Stagecraft

Training in theater lighting, scenery, properties, sound, and stage management allows students to prepare for the school's four major productions throughout the year. Students are also expected to work on at least one running crew during the school year. All students undertake a theoretical design project during the second term, delving into script analysis and design theory. Students are encouraged to take this class more than once since the curriculum changes every year. Those enrolled in Stagecraft for second or subsequent years are expected to take on greater leadership roles in the class, especially as peer teachers.

This course fulfills the senior team activity requirement.

Students may prepare for an IB visual arts exam by taking Stagecraft for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, a student must enroll in Stagecraft in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Advanced Theater Arts

This course, which has a specific focus on world theater, provides an opportunity for students to hone and improve the techniques developed in the Theater Arts course. To prepare for a higher level IB exam, a student must take the Advanced Theater Arts course in both junior and senior years. To prepare for a higher level IB exam, a student must take this course in both 11th and 12th grades. To prepare for a standard level IB exam, a student must take at least two yearlong courses in theater arts, the second of which must be this course.

Theater Performance

Performance is the focus of this term-long course as members of the class participate in a main-stage production. Shows are supported by the Stagecraft classes and a professional costumer. The goal is for students to demonstrate a range of physical, vocal, and emotional abilities in specific character portrayal. Auditions are held in the term prior to the production. The course meets daily after school, so participants cannot take a sport concurrently.

In 2012-2013 the course will be offered in Terms 1 and 3.

This course fulfills the senior team activity requirement.

Dance Studies 1-6

In Dance 1, a fundamental knowledge of dance vocabulary, basic steps, and body mechanics is developed. Attention is placed on proper body alignment, movement efficiency, strength, and flexibility. Students learn to combine basic steps into movement phrases, to dance to a variety of tempos, and to work in a range of styles. The basics of dance composition are also explored, along with creative movement and performance preparation. As students progress through the dance program, there is increased emphasis on kinesthetics and the development of core strength. Movement combinations increase in length and technical difficulty as students become more familiar with adagio and petit allegro and are better able to incorporate increased use of jumps and turns. Students explore effort/shape concepts, dynamics, rhythm, gesture, and motivation in relation to dance composition and do increasingly sophisticated choreographic projects. All dance students participate in a staged performance during the course of the year, which requires rehearsal time outside of class.

This course fulfills the physical activity requirement and the senior team activity requirement. It does not fulfill the team sport requirements for underclassmen.

Students can prepare for an IB exam by taking dance for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in dance in both 11th and 12th grades.

Community Chorus

This is a non-auditioned Chorus open to all members of the George School campus community, as well as neighbors and friends from the wide community. Singers receive training in vocal production, exposure to music-reading, and exposure to a varied repertoire. The course meets on Sunday evenings for four months in preparation for one major concert. There are no meetings during the academic day. In 2012-2013 this course will begin in January and continue into May.

This course carries 1 credit.

Chorale

Students in this course receive training in vocal production and sight-reading while exploring a variety of vocal styles. Singers experience a varied repertoire of music from around the world, including, but not limited to, early to contemporary classical music and a cappella and vocal jazz. The ensemble performs on and off campus. Chorale members learn the music of the Community Chorus and perform in its annual concert also. To participate, each student must be able to carry a tune, blend well with other voices, and be enthusiastic about performing. The ability to read music, while helpful, is not a prerequisite, as this is part of the class instruction.

This course fulfills the senior team activity requirement. 

With permission from the department and the ability to read music, a student may prepare for the SL IB Music exam by taking Chorale in both 11th and 12th grades. (To prepare for the HL IB Music exam, a student must take IB Music Seminar in both 11th and 12th grades.)

Instrumental Music

Orchestra is a course in musicianship for players of string, wind, and percussion instruments. Through the preparation and performance of instrumental music students learn elements of style, expression, ensemble technique, music theory, history of music, and music literature. The role of the performer and his or her responsibility to the composer, the audience, and fellow performers are ongoing themes in this class. A varied repertoire, ranging from Renaissance music to modern compositions, is performed not only by the full orchestra, but also by the string orchestra and various smaller chamber ensembles. Each student will participate in at least three different ensembles within this single class. To participate, a student must demonstrate familiarity with his or her instrument; read music fluently; and have a working understanding of key signatures, basic rhythm patterns, and meter. There are occasional evening and weekend rehearsals and performances. Students also take field trips and attend off-campus performances.

This course fulfills the senior team activity requirement.

With permission from the department, a student may prepare for the SL IB Music exam by taking Instrumental Music in both 11th and 12th grades. (To prepare for the HL IB Music exam, a student must take the IB Music Seminar in both 11th and 12th grades.)

IB Music Seminar

Students in this course explore Western music including nineteenth- and twentieth-century orchestral and piano music. World music such as African drumming and Balinese gamelan are also explored. Students work in class with guest musicians, compose several works, and participate in performances. Those who take this course for two years may sit for either the higher-level or standard-level IB music exam. The ability to read music is essential.

Musical Theater

Students explore the various backstage elements of musical theater production in this one-term course. They experience the interdependence of acting, singing, dancing, costuming, lighting, and set design. While the final public performance is a tangible result of a term's work, on the course emphasizes the process leading up to the performance. The ideals of ensemble and group support and development are modeled in all that is studied, from the audition process through the final curtain call. Auditions are held in the term prior to the production. The course meets daily after school, so participants cannot take a sport concurrently.

In 2012-2013 the course will be offered in Term 2.

This course fulfills the senior team activity requirement.

Ceramics

Developing a practical understanding of clay objects while taking an aesthetic approach to ceramics is the primary goal of this course. George School has an excellent studio with many potter's wheels, and wheelwork is emphasized. Students develop skills in centering clay, throwing on the potter's wheel, trimming, and glazing. Other skills introduced in alternate years are: building with slabs or coils, pinching clay pots, creating small-scale sculpture, making clay stamps, and decorating with brushes and glaze pens. Each student's work is exhibited with a critique at the end of each term. Classes include videos, slides, and presentations of others' work, including artists in the field. Students are expected to complete between four and ten pieces each term. In addition, they are expected to support classmates, to honor the work of all students in the class, and to contribute to classroom cleanup and maintenance.

Students may prepare for an IB visual arts exam by taking ceramics courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in ceramics courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday. IB ceramics students are encouraged to develop individual projects and to work more independently than non-IB students.

Ceramics Concentration—Mixed Media Sculpture

The development of a conceptual understanding of the creation of abstract sculpture is central to this course in which students learn the fundamentals of creating and appreciating non-representational sculptural forms in clay and a variety of alternative materials. Among these fundamentals are techniques in clay, principles of balance and weight, elements of design, hand building techniques, and fabrication techniques. Alternative materials used include but are not limited to found objects, wood, steel, and stone.

Class discussions and group critiques are used to explore new ways of discussing, viewing, and understanding ceramic art and various sculpture media. This course provides students with the basic tools, information, and context needed for close observation and thoughtful analysis of art made in the class and in the wider world.

Students may prepare for an IB visual arts exam by taking ceramics courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in ceramics courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday. IB ceramics students are encouraged to develop individual projects and to work more independently than non-IB students.

Advanced Ceramics

Students work to expand their knowledge of clay as an art medium and to improve the skills learned in Ceramics. They complete specific assignments and plan some of their own projects. Projects are more complex and require more time. Assignments might include teapots, cups and saucers, plates, and other sets. There is a great deal of flexibility within the assignments given to students and some assignments might include a written or presentation component.

Students may take this course more than once.

Students may prepare for an IB visual arts exam by taking ceramics courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in ceramics courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday. IB ceramics students are encouraged to develop individual projects and to work more independently than non-IB students.

Painting and Drawing

Traditional skills needed in representational drawing and painting develop as students in this course delve into a variety of materials and techniques. Concentration is placed on shading, linear perspective, color choice, and proportion. Subject matter includes still life, figure drawing, portraiture, and landscapes. Approaches to be explored are in the classic, expressive, and applied art veins. Students are expected to keep a sketchbook. Effort and conscientious completion of all requirements are important aspects of grade determination.

Students may prepare for an IB visual arts exam by taking painting and drawing courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in painting and drawing courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Advanced Painting and Drawing

To strengthen students' observational drawing and painting skills, this course emphasizes accuracy in rendering structures and three-dimensional forms. Some of the materials used in Painting and Drawing are explored further using more technically developed methods. In addition, students spend much of this course in media exploration and personal image development. Students are required to work in a sketchbook outside of class. Prior experience creating representational art is necessary. In particular, students must have a solid foundation in linear perspective and in rendering three-dimensional form, as well as some experience working with color. Effort and conscientious completion of all requirements are important aspects of grade determination.

This course may be taken more than once.

Students may prepare for an IB visual arts exam by taking painting and drawing courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in painting and drawing courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Portfolio Preparation and AP Studio Art: Portfolio

An ability to work independently on art projects is essential in this intensive class, in which each student's goal is to prepare a portfolio of painting and drawing work for college application and for an independent showing at George School. Prior experience with a wide range of art materials is expected so that the focus is on producing work of high quality for an effective portfolio of finished work. In the first term, specific assignments are given. In the second and third terms, students are responsible for developing the remainder of their portfolios by creating works that reflect their own individual voices in art. In the AP version of this course, students must complete and extensive body of work as prescribed by the AP Studio Art guidelines.

Students may prepare for an IB visual arts exam by taking painting and drawing courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in painting and drawing courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Photography

Basic photography concepts, processes, and techniques lead students toward mastery of 35mm camera operation, exposure, and darkroom procedures. In addition to technical skills, students explore the aesthetics of photography through critiques, presentations, and written assignments. Student work is exhibited throughout the year in the George School galleries. Assessment is based on the quality of work, effort, and timeliness. Students must have a 35mm manual camera for this course, and projects are shot outside of class time. Film and chemicals are provided; all other materials are available for purchase in the George School bookstore. Since technical difficulties could arise that require students to spend free periods in the photo lab, students taking an overload are advised against taking this course.

Students may prepare for an IB visual arts exam by taking painting and drawing courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in painting and drawing courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Alternative Photographic Processes

Technical skills acquired in Photography are further refined. In addition, experimental techniques are introduced, ranging from historic and antique processes to cutting-edge digital imaging. Students experiment with studio lighting, digital imaging, nonsilver processes, and bookbinding. Participation in class critiques is required as images created by students are analyzed for aesthetic, conceptual, and theoretical concerns. Student work is entered in regional and international photography contests and exhibited throughout the year in the George School galleries. Since the curriculum changes every year, students are encouraged to take this class more than once. Since technical difficulties could arise that require students to spend free periods in the photo lab, students taking an overload are advised against taking this course.

Students may prepare for an IB visual arts exam by taking photography courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in photography courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Digital Imaging

The art of digital imaging through the use of Adobe Photoshop is explored in this course. Students create images with 35mm cameras using color and black-and-white film. These images are scanned into the computer. Among other things, students learn to retouch, color balance, enlarge, and crop their images. They also learn to color black-and-white images by hand and create photomontages by participating in hands-on demonstrations and completing technical exercises. This course may only be taken once. Since technical difficulties could arise that require students to spend free periods in the photo lab, students taking an overload are advised against taking this course.

Students may prepare for an IB visual arts exam by taking photography courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in photography courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

AP Studio Art—Alternative Photographic Processes or Digital Imaging

This course provides an opportunity for students to refine technical skills while incorporating experimental techniques ranging from historic and antique processes to cutting-edge digital imaging. In the early part of the year, students experiment with studio lighting, digital imaging, nonsilver processes, and bookbinding. As the year progresses, students develop and focus on a single project to produce a cohesive portfolio as required by the AP exam. Students are required to participate in class critiques as they address aesthetic, conceptual, and theoretical concerns relating to the images they create. Since technical difficulties could arise that require students to spend free periods in the photo lab, students taking an overload are advised against taking this course.

Video Production

During this first-year video course, students pursue a variety of exercises designed to develop familiarity and skill with video making. Skills covered include camera orientation, story development, basic shot composition, project planning and scheduling, basic editing, and post production. Limited-scale exercises in Term 1 build abilities for longer and more complex assignments in Term 2 and Term 3.

Students may prepare for an IB visual arts exam by taking video courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in video production courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Advanced Video Production

During the second and subsequent years in the video program, students strengthen and refine their video making skills and continue to develop new ones. More emphasis is placed on scripting and project planning, on targeting external audiences, on developing more sophisticated camera use and production practices, and on learning more advanced video editing techniques. Collaborative effort is also stressed.

Students may take this course more than once.

Students may prepare for an IB visual arts exam by taking photography courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in video production courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Woodworking and Design

Students begin the year by learning how to work with and maintain a variety of traditional hand woodworking tools. In the first term, each student designs and builds a small box using traditional joinery techniques. In the second term, students learn to use power tools safely. Throughout the remainder of the year, each student is guided through the process of designing an original piece of furniture. The class includes trips to museums, local studios, and the Philadelphia Furniture Show. Students also have opportunities to exhibit their work in area shows.

Students may prepare for an IB visual arts exam by taking woodworking courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in woodworking courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Advanced Woodworking and Design

Building on skills developed in Woodworking and Design, students continue to develop patience, hand skills, safe power tool use, and the ability to "see" on paper and create in wood. Each student must design and build at least one piece of furniture of high quality. Some students spend the entire year on a single project, while others complete more than one piece. Either approach is acceptable as long as the student's commitment to doing his or her best work is apparent in the final product.
 
Students may take this course more than once.

Students may prepare for an IB visual arts exam by taking woodworking courses for at least two years. To take an SL exam, only one of the two years must be in 11th or 12th grade. To take an HL exam, the student must enroll in woodworking courses in both 11th and 12th grades. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Communication Design—Newspaper

The rudiments of journalism and electronic publishing provide the focus for this course, as students produce the school newspaper, The Curious George. Students may take this class more than once and those enrolled for second or subsequent years are expected to take on leadership roles.

Students may prepare for an IB visual arts exam by taking at least two years of this course. To take an SL exam, only one of the two years must be in junior or senior year. To take an HL exam, the student must enroll in both junior and senior years. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Communication Design—Yearbook

Students on the yearbook staff learn to organize, plan, and lay out text and artwork as they produce the George School yearbook, The Opus. Working with student-produced photos, they also develop graphic design skills. Students may take this class more than once and those enrolled for second or subsequent years are expected to take on leadership roles. Enrollment preference is given to students who have taken a photography course.

Students may prepare for an IB visual arts exam by taking at least two years of this course. To take an SL exam, only one of the two years must be in junior or senior year. To take an HL exam, the student must enroll in both junior and senior years. Juniors and seniors preparing for an IB exam in the visual arts must participate in the IB visual arts seminar, which meets for 30 minutes weekly and includes occasional field trips on Saturday or Sunday.

Athletics

Athletics are an integral part of the George School experience. Students are required to participate in team sports each year. The exception is that seniors may choose to do a team activity (such as a theater production) in place of a team sport. George School teams play many area Quaker schools in the Friends Schools League and other local public and independent schools. Participation on a team builds community spirit by providing an ideal arena for students to learn and understand the values of cooperation, sharing, teamwork, sportsmanship, motivation, responsibility, respect, and discipline. Students learn what it means to work towards a common goal. The athletic experience is a wonderful opportunity for coaches and athletes to develop positive and rewarding relationships. George School provides numerous sports at varying levels of competition for students to find success.

*additional fee

Athletic Trainig Aide Program

George School's certified athletic trainer oversees all student trainers. Each student athletic training aide works with a team and is present at every practice and game, both home and away. Students become certified in CPR and AED usage. Athletic training aides receive team sport credit.

Chinese 1

This first year course in Mandarin Chinese teaches the mainland Chinese systems of Pinyin Romanization and simplified Chinese characters. Oral/aural communication and Chinese cultural context are emphasized. Reading and writing are introduced from the beginning of the course with a goal for mastery of one hundred words and sentences by the end of the year. This course provides a solid foundation for listening, speaking, writing, and reading Chinese and cultivates a passion for the language through a highly interactive and dynamic cultural approach.

Chinese 2

This course begins with a review of key concepts and structures from Chinese 1.  Oral/aural communication continues to be emphasized. Short reading selections and basic grammar are introduced. General conversation, reading, and writing will expand the Chinese character set to five hundred. This course promotes the skills of listening, speaking, reading, and writing through a dynamic cultural approach.

Chinese 3

This course begins with a review of key concepts and structures from Chinese 2 and expands upon these. More emphasis is placed on reading and writing exercises and students begin to apply language skills in more analytical and creative ways. This course also provides exposure to the richness of Chinese history and cultures. Music, play, and projects are among the tools used to foster an environment of engaged and active Chinese learners.

IB Chinese 4

Building on the fundamentals established in earlier courses, students in this course become increasingly adept at expressing themselves in culturally appropriate ways in a wide variety of situations. The focus is on writing paragraphs, reading more extensive and involved passages than in earlier courses, refining inter-personal communication skills and broadening the student’s knowledge of contemporary Chinese culture and the historical context from which the culture has evolved. Videos, Chinese websites and other media are employed to reinforce the students’ language abilities. Juniors and seniors may, but are not required to, sit for the IB Language B standard-level exam.

A summer assignment is required in preparation for this course.

Cooperative Work Program

The cooperative work (co-op) program builds community at George School. By engaging students in a collective effort to maintain various aspects of George School life, it opens the door for new friendships and a shared sense of pride in the school. Co-op assignments teach students about responsibility, teamwork, and time management, offering valuable work experience. Money saved through the program is budgeted for financial aid, as it has been since 1942 when the program was established. Throughout their four years at George School, all students are required to spend between 60 and 90 minutes per week doing on-campus service through the co-op program while school is in session. Co-op assignments, available in nearly every academic and administrative department on campus, include duties such as dining room/kitchen work; maintenance of classrooms, science laboratories, arts studios, dormitories, and campus grounds; clerical and multimedia tasks; and peer tutoring. Depending upon a student's interest and schedule and the needs of the school, he or she may receive a new co-op assignment each term or keep the same one for several years.

Foundations of Literary Analysis

Students who have successfully completed the school's English as a Second Language (ESL) sequence (or who test out of the ESL program upon admission) take Foundations of Literary Analysis as an introduction to mainstream English courses at George School. The course begins with the study of short stories to continue to improve students' reading fluency. As the year progresses, the focus shifts to longer and more challenging reading. Authors can include Baldwin, Salinger, Shakespeare, and Wharton. Daily reading quizzes are the norm. Students are encouraged to take an active role in class discussions. Journal entries help to polish students' writing skills as they develop their critical skills in longer papers. This class also includes grammar review and acquisition of vocabulary.

IB English SL—World Literature

Classic and contemporary world texts are examined through literature, essays, and film in this course, as students learn to evaluate secondary sources and engage in deeper readings of the texts. Such treatment prepares them for the complexity and rigors of college analysis. Students explore thematic connections that run through classic and modern works in spite of their differing cultural traditions. Among the authors recently studied are Achebe, Atwood, Camus, Carver, Conrad, Esquivel, Kafka, O’Connor, Olen Butler, Orwell, Shakespeare, and Sophocles. Students are expected to think independently, do close readings, and articulate their interpretations maturely and thoughtfully. Major assignments include oral presentations, critical commentaries, and essays that develop the analytical skills acquired in the junior year.

IB English HL 2—World Literature

Two versions of this course are offered. The titles are "IB English HL 2: World Literature" and "IB English HL 2: World Literature – Writer’s Focus." Both courses fulfill the expectations of the IB curriculum and prepare students for both the IB and AP exams. In both versions of the course, students are expected to formulate complex and nuanced interpretations of literature independently and to question and challenge the interpretations of others. Excellent reading comprehension and attention to detail are assumed, as is the ability to move quickly to abstractions. Among the authors recently studied are Achebe, Allende, Chaucer, Conrad, Dostoyevsky, Kafka, Marquez, the Romantic poets, Shakespeare, Sophocles, and Voltaire.

The Writer’s Focus version of the course considers literature with a view towards developing a more fully articulated understanding of the art and the craft of writing poetry, drama, and prose fiction. In addition to literary discussion, Writer's Focus classes features workshop-style critiquing sessions. Participants in the Writer's Focus class should be committed creative writers who are comfortable having their work read aloud and critiqued by peers.

French 1

Designed for students with little or no previous experience, this course introduces students to communication in French using an immersion method. Using French In Action, students develop skills in speaking, listening, writing, and reading. Components include audio, video and grammar study along with short writing assignments. The class is conducted almost entirely in French.

French 2

Students in this course continue with the immersion curriculum French in Action. The course begins with a review of key contexts and structures from French 1 and continues to deepen students’ command of French language communication through study of video, audio and grammar components. This class is conducted almost entirely in French.

Intensive French 2

Students in this course continue with the immersion curriculum French in Action. The course begins with a rapid review of key contexts and structures from French 1 and continues to broaden students’ command of French language communication through study of video, audio and grammar components. Students begin to apply language skills in more analytical and creative ways and gain their first exposure to French literature through short selections. This class is conducted in French.

French 3

In this course, students complete the final year of the French in Action curriculum, an immersion method of language learning. Following a review of key contexts and structures from French 2, the course continues to expand students’ knowledge and command of the language. Writing skills are further developed through short essays and weekly journal entries. Students study a selection of poems by Jacques Prévert. Students intending to continue on to IB French 4 will need to do independent reading and grammar work over the summer in addition to the French 4 summer reading assignments.

Intensive French 3

In this course, students complete the final year of the French in Action curriculum, an immersion method of language learning. The course begins with a rapid review of key contexts and structures from Intensive French 2. Students extend their ability to use language skills in analytical and creative ways and also develop writing skills through short essays and weekly journal entries. Students study a selection of poems by Jacques Prévert and other short stories by other French authors.

IB French 4—Media Focus

This IB course is designed for students whose interest is primarily in the contemporary French-speaking world. The class is conducted entirely in French and all students are fully expected to actively participate in class activities. Speaking and writing activities are based on cultural themes and contemporary issues are explored through movies, periodicals, songs of social, historical and artistic content, visual art, poems and short stories. Students may also work with literary texts. Review and continued refinement of grammatical structures are aimed at helping students develop their self-expression. Assignments are both written and oral. Juniors and seniors may, but are not required to, sit for the IB Language B standard-level exam at the end of this course.

This course has a summer assignment.

IB French 4—Literature Focus

The focus of this course is the study of full-length literary French works. Classes are conducted entirely in French, and students are expected to take an active role in class activities. Authors can include but are not limited to Sartre, Anouilh and Saint-Exupéry. In addition, students work with contemporary magazine articles and films. It is expected that students will have had some previous experience reading shorter pieces of literature and articles in French. The course also includes review and continued refinement of grammatical structures to help students develop their self-expression in their writing of creative and analytical pieces. Juniors and seniors may, but are not required to, sit for the IB language B standard-level exam.

This course has a summer assignment.

IB/AP French 5

Students enter this class experienced in reading, writing, speaking, and understanding French. This class is conducted entirely in French and active oral participation is key. Each year, the literary, grammatical, and cultural foci of this class may vary. Students read, interpret and discuss formal and informal prose and literature, listen to authentic audio and video recordings, develop speaking skills in a variety of settings, and write both formal essays and informal communications. It is expected that students in this course will take the AP French Language exam or the Higher Level IB French exam in May.

This course has a summer assignment.

French Seminar

This course is for students who have native or near-native command of the French language and want to continue their study beyond IB/AP French 5. Content is tailored to the needs and interests of the students taking the course in a particular year and can include preparation for the IB HL French B exam.

This course has a summer assignment.

U.S. History

In this chronological survey of the history of the United States, topics covered include the political, economic, geographic, and social realities of our nation's past, beginning with the early British colonies and ending with the turbulent times of the 1960s. The class moves at a swift pace, deepening the student's capacity to interpret and analyze reading material of both primary and secondary sources. Students are expected to work collaboratively. Class activities may include small-group work, oral presentations, debates, lectures, and analysis of historical documents. Writing clear and correct prose on creative, essay, and research papers is an important part of the course. A step-by-step process for writing a research paper is taught.

Accelerated U.S. History

A chronological survey of the history of the United States, Accelerated U.S. History covers events, issues, and personalities from the age of European colonization to the end of the Vietnam War. The class moves at an accelerated pace. Students are expected to have advanced study and organizational skills. The ability to analyze and interpret reading material, both primary and secondary, is assumed. A college-level textbook is used. Students are expected to work collaboratively. Class activities may include small-group work, oral presentations, debates, lectures, and analysis of historical documents. Writing clear and correct prose on creative, essay, and research papers is required. Successful completion of an independent research paper is a course requirement.

AP U.S. History

This course prepares students for the AP examination in U.S. History. It is a college-level introduction to the development of the United States institutions and society from the settlements of the First Nations peoples to the era of the Vietnam War and Watergate. Students explore the concept of historical study as a specific discipline and study historiography—the different histories that have been written about events—as well as the events themselves. Independent use of a college level textbook is necessary, along with reading primary source materials and writing about them. The reading load is heavy and there are frequent writing assignments. Most of the evaluations prepare students for the AP examination by emphasizing multiple-choice questions and expository essays.

There is a summer reading and writing assignment, homework during each school vacation, and additional class meetings on weekends and in the evenings.

This course serves as the first year in the two-year IB History SL or HL sequence.

Topics in Modern European History

This course takes a thematic approach to the development of modern Europe from late medieval times through the Nazi era. Themes include secular humanism and religion in the Renaissance and the Reformation; the Scientific Revolution; absolutist monarchies and international politics based on the Balance of Power; the Congress system for the peaceful settlement of conflicts; the competing ideals of democracy, capitalism, and socialism arising from the French Revolution and Industrial Revolution; and the diplomacy of European Imperialism leading to the First World War, which shaped the rest of the twentieth century. The course concludes with a detailed examination of the Nazi era in Germany and Europe. Students should be able to read and understand a college-level textbook with some guidance. Other material includes documentary primary sources, music, photographs, videos, and feature films. Late in the year students learn to read a scholarly monograph. Each student must complete a research paper of ten to twelve pages, primarily but not entirely outside of class time.

Topics in African-American History

This course is a chronological survey of the history of Africans in the Americas. Course content leads students from ancient civilizations to a point at which the focus is primarily on events in the United States. African-Americans are traced from the European slave trade through the Black Power and civil rights movements of the turbulent 1960s. Current events are explored through The Philadelphia Tribune, an African-American newspaper. This swift-paced course extends the student's ability to analyze and interpret both primary and secondary reading material. A college-level textbook is used. Class activities include collaborative group work, oral presentations, debates, lectures, and analysis of historical documents. Writing clear and correct prose on creative, essay, and research papers is an important part of the course. Successful completion of an independent research paper is a course requirement.

Topics in International Women's History

This course is an examination of women's history through a variety of lenses, including gender, politics, culture, race, sexuality, class, and religion. Through primary and secondary sources, literature, and film, the course considers how women have defined themselves throughout the world as wives, mothers, teachers, leaders, and activists, how these definitions have evolved and how they differ in from country to country. Readings include selections from Maxine Hong Kingston, Simone de Beauvoir, Shirley Chisholm, Soraya Tarzi, Golda Meir, Andrea Dworkin, Margaret Sanger, Benazir Bhutto, Kato Shidzue, and many others. Active participation in class discussion and a 10-page research paper are among the key requirements of the course.

IB Economics SL

This course is designed to prepare students for the Standard Level IB Economics examination. The course will cover the five areas required for the examination: Introduction to Economics, Microeconomics, Macroeconomics, International Economics, and Developmental Economics. In addition to these five topics the course will emphasize, through the use of a daily newspaper, current world economic issues with particular emphasis on the Untied States. Students will be expected to write four papers between 650 and 750 words in length. The papers will be part of each student's IB Economics portfolio, which will be made available to international IB examiners. The course is open to students who are not IB diploma candidates, diploma candidates will be given preference in registering for the class. Students who are not diploma candidates will be encouraged but not required to take the IB examination.

War, Revolution, and Peacemaking in the Modern World—IB History SL

This course prepares students for the standard-level IB History exam. Students study selected topics that embrace key events, personalities, and issues in the history of the modern world including the First World War, the Versailles Peacemaking Process, the Single Party State of Adolf Hitler and Mao Zedong, the Second World War, and the Cold War. The course has as its prescribed subject (an IB requirement) "Communism in Crisis, 1976-1989." The course proceeds at a fast pace and regular student participation is expected. The coursework emphasizes historical writing in preparation for the IB exam.

A summer assignment is required in preparation for this course.

IB World History HL—Americas Focus

This course, in combination with an eleventh grade course in U.S. History, prepares students for the higher-level IB History exam with the History of the Americas regional option. Students study selected topics that embrace key events, personalities, and issues of the world in the twentieth-century, with an emphasis on key elements of Latin American history. Topics typically included are the World Wars, the Mexican Revolution, the Russian Revolutions, the rise of Nazism, the Cold War, the Chinese Revolution, and the Cuban Revolution. A major historical investigation project involving intensive research and mature writing is an IB requirement undertaken in Term 2. The course proceeds at a fast pace and regular student participation is expected in the seminar-style classroom format. Substantial reading is regularly assigned from college-level texts.

A summer assignment is required in preparation for this course.

Latin 1

Latin 1 presents the framework of verb, noun, adjective, pronoun, and adverb forms and inflection patterns through the first 35 lessons of the Latin for Americans text and workbook. Ample support is provided by numerous teacher-generated exercises. Through textbook readings and class discussion, students receive an introduction to the culture of the ancient Romans, their systems, and beliefs. Translations are both from Latin to English and English to Latin. Latin requires the development of many important skills, including mastery of grammatical concepts through programming the brain with vocabulary details, inflection patterns, and grammatical precepts, as well as analysis and reasoning in applying programmed information. Careful attention is paid to grammatical structures both in English and in Latin, and students practice extensive application of Latin word roots in English derivatives.

Latin 2

Where Latin 1 provides the framework of the language, Latin 2 adds color and contour as students complete Latin for Americans, First Year and move on to the second year text by midyear. Latin 2 presents constructions such as subjunctive verb forms and uses of verbs, as well as advanced participle constructions and irregular verbs. By the end of the year, students should have the foundation to read prose of a Caesarian level of difficulty. Translations and vocabulary assessments are almost exclusively Latin to English. Review of Latin 1 is integrated in the early lessons, and increasing attention is paid to translation techniques. Open-book translations become more frequent as a significant tool for assessing students' understanding of how Latin works, and the complexity and length of readings increase throughout the year as more constructions are mastered.

Intensive Latin 2

Students in this course are expected to recall vocabulary with very few lapses and to do more translations and to translate more accurately than students in the standard Latin 2 class. For example, where Latin 2 students may have a choice of translating five out of seven sentences on a quiz, students in Intensive Latin 2 do all seven, with smaller allowance for error. The pace of this course is parallel to Latin 2, but there is a difference in depth and quantity of work. Excellent mastery and recall of the concepts and vocabulary of Latin 1 are assumed.

Latin 3

Because the majority of Latin grammar is covered in the first two years, the emphasis in the third year of Latin is on reading literature. Roman history and political development are featured in readings. The epic poetry genre and Trojan War cycle are explored through extensive readings from Book 2 of Vergil's Aeneid. Literary devices critical to the understanding of epic poetry are presented. A methodical review of Latin grammar is included in the first term. Emphasis is on developing translation skills and an appreciation of ancient literature. Students who are interested in IB or AP Latin 4 should take Intensive Latin 3 rather than this course.

Intensive Latin 3

This course features the same texts, readings, exploration of ancient literature, and review of Latin grammar as Latin 3, though students in Intensive Latin 3 are expected to master some additional constructions. Throughout the year, translation skills and the establishment of a strong vocabulary base are important. In addition to weekly vocabulary quizzes based on text and reading related lists, there are numerous “assisted” translations for which students have access to text vocabularies or dictionaries.

IB/AP Latin 4

Students in IB/AP Latin 4 may pursue either the Advanced Placement or IB Standard Level curriculum with the expectation that they will take one of those tests. The AP course for 2011-2012 is Vergil's Aeneid. The IB standard-level readings include selections from Ovid's Metamorphoses, Vergil's Aeneid, Book 6, and selected poems of Catullus and Horace. Each IB student chooses and completes an individual study, a research dossier, recitation, or Latin composition.

This course requires summer work.

IB/AP Latin 5

This course allows students to prepare for the AP exam or for the higher-level IB exam. Higher-level IB students read extensively from Ovid’s Metamorphoses; Vergil's Aeneid, Book 6, and the poetry of Catullus and Horace. Higher-level IB students read much more extensively than standard-level students do. Each IB student chooses and completes an individual study, a research dossier, recitation, or Latin composition.

This course requires summer work.

Functions Trigonometry and Statistics

This exploration-based class focuses on a different mathematical theme each term and includes real-world applications of the skills developed. During the first term, students review and extend the study of functions and relations begun in Algebra 2, with particular attention to translations and transformations of polynomial and exponential functions. The second term is devoted to trigonometry, including radian measure, the unit circle, the graphs of the six circular functions, and translations and transformations of these graphs. The third term provides an introduction to probability and statistics. The class explores permutations and combinations, games of chance, independent events, and conditional probability. Techniques of descriptive statistics are discussed, including stem and leaf plots, box and whisker diagrams, frequency histograms, linear regression, correlation, and the normal curve. The pace is relaxed, yet purposeful. If a specific exploration is proving especially fruitful mathematically for a particular class, it might be extended even if that means not covering every topic on the original syllabus.

IB Math Studies SL

All students in this course are expected to take the IB Math Studies exam.

This course covers a variety of mathematical topics, including number and algebra; sets, logic, and probability; linear, quadratic, exponential, sine and cosine functions and their graphs; right triangle trigonometry; descriptive and introductory inferential statistics; financial math and introductory differential calculus. Students complete a major project which also serves as the internal assessment portion of the IB exam. The capacity for independent work is important to a student's success.

IB Math SL 1—Precalculus

This course is the first in a two-year sequence that prepares students for the calculus-based IB Mathematics SL exam. The concept of a function is the central theme of this course. Concepts covered include domain and range, composition, translation, transformation, and inverse functions. A primary goal is to help students learn to shift fluently between algebraic and graphical representations of functions. Polynomial, exponential, logarithmic, and trigonometric functions are studied in depth and the concept of a limit is introduced. Additional topics include sequences and series, vectors, and matrices.

A strong working knowledge of linear and quadratic functions is assumed. In addition, students are expected to have good algebraic skills, good graphing skills, and familiarity with right triangle trigonometry. While many daily homework problems are similar to problems worked in class, others require students to apply what they know to new types of problems. The capacity for independent work is important to a student's success. Students begin to develop an IB mathematics portfolio during this class. The portfolio is completed in the second course of the sequence, IB Math SL 2: Calculus.

IB Math SL 2—Calculus

The fundamentals of differential and integral calculus are covered in this course. Topics include limits; continuity; understanding derivatives as functions, slopes, and rates of change; derivatives of polynomial, rational, trigonometric, exponential, and logarithmic functions; analysis of graphs; optimization; related rates; rectilinear motion; anti-differentiation; the Fundamental Theorem of Calculus; integration by substitution; and applications of integration to area, volume, rectilinear motion, and accumulation problems. Topics in statistics introduced in SL1 are reviewed and extended. These include discrete random variables and normal distributions. Students complete an IB mathematics portfolio in this class. Each day in class the homework is reviewed and questions are answered. New concepts are presented with examples, in preparation for the next night's homework. Student input and questions drive class discussion. Strong algebraic and graphing skills are assumed. While students are not required to take the IB exam, they are welcome to do so.

AP Calculus AB

This course covers all topics included in the College Board syllabus. Throughout the course, problems are considered from graphical, numerical, and analytical perspectives with an aim toward developing students' ability to shift easily from one perspective to another. There is an emphasis on learning to understand, use, and appreciate the value of the precise technical language (definitions, theorems, etc.) of mathematics. An awareness of the historical context of the development of calculus and an appreciation of its importance as a human achievement are cultivated. Students learn to discern situations in which technology can be a helpful tool in the solution of a problem. Graphing calculators are used extensively. The pace is fast. Students are expected to work as mathematicians do in that they are asked frequently to try problems without having been explicitly taught how to find the solutions. Excellent algebraic, graphing, and organizational skills are assumed, as is a very good understanding of trigonometric functions. Students are required to take the AP exam. (IB diploma candidates should take one of the calculus courses with IB in the title rather than this one unless they have taken Precalculus for IB Math Studies.)

IB Math HL 2—Calculus

This course covers all calculus topics included in the IB Mathematics HL core syllabus plus the topics from the HL Calculus option. Throughout the course, problems are considered from graphical, numerical, and analytical perspectives with an aim toward developing students' ability to shift easily from one perspective to another. There is an emphasis on learning to understand, use, and appreciate the value of the precise technical language (definitions, theorems, etc.) of mathematics. Students learn to discern situations in which technology can be a helpful tool in the solution of a problem. Graphing calculators are used extensively. Students are required to complete an IB portfolio. The pace is intense. Students are expected to work as mathematicians do in that they are asked frequently to try problems without having been explicitly taught how to find the solutions. Excellent algebraic, graphing, and organizational skills are assumed, as is a very good understanding of trigonometric functions and a working knowledge of the statistics covered in IB Math HL 1. All students are required to take either the IB Math HL exam or the IB Math SL exam. (Students are also able to take the AP Calculus (AB) exam if they so choose as the course covers substantially more calculus than the AP Calculus (AB) course.)

Students are required to complete a summer assignment in preparation for class.

Statistics

By the end of this course, students should be able to understand and to appropriately use the terminology and symbols of statistics; formulate questions that can be addressed with data; collect, organize, and display relevant data to answer statistical questions; select, use, and evaluate descriptive methods to analyze data; understand and apply basic concepts of probability; and critique graphs and descriptive data analyses presented in newspapers and magazines. Concepts include graphical methods, descriptive analyses of univariate and bivariate data, probability, and probability distributions. Some concepts of inferential statistics are also included. Students learn how to perform analyses using paper and pencil, a statistical calculator, and the computer, with an emphasis on the interpretation of results. The pace is relaxed, yet purposeful. An independent project will be assigned; if IB students are in the class, the project will be assigned to meet the requirements for the IB math studies project.

AP Statistics

This course follows the College Board syllabus, which includes all of the topics covered in Statistics plus concepts of variation, especially as related to statistical inference, sampling distributions, estimation and confidence intervals, and hypothesis testing at least through two-sample t-tests. Students learn how to perform analyses using paper and pencil, a statistical calculator, and the computer, with an emphasis on the interpretation of results. Class activities consist of lecture, problem solving, and group discussion, with a heavy emphasis on analytical discussion. The pace is rapid and the topics are complex. Students are expected to be inquisitive about data, analyses, and interpretation and to contribute their thoughts actively to class discussions. Readings and homework are assigned daily. Students are expected to spend at least an hour on homework for each class meeting; many students find that it takes more than an hour to do a thorough job. Students are expected to take the AP exam. Students complete an independent research project at the end of the year. Students are required to complete a summer assignment in preparation for class.

Physical Education

The physical education program encourages students to participate in recreational activities and to value physical fitness as an important part of their overall health. While students develop basic skills and build self-confidence through participation in a variety of activities, the classes also emphasize sportsmanship, empathy, and cooperation among the students. Because regular physical activity is essential to good health and a well-balanced life, students are required to take a physical education class in each term when not part of a team sport. Seniors and students who have a class in every arrangement every term are the exceptions; they are allowed one term off from physical activity. Students who are enrolled in dance as their arts course need not take a physical education class. Frequently offered physical education courses include Volleyball, Personal Conditioning, Tennis, Basketball, Golf, Aerobics, CPR Training, Yoga, Lifeguard Training, and Ultimate Frisbee. A Lifeguard Training course is also offered to students at an additional cost. Students must be fifteen years old by the completion of the course (usually June 1) to enroll. All classes are coeducational and often contain students of different ages and skill levels. Classes meet three times per week for forty-five minutes. Students are expected to attend all classes and wear appropriate athletic clothing. Each class begins with a period of physical exercise that emphasizes cardiovascular endurance, flexibility, and strength. Running, small games, warm-up drills, and stretching are used to help develop physical conditioning and fundamentals.

Net Sports

Students learn the basic skills and strategy of three sports: badminton, volleyball, and Olympic team handball. Each class begins with a physical fitness period, which includes a variety of exercises that help to develop abdominal and muscular strength, flexibility, and cardio-respiratory endurance. Each sport unit ends with an intramural tournament. The goals for each individual are to develop simple ways to stay physically fit, to learn how to play each game, to develop a lifelong enjoyment for the activities, to build confidence, and to reach one’s own potential as an athlete. Students learn about teamwork, perseverance, empathy, respect for each individual, and the importance of belief in oneself as capable athlete.

Offered in the PE Block

Recreational Sports

Each class chooses three sports to play over the course of the term. Frequently chosen sports include soccer, basketball, and floor hockey. Each student has the opportunity to improve his or her individual skill level. Following the technical work, students play games to utilize the skills that were taught. Over the course of the term students not only improve their sport ability, but increase their confidence and gain insight into how to maintain lifelong physical activity.

Offered in the PE Block

Core Strength

Students enrolled in this class utilize diaphragmatic breathing in combination with abdominal workouts and Pilates exercises to increase core strength and flexibility. Students create individual fitness goals to work toward over the course of the term. Students develop confidence in themselves as they learn about their fitness levels, physical capabilities, and the importance of remaining active over the course of their life.

Offered in the PE Block

Personal Conditioning

Students enrolled in Personal Conditioning improve cardiovascular fitness, muscle strength and tone, and core strength utilizing the weight room. Individual workout routines are created in conjunction with the teacher to meet the needs of each student, allowing participants to work out at their own level.

Offered in the PE Block

Aerobics

Aerobics combines cardiovascular, stretching, and strength training routines in order to improve all elements of fitness. Aerobics is performed to music and led by an instructor. Participants are able to perform exercises according to their fitness levels. Specific activities vary according to student interest and have included slideboard, Pilates with theraband, step aerobics, and floor exercises.

Offered in the PE Block

Gardening

Students who participate in the gardening class are responsible for watering, weeding and maintaining beds, turning mulch pile and spreading it into the beds, picking and delivering seasonal produce, and erecting/dismantling growing structures. In addition to the anaerobic and physical benefits of the work, students learn about making healthy eating choices and increase their self-confidence.

Offered in the PE Block in Terms 1 and 3

Yoga

Class begins with opening intention and reflection. This is followed by Yoga postures, movements, and reflection, and closes with meditation and breathing exercises. Students who participate in the yoga class improve body awareness, strengthen muscles, improve flexibility, and learn breathing and mindfulness techniques that improve coping skills in everyday life.

Offered after school in Term 1. Preference given to upperclassmen.

Ultimate Frisbee

Students learn the basic rules, diverse throws and tactical aspects of the popular sport of Ultimate Frisbee. Participants are expected to be in good enough shape to play full-field games during practices. The class meets for an hour three afternoons a week.

Offered after school in Term 1. Preference given to upperclassmen.

Weight Training

Students learn proper technique for weight training exercises using both machines and free weights. All major muscle groups are covered. Students are encouraged to set goals, and work at the rate appropriate for their ability and experience level. The opportunity to improve core strength and cardiovascular strength also exists.

Offered as a specialty PE in the PE Block. Preference given to upperclassmen.

Wisdom Traditions of Asia

This term elective course for juniors and seniors explores the traditions of Hinduism, Buddhism, Confucianism and Taoism. Utilizing Huston Smith’s The Word’s Religions and Philip Novak’s The World’s Wisdom (an anthology of sacred texts) we examined the origins, beliefs and worship of these ancient Eastern “wisdom traditions.” This course develops the skills of synthesizing information and concepts, comparing different worldviews, following a term-length syllabus, working collaboratively, and writing reflectively and critically. The course employs a variety of teaching methods including class discussion, lecture, cinema and documentary films, use of internet resources, and occasional interviews with guest presenters. Homework includes reading, factual and reflective writing, in-class presentations, and small group research projects.

This course, along with The Abrahamic Faiths, is required of students who have not taken Faith Traditions. It is open to all juniors and seniors.

The Abrahamic Faiths

This term elective course for juniors and seniors explores the biblical traditions of Judaism, Christianity and Islam. Utilizing Huston Smith’s The Word’s Religions and Philip Novak’s The World’s Wisdom (an anthology of sacred texts) we examine the origins, beliefs and worship of these “wisdom traditions.” In the closing weeks of the term we also deepen our understanding of the Quaker tradition and its faith-based testimonies. This course develops the skills of synthesizing information and concepts, comparing different worldviews, following a term-length syllabus, working collaboratively, and writing reflectively and critically. The course employs a variety of teaching methods including class discussion, lecture, cinema and documentary films, use of internet resources, and occasional interviews with guest presenters. Homework includes reading, factual and reflective writing, in-class presentations, and small group research projects.

This course, along with Wisdom Traditions of Asia, is required of students who have not taken Faith Traditions. It is open to all juniors and seniors.

Cosmology

Marcus Aurelius observed that "He who does not know what the world is does not know where he is, and he who does not know for what purpose the world exists, does not know who he is, nor what the world is." In recent history, our understanding of cosmology has been dominated by stunning scientific discoveries focusing on the role of physical laws in governing the evolution of the universe. But what does this new story of the universe mean? Cultural observers note that as a species we are experiencing a cosmological crisis, no longer clear about our place and role in the universe, and as a result are facing some of the greatest ethical challenges in our history.

This one-term religion course examines several cosmological models and their ethical implications, including both the biblical model and the emerging universe story, which reflects on the wisdom of science. Other cosmological models, such as Hindu, Aristotelian/Ptolemaic, and Aboriginal/Indigenous may be examined as time allows. 

The Bible through Popular Culture

This one-term course examines biblical stories that are frequently represented in film, literature, television, art, and popular music. Stories considered may include those about creation, Adam and Eve, Noah, Japheth's daughter, Moses, Ruth, the nativity, and the good Samaritan.

Peace Studies

This term course is an introduction to the history of nonviolence. We begin by studying the emergence of nonviolence in Western thought by reading Tolstoy, Gandhi, Dorothy Day, Martin Luther King, Jr. and Thoreau. During the closing weeks of the term we examine several contemporary issues including the influence of feminism, the death penalty, the Danish and Polish resistance movements, and, finally, animal rights.

Quaker Testimonies—Simplicity

This one-term course examines the historical roots and current relevance of the Quaker testimony of simplicity. Voluntary simplicity, which has been practiced in the Religious Society of Friends since its inception and has become an increasingly attractive option in recent decades as people seek ways to live mindfully in response to the urgent challenge of global consumerism, is a way that invites people to grow their awareness, to identify what is really important, to discard what’s not, to discover more meaning, to live with more integrity, to enjoy a richer experience of community, and to forge a sustainable lifestyle. 

Readings for this course include selections from various editions of Faith and Practice and from the writings of John Woolman, Richard Foster, among others. In addition to helping students to develop a deeper understanding of simplicity, the course asks students to examine their own lives through the lens of simplicity and to identify and take practical steps both individually and in community.

Quakerism Then and Now

In this one-term course, students deepen their understanding of Quaker history and the evolution and application of Quaker testimonies, from the 17th century to the present. Readings include selections from various editions of Faith and Practice, The Journal of George Fox, The Journal of John Woolman, and the writings of Howard Brinton, Margaret Hope Bacon, and John Punshon, among others. Students should come away from this course with a clearer understanding that they are the “keepers” of the testimonies, and that they play a role in the future of the religion.

Feminist Spirituality

This one-term course explores topics in theology and spirituality through a feminist lens. Students consider texts from several religious traditions, including Judaism, Christianity, Buddhism, Quakerism, Islam, Hindu and Wiccan/Goddess. The goal of this course is to support and nurture students’ spiritual curiosity and development, by grounding it in some of the perspectives that have re-interpreted patriarchal language and imagery about the nature of the divine, and the metaphysical powers of the universe. Students consider questions and insights that arise for them in relation to the reading, discussions, and their journaling and in connection with topics they are exploring in other courses, and in their lives outside of the classroom. Questions to be explored include: What is “feminism”? Who/what is “God?” What have been some of the different manifestations of the divine, and how does gender identity connect with them? Where are women in religious histories and stories? What are some of the gender-prescribed roles in various religions? What happened to the ancient goddesses and goddess religions?

Spirituality and Sustainability

This one-term course explores the topics of ecological sustainability and stewardship through the lens of spirituality. Students consider texts and resources from religious thinkers of various faiths, scientific researchers, political activists and, especially, people who combine and integrate these disciplines. The goal of this course is to help students to make connections between their spiritual leadings and concerns on the one hand, and their critical intellectual insights on the other. It seeks to nurture and support citizen-scholars committed to faithful stewardship of the earth. Students discuss questions and insights that arise for them in relation to the reading, movies, discussions and journaling and questions and in connection with topics they are exploring in other courses and in life outside of the classroom. Early in the term, students watch An Inconvenient Truth, Al Gore's documentary campaign to make the issue of global warming a recognized problem worldwide. This serves as a jumping-off point for consideration of questions about the meaning of “faithful stewardship of the earth” from various religious and spiritual perspectives, including the students’ own.

Theory of Knowledge

This one-term philosophy course encourages critical thinking about knowledge itself. Students ask and answer questions like these: What counts as knowledge? How is knowledge created? What are its limits? In other words, the focus is on how we know, rather than on what we know. The goals for students in this course are: 1) to gain an understanding of what it means to know something as a scientist, an artist, a mathematician, a philosopher, etc.; 2) to appreciate how the forms of knowledge relate to one another; and 3) to practice thinking and writing critically.

Students in the IB diploma program must take the yearlong IB Theory of Knowledge course, not this course.

IB Theory of Knowledge

This yearlong course is required of all IB diploma candidates. Others may take either the full course or the first term of it as a religion elective.

This is a synthesis course that examines some of the ways in which we acquire knowledge and understand the world around us. Students explore perception, reason, and language as basic means through which we understand our experience. The course also examines different areas of knowledge, such as mathematics, science, history, morality, politics, aesthetics, and religion.

The course structure frequently employs the Socratic method to challenge students to analyze philosophical issues and to reflect on their own intellectual experiences. Students read a rich variety of texts and essays that raise religious, moral, aesthetic, and ethical questions and write reflective journal entries often in response to the reading. Each student in the course must prepare an oral presentation and submit a 1,200- to 1,600-word essay on one of ten theory of knowledge questions prescribed by the International Baccalaureate Organization.

Health Topics

This one-term course is required for juniors and seniors who transferred to George School and have not yet earned a credit in health. The course covers the topics of mental health, nutrition, alcohol and other chemical substances, and human sexuality. Students use factual information to engage in ethical decision making with an emphasis on personal responsibility. Like Holistic Health, Health Topics develops the skills of synthesizing information and concepts, working collaboratively, discussing abstract and controversial topics, writing reflectively and critically, and applying information within different contexts. The course incorporates lecture, multimedia presentations, small-group work, and discussion. Homework includes reading and the preparation of in-class presentations. This course is usually offered in the third term.

Essential Principles of Biology

Key topics in biology, including ecology, basic biochemistry, cell biology, introductory genetics, evolution, diversity of life, and human anatomy and physiology are studied in this course. Major topics are presented through lectures and lab experiments. In-class exercises and group work help to reinforce concepts. Students learn to collect and analyze data from various experiments and demonstrations as well as to develop critical thinking skills. Daily homework includes reading, lab reports, and preparation for quizzes and tests. A major project is assigned each term, including an oral presentation in the first term.

This course fulfills the life science requirement.

Biology

Topics covered in this fast-paced course include ecology, biochemistry, cell biology, molecular biology, Mendelian and non-Mendelian genetics, bioethics, evolution, diversity of life, human anatomy and physiology, and botany. There is an emphasis on evolutionary biology. Students are expected to review independently much of the information presented. Concepts presented in lectures are illustrated using demonstrations and experiments. Students in this class must be able to articulate their knowledge clearly and concisely, both orally and in writing. Lab notebooks are used to organize all lab work. Lab reports include data collection as well as an in-depth analysis of experimental outcomes. Students should be able to apply basic algebraic skills and statistical analysis of data. In addition to readings from the text, students are frequently assigned technical and complex supplemental readings. Although not a requirement, it is useful if students have had prior experience in chemistry.

This course fulfills the life science requirement.

IB Biology SL

This course prepares students for the standard level IB Biology exam. Lecture-format classes are combined with frequent experiments to investigate all major topics in the IB SL curriculum: cells, genetics, chemistry, human physiology, evolution, and ecology. An in-class dissection of a mammal provides hands-on experience with anatomy. Information is covered in detail and at a moderately fast pace. Nightly homework typically includes reading a chapter in a college-level text, writing a lab report, or preparing a presentation. Two hour evening labs every three weeks are required in order to fulfill IB lab expectations. This course includes two lengthy independent projects. Tests are relatively infrequent and can cover as many as five chapters from the text.

All students in this class are required to take the IB exam and to attend a weekend-long IB science retreat, during which they complete an IB project. Readings are assigned over most vacations and students are required to complete a summer assignment in preparation for the class.

IB HL/AP Biology

This course prepares students for the higher level IB Biology exam or the AP Biology exam. Lecture-format classes are combined with frequent experiments to investigate all major topics in the IB and AP curricula. Evolution, energy transfer, genetic continuity, interdependence, system equilibrium, and structure and function are the underlying themes. An in-class dissection of a mammal provides hands-on experience with anatomy. Information is covered in detail and at a fast pace. Nightly homework typically includes reading a chapter in a college-level text, writing a lab report, or writing an essay. The course includes a lengthy independent lab project. Tests are relatively infrequent and can cover as many as five chapters from the text. 

Students are required to take either the IB exam or the AP exam. Students taking the IB exam must attend a weekend-long IB science retreat, during which they complete an IB project. Students are required to complete a summer assignment in preparation for the class.

Chemistry in the Community

Chemistry in the Community follows the American Chemical Society curriculum designed to study the conceptual rather than quantitative aspects of chemistry. Topics covered include, but are not limited to, solutions, water purification, grouping of elements, properties of metals, organic nomenclature, petroleum and its uses, gases, energy from food, processes used in chemical industries, and nuclear radiation. The chemical topics covered are tied to real-life situations as much as possible. Students in Chemistry in the Community develop analytical problem-solving skills. Extensive laboratory exercises along with small-group activities complement the topics covered in class. Students are expected to read and answer problem questions each night. Reading quizzes are used to test comprehension. This course fulfills the physical science requirement.

Chemistry

The major concepts of inorganic chemistry are covered in this course. These include atomic structure, molecular bonding, typical chemical reactions, stoichiometry, acids and bases, solutions, electrochemistry, nuclear reactions, thermodynamics, kinetics, equilibrium systems, and oxidation-reduction. The study of these concepts requires a facility with single-variable algebra and mathematical calculations to demonstrate quantitative principles. Rigorous and fast-paced lectures are supported by regular lab activities and demonstrations. Students are expected to read and practice problems from their textbooks daily. Formal lab reports that include in-depth analyses of the results are expected weekly. Students in this class may elect to take the SAT II chemistry test in June with some independent study outside of class.

This course fulfills the physical science requirement.

IB Chemistry SL (proposed course)

(A final determination about whether to begin offering this course in 2012-2013 will be made by April 2012.)

This course prepares students for the standard level IB chemistry exam and for the SAT subject test in chemistry. The development of a student's ability to frame and investigate scientific questions is emphasized. Through their laboratory investigations, students gain experience in the formulation of hypotheses, in experimental design, and in collecting, analyzing, and evaluating experimental data. Topics such as stoichiometry, atomic theory, periodic trends, chemical bonding, kinetics, and chemical equilibrium are reviewed. Acid-base chemistry and the reactivity of organic compounds are studied in depth, as are at least two of the following topics: modern analytical chemistry, further organic chemistry, food chemistry, and environmental chemistry.

Students attend a two-hour evening lab session approximately once every three weeks in order to fulfill IB lab expectations. Students are required to take the IB Chemistry SL exam and to attend a weekend-long IB science retreat, during which they complete a self-designed IB project. Students are also required to complete assignments and/or readings over most vacations, including the summer vacation.

AP Chemistry

This course prepares students for the AP chemistry exam and for the SAT subject test in chemistry. Topics in inorganic chemistry include stoichiometry, oxidation-reduction reactions, equilibrium, covalent bonding, atomic theory, nuclear reactions, solutions, electrochemistry, thermodynamics, and atomic structure. Topics in organic chemistry include nomenclature, structure and naming of functional groups and basic organic reactions. The fast-paced lecture format of the class is supplemented with regular lab activities. Students are expected to read and practice problems from their textbooks daily. Formal lab reports are expected weekly.

Students are required to complete a summer assignment in prepartion for this course.

This course fulfills the physical science requirement.

Conceptual Physics

This course attempts to take students back in time to the eve of the great discoveries of Archimedes, Galileo, Kepler, Newton, Faraday, Coulomb, and Einstein, so they may relive the joy of discovering the laws of physics through firsthand experimentation rather than rehashing the mathematical derivations of these laws as they are known to exist today. In this vein, Conceptual Physics focuses on practical connections between physics concepts and the real world. Opportunities exist for the students to participate in large-scale projects with an emphasis on hands-on, inquiry-based learning. The calculations required in this class use single variable algebra. Trigonometry is useful, but mastery is not essential. Topics covered each year include kinematics, forces, energy, electricity, and magnetism. The curriculum is flexible and could branch off into related fields.

This course fulfills the physical science requirement.

Physics

This course helps students to discover the laws of nature firsthand at a pace that allows for the development of required mathematical concepts. Major concepts covered include, but are not limited to, kinematics, laws of motion, energy, momentum, gravity, circular motion, and thermal physics. Substantial time is spent in the laboratory. Weekly or biweekly lab experiments are performed during class and the results are analyzed in lab reports. In addition to lab reports, students are assigned approximately three to five hours of homework per week, which might include reading a chapter from a college-level text or solving several related problems.

This course fulfills the physical science requirement.

IB Physics SL

This course prepares students for the standard level IB physics exam, as well as physics at the college level. Many of the topics covered in this course are the same as those in Physics, but they are treated in more depth and with more mathematical rigor. Additional topics include energy and power; climate change; electricity and magnetism; waves and oscillations; and atomic and nuclear physics. Substantial time is spent in the laboratory. Students must have mastered multi-variable algebra, trigonometry, logarithms, exponents, and operations using a graphing calculator. Additionally, students should be familiar with vectors and mathematical modeling of data. Weekly or biweekly lab experiments are performed during class and the results are analyzed in lab reports. Students should be unafraid to use computer technology in the acquisition, analysis, and reporting of data. Students are assigned approximately five to seven hours of homework per week, which might include reading a chapter from a college-level text, solving several multi-step problems, writing lab reports, and conducting independent research. 

Students are required to take the IB exam and to attend a weekend-long IB science retreat, during which they complete an IB project.

A summer assignment is required in preparation for the course.

AP Physics C—Mechanics

This calculus-based course follows the syllabus of the AP Physics C - Mechanics exam, preparing students for calculus-based physics at the college level. The course also includes a unit in which students design and build electronic circuits. The course helps students to develop a deep understanding of the laws of physics through the application of rigorous mathematical techniques and detailed analytical approach to experimental data. Students must be able to recognize mathematical patterns quickly and to apply their understanding of specific experiments to more general phenomena. Substantial time is spent in the laboratory. Students must have mastered multi-variable algebra, trigonometry, logarithms, exponents, and operations using a graphing calculator. Additionally, students should be familiar with vectors and mathematical modeling of data. Weekly or biweekly lab experiments are performed during class and the results are analyzed in lab reports. Students should be unafraid to use computer technology in the acquisition, analysis, and reporting of data. Students are assigned approximately six to eight hours of homework per week, which might include reading a chapter from a college-level text, solving several multi-step problems, writing lab reports, and conducting independent research.

Students are required to complete a summer assignment in preparation for this course.

This course fulfills the physical science requirement.

Environmental Science—Sustainable Systems

This lab-intensive class takes a rigorous approach to investigating the impact of humans on our environment. Major topics studied include biomes, resource management, energy, population, ecology, environmental stewardship, sustainable development, organic gardening, "green" architecture, and environmental politics. The textbook is supplemented by a steady stream of current articles and information to synchronize the course with current environmental issues. Students will be assessed based on the quality of their lab reports, presentations, quizzes, tests, and term exams as well as their contributions to activities and discussions.

This course fulfills the life science requirement.

IB Environmental Systems and Societies SL

This lab-driven, transdisciplinary course fulfills both the Group 3 and Group 4 requirements for the IB Diploma Program and it prepares students for the IB environmental science exam in May. Students use systems thinking to explore ecosystems, energy and nutrient transformations, population dynamics, biodiversity, and the issues of global warming and pollution management. Students also investigate a range of environmental value systems with reference to specific environmentally-related decisions made locally and globally. Students should expect to work waist deep in water or trudge through thick meadows, rain or shine, because field work is central to understanding the environment.

All students in this class are expected to take the IB exam and to attend a weekend-long IB science retreat, during which they complete an IB project. Students are expected to own their own closed-toed shoes appropriate for wading into a stream. Rain boots are preferred.

A summer assignment is required in preparation for the course.

This course fulfills the life science requirement.

Computer Programming and Robotics

This course is cross-listed in the math and science departments. Students use the BasicX language to design autonomous robotics applications for wheeled, walking, and facially-expressive robots manufactured by Robodyssey Systems. It is assumed that students are already comfortable with computer technology but know very little about computer programming. Topics covered include top-down and event-driven programming, logical statements, loops, arrays, sensor input, motor control, relays, and GPS programming. All students have the opportunity to enter a robot in local or national competitions such as firefighting, soccer, and dance. Near the end of the year, desktop programming is introduced via video game programming using the Visual Basic.NET language. This is an applied science and mathematics course for students with various academic backgrounds. The course gives students who have mastered trigonometry and algebra an opportunity to use their knowledge to create complex computer algorithms. Students who are familiar with, but have not mastered these mathematical skills, can use these ideas in practical and relevant ways to help refine and augment the science and mathematics curricula. This is a project-oriented course and is largely driven by student interests.

This course fulfills the physical science requirement.

Forensic Science

This term course provides an introduction to the many scientific and procedural methods involved in the field of crime scene investigation. The primary focus is on the particular scientific techniques used to analyze a variety of types of forensic evidence.  In addition to becoming proficient in each of these techniques students need to understand the scientific principles that make these tests possible and valid.  Some of the laboratory experiments include fingerprinting, flame tests, blood typing, DNA analysis, gel electrophoresis, print casting, and fiber, hair, and blood pattern analysis.  Laboratory activities take place during most class periods and are supplemented by reading assignments from the text.  A final project challenges students to apply the techniques they have learned to complete an investigation of a staged crime scene.

This course fulfills 1 credit of the life science requirement.

Cognitive Neurology

This term course delves into underlying questions regarding our evolution, behavior, and perception. Students explore some of the questions regarding the way we, as a species, perceive, behave, and respond to the world around us, challenging themselves to look for connections. As they search for a deeper understanding of the scientific principles covered, students examine the validity of the theories presented to them about how the brain works. Specific topics covered include the limbic system, memory, visual perception and processing, and some interesting cognitive disorders that give us a window into the inner workings of the brain.

Students are expected to maintain a well-organized, detailed journal to document observations and reflections from readings, discussions, and lab activities. Among the thought-provoking readings for this course are challenging technical articles, Rita Carter’s Mapping the Mind and Steven Pinker’s How the Mind Works. One major oral presentation is required.

This course fulfills 1 credit of the life science requirement.

Marine Science

This term course provides an introduction to the physical, chemical, biological, and environmental role the oceans and their margins (estuaries, wetlands) play in the planet's evolution. We will learn how the oceans were formed and how they are steadily transformed by geologic and biological forces. How the oceans affect the planet's weather and its role in global warming will be important topics. We will examine the many kinds of organisms that inhabit the various realms of the oceans and how human activity has affected the health of the world's seas. A field trip to an aquarium or a spring trip to a shore based research program might be possible. Students will be expected to produce a couple of presentations about a specific marine topic.

This course fulfills 1 credit of the life science requirement.

Service Projects

Through extending themselves to others, students develop a sense of commitment; learn the potential rewards and frustrations involved in service; learn how specific agencies, cultures, and institutions operate; develop an appreciation for complex social support networks; and gain insight into their own values and life goals. Sixty-five hours of service are required of all George School students during junior or senior year. Service projects vary from intense, two-week experiences in a school-sponsored, domestic or international work camp, to once-a-week experiences that extend throughout the school year, to preapproved independent projects. Service projects may be completed during the school year or over the summer. Each project must take the form of direct interaction with people who are disempowered because of social, racial, economic, or health factors. School-sponsored trips can accommodate limited numbers and require an application and screening process. Students are expected to submit proposals for most service projects well in advance of the project date. Each student is required to write a reflective journal that documents personal growth and understanding of the service experience. Some work camps have supplementary reading to orient students to the population being served.

Spanish 1

Spanish is the primary language of instruction in this introductory course, as students learn through listening, speaking, reading, and writing activities. Classes also include exposure to the richness and variety of Hispanic cultures. Music, games, and projects are among the tools used to foster an environment of engaged language learners.

Students are expected to take an active role on a daily basis by working in groups, in pairs, or as individuals. Successful language acquisition requires systematic review and practice outside the classroom as well as diligent preparation of daily homework assignments. Homework can include listening, reading, writing, and speaking assignments. Evaluation is based on daily aural/oral and written assessments, quizzes, dialogs, skits, and a test following each chapter. A cumulative exam is administered at the end of each term.

Spanish 2

Spanish 2 begins with a review of vocabulary and structures covered in Spanish 1 and expands upon those skills. Some of the highlights include narration in the past, daily routine, personal preferences, needs, and future time. Spanish is the primary language of instruction as students learn through listening, speaking, reading, and writing activities. Classes also include exposure to the richness and variety of Hispanic cultures. Music, games, and projects are among the tools used to foster an environment of engaged language learners.

Students are expected to take an active role on a daily basis by working in groups, in pairs, or as individuals. Successful language acquisition requires systematic review and practice outside the classroom as well as diligent preparation of daily homework assignments. Homework might include listening, reading, writing, and speaking assignments. Evaluation is based on daily aural/oral and written assessments, quizzes, dialogs, skits, and a test following each chapter. A cumulative exam is administered at the end of each term.

Intensive Spanish 2

Following a brief review of the vocabulary and structures covered in Spanish 1, students expand upon the skills developed in Spanish 1. The course offers an in-depth study of these topics: narration in the past, daily routine, personal preferences, needs, and future time. Spanish is the primary language of instruction as students learn through listening, speaking, reading, and writing activities. Classes also include exposure to the richness and variety of Hispanic cultures. Music, games, and projects are among the tools used to foster an environment of engaged language learners.

Students are expected to take an active role on a daily basis by working in groups, in pairs, or as individuals. Successful language acquisition requires systematic review and practice outside the classroom as well as diligent preparation of daily homework assignments. Homework might include listening, reading, writing, and speaking assignments. Evaluation is based on daily aural/oral and written assessments, quizzes, dialogs, skits, and a test following each chapter. A cumulative exam is administered at the end of each term.

Spanish 3

Spanish 3 begins with a review of vocabulary and structures covered in Spanish 2 and expands upon those skills. The focus is on strengthening the skills acquired in Spanish 2. Short literary excerpts are introduced and writing exercises may include compositions or journal work. This course can prepare students for Intensive Spanish 4 if additional work is completed successfully over the summer. Spanish is the primary language of instruction as students learn through listening, speaking, reading, and writing activities. Classes also include exposure to the richness and variety of Hispanic cultures. Music, games, and projects are among the tools used to foster an environment of engaged language learners.

Students are expected to take an active role on a daily basis by working in groups, in pairs, or as individuals. Successful language acquisition requires systematic review and practice outside the classroom as well as diligent preparation of daily homework assignments. Homework might include listening, reading, writing, and speaking assignments. Evaluation is based on daily aural/oral and written assessments, quizzes, dialogs, skits, and a test following each chapter. A cumulative exam is administered at the end of each term.

Intensive Spanish 3

Intensive Spanish 3 begins with a brief review of vocabulary and structures covered in Spanish 2. The focus is on strengthening the skills acquired in Spanish 2. Short literary excerpts are introduced. During Term 3, students are exposed to sophisticated readings from sources other than their textbooks. Writing includes frequent compositions or journal work. There is an emphasis on creativity and independent thinking. Spanish is the primary language of instruction as students learn through listening, speaking, reading, and writing activities. Classes also include exposure to the richness and variety of Hispanic cultures. Music, games, and projects are among the tools used to foster an environment of engaged language learners.

Students are expected to take an active role on a daily basis by working in groups, in pairs, or as individuals. Successful language acquisition requires systematic review and practice outside the classroom as well as diligent preparation of daily homework assignments. Homework might include listening, reading, writing, and speaking assignments. Evaluation is based on daily aural/oral and written assessments, quizzes, dialogs, skits, and a test following each chapter. A cumulative exam is administered at the end of each term.

IB Spanish 4—Media Focus

This course focuses on strengthening students' communicative skills in all four language areas—listening, speaking, reading and writing—as well as developing greater cultural awareness. A variety of media, including films, documentaries, web-based resources, songs, articles and literary selections, are used to build vocabulary, enhance listening skills, stimulate discussion, improve grammar, achieve greater linguistic proficiency, and make connections with a variety of Hispanic cultures. This class is conducted entirely in Spanish and all students are expected to actively participate in class activities. Juniors and seniors may, but are not required, to sit for the IB Language B Standard Level exam at the end of the course.

This course has a summer assignment.

IB Spanish 4—Literature Focus

This course teaches strategies for effectively reading authentic texts in Spanish as a means of developing the students' proficiency in all four language skills: listening, speaking, reading, and writing. Reading selections vary in genre, theme, style, length and degree of difficulty. Hispanic authors from Spain, Latin America and the USA are included. In addition, students work with magazine and newspaper articles. Films that complement the reading selections may also be studied. Attention will be given to reading comprehension, vocabulary acquisition, text analysis, increased cultural awareness, and more effective communication in both the written and spoken language. The class is conducted entirely in Spanish and all students are expected to actively participate in class activities. Juniors and seniors may, but are not required to, sit for the IB Language B standard-level exam at the end of this course.

This course has a summer assignment.

IB/AP Spanish 5

Students enter this class experienced in reading, writing, speaking, and understanding Spanish. This class is conducted entirely in Spanish and active oral participation is key. Each year, the literary, grammatical, and cultural foci of this class may vary. Students read, interpret and discuss formal and informal prose and literature, listen to authentic audio and video recordings, develop speaking skills in a variety of settings, and write both formal essays and informal communications. It is expected that students in this course will take the AP Spanish Language exam or the Higher Level IB Spanish exam in May.

This course has a summer assignment.

Spanish Seminar

This course is for students who have native or near-native command of the Spanish language and want to continue their study beyond IB/AP Spanish 5. Content is tailored to the needs and interests of the students taking the course in a particular year and can include preparation for the IB HL Spanish B exam or the AP Spanish Language exam.

This course has a summer assignment.