GPA, and is graded pass/fail.

Activities for Life Course #040

BALLROOM DANCE (Grades 9-12)


Learn the Waltz, Foxtrot, Tango, Viennese Waltz, Cha-Cha, Salsa, Rumba, East Coast Swing, West Coast

Swing, and Hustle. History of dance will be studied, along with the cultural influences that have

paralleled our world’s history. No experience or partners needed! Enjoy learning this new skill while

dancing with all of your classmates. You will learn to lead and to follow any partner, learn correct form,

frame, and posture, understand the style, character, and themes of each dance and take away the ability

to dance for a lifetime. Students will perform in The Golden Shoes Dance Celebration. Dancing is a

challenging, joyful experience and research has shown that ballroom dancing also improves cognitive

functioning. So have some fun, get some exercise, and improve your brain each day! This course is not calculated into the GPA, and is graded pass/fail.

Ballroom Dance Course #034

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OUTDOOR PURSUITS (Grade 12)


In this senior elective you will develop group leadership skills, teamwork, and critical thinking through a

variety of activities. Students will participate in group problem solving exercises, hockey, ice skating,

snow activities, camping methods, First Aid and CPR training, geocaching, and fun outdoor leisure

activities. This course is not calculated into the GPA, and is graded pass/fail.

Outdoor Pursuits Course #032

PERSONAL FITNESS (Grades 9-12)


This course is designed for all students who want to improve their level of fitness and optimize their

learning potential for the rest of the day. Students will gain an understanding of their own personal

fitness needs, and will follow a personalized program designed to meet those needs. Using both health-

related and skill-related fitness components as indicators, students will see measurable improvement in

their performance as a result of consistent, focused effort in this class. Programing will include dynamic

warmups, mobility work, and the use of free weights, resistance bands, stability balls, body weight

exercises, cardio equipment, kettlebells, jump ropes and medicine balls. This course is intended for

students of all fitness levels. The one prerequisite is the commitment to work hard toward your goals

every day. This course is not calculated into the GPA, and is graded pass/fail.

Personal Fitness Course #037

PERSONAL SAFETY (Grades 10 - 12)


Confidence – Power – Safety. This class will help give you the skills to take control of your life. We

teach you to stay calm, to focus, and to appropriately respond in the moment of fear and intimidation.

We will address boundary setting, assertiveness skills, relationships and dating safety. You will learn

how to reduce your risks of becoming a target of violent crimes, and you will learn different techniques

and behaviors which will empower you in the event of an actual assault. Your verbal and physical skills

will be practiced through simulated attacks against a padded aggressor. Students will present personal

projects and the class will decide on a group project focusing on a safety related topic. You have the right

to live all aspects of your life in safety and confidence. Come be empowered! This course is not calculated into the GPA, and is graded pass/fail.

Personal Safety Course #033

STRESS MANAGEMENT (Grades 9-12)


Got stress? Do you want to learn how to manage your stress and live a healthier, more balanced life? In

this course, students will participate in a variety of stress reduction activities such as yoga, Tai Chi,

mindfulness training, deep breathing, progressive muscle relaxation, positive imagery and meditation.

Time management techniques, brain-compatible learning style assessments, and the study of the

physiological changes that occur in the body during times of stress and relaxation will also be explored.

Students will develop proficiency in the methods of stress management best suited for them. Mindfulness

and meditation are now practiced in many of the most successful companies such as Apple, Google, Nike,

and Yahoo! Learn what the leaders of these companies know: that in order for creative, active minds to

function effectively in today’s demanding, fast-paced world, you must also learn how to relax, to reduce

anxiety, and to live peacefully in the present moment. This course is not calculated into the GPA, and is graded pass/fail.

Stress Management Course #045

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SECTION XII

WORLD LANGUAGES AND CULTURES WORLD LANGUAGES AND CULTURES DEPARTMENT PHILOSOPHY

The study of one or more World Languages is an essential part of the background of the individual who

wishes to function effectively in the global community. Proficiency in a modern language and cultural

understanding are essential skills for the world traveler and businessperson of the 21st Century.

OBJECTIVES OF THE DEPARTMENT OF WORLD LANGUAGES AND CULTURES

1. Students of French, Spanish, or Mandarin will understand alternate ways of viewing and interpreting

the world.

2. Students who successfully complete French, Spanish or Mandarin through Level five will acquire

Advanced-low level proficiency.

3. Students of French, Spanish or Mandarin will gain an appreciation of the importance of the speakers

of these languages in the modern world.

4. Students of Latin will gain insight into the impact that Latin has on English vocabulary and an

appreciation of Rome’s impact on the Ancient World and subsequent Western civilization.

COURSE PLACEMENT

1. Placement into the next level of a language is by teacher recommendation based on course grades

and student achievement. The term “level” refers to the Medfield High School Curriculum as mapped

by the World Language Department. This map is reviewed yearly and adjustments are made as

needed. All world languages (with the exception of French V and Spanish V) are heterogeneously

grouped.

2. Students, who possess significant proficiency in a modern language such as those who have a native-

speaker’s background or significant time spent in a Spanish, French, or Mandarin-speaking country,

may request placement in a higher-level course. Placement will be based on the results of an

assessment of the applicant’s ability to speak, understand, read and write the language.

3. Initial placement into Level I Spanish, French, Mandarin or Latin does not require a teacher

recommendation, but does require the signature of the World Languages Content Specialist or the

current language teacher.

SEQUENCE OF COURSES

French I Intro to Spanish Latin I Mandarin I

French II Spanish I Latin II Mandarin II French III Spanish II Latin III Mandarin III French IV Spanish III Latin IV H Mandarin IV French V-H or AP Spanish IV Mandarin V

Spanish V-H or AP

MODERN LANGUAGES

Medfield's World Languages program aims to develop communicative competence in the following skills:

listening, speaking, reading, and writing. The main objective of these courses is to enable students to

achieve the proficiency levels targeted in the 5 C's(Communication, Cultures, Connections, Comparisons

and Communities) of the National Standards for Foreign Languages and The Massachusetts Foreign

Languages Curriculum Framework, as well as to meet the criteria put forth in our own school-wide

academic goals. The study of grammar and literature is an important part of the program, but is

secondary to language skills development at all levels. An appreciation of the many different cultural contexts in which each language is spoken will be developed as an integral part of each level of language

instruction. Coursework in Modern Languages will be conducted as much as possible in the target

language in order to facilitate the development of communicative proficiency.

Colleges and universities are giving increasing importance to the language proficiency offered by

prospective applicants. Demonstrated ability to use and understand the modern languages, rather than

number of years spent in class, is increasingly the norm used to determine placement in, or exemption

from college-level courses. It should also be noted that development of even an intermediate level of

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communicative competence in French, Spanish or Mandarin is a process involving several years of

intensive study and/or residence in a country where these languages are spoken.

*indicates ACTFL can-do statements.

FRENCH I: ACTFL-NOVICE LOW-INTERMEDIATE LOW (Grades 9-12)

Full year 5 credits

This course is an introduction to French, to its pronunciation and intonation, to its basic grammar, and

to an elementary vocabulary. The aim is to develop the listening and speaking skills and to acquire a

basic level of fluency. The course includes the reading of simple texts and discussions about the

French-speaking world. Students “learn by doing” in accordance with the department’s proficiency-based

approach to teaching and learning and the progress indicators set forth by the American Council on the

Teaching of Foreign Languages. Instruction focuses on communication in authentic situations. The

Medfield World Language department uses the ACTFL can-do statements as guiding indicators for our

students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should

be able to *communicate basic information about themselves, their everyday life and people they know by

using phrases and simple sentences and by asking and answering simple questions. They learn to

understand simple questions and statements on familiar topics as well as the main topic of conversations

they overhear. They are also able to read and understand notices, schedules, signs and simple texts in

the target language.

French I (College) Course #300

FRENCH II: ACTFL-NOVICE HIGH-INTERMEDIATE MID (Grades 9-12)

Full year 5 credits

This course is taught primarily in French and focuses on further developing the four basic language skills

(listening, speaking, writing and reading) through various thematic units. Centering around the

individual, these units cover such topics as daily routines, health and fitness and household

responsibilities, with an emphasis on communicating in practical, everyday situations. In addition to

exploring more in-depth and advanced grammar topics, the content encourages students to think globally

and make connections with French-speaking cultures around the world. In accordance with the

department’s proficiency-based approach of teaching and learning, students “learn by doing.” The


students’ progress within our curriculum sequence. Therefore, students, by the end of this level, should

be able to *start, maintain and end a simple conversation on a variety of familiar topics, express needs,

wants and preferences on topics of interest, write about their daily life, and understand messages and

simple statements on everyday topics.

Prerequisite: grade of C- or better in 8th grade French or French 1

French II (College) Course #301

FRENCH III: ACTFL-INTERMEDIATE LOW-INTERMEDIATE (Grades 10-12)

Full year 5 credits

This course builds on the grammar and vocabulary learned in French II, and introduces the imperfect

tense. In accordance with the department’s proficiency-based approach of teaching and learning,

students “learn by doing.” The Medfield World Language department uses the ACTFL can-do statements

as guiding indicators for our students’ progress within our curriculum sequence. Therefore, students, by

the end of this level, should be able to *participate in conversations related to their daily life, and

communicate effectively on a variety of present, past and future events. Increasing proficiency in spoken

language will be developed within a cultural context with emphasis on the expansion of vocabulary.

Increasing proficiency in writing skills will be developed via an exchange of letters with a school in France.

Short stories will be introduced which incorporate the newly acquired vocabulary. Students will be

expected to speak French daily as their main form of verbal communication, periodically present to the

class and participate in brief daily class discussions.

Prerequisite: grade of C- or better in French II

French III (College) Course #302

FRENCH IV: ACTFL-ADVANCED LOW-ADVANCED MID (Grades 11-12)

Full year 5 credits

This course, conducted almost entirely in French, is designed to synthesize all the skills learned in the

first three levels of French. In accordance with the department’s proficiency-based approach of teaching

and learning, students learn by doing. The Medfield World Language department uses the ACTFL can-do

statements as guiding indicators for our students’ progress within our curriculum sequence. Therefore,

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students, by the end of this level, should be able to participate in conversations on a wide variety of topics

that go beyond everyday life, and communicate effectively on a wide variety of present, past and future

events. While grammar will be introduced, the course will be driven by a thematic approach based on

Units 2,5,6,7 and 8 in the Discovering French-Rouge text. Increasing proficiency in both spoken and

written use of the language will be developed within a cultural context with emphasis on the expansion of

vocabulary. Grammar will be reviewed as it applies to situations encountered while traveling. Reading

skills are reinforced through selected short stories and poems. Film as well as authentic newscasts/radio

clips will be introduced to strengthen listening comprehension. Students will be expected to speak

French daily as their main form of verbal communication, to write regularly, to periodically present to the

class and to participate in daily class discussion.

Prerequisite: Successful completion of French III (a grade of C- or better) and approval of French III

teacher.

French IV (College) Course #303 FRENCH VH/AP FRENCH LANGUAGE AND CULTURE: ACTFL: ADVANCED MID ADVANCED HIGH

(Grades 12)

Full year 5 credits

This course is intended for those students who wish to perfect their proficiency in all four skills: listening,

speaking, reading and writing. Students should expect 45 minutes of daily preparation for class. In

accordance with the department’s proficiency-based approach of teaching and learning, students learn by

doing. The Medfield World Language department uses the ACTFL can-do statements as guiding

indicators for our students’ progress within our curriculum sequence. Therefore, students, by the end of

this level, should be able to *exchange detailed information on topics within and beyond their fields of

interests and support their opinions and hypotheses.

Students should be prepared to practice all four of these skills in an integrated fashion. They will

practice comprehension of formal and informal spoken and written French, acquire vocabulary and

grammar structures for reading, writing and speaking French with accuracy and fluency. Students will

be asked to read literature from francophone countries (France, Canada, Senegal, Cote d’lvoire) as well as

graphs and charts. They will also compose persuasive pieces and interpersonal correspondences in

French. Students will also be expected to present to the class and converse in French. Students will

practice these skills through a variety of activities that specifically prepare them for the types of questions

found on the AP French Language and Culture test. This course will be conducted entirely in French and

authentic francophone culture will be woven into the curriculum. AP French is considered by many

universities to be the equivalent of a third year French language course at their institutions. As part of

fulfilling course expectations in AP French, students will take the AP exam in May. Due to the

challenging nature of this course, students will be expected to complete reading, speaking, listening, and

writing in French during the summer and some vacations.

French V H (Honors) Course #304

Prerequisite: Successful completion of French IV (a grade of C+ or better) and approval of French IV

teacher.

AP French V (Advanced Placement French Language and Culture) Course #305

Prerequisite: Successful completion of French IV (a grade of A- or better) and approval of French IV

teacher.

INTRO TO SPANISH: ACTFL-NOVICE LOW-MID (Grades 9-12)

Full year 5 credits

This course assumes no previous experience with Spanish language learning. Course content includes

the introduction and mastery of basic categories of everyday vocabulary and the most frequently used

verbs in present and preterit tenses. The goals of this course are to develop beginning communicative

proficiency and cultural awareness. Successful students understand how to pronounce Spanish words

and how to use cognates and context clues to develop basic communication skills. Students “learn by

doing” in accordance with the department’s proficiency-based approach to teaching and learning and the

progress indicators set forth by the American Council on the Teaching of Foreign Languages. The Medfield

World Language department uses the ACTFL can-do statements as guiding indicators for our students’

progress within our curriculum sequence. Therefore, by the end of this level, students should be able to

*present information about themselves as well as communicate and exchange information on familiar

topics using memorized words, phrases and simple sentences. They also develop an awareness of the

similarities and differences among the Spanish-speaking cultures of the United States and the Spanish-

speaking world. Students are provided with a variety of materials about high-interest topics and

situations found in daily living, with attention given to presenting material using instructional techniques

appropriate for a variety of learning styles. Daily preparation, attention to detail, accuracy in spoken and

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written Spanish, and the application of good study skills are emphasized.

Prerequisite: Permission/recommendation of current teacher and the department Content Specialist

Intro to Spanish (College) Course #320

SPANISH I: ACTFL-NOVICE LOW-INTERMEDIATE LOW (Grades 9-12)

Full year 5 credits

This course is an introduction to Spanish, to its pronunciation and intonation, to its basic grammar and

idioms, and to an elementary vocabulary. The aim is to develop the listening and speaking skills and to

acquire a basic level of fluency. The course includes the reading of simple texts and discussions about the

Spanish-speaking world. Students “learn by doing” in accordance with the department’s proficiency-

based approach to teaching and learning and the progress indicators set forth by the American Council

on the Teaching of Foreign Languages. Instruction focuses on communication in real-life and simulated

situations. The Medfield World Language department uses the ACTFL can-do statements as guiding

indicators for our students’ progress within our curriculum sequence. Therefore, by the end of this level,

students should be able to *communicate basic information about themselves, their everyday life and

people they know by using phrases and simple sentences and by asking and answering simple questions.

They learn to understand simple questions and statements on familiar topics as well as the main topic of

conversations they overhear. They are also able to read and understand notices, schedules, signs and

simple texts in the target language.

Spanish I (College) Course #306

SPANISH II: ACTFL-NOVICE HIGH-INTERMEDIATE MID (Grades 9-12)

Full year 5 credits

This course, taught primarily in Spanish, focuses on further developing the four basic language skills

(listening, speaking, writing and reading) through various thematic units. Centering around the

individual, these units cover such topics as daily routines, health & fitness and household

responsibilities, with an emphasis on communicating in practical, everyday situations. In addition to

exploring more in-depth and advanced grammar topics, the content encourages students to think globally

and make connections with Spanish-speaking cultures around the world. In accordance with the



students’ progress within our curriculum sequence. Therefore, by the end of this level, students should

be able to *start, maintain and end a simple conversation on a variety of familiar topics, express needs,

wants and preferences on topics of interest, write about their daily life, and understand messages and

simple statements on everyday topics.

Prerequisite: grade of C- or better in 8th grade Spanish or Spanish 1

Spanish II (College) Course #307

SPANISH III: ACTFL-INTERMEDIATE MID-ADVANCED LOW (Grades 9-12)

Full year 5 credits

This intermediate level course is taught primarily in Spanish with a concentration in developing

vocabulary and speaking proficiency. The course centers on the themes of family and communities,

covering such topics as relationships, what constitutes a good community and issues within our country.

As the year progresses, students will transition from thinking locally to globally and begin to reflect on the

topics of immigration and other issues in Spanish-speaking communities. In addition to exploring more

in-depth and advanced grammar topics based on specific situations, the content encourages students to

make connections with Spanish-speaking cultures around the world. In accordance with the



students’ progress within our curriculum sequence. Therefore, by the end of this level, students should

be able to *fully participate in conversations about various familiar topics, communicate effectively in

everyday situations, and can present information, both verbally and written, on present, past and future

events. Students are expected to speak Spanish daily as their main form of verbal communication, to

write regularly, to periodically present to the class and to participate in daily class discussion.

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Prerequisite: grade of C- or better in Spanish II

Spanish III (College) Course #308

SPANISH IV: ACTFL-ADVANCED LOW-ADVANCED MID (Grade 11-12)

Full year 5 credits

This course, conducted almost entirely in Spanish, is designed to synthesize all the skills learned in the

first three levels of Spanish. In accordance with the department’s proficiency-based approach of teaching

and learning, students “learn by doing.” The Medfield World Language department uses the ACTFL can-

do statements as guiding indicators for our students’ progress within our curriculum sequence.

Therefore, by the end of this level, students should be able to *participate in conversations on a wide

variety of topics that go beyond everyday life, and communicate effectively on a wide variety of present,

past and future events. While a grammar reference text will be provided, the course will not rely on any

specific textbook. Increasing proficiency in both spoken and written use of the language will be developed

within a cultural context with emphasis on the expansion of vocabulary. Grammar will be reviewed as it

applies to situations encountered. Literature is introduced via selected short stories and poems that will

be used as a tool to increase comprehension of written Spanish. Students will be expected to speak

Spanish daily as their main form of verbal communication, to write regularly, to periodically present to

the class and to participate in daily class discussion.

Prerequisite: grade of C- in Spanish III

Spanish IV (College) Course #309

SPANISH V HONORS: ACTFL-ADVANCED LOW ADVANCED MID (Grade 12)

Full year 5 credits

This course, conducted entirely in Spanish, offers students the chance to study universal themes and

make cultural comparisons through Spanish-language film. Increasing proficiency in both spoken and

written use of the language will be developed within a cultural context with emphasis on the expansion of

vocabulary. Grammar will be reviewed as it applies to situations encountered. In accordance with the

department’s proficiency-based approach of teaching and learning, students learn by doing. The Medfield

World Language department uses the ACTFL can -do statements as guiding indicators for our students’

progress within our curriculum sequence. Therefore, by the end of this level, students should be able to

exchange detailed information in an organized way on both familiar topics as well as social, academic and

professional topics, deliver short presentations on social and cultural topics for a specific audience, write

well-organized texts for a variety of academic purposes, understand directions and instructions on

everyday tasks as well as the main idea and many details of descriptions or interviews, and follow the

general idea and some details of a variety of stories and autobiographical accounts when written in a wide

variety of past, present and future time frames.

Prerequisite: grade of C+ in Spanish IV and approval of the teacher

Spanish V (Honors) Course #310 SPANISH V AP SPANISH LANGUAGE AND CULTURE: ACTFL-ADVANCED MID ADVANCED HIGH

(Grade 12)

Full Year 5 credits

This course is intended for those students who wish to perfect their proficiency in all four skills: listening,

speaking, reading and writing, while preparing for the A.P. Spanish Language exam. A.P. Spanish is

considered by many universities to be the equivalent of a third year Spanish language course at their

institutions. Therefore, students should expect 45 minutes of daily preparation for class. In accordance

with the department’s proficiency-based approach of teaching and learning, students “learn by doing.”

The Medfield World Language department uses the ACTFL can-do statements as guiding indicators for

our students’ progress within our curriculum sequence. Therefore, by the end of this level, students

should be able to *exchange detailed information on topics within and beyond their fields of interests and

support their opinions and hypotheses.

Students should be prepared to practice all four of these skills in an integrated fashion. They will practice

comprehension of formal and informal spoken and written Spanish, acquire vocabulary and grammar

structures for reading, writing and speaking Spanish with accuracy and fluency. Students will be asked

to read Spanish and Latin American literature as well as graphs and charts. They will also compose

persuasive pieces and interpersonal correspondences in Spanish. Students will also be expected to

present to the class and converse in Spanish. AP Spanish students will practice these skills through a

variety of activities that specifically prepare them for the types of questions found on the A.P. Spanish

Language and Culture test. This course will be conducted entirely in Spanish and authentic culture will

be woven into the curriculum. As part of fulfilling course expectations in AP Spanish, students will take

the AP exam in May. Due to the challenging nature of this course, students will be expected to complete

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reading, speaking, listening, and writing in Spanish during the summer before the course.

Prerequisite: a grade of A- or better in Spanish IV and approval of the teacher

AP Spanish V Course #311

MANDARIN I, ACTFL-NOVICE LOW-NOVICE MID (Grades 9-12)

Full Year 5 credits

This course is an introduction of the high school Mandarin. Students will learn the basic knowledge of

Chinese characters, Pinyin and grammar mainly through the textbook series Ni Hao, but also with

supplementary materials. Students are encouraged to to develop their language skills in speaking,

listening, reading and writing in context. All the language skills will be practiced in the real-life situations.

The Medfield World Language department uses the ACTFL can--do statements as guiding indicators for

our students’ progress within our curriculum sequence. Therefore, by the end of this level, students will

be able *to understand some familiar characters, and communicate on very familiar topics by using

words, phrases or simple sentences. This course will provide students a chance to become familiar with a

variety of Chinese culture, including food, travelling, and the history.

Mandarin I (College) Course #315

MANDARIN II, ACTFL-NOVICE MID-NOVICE HIGH (Grades 9-12)

Full Year 5 credits

In this course, students will continue to develop their Repertoire of Chinese characters, Pinyin and

grammar mainly through the textbook series Ni Hao, but also with supplementary materials. Students

are encouraged to continue to develop their language skills in speaking, listening, reading and writing. All

the language skills will be practiced in the real-life situations. The Medfield World Language department

uses the ACTFL can--do statements as guiding indicators for our students’ progress within our

curriculum sequence. Therefore, by the end of this level, students will be able *to recognize the familiar

characters and participate in short conversations by asking and answering simple questions. They can

present basic information about themselves written and verbally. This course will continue to introduce

students the Chinese culture through videos, music and current events.

Prerequisite: C- or better in Mandarin I or 8th grade Mandarin.

Mandarin II (College) Course #325

MANDARIN III, ACTFL-NOVICE HIGH (Grades 10-12)

Full Year 5 credits

This course builds on the high school Mandarin II. Students will continue to develop their Repertoire of

Chinese characters and Pinyin mainly through the textbook series Ni Hao, but also with supplementary

materials. Students are encouraged to continue to develop their language skills in speaking, listening,

reading and writing. All the language skills will be practiced in the real-life situations. The Medfield World

Language department uses the ACTFL can--do statements as guiding indicators for our students’

progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to

understand the main idea of what they have read or heard. Besides, they can also communicate,

exchange information, and present basic ideas written and verbally on familiar topics by using phrases

and simple sentences. This course will provide students the chance to learn about Chinese culture

through different activities.

Prerequisite: C- or better in Mandarin II

Mandarin III (College) Course #326

MANDARIN IV, ACTFL-INTERMEDIATE LOW (Grades 11-12)

Full Year 5 credits

This course builds on the high school Mandarin IV. Students will continue to develop their Repertoire of





progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to

participate in conversations on a number of familiar topics using simple sentences, and be able to handle

short social interactions in everyday situations by asking, answering simple questions. Also, they can

write briefly about most familiar topics, present information using a series of simple sentences. This

course will also provide students the chance to learn about Chinese culture through different activities.

Prerequisite: C- or better in Mandarin III

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Mandarin IV (College) Course #327

MANDARIN V, ACTFL-INTERMEDIATE MID (Grade 12)

Full Year 5 credits

This course builds on the high school Mandarin IV. Students will continue to develop their Repertoire of





progress within our curriculum sequence. Therefore, by the end of this level, students will be able *to fully

participate in conversations about various familiar topics, communicate effectively in everyday situations,

and can present information, both verbally and written, on present, past and future events. Students are

expected to speak Chinese daily as their main form of verbal communication, to write regularly, to

periodically present to the class and to participate in daily class discussion. In this course, students will

also have the opportunity to experience traditional and modern Chinese culture by watching movies,

attending cultural activities and interacting with Chinese students.

Prerequisite: C- or better in Mandarin IV

Mandarin V (College) Course #328

CLASSICAL LANGUAGE

The study of Latin offers a firm foundation in both language and culture. Latin students gain an in-depth

understanding of grammar and vocabulary that provides a strong base for their study of English and

other languages. Although the primary focus is on the Latin language itself, the courses are truly

interdisciplinary as they combine the study of the language and literature with history, politics, art, and

religion.

LATIN I (Grades 9-12)

Full year 5 credits

This course provides a base for the study of the fundamentals of Latin grammar and syntax. Students will

acquire a large base of Latin vocabulary and will learn to read and understand Latin sentences. Through

the study of the many English words derived from Latin, students will increase their own vocabulary in

English, as the majority of English words can trace their roots to Latin. They will also acquire a familiarity

with and appreciation for the daily life and culture of the Romans. The study of Greek and Roman

mythology is a major component of the course. Latin I students are required to take the National Latin

Exam in March. Students currently enrolled in another language are also welcome to take Latin as a

complement to their existing course. Students should maintain grade of B or better in their other

language course.

Latin I (College) Course #312

LATIN II (Grades 10-12)

Full year 5 credits

This course continues the study of the fundamentals of Latin grammar and vocabulary. Students will

read at an increasingly sophisticated level and will begin to translate adapted selections from the

Classical authors. They will continue to enhance their own vocabulary with knowledge of Latin suffixes,

prefixes and roots, and they will further their study of Roman culture and literature. Throughout the

year, they will meet Odysseus, Aeneas and other Greek and Roman heroes. Students continue to acquire

Latin vocabulary, with an emphasis on English derivatives, to further complement their vocabulary. Latin

II students are required to take the National Latin Exam in March.

Prerequisite: C- or better in Latin I and approval of Latin I teacher.

Latin II (College) Course #313

LATIN III (Grades 11-12)

Full year 5 credits

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While students in Latin III continue to review and study Latin grammar and construction, they will read

and analyze increasingly complex passages. They will read selections in both prose and poetry from the

Classical authors and, depending on the interests of the class, will read passages from Ovid, Pliny, Vergil,

and Catullus. When reading Latin texts, students will learn to recognize figures of speech, identify the

metrical components, and expand their Latin and English vocabulary. Latin III students are required to

take the National Latin Exam in March.

Prerequisite: C- or better in Latin II and approval of Latin II teacher.

Latin III (College) Course #316

LATIN IV (Honors) (Grade 12)

Full year 5 credits

After a thorough review of Latin grammar which will allow Latin IV students to refine their understanding

of Latin structure and syntax, students will read selections in both prose and poetry from Roman

authors. Although Latin IV is taught in conjunction with Latin III, the content of the course alternates so

the selections will not be those of the previous year. Latin IV students will be responsible for additional

assignments and readings that will enhance their reading abilities and expand their knowledge of Latin

literature. Latin IV students are required to take the National Latin Exam in March.

Prerequisite: B- or better in Latin III and approval of Latin III teacher.

Latin IV (Honors) Course #318

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