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.

Theater Arts

This course provides training in acting techniques, including vocal production, movement, and the expressiveness necessary to interpret characters, both improvised and scripted. Students participate in ensemble-forming exercises that develop concentration, trust, observation, spatial relationships, and emotional expression. Students are introduced to script analysis through the study of monologues and scenes. Through a variety of exercises, students explore different acting styles specific to time period or dramatic genre. Continued work aims to fully develop emotional and intellectual resources for the creation of believable and accurate character interpretations. Participants are given the opportunity to stage Green Room productions.

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.)

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.

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.

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.

Advanced ESL Literature and Composition

The course is taken in conjunction with Advanced ESL Structure and Vocabulary. In preparation for the transition to mainstream English, the course emphasizes analysis of advanced literary texts and critical essay writing. Vocabulary development, reading, and academic speaking skills are also emphasized. The student-centered approach includes peer review of written work and stresses the importance of a process approach to writing, including revision of all essays. Readings may include short stories, novellas, novels, and non-fiction essays. Students write a number of critical essays, and other assignments that might include journal writing and preparation of oral presentations.

Advanced ESL Structure and Vocabulary

The course is taken in conjunction with Advanced ESL Literature and Composition. The course emphasizes the mastery of advanced vocabulary and grammar, as well as reading and writing skills and preparation for the TOEFL exam. In preparation for the transition to mainstream English, students work both collaboratively and independently on oral presentations and other activities. Readings consist of short expository texts appropriate to advanced ESL students. Homework can take up to one hour each night and consists of reading comprehension exercises, summary writing, grammar, and vocabulary work.

Sophomore Literature and Composition

The relationships among individuals, family, and society in literature are explored in this course, varying across time and place. Students reflect on their own lives through journals and draw meaningful connections between their experiences and those of the characters they encounter. Among the authors recently studied are Brontë, Calvino, Euripides, Hurston, Kingsolver, O’Brien, Shakespeare, Sophocles, and Wilde. Special attention is given to the genre of poetry.

The department continues its focus on foundational skills in the sophomore year by expanding the attention to more complex rhetorical forms. The English curriculum focuses on language even more than theme in the study of literature and exposition.

Students examine more closely how authors convey meaning as well as how they, as developing writers themselves, make language choices in constructing meaning. As the year progresses, the course moves from personal, reflective forms to more formal, abstract types of writing such as the persuasive essay and the critical essay. The key features of the critical essay—thesis statement, topic sentences, evidence, and interpretation—are introduced in an intensive unit on Shakespeare’s Macbeth. Students develop the art of public speaking through informal and formal oral presentations. The course also covers advanced topics in grammar and mechanics, culminating in a test on these topics taken by all sophomores.

Sophomore Literature and Composition—Focus on Structure

The relationships among individuals, family, and society in literature are explored in this course, varying across time and place. Students reflect on their own lives through journals and draw meaningful connections between their experiences and those of the characters they encounter. Authors recently studied include Angelou, Euripides, King, Kingsolver, Letts, MacLeish, Poe, Sedaris, Shakespeare, Shaw, Sophocles, and Wright.

The department continues its focus on foundational skills in the sophomore year by expanding the attention to more complex rhetorical forms. The English curriculum focuses on language even more than theme in the study of literature and exposition.

This course is designed for sophomores who need additional work on mechanics and organization in writing. Significant class time is devoted to writing. Particular attention is given to effective structure in writing at all levels—sentence, paragraph, and essay. Students are also taught study skills and strategies for improving their reading comprehension. The small size of the class allows for more individualized instruction.

Advanced Sophomore Literature and Composition

The Advanced Sophomore Literature and Composition course covers much of the same content as Sophomore Literature and Composition. Additional works read in this course are typically from earlier time periods and employ complex syntax and challenging vocabulary, such as the poetry of William Blake and John Donne or the prose of William Faulkner. Students in this course develop an understanding of rhetoric and how writers and speakers make use of rhetorical strategies in their work. The course examines how writers and speakers manipulate the relationship between form and content. Students are required to write in a variety of forms, including the personal essay, persuasive essay and synthesis essay. In addition, students write their own poetry and deliver a formal speech. Many students take the AP Language and Composition test in May.

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.

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.

World History

This course provides a broad survey of world events from prehistory to the modern era (approximately 1600 AD). The course begins with the study of early man and the development of human societies, the development of ancient civilizations in several important river valleys and the classical civilizations of India, China and the Mediterranean. The development of Christianity and the rise of Islam are also explored. The study of medieval and early modern Europe is intended to provide a gateway to other courses in the history curriculum. Activities and assignments help students to improve their abilities to read for detail, to write clearly, to think analytically, and to speak effectively. In addition, students improve library research skills and research writing skills as they are guided through the process of writing a term paper.

Accelerated World History

In Accelerated World History, students study the same periods covered in World History through a variety of methods of historical analysis and from perspectives provided by a number of subfields of history (e.g., social, economic, and intellectual). Readings include selections in primary and secondary sources. Well-developed skills in the areas of close reading, analytical writing, speaking, listening, note-taking, organization, and research are assumed. While some in-class time is devoted to the research paper, students must organize much of the work on the paper independently outside of class.

AP Human Geography

This course prepares students for the AP examination in Human Geography through systematic study of patterns and processes that have shaped human understanding, use, and alteration of Earth’s surface. Students employ spatial concepts and landscape analysis to examine human social organization and its environmental consequences.They also learn about the methods and tools geographers use in their science and practice, including the analysis of spatial data, the identification of regions, and the characterization and interpretation of interconnections among places, The topics covered are the nature and perspectives of geography as a discipline, population, cultural patterns and processes, political organization of space, agricultural and rural land use, and cities and urban land use,

Students are expected to enter the course with good geographic literacy and well-developed note-taking, reading, writing, research and organizational skills. In order to cover the AP curriculum, the pace is very fast.

A summer assignment is required in preparation for this course.

Themes in American Studies (ESL)

This course provides an introduction to American government and to central themes in the development of the United States. Major themes considered are the structure of the national government, the Constitution, the political party structure, and developments in the country's relationship with the world. Other topics include the relationship between government and business and the continuing debate over the inclusion of minorities and their struggle for equality. There are ample opportunities for class discussions on historical topics and current events. Participants learn to read critically and write analytically in English, and they demonstrate their analytical skills through class discussions and writing assignments. Students complete a major research paper, which is taught through a step-by-step process. Many hands-on projects and creative activities help students gain an understanding of American culture. Students' work is evaluated on the basis of class participation, regular readings, and frequent quizzes, tests and writing assignments.

Foundations in US 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 continuing to the era of the Vietnam War. The class moves at a swift pace, deepening the capacity of non-native English speakers very strong English skills to interpret and analyze reading material in English from 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. Students should expect frequent writing assignments. Developing the ability to write clear and correct English prose in analytical essays is an important part of the course. Students complete a major research paper, and a step-by-step method for completing this project is taught.

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.

Geometry

Two- and three-dimensional figures are studied in this course, with an emphasis on concrete, numerically based examples and frequent hands-on activities. Topics covered include area, volume, congruence, similarity, compass and straightedge constructions, the Pythagorean Theorem, and trigonometric ratios. The ability to generalize and characterize a pattern algebraically from specific cases is developed. Students explore inductive and deductive reasoning patterns and begin to develop the ability to present mathematical arguments. Proof writing is not a major emphasis of the course. A new concept is presented almost daily. While many daily homework problems are similar to problems that have been worked through in class, others require students to apply what they know to new types of problems; the pace enables detailed discussion of all assigned homework problems. Algebraic topics are reviewed on an as-needed basis.

Geometry with Proofs

All of the topics of Geometry are covered at a faster pace and in greater depth. The course material is extended to include proof writing, coordinate geometry, transformations, and the Laws of Sines and Cosines, all of which help to form a strong foundation for precalculus. As time allows, additional topics might include the Golden Ratio, taxicab geometry, graph theory, and fractals. A new lesson is encountered daily through a lecture, group investigation, or an independent project. While many daily homework problems are similar to problems that have been worked through in class, others require students to apply what they know to new types of problems. Strong graphing and note-taking skills are assumed.

Abstract Geometry

This course covers all the topics of Geometry with Proofs and much more. It is designed to encourage students to contemplate and appreciate the nature of mathematics, both as an axiomatic deductive system and as a science of patterns. The concept of proof is central to the course. The emphasis on creative problem solving, clear thinking, and careful articulation provides an important foundation for advanced mathematics courses at George School and beyond. Advanced topics include concurrency proofs, Fermat primes, theorems from Ceva and Heron, and circular functions. To lay the foundation for IB HL mathematics, trigonometry is introduced, vectors are reviewed and extended to three dimensions, and the idea of a limit is informally introduced, applied, and used to derive formulas. Daily homework requires students to apply concepts discussed in class to new problems in a creative fashion. Strong graphing, note-taking, and algebraic skills are assumed, as is the ability to generalize a pattern from specific cases. A year of geometry at the junior high level is helpful, but not required.

Algebra 2

A thorough review of Algebra 1 skills is intertwined with the development of more advanced algebraic skills in this course. Students are introduced to the concept of a mathematical function and they do extensive work with linear and quadratic functions and their graphs. Quadratic equations with complex roots are considered and quadratic inequalities are explored. Logarithmic and exponential expressions, equations, and functions are introduced. Students deepen their understanding of rational, absolute value, and polynomial expressions and equations. Concepts are introduced or extended almost daily. Review is built in as needed. Daily homework problems are similar to problems worked through in class.

Algebra 2 with Trigonometry

Extending the skills developed in Algebra 1 and Geometry with Proofs, this course introduces new algebraic concepts that include rational expressions and equations; quadratic expressions, equations and inequalities; complex numbers; sequences and series; the binomial theorem; and basic matrix operations.There is a thorough discussion of the concepts relating to functions, including transformation of graphs and inverse functions. Polynomial, absolute value, logarithmic, and exponential expressions and functions are also studied. The course concludes with a review of right triangle trigonometry and an introduction to radian measure, the unit circle, and graphs of circular functions. New topics are introduced daily. 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. Strong graphing, factoring, and note-taking skills are assumed. Students who completed Intermediate Algebra with a grade of B- or lower should take this course prior to a precalculus course.

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.

Essentials of a Friends Community

This one term course is required of all freshmen and new sophomores.  Students are introduced to life at George School and to the application of Quaker practices as a framework for living.  Through a combination of classroom activities and experiential learning, students learn about living responsibly in a Quaker community.

Spiritual Practices

This first-term course, required for all returning sophomores, provides an experiential introduction to spiritual practices from the world’s religions.  Much of the class is based on exercises from the book Essential Spirituality by Roger Walsh, M.D., Ph.D.  The course helps students to recognize the broad range of spiritual experiences, as well as to identify many of the shared practices found in the world’s great faith traditions. Students learn to expand and develop their spiritual vocabulary so that they may better articulate their own experiences, regardless of whether they consider themselves religious.  Skills emphasized in Spiritual Practices include close reading to understand diverse spiritual experiences, use of a theological and spiritual vocabulary, reflection on an array of experiential spiritual practices, and close listening to diverse perspectives. Students are encouraged to explore the validity of their own spiritual experiences, to articulate spiritual questions, and to cultivate an attitude of spiritual seeking. Sample topics include Cultivating Emotional Wisdom, Ethical Living, Concentrate and Calm Your Mind, and Embracing Generosity and the Joy of Service.

Holistic Health

This two-term required sophomore course allows students to explore several important dimensions of health. Sample topics include psychological health, alcohol and other chemical substances, and human sexuality. Students use factual information to engage in ethical decision making with an emphasis on personal responsibility. The course develops the skills of synthesizing information and concepts, independently following a term-length syllabus, working collaboratively, discussing abstract and controversial topics, writing reflectively and critically, and applying information within different contexts. The course employs a variety of teaching methods including lecture, multimedia presentations, role-plays, and interviews with guest presenters. Homework includes reading, journal and essay writing, in-class presentations, and small-group research projects.

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.

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.

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.

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.

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.

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.