Global Language

global issues and recent historical events that shape the world today. Looking through the lens of complex topics such as “decolonization” and “resources,” students develop state-of-the-planet awareness by understanding major tensions in regions throughout the world. With an emphasis on developing a global perspective and making decisions in an effort to solve global problems, the history and English courses work together to help students understand the world around them. The history course tells the story of various global issues, one from each major region of the world. The English course explores connected global topics through literature and current events, resulting in units that help illuminate the issues of the contemporary world.

U.S. HISTORY 11

U.S. History 11 is a survey of the major political, social, cultural and economic developments in the United States from the pre-colonial period to the present. The course deals with the key events of that time period, while also seeking to encourage deep consideration of questions that Americans still face today. By examining important events, trends and people in modern America, students develop their analytical, reading and writing skills.

AP U.S. HISTORY

Students with dedication and talent in the field of History are encouraged to take on the challenge of Advanced Placement United States History. This course covers essentially the same content as the regular course but uses an advanced college-level text in order to delve into the material in greater conceptual depth and historical detail. Students continue to develop reading, writing and thinking skills, making extensive use of primary source documents, engaging in daily class discussions and conducting original research. Students are expected to take the United States History AP Exam in May.

AP ART HISTORY

AP Art History, available to juniors and seniors, is a truly global history course. Students look at the history of the world and its varied and dynamic cultures by examining objects, from King Tut's funerary statue to the Forbidden City in Beijing, China, to the video art of Bill Viola and Nam June Paik. The course begins with pre-history, moves to ancient civilizations such as Egypt, Greece and Rome, and examines the art and religion of Christianity, Islam, Hinduism and Buddhism, as well as the belief systems of ancient American cultures. Students study paintings, sculpture and architecture of the European tradition, as well as those from different periods in Asia, Africa and the Americas. Students develop their powers of observation and learn the concepts, vocabulary and analytical tools that will allow them to walk into any museum or view any building in the world and understand the deeper meaning of what they see. The course centers around student analysis and group discussions.

AP U.S. GOVERNMENT AND POLITICS

This course begins by introducing students to basic concepts in political and moral philosophy, encouraging them to consider the purpose of a just society. The class then engages in an exploration of the history and contemporary issues surrounding the structure of the American political system, giving students the opportunity to apply their knowledge by interacting directly with their local and federal representatives. In the spring semester, students first examine issues surrounding civil liberties and civil rights, paying close attention to the Supreme Court's role in shaping these topics. Students then examine issues pertaining to political ideologies and participation by reflecting on what shapes their beliefs and perspectives and the ways engaged citizenship extends far beyond the ballot box. The course concludes with individual civic action projects, giving students an opportunity to see the value that lies in interacting with real-world political issues, processes, institutions and/or policymaking.

ETHNIC STUDIES

Ethnic Studies, available to juniors and seniors, provides an avenue to more fully include the voices of marginalized groups in the historical narrative. By examining primary and secondary sources, art, music, and various other media, students develop their critical and creative thinking, cultural competence, and communication skills. The fall semester explores the unique histories of four major racial-ethnic groups (Black Americans, Mexican-Americans, Asian Americans and Native Americans) with a heavy emphasis on post-World War II experiences, particularly in California. In each unit, students work to identify each group’s agency and contributions and celebrate culture, while also addressing the racial injustice and violence embedded in the history of predominantly California-based civil rights movements. Additionally, students will grapple with the idea of progress and the pursuit of civil rights as an ongoing process. The spring semester explores more contemporary issues (LA Riots, Prison Industrial Complex, Black Lives Matter) and provides students an opportunity to continue their own identity work and study their positionality to various other social movements, lead a project in the Chadwick community, and complete individual research based in Los Angeles on a specific topic of their choosing.

ECONOMICS

Through this course, students master basic economic concepts in order to better understand how the real-world market economy works. The course makes connections between the skills and knowledge associated with economics and current events on the state and national levels so that students can make informed decisions as voters. Finally, the course studies basic investment concepts involved in wealth building so that students will be able to make informed financial decisions in their personal lives.

Innovation and Design/ Computer Science

Chadwick's innovation and design program prepares students to become global citizens who: • Apply previously learned technologies to inform the understanding of new or unfamiliar technologies. • Evaluate and use technologies, techniques, and materials that effectively and efficiently address a problem. • Use a creative and iterative process to identify and solve problems by creating new, useful and/or imaginative solutions. • Explore ideas outside of their comfort zone and learn from failures.

SIXTH-GRADE STEM

Taught by members of the Innovation Department, students explore and build in the Makerspace Lab and learn how to ask questions and think and uncover new ideas as scientists, designers and engineers. Designed around hands-on projects, like the primary project to build a functioning settlement on Mars, students develop valuable engineering, coding and technology skills, such as 3D modeling and digital fabrication.

SIXTH-GRADE CODING AND THE ARTS

Students unlock their creative potential by exploring the intersections between computer science and art. This multidisciplinary class allows students of all levels to develop their computer science skills across various media types, including drawing, animation, video games, music and physical interactive art. Projects are designed to incorporate computer science and art components. For example, students might build custom blocks in Minecraft, create interactive multimedia experiences with circuits, learn how to program and use microcontrollers, develop digital stories, and more to apply their developing coding and computing skills to design, create and problem-solve.

SIXTH-GRADE FIELD OF NATURAL HISTORY

This course gives students the tools to replicate what they observe in nature so others can enjoy what they have discovered. The field of Natural History Illustration is about observing and illustrating subjects from nature, science and culture. Chadwick's beautiful campus provides a natural world to be discovered. Being able to observe and replicate it through illustration offers insights into life that can change how students think about themselves and their surroundings. Sixth-graders learn essential skills and techniques that form the foundation for creating accurate and stunning replications of subjects from the natural world.

Middle School Innovation and Design Electives:

ANIMATION AND RIGGING

This elective helps students learn the art of stop motion animation with animation and rigging. The course begins with a dive into the history of stop motion with a look at classic stop motion films as well as the pioneering individuals who furthered the craft. Students practice animating simple human motions like walking and jumping using small mannequins. Then students design and build their own animatronic puppet with wireframe and ball joints. Lastly, students take a kinesiological look at human movement and attempt to accurately recreate human movements with our puppets. If time permits they sculpt with clay and give the puppet form.

CODING WITH GAME DEVELOPMENT

We have all played and enjoyed games, but how do people actually design them? How do you describe a game? What are the basic elements? What about prototyping and iterating? How do we use the power of coding/programming to create an experience for the player? This course explores these questions and others. No previous programming experience is required.

CULINARY CHEMISTRY

Students explore the connection between science and food. The course reviews scientific concepts that underlie everyday cooking and explore new exciting molecular gastronomy techniques practiced in some of the top restaurants around the world. Students also learn how to become experimental scientists in their own kitchens.

DIGITAL FABRICATION

Designers today have access to a variety of tools for rapid prototyping and fabrication, from 3D printers and laser-cutters to digital cutter/ plotters and CNC mills. In this course, students gain exposure to the skills and strategies for designing and prototyping that begins on a computer and ends in the real world. Their final project is to use these 21st-century fabrication tools to design and construct a playable tabletop board or card game.

EXPLORING ELECTRONICS AND CIRCUITS

Students learn how to build electrical circuits and code in a language called “C” by working on immersive electronics projects in a beginner-friendly, collaborative environment. Some of the projects include a “crypto-mining” project where students will make their own custom cryptocurrency and then mine cryptocurrencies using a microcontroller called the Raspberry Pi. Students will also build a custom FPV racing drone using electronic components and fl y them at the end of the course. Throughout the course, students develop important skills such as designing custom circuits, coding in “C,” and working with microcontrollers such as the Arduino and Raspberry Pi.

“MIDDLE MAKING” – DESIGN AND ENGINEERING

This is a project-based course that introduces students to design and engineering. The course includes experiences at the intersections of science, art, technology, music and engineering. Students are introduced to a broad range of engineering topics and develop essential "maker" skills (design, CAD, problem-solving, collaboration, communication and research) through a series of engaging, challenging and meaningful projects.

ROBOTICS

The VEX IQ robotics course enables both experienced and inexperienced engineers and future programmers to build and program their own robots. Students learn all about gears, levers, drive trains, sensors and motors. In small, collaborative groups, students produce robots that are able to carry out a variety of tasks.

WOODSHOP

Students are introduced to the art and science of woodworking, reading isometric plans, scaling designs, exploring various methods of joining wood and project planning, including tool selections, material summaries and board foot estimations required for projects. The students are also introduced to various types of wood and the characteristics that make the wood appropriate for particular projects.

Upper School Innovation and Design Courses

AP COMPUTER SCIENCE PRINCIPLES

The course is designed for 10th- through 12th-grade students who do not already have a strong background in programming. In this introductory course, students learn the fundamentals of computer science. Students learn how to use variables to store and manipulate data, and they learn how to use conditionals and loops to have their program execute complex behavior. In addition, students learn how to break up their code into functions to write modularized code and practice developing algorithms, debugging programs and collaborating with teammates to build complicated projects. This course prepares students to take the AP Computer Science Principles Exam in May.

AP COMPUTER SCIENCE A

This course is designed for students with previous programming experience who want to further their computer programming skills in the Java programming language. Students learn the basics of objectoriented programming by building Android applications. Students practice utilizing input/output, conditionals, loops and dynamic data structures to build complex applications. This course prepares students to take the AP Computer Science A exam in May.

POST-AP: SOFTWARE ENGINEERING

This is a yearlong course that gives advanced students the strong foundation needed to build complex applications using object-oriented principles. This course covers the design and implementation of data structures including arrays, stacks, queues, linked lists, binary trees, heaps, balanced trees (e.g. AVL-trees) and graphs. Students are also introduced to the software design process. Students build real-world applications and go through the entire process from interviewing stakeholders to deploying an application and implementing feedback.

POST-AP: ADVANCED SOFTWARE ENGINEERING

These third-year, highly advanced students develop leadership and project management skills, discipline-specifi c knowledge and skills, research skills, critical thinking skills, and communication skills applicable to professional work. Students develop those skills in the context of a chosen domain (e.g. 3-D modeling, autonomous navigation or complex web design) that builds upon work done in the AP Computer Science and Intro to Software Engineering prerequisite courses. The three units of this course require increasing independence, as students learn and apply new software design skills to real-world projects.

STEM: INNOVATION AND RESEARCH

This course is a multidisciplinary introduction to engineering and design that includes experiences at the intersections of science, art, technology and engineering. Students will explore a broad range of engineering topics and develop essential skills (design, CAD, problemsolving, circuitry, collaboration, communication and research) through a series of engaging, challenging and meaningful real-world problems.

This course gives students the opportunity to apply and develop skills previously explored in math, science and tech/STEM classes of previous years. STEM Innovation and Research course introduces and expands students’ understanding of mechanical, electrical, environmental, marine, production and industrial engineering. At the end of the course, students have the opportunity to identify a problem and use the knowledge, skills, and tools explored in class to perform independent research and develop a solution. The goal of this course is to develop students who create products, solutions and services using creative, imaginative and iterative processes that identify and address a specifi c need through the lens of engineering and design.

Math

Chadwick's math program prepares students to become global citizens who: • Reason and communicate abstractly, quantitatively and in multiple ways. • Persevere in solving problems eff ectively and effi ciently. • Actively make sense of the world using mathematics.

SIXTH-GRADE MATH

Chadwick's challenging sixth-grade math course emphasizes problem-solving, conceptual understanding, reasoning, transfer skills and communication of mathematics. Students explore pre-algebra concepts, including real-world applications with an intentional focus that includes technology integration. Math instruction is adapted to meet the varying needs of each student, providing appropriate challenges for students who are ready for higher level math.

PRE-ALGEBRA A

Pre-Algebra A covers all of the topics needed to be successful in Algebra I. There is a strong emphasis on fundamental skills as well as on a thorough understanding of math concepts. A great deal of time is spent working on the basics of understanding numbers and math reasoning. Topics studied include order of operations, solving equations, exponents, percents, ratios and proportions, solving linear equations, graphing and an introduction to probability. Problemsolving is also a key skill that is emphasized throughout the course.

PRE-ALGEBRA B

This course covers the usual pre-algebra course topics in greater depth. Additionally, the course explores extra topics and projects including applications in coding and spreadsheets, solving radical equations, and in-depth investigations of linear functions. Emphasis is placed on problem-solving. The use of equations to solve word problems is taught along with solving equations in one and two variables. The class is also a pre-geometry class in which students learn basic geometric relationships along with the Pythagorean theorem, distance formula and special right triangles.

ALGEBRA 1A

Algebra 1A is the fi rst course of a two-year sequence designed to lay a solid foundation in algebra. The pace of the sequence is adjusted to maximize student understanding. While there are many skills, defi nitions and concepts that will be covered, there is also an increased emphasis on problem-solving and reading the math text. The course begins by focusing on basic algebraic skills and, as the year progresses, the focus shifts to solving non-routine problems. In addition to developing strong problem-solvers, other goals of the course are to improve technical reading skills as well as foster independent learners. A full year in Algebra 1A covers approximately one half of the material covered in a standard Algebra 1 course.

ALGEBRA 1

In this course, students explore traditional algebra concepts and form a strong foundation for future math courses. A heavy emphasis is placed on application of algebraic concepts. Students will simplify and evaluate algebraic expressions and operations on polynomials; graph linear and quadratic equations; solve linear absolute value, rational, and radical equations and inequalities; solve systems of equations and inequalities; extensively explore quadratic equations and their applications; and investigate functions, proportions, exponents and radicals.

ALGEBRA 1B

Algebra 1B is the second course of a two-year sequence designed to lay a solid foundation in algebra. The pace of the sequence is adjusted to maximize student understanding. First semester topics include graphing linear equations, systems of linear equations, linear and absolute value inequalities, polynomials and factoring. In the second semester, students cover radicals, solving and graphing quadratic functions, operations with rational expressions, fractional equations and a variety of problemsolving. Students apply these tools to solve problems in real-life situations. Students are expected to communicate their mathematical thinking through numeric, graphic and analytical avenues.

ALGEBRA 1 HONORS

The overall content of Algebra 1 and Algebra 1 Honors are largely the same, except for some additional applications. In the honors course, depth and rigor increase, and a deeper understanding is expected. This advanced course requires students to have enthusiasm for mathematical challenges, strong work and study attitudes, a growth mindset, time in their schedule to master challenging topics, strong reading skills and superior pre-algebra skills.

GEOMETRY

The main goal of Geometry is to enable students to comprehend and

use Euclidean geometric relationships in two and three dimensions. Some of the topics covered are deductive and inductive reasoning, writing coherent proofs, graphing lines, areas and volumes of plane figures, and solids and transformational geometry. In addition to traditional classroom discussions, computer technology and group exercises are used to allow students to explore geometric relationships and discover theorems.

GEOMETRY HONORS

This course generally follows the description of the traditional geometry course but provides extensive experience from early stages with the devising, presentation and defense of student proofs. The Honors course includes a more extensive coverage of solid geometry, an introduction to vectors (when time permits), and an introduction of analytic geometry and trigonometry.

ALGEBRA 2

This is a full-year course in second-year algebra designed to help students who found more challenge in Algebra I and Geometry. Topics are very similar to those of Algebra 2 with Trigonometry, but the pace is slightly slower, involves slightly less depth, and trigonometry is not included.

ALGEBRA 2 WITH TRIGONOMETRY

This second year of algebra is designed to prepare students for precalculus and any other non-calculus collegiate mathematics course. The topics include advanced algebra techniques, linear equations, inequalities, and functions; polynomials and polynomial functions; rational expressions; irrational and complex numbers; quadratic equations and functions; exponential and logarithmic functions; right triangle trigonometry and their functions; powers, roots, and radicals; and an introduction of probability and statistics. Students extend further with functions by looking at their characteristics and transformations, applications of functions such as piecewise functions and functional relationships with their inverses.

ALGEBRA 2 HONORS

This course explores many of the same topics as Algebra 2 with Trigonometry, but often in greater depth and complexity, including extensions and connections with technology. Topics include advanced algebraic techniques, use of complex numbers, mathematical modeling with regression equations, functions and transformations, polynomials of higher order, rational functions and expressions, exponential and logarithmic functions, conic sections and their graphs, arithmetic and geometric series, trigonometric functions and their graphs, and probability and statistics.

PRECALCULUS: TRIGONOMETRY AND FUNCTIONS

This course is designed for students who are interested in exploring introductory calculus. Topics include trigonometric functions, trigonometric identities and equations, applications of trigonometry, piecewise functions, inverse relations and functions, exponential functions, logarithmic functions, polynomial functions and rational functions. Graphing techniques for transformations are studied with respect to the elementary functions.

PRECALCULUS

This course is designed for students interested in the study of calculus and further mathematics. Students enrolling in this course are ready to learn complex and abstract mathematical concepts and their applications. Topics include extensive studies in trigonometric functions, vectors, matrices, parametric equations, conics, polar equations and graphs, piecewise functions, inverse relations and functions, sequences and series, and a review of all key features of the elementary functions with an introduction to limits.

PRECALCULUS HONORS

This course is designed for 11th-grade students who wish to prepare for the AP Calculus AB course, a college calculus course, or further mathematics. Topics covered at an advanced level are functions in general (notation, composition, transformations and inverses), polynomial functions, rational functions, exponential functions, logarithmic functions, trigonometric functions (including circular functions, triangle trigonometry, trigonometric formulas and graphs), conic sections, complex numbers, parametric and polar equations, and three dimensional vectors.

CALCULUS

Calculus is organized around the themes of limits, derivatives, integrals, and application and modeling. Within the context of these themes, the following topics are explored in depth: limits, continuity as a property of functions, the concept of derivative, computation of derivatives, applied derivatives, techniques and applications of antidifferentiation, interpretations and properties of definite integrals, applications of integrals, fundamental Theorem of Calculus and numerical approximations to definite integrals. Students apply these tools to solve problems such as local linearization, related rates, optimization and analysis of graphs of functions. Students are expected to communicate their mathematical thinking through numeric, graphic and analytical avenues.

STATISTICS AND ADVANCED TOPICS

The first semester of Statistics and Advanced Topics focuses on statistics: data distributions, data relationships, data for decisions and probability. The second semester uses non-calculus techniques to study diverse applications that can include linear programming, management science, voting and social choice, fairness and game theory, the study of growth or financial mathematics. This is the final math class the student will take at Chadwick unless the student is also taking a concurrent math course.

AP STATISTICS

AP Statistics is the equivalent of a one semester, introductory college statistics course. The topics covered include strategies and methods for designing experiments, obtaining data then organizing, summarizing, presenting, analyzing, interpreting and drawing conclusions based on the data. Students learn to construct models for chance-based phenomena through simulation and probability theory. Statistics is a powerful analytical tool that makes it possible to develop more generalized and meaningful conclusions about data. Throughout the course, students apply knowledge and skills to realworld contexts.

AP CALCULUS AB

This course is designed for 12th-grade students who are ready for the rigor and responsibility of college-level mathematics. Topics covered in this course include limits, continuity, differentiation, integration, graphing techniques, logarithmic and exponential functions, simple differential equations and volumes of solids. This is a year-long course designed to prepare students to take the AP Calculus AB Advanced Placement Exam.

AP CALCULUS BC

This full-year course is designed to prepare students to take the AP Calculus BC Advanced Placement Exam. In addition to reviewing topics from AP Calculus AB, students study advanced integration techniques, improper integrals, logistic equations, applications of integration to physics, Euler’s Method, differential equations, curves in parametric and polar coordinates, vectors, and polynomial approximations and infinite series.

MULTIVARIABLE CALCULUS

This course is generally taught with participation from other students through the Malone School Online Network, “The mathematics of three dimensions is the emphasis of this college-level course. Multivariable Calculus will explore the geometry of three-dimensional space, including vector arithmetic. It will also explore three-dimensional surfaces, using the tools of derivatives and integrals expanded into multiple dimensions. A robust unit on differential equations will allow students to review the topics of single-variable calculus. The emphasis throughout the course will be on problem-solving and on real-world applications of the tools students learn in fields such as economics, astronomy, physics, engineering and medicine.”

Malone Schools Online Network (MSON)

Chadwick's membership in the Malone Schools Online Network (MSON) program provides remarkable opportunities to take advanced courses with peers from other excellent independent schools. Courses include both semester and full-year options.

A group of schools within the consortium, including Chadwick, shares access to courses taught by expert teachers from Stanford Online High School, Chadwick School, Maret School, Trinity Prep and other Malone Schools. The courses are aimed at the most talented, independent and motivated students at the member schools. They blend real-time video classes with asynchronous lessons and homework, and class sizes are six to 16 students. Students interested in taking an MSON course should contact Ms. Tatman directly to discuss the logistics of taking these courses.

The courses available change from year to year based on student interest and faculty availability. Courses available in the past include Ancient Greek, Arabic, modern physics, meteorology, scientific etymology, politics, philosophy, and post-AP courses in calculus, chemistry and computer science.

Physical Education, Athletics and Health

Chadwick's health program prepares students to become global citizens who: • Engage in beneficial, enjoyable wellness activities to create and maintain healthy habits. • Compete skillfully and with healthy sportsmanship. • Make informed judgements and decisions with a balance of curiosity, critical questioning and self-awareness that sustain physical, mental and social wellness. • Persevere through fear of failure to take responsible risks and respectfully explore new opportunities.

SIXTH-GRADE LIFE SKILLS AND LEADERSHIP

This semester-long course begins Chadwick's "Life Skills" sequence. Sixth-graders work with the Middle School student support team, digital learning specialist and librarian to strengthen social-emotional skills that help them to make balanced choices, develop healthy relationships and further build research and digital citizenship skills.

This series of workshops helps foster confidence, self-awareness, and important executive functioning and relational skills that students will leverage throughout their time at Chadwick and beyond. Students work with the Sixth-Grade Dean in a leadership course during the semester, developing competencies that help them to design and run community-building and service-oriented initiatives within and beyond the campus. Sixth-graders come to understand how everyone has the potential to be a meaningful leader every day and learn the importance of how leaders think (mindset) and what leaders do, strengthening how they can best help and inspire a team to work together to solve problems and achieve a common goal.

SIXTH-GRADE PHYSICAL EDUCATION/TEAM SPORTS

Sixth-graders choose and participate in a variety of sports and physical activities throughout the year. From team sports to individual fitness, from the pool to the dance studio, sixth-graders work with coaches four times each week to build athletic skills. Just as important, students learn to participate in healthy competition with positive sportsmanship, while also learning how to approach challenges with flexibility, problem-solving and creative thinking. Sixth-grade physical education choices include both team and individual activities, such as basketball, baseball, dance, flag football, golf, rock climbing, soccer, softball, swimming, track and field, volleyball, and water polo. Students can also opt into sixth-grade athletic teams throughout the year that compete against other local sixth-grades.

MIDDLE SCHOOL LIFE SKILLS

Middle School Life Skills provides students with opportunities to gain knowledge, identify resources, and build skills to effectively navigate different environments, engage in meaningful activities, and sustain positive relationships. This sequence is designed to provide a comprehensive education related to health, wellness and diversity. The course covers information related to academic, physical, social and emotional wellness, as well as diversity factors. The course commences with students exploring how increased awareness, knowledge, and skills about yourself and others can help you make healthy choices.

MIDDLE SCHOOL PHYSICAL EDUCATION/ATHLETICS

Middle School students enroll in a team sport each trimester (fall, winter and spring). Each season, students can also elect to participate in inter-school competitions on a weekly basis. • Fall Sports: Co-Ed Cross-Country, Co-Ed Dance, Co-Ed Flag

Football, Co-Ed Water Polo, Co-Ed Yoga and Girls Volleyball • Winter Sports: Boys Soccer, Boys Basketball, Co-Ed Dance, Co-Ed

Golf, Co-Ed Yoga, Girls Basketball and Girls Soccer • Spring Sports: Boys Baseball, Boys Volleyball, Co-Ed Dance, Co-Ed

Swimming, Co-Ed Track and Field, Girls Lacrosse and Girls Softball

UPPER SCHOOL "WICK SKILLS"

Upper School students continue to strengthen and reflect on skills and behaviors that help them thrive as individuals, community members and learners. Through a ninth-grade "Wick Skills" course and subsequent workshops throughout their time in the Upper School, students work with health and student support teachers, as well as other experts, to build an individualized toolbox that helps them make healthy decisions about their learning, themselves and others. This curriculum has been designed to help students build their academic, social-emotional, digital, developmental and financial literacy skills.

UPPER SCHOOL PHYSICAL EDUCATION/ATHLETICS

Upper School students must earn a minimum of nine PE/Athletic units and participate in a minimum of one team sport in ninth and tenth grade to reach the graduation requirement. Each sport team participation (including Dance Company) is two units per season and each "Fitness For Life" class and Cheer is one unit.

Fall Sports:

• Boys: Cheer, Cross-Country, Dance Company, Football and Water

Polo • Girls: Cheer, Cross-Country, Dance Company, Football, Golf,

Tennis and Volleyball.

Winter Sports

• Boys: Basketball, Cheer and Soccer • Girls: Basketball, Cheer, Soccer and Water Polo

Spring Sports

• Boys: Baseball, Cheer, Dance Company, Golf, Swimming, Tennis,

Track and Field, and Volleyball • Girls: Cheer, Dance Company, Lacrosse, Softball, Swimming, and

Track and Field

UPPER SCHOOL PHYSICAL EDUCATION CLASSES

• Dance PE • Strength and Conditioning • Winter Musical • Yoga

Science

Chadwick's science program prepares students to become global citizens who: • Understand, explain and even improve how the world works. • Generate questions, gather and analyze evidence to investigate those questions. • Effectively share scientific ideas with diverse audiences.

SIXTH-GRADE SCIENCE

Sixth-grade science continues the emphasis of Chadwick's science program on inquiry, skill development, and nurturing the natural curiosity of students. The course integrates topics from the earth sciences, life sciences and physical sciences, including ecology, geology, human growth and development, physics, and engineering.

SEVENTH-GRADE SCIENCE

The seventh-grade science curriculum teaches students how to think, communicate and lead like scientists. Students spend the year doing real science and seeing the impact of their endeavors on the world. This inquiry-based course utilizes technology in and out of the classroom and focuses on the development of essential science skills and mastery of foundational concepts from a variety of scientific disciplines including materials science, cell biology, physiology and engineering.

PCB 1 – PHYSICS, CHEMISTRY, BIOLOGY 1

This eighth-grade science course marks the beginning of Chadwick's three-course PCB (Physics, Chemistry, Biology) series. This series is designed to establish a firm foundation of science skills and understanding of key concepts before students embark on narrower, discipline-specific study in grades 11 and 12. Like the sixth- and seventh-grade courses that came before it, PCB1 brings together concepts from several scientific disciplines including genetics, chemical properties and reactions, astronomy, energy and the electromagnetic spectrum, and the physics of motion and forces.

PCB2 – PHYSICS, CHEMISTRY, BIOLOGY 2

Chadwick's Upper School science program begins with PBC2. This course is inquiry-based and challenges students with units focused on core topics from each of the major subdisciplines of science. Work in this course emphasizes the application of the scientific method, experimental design, critical thinking and scientific problem-solving. The course is divided into four units. Unit 1 explores this inquiry question: Why do racehorses break down? Among other things, this unit connects evolutionary biology and concepts of levers and simple machines. Unit 2 centers around this inquiry: Where does maple syrup come from? In the spring, the students tackle Unit 3 which focuses on how a rocket gets to Mars. Chemical reactions, materials science, conservation of energy, and motion and forces are concepts addressed in this unit. Lastly, in Unit 4, students explore how humans are altering natural ecosystems.

PCB2 HONORS – PHYSICS, CHEMISTRY, BIOLOGY 2

This course is designed for exceptionally independent learners in the ninth grade. PCB2H covers the same material as PCB2 but does so in ways that demand significantly greater student independence, increased quantity and complexity of quantitative work, superior reading comprehension skills, and greater ability to cope with and make sense of complexity, ambiguity, abstraction and theoretical work.

PCB3 – PHYSICS, CHEMISTRY, BIOLOGY 3

PCB3 is the third course in Chadwick's integrated science series. Like the other integrated courses, PCB3 is a laboratory science class that covers a range of key topics from the major sub-disciplines of science. Concepts are grouped to enhance relevance and interest and to highlight and take advantage of the deep relationships among the branches of science.

Key concept areas covered during the fall semester are collected into two large units: Energy and Matter (Unit 1) and Earth Systems (Unit 2). Fall semester includes concepts such as laws of thermodynamics and their application, heat capacity and transfer, problems involving thermodynamic formulas, types of chemical reactions and predicting products, carbon chemistry and biomolecules, oxidation and reduction, reaction rates, catalysis, chemical equilibrium, stoichiometry, evidence and mechanisms of evolution, macroevolution and speciation, ecology and population dynamics, community structure and interactions, human impact on global ecology, mechanisms of homeostasis and feedback, osmoregulation/thermoregulation, and the digestive and urinary systems. Key concept areas covered in the spring semester include topics such as carbon chemistry, DNA and the genetic code, the cell cycle, genetics, epigenetics, energy in fields, magnets and magnetic fields, electromagnetics and electromagnetic induction, electric fields and forces, electrochemistry and batteries, current and Ohm’s Law, circuits,

electric power and using power equations and the engineering process (criteria, constraints, designing, prototyping, testing and optimizing).

PCB3 HONORS – PHYSICS, CHEMISTRY, BIOLOGY 3

This course is designed for exceptionally independent learners in the 10th grade. PCB3H covers the same material as PCB3 but does so in ways that demand significantly greater student independence, increased quantity and complexity of quantitative work, superior reading comprehension skills, and greater ability to cope with and make sense of complexity, ambiguity, abstraction and theoretical work. Units include energy and matter and Earth systems.

MARINE BIOLOGY

Marine Biology builds upon physical, chemical and biological concepts introduced in previous science courses. Students participate in underwater robotics, engage in research-based, hands-on fieldwork and investigate the variety of organisms that live in the marine environment, focusing on their adaptations to that environment. Finally, they explore how energy flows and matter cycles through the Earth’s ocean system. A common thread embedded throughout the year is an investigation of the impact of humans on the ocean, its habitats and the organisms that call the ocean home.

BRAIN AND BEHAVIOR

This course investigates animal behavior through the lens of nervous system anatomy and physiology. Students begin with an examination of nervous system evolution, and they compare nervous system structure in the major animal classes. As the course turns to focus more on humans, the role of genetics, brain anatomy, and neural physiology are explored to shed light on topics such as sensory perception, motion, memory and learning, sleep and dreaming, emotion, personality, thinking and imagining. Throughout this course, students have many opportunities to gain deeper appreciation for the strengths and limitations of the human mind, the connection humans have with each other and with other living organisms, and the role that neuroscience can have in improving the human condition.

FORENSIC SCIENCE

We have all seen TV shows or movies depicting the exciting world of forensic science, but how does the science really work? This year-long course aims to explain the scientific principles and techniques behind the work of forensic scientists. Forensic science is the application of science to criminal and civil law. It incorporates the use of physics, chemistry, biology and geology. Overall, it depends on the scientific method to be able to analyze a crime scene, collect evidence and process that evidence. Topics include crime scene investigation (history of forensics, scientific principles, and how a crime scene is preserved, recorded and processed), trace evidence (glass analysis, hair, fibers and fingerprints), blood types, blood splatter, DNA, bones, time of death, odontology, entomology, tool and weapon analysis, arson, drug testing, handwriting analysis, counterfeiting, forgery, cyber forensics and more.

AP BIOLOGY

This challenging, college-level course provides an advanced introduction to key ideas in biological science. Each unit in the course focuses on deep understanding of concepts and engages students in the process of science through laboratory work. Essential questions guide the course, including inquiries such as: How is it that I am related to my cousin and I am also related to a piece of kelp in the ocean? How does a single fertilized egg cell become a human teenager with a body made up of trillions of cells? Why do I look so much like my grandmother when she was my age? What would happen to life on Earth if the sun stopped shining? At the conclusion of the course, students may elect to take the AP Biology Exam.

AP CHEMISTRY

This laboratory course deals with the structure and properties of atoms and molecules, the stoichiometry and energetics of chemical processes, and technological and environmental applications. At the conclusion of the course, students may elect to take the AP Chemistry Exam.

AP ENVIRONMENTAL SCIENCE

This course provides students with the scientific principles, concepts and methodologies required to understand the interrelationships of the natural world, to identify and analyze environmental problems both natural and human-made, to evaluate the relative risks associated with these problems, and to examine alternative solutions for resolving or preventing them. Students become familiar with the local environment of Los Angeles and the issues that are relevant to citizens in this area. Through regular examination and evaluation of current events, students learn about current issues in the environmental science field, and they gain first-hand knowledge of the environment and human processes through on-site examination of ecosystems, a habitat restoration project, a water-treatment plant, an active landfill, a recycling plant, etc. At the conclusion of the course, students may elect to take the AP Environmental Science Exam.

AP PHYSICS 1: ALGEBRA-BASED

This college-level laboratory course is a mathematical survey of motion, mechanics, waves, sound, and electricity. Students in AP Physics 1 may elect to take the Advanced Placement Physics 1 Exam in May.

AP PHYSICS C: ELECTRICITY AND MAGNETISM

This course is designed for mathematically strong and motivated 11th- or 12th-grade students who are already comfortable with calculus and foundational physics at the AP level. This college-level physics laboratory course is calculus-based and focuses on topics related to electricity and magnetism. Students in AP Physics C may elect to take the appropriate Advanced Placement exam in May.

Visual Arts

Chadwick's visual arts program prepares students to become global citizens who: • Generate ideas and produce meaningful and high-quality artwork. • Utilize personal experience and cultural perspective to create works that express artistic intention to viewers. • Critically interpret, evaluate, and respond to art created by self and other artists. • Persevere through challenges and sustain artistic energy.

SIXTH-GRADE CERAMICS

The sixth-grade ceramics curriculum has been developed to challenge both beginning and experienced ceramics students. Every student starts the trimester by practicing the building blocks of clay — sphere, cube, coil, cone, slab and pinch pot. Mastery of these items results in the ability to hand build anything the artist wants to make. Projects usually include: pinch pot cups, face magnets, slab cups, slab face vessels and a challenge project where each student designs an object of interest to them that uses the skills they have mastered so far.

MIDDLE SCHOOL CERAMICS

The Middle School ceramics course introduces students to two of the most fundamental hand-building methods: slab and pinch. Structures vary between cylindrical forms, folded bowls, pots, trays and sculptures. We discuss the physical properties of clay and the relationship between form and function, as well as how to use the Elements and Principles of Design to create a visually compelling piece. They are introduced to a variety of surface enhancement techniques and learn how color can enhance a form through different glazing processes. Emphasis is on experimentation, exploration, and the discovery of what each student is capable of and responds favorably to. In addition to creating, students also learn to build appreciation for themselves, each other, and their ideas in a comfortable and safe environment. The completion of the experience lies in gaining respect for the studio environment and materials and the importance of maintaining them.

CERAMICS 1

This year-long foundation class focuses on the creation of threedimensional forms through the use of various hand-building and glazing methods. Students spend the first semester using basic methods such as slab, coil and pinch, while they explore utilitarian and sculptural approaches to the medium. The second semester focuses solely on the wheel, where students will acquire the fundamental techniques of centering, raising and shaping numerous vessel forms. A variety of glazing and firing procedures will be employed while students work on directed assignments. Course requirements include field trip participation, sketchbook entries, participation in class critiques and field trips, and studio maintenance.

CERAMICS 2A

This semester-long course continues with either the hand-building or wheel-throwing of Ceramics 1. Using the slab roller and extended pinch and coil methods of construction, hand-builders will begin working on large-scale sculptural and utilitarian pieces either in an organic or geometric fashion. Making primarily functional forms, potters will expand on basic throwing methods previously learned and explore more complex pieces such as vases, bottles and lidded containers. As students gain experience, they address elements of proportion, balance, positive and negative space, surface texture, color and overall design. A variety of high and low fire surface treatments and firing methods will be employed to finish all of their artwork. Course requirements include sketchbook work to pursue personal meaning, critique participation, studio management, outside lab time and field trip attendance.

CERAMICS 2B

In this semester-long advanced level class, students continue refinement of handbuilding, wheel-throwing, and glazing techniques in a more conceptual and sculptural approach to the medium. Handbuilders will gain a broader understanding of form, design, and surface enrichment as they explore new methods of construction such as reductive carving, large scale bas-relief, and mold making. Potters will explore sophisticated methods of vessel making as they learn to fabricate teapots, various sets, and sectional pieces in an attempt to define a personal style. Course requirements include sketchbook work to pursue personal meaning, critique participation, studio maintenance, field trip attendance, outside lab time and exhibit setup.

CERAMICS 3A

In this semester-long, advanced level course, students identify ideas of individual interest and reflect on what and how they wish to express

themselves. Students continue refinement of hand-building, wheelthrowing, modeling, and glazing techniques in a more conceptual and sculptural approach to the medium. Working mainly on directed assignments, hand-builders will gain a broader understanding of form, design, positive and negative space, and surface enrichment as they explore new methods of construction such as reductive carving, basrelief and mold-making. Potters will continue to explore sophisticated methods of vessel-making as they acquire skills to fabricate and assemble pitchers, teapots, various sets and sectional pieces in an attempt to define an individual style. Course requirements include sketchbook work to further develop personal meaning, critique participation, outside lab time, portfolio development, studio management and field trip attendance.

CERAMICS 3A HONORS

This semester-long course covers equivalent material to Ceramics 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings and sketchbook entries, and they must also participate in weekly lab time.

CERAMICS 3B

This semester-long course is designed for advanced level students who will work on directed assignments for the most part and then culminate with several projects of their own choosing. Students expand upon their clay experience through challenging assignments such as working with plaster molds to create multiples, the figure in order to express the human form, and imaginative abstract combinations of vessels and sculpture, including the use of mixed media. Inquiry, creative risk-taking, and working with purpose and motivation is the goal. Above all, they practice their craft while enjoying artistic expression in the collaborative environment of the ceramics studio. Course requirements include sketchbook work to further deepen their conceptual ideas, one-on-one and peer-critique participation, portfolio development, studio management, outside lab time, and field trip attendance.

CERAMICS 3B HONORS

This semester-long course covers equivalent material to Ceramics 3B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings and sketchbook entries, and they must also set aside one afternoon period per week as a lab period.

CERAMICS 4A

This semester-long course is for advanced seniors who can work on some directed assignments yet who also desire freedom of choice in designing a project sequence tailor-made to their interests. Students will generate projects of their own choosing to define their course of study in terms of overall concept, number of pieces, technique, scale and duration of time allotted. They can fabricate a variety or series of themed pieces throughout the semester and can also choose to collaborate on a single major exploratory piece, all with the Core Competencies as the impetus. The artistic process will involve creative risk-taking, heightened motivation and a desire to make personally meaningful artwork conveying a personal style. Course requirements include heightened online and sketchbook work to further deepen their conceptual ideas, one-on-one and peer critique participation, portfolio development, outside lab time, studio management and field trip attendance.

CERAMICS 4A HONORS

This course covers equivalent material to Studio Art 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings and sketchbook entries, and they must also set aside time for outside lab work.

CERAMICS 4B (ONE SEMESTER)

This course must be taken in the second semester of the senior year. This is a course for advanced level seniors who want to further hone their conceptual, compositional and technical skills learned over the past three and a half years in the clay medium. Students will continue to generate projects of their own choosing, working in an independent study mode to define their course of study in terms of overall concept, number of pieces, technique, scale and a timetable for completion of their work. However, students will also have the opportunity to develop a portfolio of pieces concentrating on one thematic idea inspired by a chosen master in the clay medium or culminate with an autobiographical piece or series having to do with both the student's personal vision and place in the world. The artistic process will involve creative risk-taking, heightened motivation, and a desire to make personally meaningful artwork conveying their individual voice and style. Course requirements include heightened online and sketchbook work to continue enhancement of conceptual ideas, one-on-one and peer critique participation, portfolio development, studio management, outside lab time, field trip attendance, and art exhibit setup.

CERAMICS 4B HONORS

This course covers equivalent material to Ceramics 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and more research, observational writings, sketchbook entries and outside lab time.

MIDDLE SCHOOL MEDIA ARTS

In this introductory class, you will make pinhole-camera photographs in a dark room and learn video-editing skills using iMovie to express your own unique perspective, feelings and ideas about the world around you. Upper School Media Arts Courses

MEDIA ARTS 1

This is a year-long course offering students a broad-ranging introduction to the photographic and time-based arts. Through a series of assigned projects, readings and screenings, students focus on significant moments in film, video, and art history. They will learn the basics of darkroom photography and video production, with an eye toward the principles of design. Course requirements include participation in class critiques, art field trip attendance and supplying required materials including a 35mm SLR camera. This course serves as the prerequisite for all other media arts courses and Graphic Design 2A.

MEDIA ARTS 2A AND MEDIA ARTS 2B

As students move from a photography sequence to a media arts sequence, this semester-long course adapts to the background of its students, with an emphasis on art and communication through still and moving digital images.

MEDIA ARTS 3A AND MEDIA ARTS 3B

This semester-long class continues where level 2B leaves off. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

MEDIA ARTS 3A HONORS AND MEDIA ARTS 3B HONORS

This course covers equivalent material to Media Arts 3A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside one afternoon period per week as a lab period.

MEDIA ARTS 4A

This is a semester-long class for advanced-level seniors who want to hone the technical and conceptual skills learned over the past three years in camera-based art. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

MEDIA ARTS 4A HONORS

This course covers equivalent material to Media Arts 4A but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside one afternoon period per week as a lab period.

MEDIA ARTS 4B

This semester-long course must be taken in the final semester of the senior year and continues where the level 4A class leaves off. It is designed for students who want to further explore a personal creative vision in the field of media arts. As students move from a photography sequence to a media arts sequence, this course will adapt to the background of its students, with an emphasis on art and communication through still and moving digital images.

MEDIA ARTS 4B HONORS

This course covers equivalent material to Media Arts 4B but with higher expectations for effort and results. Students taking this course must be prepared to complete more artwork and research, observational writings and sketchbook entries, and they must also set aside one afternoon period per week as a lab period.

AP 2D ART & DESIGN: MEDIA ARTS

A senior in Media Arts may take AP Art & Design and fulfill their photographic portfolio through this course. Their work will be accomplished under the direction of the Media Arts teacher and the Studio Art teacher.

GRAPHIC DESIGN 2A

This semester-long course aims to teach students the techniques and uses of the medium, beginning with an introduction to the purpose and history of graphic design. Graphic design is currently one of the most prevalent and relevant art forms, bridging the gap between functionality and creativity. Successful design stems from critical and creative thinking and results in effective communication and cultural competence. Students develop a fluency in the elements and principles of design, master a discerning eye, and use their voices by making intentional choices in their work. The first several projects will be paper compositions made by hand using collage and drawing materials, followed by computer-based design using Adobe programs. As the semester progresses, students will become increasingly comfortable using these programs to create aesthetically pleasing and informative graphics. Units cover typography, infographics, editorial illustration, pattern design, product advertisement, package design and webpage visuals. Students complete the course with a portfolio of work demonstrating a range of approaches and purposes.

GRAPHIC DESIGN 2B

The second semester of Graphic Design is built around a greater investigation into previously covered material and an introduction to new techniques. Assignment choices include logo design, web design, pattern design, package design and more. By providing more room for autonomy, the intention is for students to explore topics and techniques that they find of interest and gain a deeper understanding and competence of the medium. Additionally, there are collaborative projects with practical applications, including the advertisement of campus events and student initiatives.

SIXTH-GRADE PAINTING AND DRAWING

The Sixth-Grade Painting and Drawing class provides an introduction and survey of street art and graffiti by learning about its origins in