Chadwick School Grades 6-12 Curriculum Guide

CHADWICK SCHOOL MISSION

Chadwick Schools develop global citizens with keen minds, exemplary character, self-knowledge and the ability to lead.

CORE COMPETENCIES

In order to achieve this Mission, the Chadwick educational program has been designed to develop six Core Competencies: critical and creative thinking, communication, collaboration, character, courage and cultural competence.

GRADUATION REQUIREMENTS

ACADEMIC SCHEDULES

Chadwick students are given every opportunity to grow both inside and outside the classroom so they’re prepared to navigate life’s challenges with confidence.

UPPER SCHOOL GRADUATION REQUIREMENTS

years / 8 semesters

4 Required Courses

HISTORY/SOCIAL STUDIES

3 Required Courses

Required through level 3 of one language

through Algebra 2

3 Required Courses 3 years / 6 semesters

The University of California requires two approved lab science courses, which could include PCB 2 and PCB 3 OR two years of non-PCB UC-accredited lab courses that are not in the same field, such as AP Biology, AP Chemistry or AP Physics.

VISUAL AND PERFORMING ARTS

See curriculum overview for details. 1.5 years / 3 Semesters

PHYSICAL EDUCATION/ ATHLETICS

See curriculum overview for details.

years / 4 seasons

UC accredited art course in ninth grade 15

OUTDOOR EDUCATION 4 years Participation required each year Grades 9-12

HEALTH AND WICK SKILLS Participation in semester-courses and various workshops

Grade 9, 7th-period course Grades 10-12 workshops

Note: These reflect the minimum requirements for graduation; most students elect to take more courses.

ACADEMIC SCHEDULES

Noted here are examples of typical schedules for each of the seven grade levels.

GRADE 6

• English

• Global Language: Chinese, French or Spanish

• Math

• Science

• Social Studies

• STEM (meets once per week)

• Music: Instrumental, Vocal or Musical Theater

• Physical Education

• Rotation of Leadership and Human Growth and Development (meets once per week)

• Arts Rotation: Options such as Ceramics, Coding and the Arts, Drama, Painting and Drawing

GRADE 7

• English

• Global Language: Chinese, French or Spanish

• History

• Math

• Science

• Music: Chorus or Orchestra

• Human Growth and Development

• Performing Arts Rotation: Drama, Spring Musical, Garageband, Public Speaking and Debate

• Visual Arts Rotation: Ceramics, Studio Art, Media Art

• STEM Rotation: Animation and Rigging, Coding with Game Development, Culinary Chemistry, Design and Engineering, Digital Fabrication, Exploring Electronics and Circuits, Fashion Design, Robotics, Woodshop

• Physical Education Rotation: Team Sports and Fitness for Life

• Middle School Club

GRADE 8

• English

• Global Language: Chinese, French or Spanish

• History

• Math

• Science

• Music: Chorus or Orchestra

• Human Growth and Development

• Performing Arts Rotation: Drama, Spring Musical, Garageband, Public Speaking and Debate

• Visual Arts Rotation: Ceramics, Studio Art, Media Art

• STEM Rotation: Animation and Rigging, Coding with Game Development, Culinary Chemistry, Design and Engineering, Digital Fabrication, Exploring Electronics and Circuits, Fashion Design Robotics, Woodshop

• Physical Education Rotation: Team Sports and Fitness for Life

GRADE 9

• English

• Global Language: Chinese, French or Spanish

• History

• Math

• Science

• Arts Course

• Human Growth and Development and Wick Skills (yearlong course)

• Team Sports or Fitness for Life

• Rich and robust offerings in the performing arts, visual arts, STEM, leadership, innovation and design, global programs, publications and more.

GRADE 10

• English

• Global Language: Chinese, French or Spanish

• History

• Math

• Science

• Free Period or options such as a Fine Arts course, AP Computer Science or AP Capstone Seminar

• Team Sports or Fitness for Life

• Rich and robust offerings in the performing arts, visual arts, STEM, leadership, innovation and design, global programs, publications and more.

GRADE 11

• English

• Global Language: Chinese, French or Spanish options

• History

• Math

• Science

• Free Period or Elective in Other Discipline

• Team Sports or Fitness for Life

• Rich and robust offerings in the performing arts, visual arts, STEM, leadership, innovation and design, global programs, publications and more.

GRADE 12

• English

• Global Language: Chinese, French or Spanish (if continuing the sequence)

• History

• Math

• Science

• Free Period or Elective in Other Discipline

• Team Sports or Fitness for Life

• Rich and robust offerings in the performing arts, visual arts, STEM, leadership, innovation and design, global programs, publications and more.

CHADWICK ACADEMIC PROGRAMS

AP Capstone Program

The AP Capstone Seminar is the first year of a two-year AP Capstone Program. The general topic of the Seminar is global studies. The specific topics are those global issues of interest to students — for example, global warming, pollution, terrorism, nuclear arms control, immigration, etc. The goal of the course is to develop students’ skills and capacity to analyze and evaluate non-fiction texts; communicate orally, in writing and via other media; work collaboratively; reflect on their learning and do research.

All 10th- and 11th-grade students who take AP Capstone Seminar are eligible in the following year to take AP Capstone Research, which allows them to design, plan and conduct a year-long research-based investigation on a topic of individual interest. The course culminates in a 4,500- to 5,000-word academic paper and prepares students for major research projects in college or thereafter.

Students who complete the Seminar and the Research Project with scores of three or higher receive the AP Capstone Certificate, signifying successful performance in those courses. Students who earn scores of three or higher on both Capstone courses and on four additional AP exams of their choosing receive the AP Capstone Diploma.

English

Chadwick's English program prepares students to become global citizens who:

• Read for various purposes and comprehend texts in a variety of genres.

• Make intentional choices to communicate ideas effectively in a variety of contexts.

• Critically and creatively respond to texts of multiple types and genres.

• Actively and respectfully engage in a range of discussions in order to learn, reflect and respond.

ENGLISH 6: THE POWER OF STORIES

While building strong literacy skills, students explore how stories reflect the human experience. They explore how their own growth and challenges are mirrored in literature. Through the study of different styles of storytelling, students learn how authors use specific strategies to convey meaning in stories, and they develop the skills to discuss stories in order to explore universal themes. This class places significant emphasis on active, reiterative reading and writing processes as students learn how to read critically and write clearly with increasing independence. It also focuses on the application of foundational grammar conventions, vocabulary words and collaboration skills.

ENGLISH 7: CIVILIZATION AND CITIZENSHIP

English 7 introduces students to foundational learning habits, literary concepts, and reading and writing skills that set them up for success in the Middle School, Upper School and beyond. This course develops strong skills through five major themes related to civilization. The English course traces these themes through close examination of

fiction and nonfiction texts while the corresponding history course explores them through Ancient Greece and Rome, drawing explicit connections to events in U.S. history and select non-Western societies. Both semesters in English place significant emphasis on the reading and writing process, foundational grammar conventions and relevant vocabulary words.

ENGLISH 8: CONTACT AND GLOBALIZATION

English 8 maintains a humanities approach in building skills and exploring themes of global citizenship. In eighth grade, students explore the way different cultures come into contact and expand in an increasingly interconnected world. The literature in English class continues to examine these themes across multiple genres. Skill development continues to be a primary focus as both semesters in English emphasize the development of strong reading and writing skills, key grammar concepts and relevant vocabulary words.

ENGLISH 9: GLOBAL STUDIES I

English 9 begins a global studies sequence with World History 9 that engages students in a two-year interdisciplinary exploration of the world around them, its history and their role in it. English 9 places an emphasis on the development of the skills and dispositions of global citizenship: it asks students to explore what it means to be ethical and empowered global citizens while providing them with a strong foundation in reading, writing, grammar, discussion and critical thinking skills. This course uses global literature to teach students how to read carefully and critically and write clearly and persuasively. Students read and discuss a range of nonfiction and fiction texts in order to develop these skills; while doing so, the course material provides students with an ethical framework that helps them to more reflectively consider personal, historical and global issues.

ENGLISH 10: GLOBAL STUDIES II

Global Studies II uses an interdisciplinary approach to further develop themes and skills introduced in the ninth-grade program. This course builds increasingly strong reading, writing and historical skills by exploring current global issues through the lens of complex and relevant topics such as resources, human rights and responsibilities, and migration. Students continue to develop the elements of a global perspective by using literature, film and nonfiction texts to examine each theme from multiple angles, and each unit focuses heavily on personal decisions and problem-solving with regards to each topic and its corresponding case study from their history class. The course culminates with a project which stresses the development of research skills and has students “live out” their learning.

ENGLISH 11:

AMERICAN IDEALS

English 11 examines American ideals such as “All Men Are Created Equal,” “The Pursuit of Happiness,” “City upon a Hill,” “A More Perfect Union” and the “American dream” to explore life in America from its founding to the current day. Students critically investigate a variety of nonfiction, poetry and fiction texts (including film) and also reflectively explore themselves and the dynamic role that they play in the ongoing story of America in order to develop critical and creative

thinking, communication, and collaboration skills. Students strengthen their ability to write and speak clearly, persuasively and thoughtfully, as well as to express themselves creatively. Grasping the complexities of American ideals helps students to better understand the world around them, themselves, why they make the choices they do, and how to make future meaningful personal and social choices.

AP ENGLISH LANGUAGE AND COMPOSITION 11: AMERICAN IDEALS

AP English Language and Composition will consider the works of various prominent American writers, thinkers and leaders, and through close readings of novels, essays, poems and historical documents, students will discuss the ways in which these works shape the American conscience. Students hone their critical and creative thinking skills, as well as their communication and collaboration skills, through longer essays, shorter in-class essays, frequent reflections, small group work, and full-class discussions.

HONORS ENGLISH 11: INTO THE AMERICAN WILDERNESS

This advanced course is recognized at the same level as Advanced Placement (AP) courses: it carries the same weight and rigor for honors acknowledgement and has an identical impact on students' GPAs. This course uniquely examines the changing and evolving definitions of wilderness in the United States and how these differing ideologies have impacted Americans' understandings, relationships, and decisions regarding the land, nature, and identity. In addition, this course content also focuses on examining and developing leadership and decisionmaking skills through literature, case studies, and most importantly direct experience. At the core of this course is a “hands on” experiential approach to learning with an integral part of the course being student expeditions into the California outdoors throughout the year where students practice and refine leadership skills and concepts discussed in class while also learning basic navigational and camp craft skills. The class will use core principles of place-based educational pedagogy to connect students to the places they encounter and to create opportunities for students to observe, experience, and reflect on what they have read and learned and how it relates to their experiences in these spaces. Students will hone their critical and creative thinking skills, as well as their communication and collaboration skills, through longer essays, shorter in-class essays, frequent reflections, small group work, and fullclass discussions. Students are expected to commit to the goals of the program by participating in all four student expeditions over the course of the academic year. Expeditions will take place on the weekend. Due to staffing of expeditions, enrollment will be limited to one section of 15 students.

ENGLISH 12: CITY OF ANGELS

English 12: City of Angels focuses on the literature, history, and culture of Los Angeles. As they develop their understanding of the region, students will explore novels, short stories, memoirs, and plays from the Los Angeles literary tradition. By examining Los Angeles as a global city, the course will complement the global and national themes that students have explored in the 9-11th grade curriculum. While it is primarily a literature class, City of Angels is designed with

an interdisciplinary approach: it integrates the literary and rhetorical analysis practiced in Chadwick’s English sequence with the diversity of skills and interests cultivated in social studies, language, science, and arts courses. This inclusive focus will prepare seniors for the increasingly interdisciplinary work demanded of them in college and allow them to explore the city through a variety of perspectives. Students will develop their critical thinking, communication, and collaboration skills through analytical and personal writing and long-term projects investigating topics of their choice. As they analyze LA’s novels, films, neighborhoods, communities, and ecologies, students will become more thoughtful and engaged citizens of the culturally dynamic city they call home.

AP ENGLISH LITERATURE AND COMPOSITION 12: STORY AND THE SELF

This course asks students to explore the creation, components and meaning of one’s self while examining the intersection of narrative and identity. Students are asked to reflect deeply on each question while also applying such inquiries to the stories, characters and persons presented throughout the course. While examining various types of texts (literature, film, non-fiction, etc.), students adopt a critical stance as well as focus on how a given text is unique and meaningful to them as individuals. Coursework requires students to write purposefully, critically and creatively (in a variety of different modes), think analytically and openly, and communicate clearly.

HONORS ENGLISH 12: THRIVING IN A CHANGING WORLD

This advanced English course is designed to explore the critical role of communication in our dynamic world. Focusing on real-world reading, writing, and collaboration skills, students will engage with diverse forms of communication relevant to everyday life and future contexts. By strengthening these skills, students become equipped to navigate challenges, seize opportunities, and thrive both today and in the future. Throughout this English course, seniors learn and analyze various perspectives on how enhancing their communication skills—reading, writing, and collaboration—can help them succeed in a rapidly changing world. Each unit offers a unique lens on these skills, from making ideas stick and mastering the art of persuasion to delving into the power of storytelling, applying design thinking to solve real-world problems, creating impactful digital content, and adapting to emerging trends. Within each perspective, students learn to make intentional choices that help them to convey and enhance their thoughts and ideas with impact and authenticity. In the final part of the course, centered around the senior Apex experience, students shift from learning and analyzing ideas to applying their skills to make meaningful impact. They become content creators and changemakers, using their knowledge to identify an issue that they are interested in, research it in depth, and develop real-world solutions. Each student will also be matched with a mentor who they will collaborate with throughout the course to offer guidance and insights into applying course skills to professional and personal pursuits. This mentorship, alongside the course's focus, will help students thrive and make a meaningful impact in a constantly evolving landscape..

AP ENGLISH LITERATURE AND COMPOSITION 12: SCIENCE ETHICS THROUGH LITERATURE AND FILM

This course investigates issues of citizenship through the intersection of science, culture and ethics with regard to the following topics: artificial intelligence, cloning, HIV-AIDS and the natural environment. The course revolves around the portrayal of scientific ethical dilemmas in fiction, poetry, drama and film, and guest speakers occasionally visit class to provide the science background necessary to understand the issues as well as current-day, real-world applications. Students read purposefully and critically, think abstractly and ethically, and communicate clearly and purposefully both in writing and in speech, as well as formulate their own personal stance towards matters of citizenship embedded in each topic.

All senior English courses end with the Chadwick milestone experience, the Apex Project. With the Apex Project, every senior conducts an extended, research-based project on a topic of their choice. The project gives students a chance to contribute meaningfully to their local, national and global communities. The Apex Project culminates in a 20-minute public presentation with a question and answer session to Chadwick students, faculty and parents and a written reflection on the experience.

Global Languages

Chadwick's global language program prepares students to become global citizens who:

• Communicate in speaking and in writing with varied audiences and for different purposes, while displaying appropriate cultural understanding.

• Read, listen and interpret information from a variety of sources in the target language.

• Negotiate meaning in the target language in a variety of interpersonal situations.

• Acknowledge, embrace and respect cultural differences and multiple perspectives.

SIXTH-GRADE CHINESE

Chinese in sixth-grade is an introductory language course offered to students with little or no previous Chinese language experience. Starting with a variety of games to help students learn the pronunciation system including initials, finals and tones, students will apply 20 of the most popular expressions in daily life during the first month of school. Fun pictures, signs of strokes and meaningful radicals are incorporated into lessons sequentially to enhance students' Chinese character literacy. After gaining an understanding of the Chinese language system and the routines of second language acquisition, students present group skits, create comic books, produce Chinese songs and rhymes, and enjoy tests and errors together. Cultural practice includes Chinese martial arts performances, opera mask painting and more.

CHINESE 1A

At the 1A level, students have the opportunity to develop basic Chinese communication skills in a cultural context. They start to listen and respond to structured social conversations. They practice writing basic characters and learn their origins. They write simple

sentences and brief paragraphs. Students also learn basic grammatical structures and sentence patterns. Cultural knowledge is introduced at appropriate intervals to enrich students' understanding of Chinese culture. The computer is used as a tool to master the phonetic system, which is quite challenging in Chinese.

CHINESE 1B

Chinese 1B is a continuation of Chinese 1A. In this class, students engage in an in-depth study of the language. They increase their vocabulary and learn phrases to increase their ability to communicate effectively in Chinese. Grammatical structures are emphasized, and students write short essays in Chinese. Reading comprehension is an integral aspect of the course. Students continue to use the computer extensively to enhance their language capability. Conversation is an important feature of the class. Students engage in dialogues on various topics and interact with their peers to practice their language skills. Voice recordings serve as a valuable tool for students to check their own reading and listening skills. The computer is used as a tool to master the phonetic system, which is quite challenging in Chinese.

CHINESE INTENSIVE

At the level of beginning Chinese, students develop their basic communication skills in a cultural context. They listen and respond to structured social conversations, practice writing basic characters and learn their origins. Students also learn basic grammatical structures and sentence patterns to write simple sentences and brief paragraphs. During the second semester, students learn to use phrases to increase their ability to communicate effectively in Chinese. They engage in dialogues on school-related topics and interact with their peers. Cultural knowledge relating to each topic is introduced at appropriate intervals, to enrich students’ understanding of Chinese culture.

CHINESE

2

This course expands on what was learned in Chinese Intensive or 1B, aiming to increase oral proficiency in everyday conversation as well as reading and writing proficiencies. Students learn more complex grammar patterns and broader vocabulary. Cultural connections are made at appropriate intervals to help students become more familiar with Chinese society. The primary goal of Chinese 2 is to build functional ability in the language, as well as to provide a foundation for Chinese 3.

CHINESE

3

This course is designed to expand students’ language skills from their previous Chinese studies. Many of the grammatical constructions introduced in earlier courses are reinforced with increasing sophistication in terms of style and usage. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, are used to expand students’ knowledge and awareness of Chinese culture and history. Rigorous practice of spoken and written Chinese in a wide range of situations of daily life will be conducted in order to help students communicate constructively, creatively and appropriately at the intermediate level.

CHINESE 3 HONORS

This course aims to enhance aural-oral skills and train students in a more advanced study of grammar, reading and writing. While the curriculum in Chinese 3 and Chinese 3 Honors is similar, in this course students will be expected to speak for greater periods of time and write more sophisticated compositions. Both pedagogically prepared texts and authentic materials, including articles from Chinese newspapers and short stories, will be used in this course in order to expand students’ knowledge and awareness of Chinese culture and history. Additionally, students will be expected to research, write and present their findings to the class.

CHINESE 4

In this intermediate-level course, students develop their Chinese language skills while also gaining a deeper understanding of Chinese culture and daily life through various audio, visual, and textual materials. The course continues to develop students’ skills in listening, speaking, reading, and writing Chinese, and introduces many practical grammatical structures and sentence patterns which will enhance students’ abilities in oral and written communication. With each new lesson, students also acquire more substantive vocabulary related to a wide variety of topics concerning daily life and culture. A strong emphasis is placed on students’ active, engaged participation. By the end of the course, the successful student will have the ability to write short compositions, present oral reports, and read short narratives on a variety of topics related to daily life and culture.

CHINESE 4 HONORS

While the curriculum in Chinese 4 and Chinese 4 Honors is similar, in this course students will work at a quicker pace, explore content in greater depth, and be expected to speak for greater periods of time and write more sophisticated compositions.

AP CHINESE LANGUAGE AND CULTURE

AP Chinese Language and Culture serves as both a Chinese language course as well as an introduction to the interdisciplinary field of Chinese culture. Equivalent to a fourth semester college course, the primary focus has been to provide students with the opportunity to experience a variety of themes in Chinese history, geography, sociology, literature and politics, etc. The course deepens students’ immersion into the language and culture of the Chinese-speaking world and challenges the students to use language as a means to study different disciplines and topics rather than just the language itself. The course is taught entirely in Chinese.

CHINESE 5

The objective of this course is for students to gain a general understanding and appreciation of Chinese literature, culture and society through in-depth study of selected literary texts and audiovisual material. Students study written texts such as short fiction, essays and news articles, as well as audiovisual materials, including films, recorded interviews and various other media such as commercials and short videos. Literary/cultural texts include traditional parables and proverb stories, excerpted chapters of modern fiction and film screenplays, popular Chinese lyric music and

poetry. Readings about contemporary Chinese society include units on Chinese ethnic diversity (ethnographic travel narratives about various regions in China), environmental problems, the educational system, Chinese-U.S. relations and cross-cultural differences. The class is conducted almost entirely in Chinese. In addition to regular listening and reading assignments, students hone their speaking and writing skills by writing short essays and giving oral presentations on various topics related to the arts, culture and society.

CHINESE 5 HONORS

Chinese 5 Honors is an advanced Chinese course intended for students who have successfully completed AP Chinese. This course applies a flipped-classroom approach and honors personalized learning. By studying authentic audio, visual and textual materials, including news and articles, movies and TV shows, essays and speeches, daily scenes and conflicts, social cues and popular proverbs, classic and modern literature etc., this course emphasizes the application of Chinese language and cultural knowledge to real-world situations. Students develop skills of effective communication in a modern contextual Chinese language setting, while also developing their critical thinking and problem-solving skills.

CHINESE 6

Chinese 6 enables students to function in Chinese in a wide variety of circumstances. Students lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts, argumentative writing etc. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted in Chinese.

CHINESE 6 HONORS

Chinese 6 enables students to function accurately and effectively in Chinese in a wide variety of circumstances, and to engage with multiple forms of Chinese classical and contemporary literature. Students develop the skills to lay a solid foundation for lifelong Chinese learning. This task-based course follows a communicative approach using both authentic resources and the materials created by the teacher and the students. Themes include the influence of technology, population explosion, marriage and family transformation, education and employment, business negotiation, moral conflicts and argumentative writing. Through exposure to Chinese popular culture and social transformation in recent decades, students gain insights about a variety of current issues. Students engage meaningfully through interviews, project presentations, discussion and debates, speeches, field trips, reports and simulated problem-solving situations. This course is conducted entirely in Chinese.

SIXTH-GRADE FRENCH

In sixth grade French, our curriculum emphasizes the foundational aspects of the language and effective communication. Students explore topics relevant to their immediate environment: they learn to introduce themselves and talk about their hobbies, passions, families, friends, school, food, sports, home, vacations, weather, etc. Instruction is structured around developing proficiency in foundational listening, speaking, reading, and writing skills essential for communication. Time is dedicated to mastering pronunciation and grammar to ensure students build a solid linguistic base. Through interactive activities, including games and projects, cultural elements are integrated into the learning experience, providing students with insights into the Francophone world. Students gradually develop a broader worldview and an appreciation for global diversity by fostering connections between languages and cultures..

FRENCH 1A

In French 1A, students are introduced to linguistic functions related to greetings, pastimes, preferences, weather, food and drink, places in school and in the city, family members, character description, and professions. They begin to acquire the high-frequency vocabulary needed to establish solid foundations in their written and oral expression. Students are also introduced to the cultural diversity of the francophone world, with a special emphasis on Paris and the French school system

Students with limited to no French background will be placed in an introductory version of this course.

FRENCH 1B

Designed for students who have completed French 1A, French 1B is built upon the structural foundations learned in seventh grade and continues to develop the students’ reading, writing and conversational skills. Students learn more regular and irregular verbs, the past tense, the near future and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is increasingly conducted in French.

FRENCH INTENSIVE

This course is designed for students with little or no experience with the French language. In French Intensive, students learn a range of vocabulary and introductory-level grammar. They develop their ability to read, write, speak, and understand French. Students engage with each other through various activities such as role-play, projects, presentations, and short readings. In addition, students learn about the cultural diversity of France and Francophone regions worldwide. Instruction is in French, and students are expected to adhere to the norms of the French immersion classroom..

FRENCH 2

French 2 continues the study of grammar and offers a variety of activities such as role-playing and simulations to help students apply new expressions and structures to real-life situations. Students

are introduced to new past tense forms, direct and indirect object pronouns, the use of the future tense, the conditional and subjunctive modes, negative expressions and more specialized thematic vocabulary. Students learn to appreciate in more depth the target culture, including poems, films, and cultural readings that incorporate both new and already learned cultural and linguistic elements. This course is conducted primarily in French.

FRENCH 3

This course builds upon the structural foundations learned in French 2 and continues to develop the students' reading, writing and conversational skills. Students learn more regular and irregular verbs, the imparfait (past tense), and other grammatical structures that allow them to express themselves creatively in French. Students continue to be exposed to French and Francophone cultures. The class is conducted in French.

FRENCH 3 HONORS

Students in French 3 Honors are exposed to a more in-depth look at grammar and vocabulary while developing their reading, writing, listening, and speaking skills. Students are expected to adhere to the norms of the French-only speaking environment while engaging in various activities such as role-play, individual and group projects and presentations, and discussions on films, cultural videos, and texts. In addition to developing their language skills, students learn about the cultural diversity of the world’s francophone regions through short stories, articles, films, videos, and various literary selections

FRENCH 4

In French 4, students continue to refine their French communication skills in a French immersion environment. They explore such topics as generational differences, the world of advertising, immigration, and climate change through exposure to current events, films and literature from the francophone world.

FRENCH 4 HONORS

In French 4 Honors, students refine their communication skills as they learn advanced grammatical structures. Topics such as generational differences, the world of advertising, immigration, and climate change, are introduced through an exploration of current events, films, and literature from around the francophone world. Students are expected to adhere to the norms of this French-only immersion environment.

FRENCH 5

This French immersion course introduces students to French culture and the lives of French teenagers. Students develop their cultural competency through exposure to a French TV show, a French novel, and other authentic materials. The course also provides a comprehensive review of intermediate and advanced grammar as needed, and presents students with ample opportunities to refine their language skills in all four target areas. Students will leave this course as fully functional French speakers with a deep appreciation and understanding of francophone culture.

FRENCH 5 HONORS

Prerequisites: B+ average in French 4 Honors/AP French or A average in French 4. Students who do not meet this criterion but who feel strongly that they would be best placed in French 5 Honors may take a placement test in June after final exams.

This French immersion course introduces students to French culture and the lives of French teenagers. Students develop their cultural competency through exposure to a French TV show, a French novel, and other authentic materials. With ample opportunities to discuss and write about what they see, hear, and read, students continue to refine their language skills in all four target areas. This course prepares students for entry into the world as fully functional French speakers with a deep appreciation and understanding of francophone culture.

AP FRENCH LANGUAGE AND CULTURE

The French AP course prepares students for the Advanced Placement French Language and Culture Exam. Students learn vocabulary corresponding to the six AP themes and continue to hone their reading, writing, listening, and speaking skills through various activities such as pair conversation activities, journal entries, individual presentations, and discussions on current events and Francophone film and literature. In addition, students engage in focused review activities geared explicitly to components of the AP exam.

SIXTH-GRADE SPANISH

6th-grade Spanish is an introductory-level course structured around foundational vocabulary and grammar to facilitate communicative learning. The curriculum integrates thematic units with a focus on the diverse cultures of the Spanish-speaking world. It emphasizes practical language use, enabling students to articulate aspects of their identity, family relationships, and school life. Students develop their language skills in a dynamic and interactive setting by engaging in dialogues, collaborative projects, and communicative exercises. This approach ensures a solid foundation in Spanish, crafted to engage young learners and encourage their active participation.

SPANISH 1A

Spanish 1A extends the foundation laid in 6th-grade Spanish, aiming to enhance core language competencies. This beginner-level course expands students' vocabulary and strengthens their understanding of essential grammar, focusing on the present tense, key irregular verbs, and periphrastic expressions for future intentions and obligations. Emphasizing practical communication, the course encourages active participation in speaking, listening, reading, and writing within varied contexts. Through dialogues, projects, and interactive activities, students apply and reinforce their knowledge, solidifying their base in the language. The curriculum delves into themes of personal and cultural identity, and broadens students' appreciation for the geographical and cultural tapestry of Spanish-speaking regions, integrating cultural insights to provide a comprehensive and enriching learning experience.

Students with limited to no Spanish background will be placed in an introductory version of this course.

SPANISH 1B

Spanish 1B builds on the foundational knowledge acquired in Spanish 1A, taking students further into the world of Spanish language and culture. This course is tailored to reinforce students' understanding of essential grammatical concepts while introducing more complex grammatical structures, such as reflexive verbs and the preterite tense, enriching students' ability to express past actions and daily routines. Through a mix of reading, writing, speaking, and listening exercises, students will refine their ability to communicate in Spanish across a wider range of scenarios. These diverse exercises refine students' communicative abilities across a variety of scenarios, from casual conversations to more structured academic contexts. Cultural immersion remains a key component, with a focus on exploring diverse Spanish-speaking regions and their customs, thereby enhancing students' global awareness. This class lays the foundation for more advanced Spanish studies, equipping students with the skills and knowledge necessary for more sophisticated linguistic and cultural exploration.

SPANISH INTENSIVE

Spanish Intensive is a dynamic course tailored for beginners aiming to rapidly acquire foundational Spanish skills. This accelerated program focuses on combining intensive instruction in vocabulary, key grammatical structures, and essential communicative functions with a strong emphasis on practical usage. Through a variety of engaging activities, including dialogues, role-plays, and multimedia resources, students will quickly build their ability to understand and express basic ideas in Spanish, covering topics such as daily routines, personal and family information, and interests.

SPANISH 2

Spanish 2 transitions students from foundational knowledge to a more nuanced understanding of the Spanish language, introducing key grammatical concepts such as the preterite and imperfect tenses, direct and indirect object pronouns, and the imperative form. This course emphasizes the application of language skills in more complex communicative contexts, expanding students' ability to narrate events in various time frames. The curriculum introduces more sophisticated grammatical structures and vocabulary, enhancing students' linguistic precision and fluency. Cultural exploration deepens, with a focus on the historical, artistic, and social facets of Spanish-speaking communities, fostering a comprehensive appreciation of the language. Through interactive methodologies, Spanish 2 encourages active participation, critical thinking, and collaborative learning, equipping students with the skills needed for real-world communication and further academic pursuits in Spanish.

SPANISH 3

Spanish 3 serves as a continuation of Spanish 2, specifically designed for students seeking to solidify their understanding of previously covered concepts while progressing in their language proficiency. This course emphasizes a thorough review and reinforcement of key grammatical structures and vocabulary, ensuring a strong foundation. At the same time, it introduces new material such as the conditional and future tenses to advance students' communicative abilities,

focusing on enhancing their skills in more sophisticated conversational contexts, reading comprehension, and written expression. The curriculum integrates a deeper cultural immersion, providing insights into the nuances of Spanish-speaking societies and encouraging students to engage with authentic media and texts. Through personalized feedback, targeted practice, and collaborative projects, Spanish 3 aims to build confidence and fluency, preparing students for more advanced studies and real-life Spanish interactions.

SPANISH 3 HONORS

Spanish 3H is designed for students poised to accelerate their language acquisition and delve into advanced topics and themes. This rigorous course challenges students with complex grammatical structures, sophisticated vocabulary, and nuanced aspects of verbal and written communication. In this course, students learn to navigate the present subjunctive mood, as well as the future and conditional tenses, expanding their ability to express possibilities, hypotheses, and future actions. Emphasis is placed on critical thinking and analytical skills, as students interpret authentic literary texts, engage in advanced dialogues, and explore intricate cultural issues within the Spanish-speaking world. Through project-based learning, dialogues, and comprehensive cultural analysis, Spanish 3H aims to cultivate a deeper understanding and appreciation of Spanish language and culture, setting a solid foundation for higher-level Spanish studies and real-world applications.

SPANISH 4

Spanish 4 builds on the comprehensive skills developed in Spanish 3, guiding students towards higher levels of language proficiency and cultural understanding. This course focuses on refining and expanding students' abilities in speaking, listening, reading, and writing, using increasingly complex linguistic structures such as the present subjunctive mood and a diverse range of vocabulary. Students will engage in in-depth discussions, analyze authentic texts, and explore contemporary and historical themes relevant to Spanish-speaking communities. The curriculum encourages critical thinking and cultural awareness by integrating current events, literature, and art from various Spanish-speaking countries. Through collaborative projects, presentations, and immersive activities, Spanish 4 aims to enhance students' communicative competence and prepare them for advanced studies in Spanish.

SPANISH 4 HONORS

Spanish 4H offers an advanced curriculum that further refines students’ linguistic abilities and cultural comprehension. This honors course intensifies focus on complex grammatical structures such as the subjunctive mood and enriches vocabulary to support nuanced expression and understanding. Engaging with advanced literary works, critical essays, and multimedia from the Spanish-speaking world, students analyze and interpret content, deepening their cultural literacy. Discussions, presentations, and research projects encourage sophisticated communication and critical thinking. Spanish 4H prepares students for collegiate-level Spanish, emphasizing fluency, accuracy, and a profound appreciation for Spanish-speaking cultures.

SPANISH 5: ADVANCED SPANISH CONVERSATION

Spanish 5 is designed for students committed to achieving proficiency in the Spanish language and a deep understanding of the cultures within the Spanish-speaking world. This course emphasizes advanced linguistic skills, including complex grammatical structures, extensive vocabulary, and idiomatic expressions, to facilitate sophisticated communication and analytical thought. Students will engage with a variety of authentic texts, including contemporary literature, film, and media, to enhance their interpretive, interpersonal, and presentational abilities. Critical discussions, essays, and presentations on historical, social, and artistic themes encourage a comprehensive cultural perspective and intellectual engagement.

AP SPANISH LANGUAGE AND CULTURE

AP Spanish Language and Culture is a college-level course designed for high-achieving students ready to showcase their advanced proficiency in the Spanish language. This rigorous curriculum aligns with the standards set by the College Board, focusing on refining communicative skills across speaking, listening, reading, and writing. The course is structured around six core themes: Global Challenges, Science and Technology, Contemporary Life, Personal and Public Identities, Families and Communities, and Beauty and Aesthetics. Through a variety of authentic resources, including print and audiovisual materials, students engage in complex analyses and discussions, deepening their understanding of cultural nuances and global issues in Spanish-speaking societies. The course prepares students for the AP Spanish Language and Culture exam, emphasizing critical thinking, linguistic accuracy, and cultural competency. AP Spanish aims to cultivate global citizens who can navigate diverse perspectives and contexts with empathy and insight.

SPANISH 5 HONORS: SPANISH SEMINAR (POST-AP)

The Post-AP Spanish course is designed for students who have successfully completed the AP Spanish Language and Culture curriculum and seek to further their exploration of Spanish language and Hispanic cultures at an advanced level. This course goes beyond the traditional confines of language learning, engaging students in an in-depth study of complex literary texts, film, and contemporary media from various Spanish-speaking countries. Emphasizing critical analysis, cultural reflection, and sophisticated expression, students will delve into themes such as social justice, historical perspectives, and artistic movements, fostering a deeper understanding of the Spanish-speaking world's diversity and complexity.

History/Social Studies

Chadwick's history program prepares students to become global citizens who:

• Critically read and understand sources to construct meaning.

• Recognize and seek out various perspectives in order to embrace complexity.

• Gather and evaluate sound evidence from multiple sources to synthesize interpretations, form arguments and inform decision-making.

• Communicate to demonstrate understanding of the past and present.

• Actively listen and engage in discussions in order to learn, reflect and respond.

• Apply historical thinking skills to demonstrate understanding of the past and present and to prepare for the future.

SIXTH-GRADE SOCIAL STUDIES

Sixth-grade history focuses on the development of various civilizations and communities (Ancient Mesopotamia, Ancient Egypt and various countries around the world) and the factors that helped shape and define them. This class emphasizes geography and the development of historical thinking, non-fiction reading and research skills. A significant research project culminates the course.

SOCIAL STUDIES 7: WORLD HISTORY

In seventh grade, students examine how medieval people created ways to connect as populations grew and societies developed more complex and advanced political, economic, and cultural systems. With more people and increased interaction, humans developed

belief systems, governments, technologies, and trade routes to link communities together. These connections resulted in changes that had both positive and negative effects on the world’s peoples. Students explore the past through essential questions and primary and secondary sources to build their critical reading and thinking scores as they learn to write and discuss how humans have shaped an increasingly interconnected world.

SOCIAL STUDIES 8: AMERICAN STUDIES

In eighth grade, students explore American narratives and the meaning of citizenship through a thematic and chronological framework. Using an inquiry approach, students engage with multiple perspectives as they investigate various defining periods and themes in the American story, including Indigenous Societies, the U.S. Constitution, Migration and Immigration, and Civil Rights. Students have the opportunity to explore how historical forces have shaped Los Angeles by moving from the national narrative to a local one. Civics, geography, and current events are woven through units, so students develop their citizenship skills and build awareness of their community, country, and world.

SOCIAL STUDIES 9: GLOBAL STUDIES I

This course traces early modern and modern world history (1600s to the present) through both a thematic and chronological approach, exploring the major forces and events that have shaped the contemporary world. Each unit focuses on meaningful global themes and traces the development of that theme through recent history, paying particular attention to relevant current issues. Global Studies places an emphasis on the development of the skills and dispositions of global citizenship.

SOCIAL STUDIES 10: GLOBAL STUDIES II

This interdisciplinary course explores the modern and contemporary world (1945 to the present) and analyzes current global issues and recent historical events that shape our world. Through an inquiry approach that investigates historical case studies based in specific themes and compelling questions, students will develop a state-ofthe-globe awareness of the major challenges that the world faces today. With an emphasis on understanding multiple perspectives and evaluating competing ethical choices, this social studies course examines the complexities, cooperation, and tensions at play in addressing our world’s most pressing challenges.

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

Open to juniors and seniors, as well as eligible sophomores, AP Art History is a global history course that examines architecture, painting, drawing, and other media from diverse historical and cultural contexts. The course emphasizes both visual observation and critical analysis, so that students can consider how works of art might have been understood by the individuals and civilizations who made and used them. Students learn to look at works of art not just as physical objects but as items to potentially be touched, worn, worshiped, bought and sold, stolen, reproduced, forged, parodied, banned, destroyed, exhibited, hidden, lived in, and even used as tools of political persuasion. Throughout ten units, students examine major forms of artistic expression from prehistory to the present, studying 250+ objects from the Americas, Europe, Asia, and Africa—from King Tut's funerary statue to the Parthenon to Las Meninas to the Forbidden City to the contemporary works of living artists such as Kara Walker, Julie Mehretu, and Ai Weiwei. The course delves into artistic traditions of Buddhism, Islam, Hinduism, and Christianity as well as the belief systems of indigenous American and contemporary African cultures. Students learn to analyze works of art critically, articulating what they see, experience, and understand with intelligence, clarity, and sensitivity.

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.

BUSINESS AND ENTREPRENEURSHIP

Open to 10th, 11th, and 12th graders, the Business and Entrepreneurship Studies course is designed to provide students with an understanding of basic economic principles and how they apply to business and entrepreneurship. Throughout this project-based course, students explore various aspects of business operations, management, marketing, finance, and entrepreneurship through theoretical study, practical application, and real-world case studies. By the end of the course, students develop the knowledge, skills, and mindset necessary to navigate the complex landscape of modern business and entrepreneurship.

HONORS APPLIED ECONOMICS AND FINANCE

Honors Applied Economics equips seniors with the knowledge required for forming informed opinions, making sound decisions as responsible citizens, and navigating complex financial landscapes in their personal lives. The first semester delves into foundational economic concepts, dissecting U.S. fiscal and monetary policies, understanding the roles of prices in a coordinated economy, evaluating the government's role in a free market system, and appreciating the influence of economic incentives. The second semester extends this knowledge to analyze the contemporary global market economy, concluding with exploring basic investment concepts and wealth-building strategies, including an introduction to fundamental accounting principles and mechanisms of investing. The course includes analysis of sophisticated and complex readings from a variety of scholarly sources. By seamlessly progressing from abstract theories to real-world applications, the course aims to empower seniors to engage as knowledgeable voters and active participants in the U.S. economy.

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.

*Please see course scheduling website for most up-to-date trimester courses.

DIGITAL ART

Open to sixth graders

Through the digital art course, students will learn to use the computer to visually communicate their ideas and become better prepared to compete in our ever-changing age of technology. Students will sharpen their drawing skills, improve their methods of composition, and improve their creative thinking skills. We will learn to use a variety of equipment and software, including the iPad, digital cameras, and Procreate. Concepts may include digital imaging, photo manipulation, graphic design, basic animation, storage and file management, and copyright/ ethical issues. Course projects are determined by student interest and exploration. Students will gain a deeper understanding of the principles and elements of art and design along with design thinking.

THREADED CREATIONS

Threaded Creations is an exciting, interactive class that helps sixth graders discover the magical world of sewing. Students unleash their creativity as they embark on a stitching journey filled with imagination and skill-building. Sixth graders learn essential sewing techniques like threading a needle, making basic stitches, and mastering the use of a sewing machine. Through hands-on projects and engaging activities, students also explore the art of fabric selection, pattern cutting, and the intricate craft of garment construction, ultimately bringing ideas to life through various sewing projects such as designing and sewing tote bags, cozy pillows, and even simple garments. Threaded Creations fosters an environment of self-expression, teamwork, and the freedom to experiment with a wide range of fabrics, colors, and dazzling embellishments. As students delve deeper into the world of fabric and thread, they’ll enhance practical sewing abilities while also growing attention to detail and problem-solving skills. As students immerse themselves in this dynamic class, friendships will be woven and creativity will flourish, paving the way for a unique sewing journey.

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 fly 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-specific 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, open to 10th, 11th and 12th grade students, 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, problem-solving, 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 specific 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 effectively and efficiently.

• 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

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 HONORS

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 first 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, definitions 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.

GLOBAL APPLICATIONS IN DATA SCIENCE

In Global Applications of Data Science, students use the power of data science to equip them with the skills needed to analyze and address real-world issues in a global context. Students explore the different representations of data science in diverse cultures across distinct societies and how the environment can impact the power and utilization of data. Through a project-based curriculum, participants engage with large data sets in fact-checking practices, dissecting complex challenges while learning about data and visualizations, distributions, probability and simulations, data collection methods, both traditional and modern, and predictions and models. Students gain exposure and develop some familiarity with different technologies and programming tools for data organization and manipulation. These tools encompass user-friendly options like Excel and Google Sheets for managing basic datasets, as well as more advanced

programming languages like R and Python for tackling more complex data manipulations. Differentiated content will ensure accessibility for diverse learning styles, fostering an inclusive and stimulating environment.

STATISTICS AND ADVANCED TOPICS

The first semester of Statistics and Advanced topics focuses on the principles and methods of collecting, analyzing, interpreting, and presenting data. The topics covered include data distributions, data relationships, data for decisions, and probability. The second semester begins with a unit on probability. The remainder of the semester gives students the autonomy to choose from various 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.

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.

POST-AP MATH COURSES

Various post-AP math courses are generally taught with participation from other students through Global Online Academy or Malone School Online Network. Students may choose from courses such as Multivariable Calculus, Linear Algebra, Differential Equations, Game Theory, and various other topics.

Online Learning Courses: Malone

Schools Online Network and Global Online Academy

Chadwick's membership in the Malone Schools Online Network (MSON) and Global Online Academy (GOA) programs provides remarkable opportunities to take advanced courses with students and teachers from other excellent independent schools around the world. Courses include both semester and full year options.

The courses are aimed at talented, independent and motivated students at member independent schools. A MSON or GOA course must fit within an Upper School student's schedule as one of their six core academic classes (not as a seventh class). Typically, MSON and GOA courses extend and enrich Chadwick courses and cannot be taken to replace a course in a progression or to meet graduation requirements. An MSON course requires 6-8 hours a week, including two weekly, one-hour synchronous (real-time) class meetings at set times. GOA courses require about 5-7 hours a week, including logging in 5-7 times for interaction on a flexible schedule with moments of synchronicity.

The available courses change from year to year. Courses available in the past include International Relations, Game Theory, Psychology, Creative Writing, Cybersecurity and post-AP courses in calculus 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.

HUMAN GROWTH AND DEVELOPMENT

The Human Growth and Development course sequence is designed to provide Chadwick students with a coherent foundational understanding of the physical, cognitive, social and emotional changes that occur during these critical years. The aim of this program is to help students develop a shared set of vocabulary, strategies and skills that empower them to better understand themselves and others and effectively navigate the opportunities and challenges they will face. Throughout the course sequence, students engage in developmentally appropriate and culturally responsive learning experiences and discussions that help them apply their learning to real-life situations. Students learn more about their identity and the identity of others while building a toolbox of critical thinking skills and decision-making strategies that help them to make healthy, informed choices about personal behavior and relationships. This program's objective is to equip students with the knowledge, skills and attitudes necessary to become healthy, resilient and successful teenagers and adults.

HUMAN GROWTH AND DEVELOPMENT 6: THE FOUNDATION

Sixth graders gain foundational understanding of a shared set of vocabulary, strategies and skills that set the stage for increased selfawareness and healthy decision-making, including self-management; self-expression; the capacity to recognize, understand and manage one's own emotions and the emotions of others; the impact of social media and technology on personal relationships; and the physical and emotional changes that happen during puberty.

HUMAN GROWTH AND DEVELOPMENT 7: DISCOVERING SELF

Seventh graders focus on exploring and understanding one's own identity. They examine cognitive development, including memory, attention and problem-solving skills, including their own values, beliefs, motivations and body, more deeply exploring topics such as self-esteem, self-worth, personal growth, anatomy and boundaries. Students also explore how these skills develop throughout childhood and adolescence and the impact of genetics, environment and culture, including the digital world, on these processes.

HUMAN GROWTH AND DEVELOPMENT 8: BUILDING RELATIONSHIPS

Whereas seventh grade focuses on self-identity, eighth grade expands to the role of relationships in shaping identity. Eighth graders build on the previous courses by exploring the more social aspect of human development and how individuals interact and connect with others, exploring topics such as the "Big 8" social identifiers, communication, empathy, peer pressure, conflict resolution, digital communication and the forming and maintaining of healthy relationships with family, friends and romantic partners, including consent, boundaries and self-advocacy.

HUMAN GROWTH AND DEVELOPMENT 9: NAVIGATING

LIFE TRANSITIONS

This ninth-grade course focuses on the challenges and opportunities that arise throughout life as individuals face new stages of development and experiences. They learn about the importance of self-care, stress management and healthy relationships, including the development of skills such as self-awareness, self-regulation, motivation, empathy and social skills, which will be important for building healthy relationships and achieving wellness and success across contexts. Students also explore sexual health skills, learning about healthy sexual behavior, contraception and STI prevention, coercion and sexual violence prevention, and communication skills for navigating sexual relationships. Lastly, they learn more about the role of digital media in their lives and how to use technology in a safe and responsible manner. Ultimately, students develop tools that foster greater agency to make choices that help them to navigate the challenges of adolescence with resilience and confidence. During the semester where ninth graders are not enrolled in "Human Growth and Development" they are engaged in other "Wick Skills" curriculum where they gain exposure to real-world skill building and Chadwick resources and systems that help set them up for success in the Chadwick Upper School and beyond.

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 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 PHYSICAL EDUCATION/ATHLETICS

Upper School students must participate in a minimum of one team sport each year to reach the graduation requirement. See the Curriculum Guide for exemption details.

Fall Sports:

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

• Girls: Cross-Country, Dance Company, Football, Golf, Tennis and Volleyball

Winter Sports

• Boys: Basketball and Soccer

• Girls: Basketball, Soccer and Water Polo

Spring Sports

• Boys: Baseball, Dance Company, Golf, Swimming, Tennis, Track and Field and Volleyball

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

UPPER SCHOOL PHYSICAL EDUCATION CLASSES

• Dance PE

• Fitness for Life: Strength and Conditioning and Yoga

• 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.

SCIENCE 7

The seventh-grade science curriculum teaches students how to think, communicate and collaborate like scientists. Students spend the year developing essential science skills and working with foundational concepts from a variety of scientific disciplines. The course emphasizes relevant, hands-on, inquiry-based instruction while nurturing innate curiosity and challenging students to think critically and creatively about the world around them.

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 specialized, 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 and encourages students to think critically and creatively in a variety of contexts.

PCB2 - PHYSICS, CHEMISTRY, BIOLOGY 2

Chadwick's Upper School science program begins with PCB2. This inquiry-based course challenges students with integrated units focused on foundational concepts from each of the major subdisciplines of science. Work in this course also emphasizes the development of essential science skills including the application of the scientific method, experimental design, data analysis and quantitative scientific problem-solving.

PCB2 HONORS - PHYSICS, CHEMISTRY, BIOLOGY 2 HONORS

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 subdisciplines 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.

PCB3 HONORS - PHYSICS, CHEMISTRY, BIOLOGY 3 HONORS

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.

MARINE BIOLOGY

Marine Biology students dive into the fascinating world of the ocean and its inhabitants. Students participate in hands-on field research and explore the diversity of organisms that call marine ecosystems home. An overarching theme of the course is the impact of human activity on the ocean and its habitats. Overall, Marine Biology is a dynamic course that provides students with a deeper appreciation for the complexity of the ocean while fostering critical thinking and scientific inquiry skills.

ANATOMY AND PHYSIOLOGY - FALL SEMESTER ONLY

This fall semester course provides an overview of human anatomy and physiology, emphasizing a systems-based approach. Through hands-on dissections and laboratory exercises students explore various body systems and their functions. The course also addresses how diseases impact these systems.

BRAIN AND BEHAVIOR - SPRING SEMESTER ONLY

Students in this spring semester course study animal behavior in order to gain a 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. Topics addressed include nervous system physiology and evolution, 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, and cognition.

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 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, weapon/tool analysis, firearms and ballistics, arson, drug testing, handwriting analysis, counterfeiting, 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 these: 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? And 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.

ENVIRONMENTAL SCIENCE

This course explores today's most pressing environmental issues with a focus on local ecosystems and current events. Students will explore climate change, biodiversity, and sustainability through hands-on activities, local field trips, and projects that connect global issues to our local community. The course aims to foster a deep understanding of environmental challenges and inspire students to become proactive stewards of the planet. Note that this course is not intended to prepare students for the CollegeBoard AP Environmental Science Examination.

HONORS ENVIRONMENTAL SCIENCE

This challenging, honors-level course parallels the curriculum of the Environmental Science course, and calls for students to handle issues with greater complexity, ambiguity, and independence. Note that this course is not intended to prepare students for the CollegeBoard AP Environmental Science Examination.

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 AP Physics 1 exam.

AP PHYSICS C: ELECTRICITY AND MAGNETISM

This course will run in years when there is sufficient enrollment of students with the appropriate background. 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 AP exam.

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 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 (ONE SEMESTER)

This course may be taken in the first semester of any year after ninth grade. The curriculum continues with either the handbuilding or wheel-throwing emphasis of Ceramics 1. Using the slab technique 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 & Principles of Design such as proportion, balance, positive and negative space, surface texture, color, and overall composition. A variety of high and low fire surface treatments and firing methods will be employed to finish all of their artwork. The Elements & Principles of Design are the basis of our visual language and are consistently addressed. Course requirements include sketchbook work to pursue personal meaning, critique, field trip and art show participation, studio maintenance, and outside studio time.

CERAMICS 2B (ONE SEMESTER)

This course may be taken in the second semester of any year after ninth grade. In this advanced level class, students continue refinement of handbuilding, wheel-throwing, and glazing techniques in a more conceptual and sculptural approach to the medium. Hand-builders 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. The Elements & Principles of Design are the basis of our visual language and are consistently addressed. Course requirements include sketchbook work to pursue personal meaning, critique, field trip and art show participation, studio maintenance, and outside studio time.

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 year-long course offers students an introduction to photography, film and video, centered around hands-on creation of works to learn the basics. Students are introduced to the photographic arts through a series of 1-2 week projects to establish the fundamentals of composition, and to emphasize the importance of the relationship between the artists and their subjects. As they start to look at the world around us with a more creative eye, they’ll use depth of field to help emphasize what they want the viewer to see, they’ll create mindblowing scenes using forced perspective, and they'll learn to adjust the environment to produce images that better tell their stories. Triptychs bridge the gap between still and moving pictures, introducing storytelling skills which will then combine with basic shot selection and editing techniques to gain skills needed to create short films, commercials and music videos. Students will participate in the class critiques, display their art in the Upper School Art Show and attend the first-year-student field trip. This course serves as the prerequisite for all other Media Arts courses and Graphic Design 2A.

MEDIA ARTS 2A (ONE SEMESTER)

Students in Media Arts 2 will continue to build upon skills learned in Media Arts 1 in both still photography and creation of short films and videos. They will examine photography as an art form, critically analyze well known photos and photographers, discuss the effectiveness of specific filmmaking techniques, and integrate what they have learned and been influenced by into class projects. They will create a multi-photo narrative that requires both planning and adjusting on the fly, explore Cinema Verite, create a short film which examines what it’s like to be a Chadwick student, and continue to build on understanding the medium as an art form while challenging themselves to start drawing from their own unique experiences to grow their own style of storytelling. In addition to utilizing skills in storyboarding, interviewing, and more advanced editing, they’ll build skills in pre-production necessary to work with others.

MEDIA ARTS 2B (ONE SEMESTER)

This course may be taken in the spring semester after completing Media Arts 2A. Students will continue to develop critical fluency with visual language while adding more technical skills, including sound recording, studio lighting, editorial photo stories, and documentary and scripted filmmaking. The spring semester culminates in a narrative music video, and final short film, and their works are eligible to be submitted to the spring film festival to be screened by the community on campus.

MEDIA ARTS 3

Media Arts 3 gives opportunities for our students to develop and showcase their individual styles by integrating their unique lived experiences and viewpoints to contribute to their choices as they create art in photographic and moving picture media. They will grow as artists and storytellers as they create more complex documentary works and scripted cinematic narratives. They will study different

types and formats of public service announcements, music videos, and award-winning short films to determine how to best get their message to the viewer. They will learn how to change the impact of their photos by planning their shots and making adjustments to the piece, both in the setup of the photo and then in the editing of it. They will do a short, personal documentary about someone outside of school to highlight their hobbies and interests, and explore how it fits into who they are. They will create their own informational presentations, choosing the look and feel and the topic of their piece, with the goal of using their own style to most effectively convince the viewer to see things their way. There will be more emphasis on being part of an effective collaboration and also in learning how to create more complex pieces on their own, both of which require careful and specific planning. One piece must be revisited at the end of the year to polish for screening at the spring film festival.

MEDIA

ARTS 3 HONORS

This year-long course covers equivalent material to Media Arts 3 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 90 minutes of creative work outside of class time.

MEDIA ARTS 4

Media Arts 4 is designed for advanced-level senior students who want to further explore their personal creative visions and hone their technical and conceptual skills in both photo and moving pictures, with much more room for choices in independent study and specific project direction. Based on inquiry and exploration, this course starts with in-depth explorations of who the students are as artists, what makes them who they are, and how they can best express themselves with their unique styles. We move into the practical arena by planning for a medium-length video portrait that tells the story of how a subject became who they are. A self-documentary will allow the student to take a deeper look at who they themselves are, using photos, videos and other artifacts from their past to show how who they were, and how what they have liked and disliked have made them the person they are today. The final project, to be viewed at the school film festival, will tell a fictional story with a clear narrative that is designed to be expanded in the future into a longer short-story or feature-length film.

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.

HONORS APPLIED DESIGN

Prerequisites: Ceramics 1, Media Arts 1, or Studio Art This year-long course will be available to juniors and seniors, with the minimum prerequisite of a Level 1, UC-accredited visual art course (Ceramics 1, Media Arts 1, Studio Art 1). Students will receive ten visual art credits upon completion of the course.

This interdisciplinary honors-level visual art course is oriented around real-world, tangible applications of design. The emphasis is on problem-solving with visual appearance and function as an intentional, integral component of the process and product. Throughout this course, we look at the environment around us through a critical lens, utilizing knowledge of design principles and personal experience to understand what is and is not effective design. Through observation and investigation, students learn how to target a need in each unit and devise a solution that is sustainable and user-friendly, with aesthetics at the heart of each step. What we make is driven by our desire to tell our stories and find our place in the world. Course content will integrate basic engineering and make use of the technology and tools available in Innovation and Design to realize ideas. Units will include in-depth fashion and textile design/construction, brand identity, user interface/experience design, and product/packaging design. Learning targets and assessment criteria will be consistent with all other visual art courses. This course will not replace any visual art course in the

sequence to reach an AP-level art course in senior year; however, please see criteria needed for students to submit a portfolio to be considered for an AP course.

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 cave painting, political propaganda, and all the way to the museum. Students create graffiti names on a photographic brick wall, learning about letter styles, shadow and design. Next, they learn about the artist Shepard Fairey who is a street artist, museum artist and entrepreneur. He is most known for his "Hope" poster of former President Barack Obama. Students paint a portrait of themselves in the style of the three-tonal “Hope” poster. Their poster includes their own word that has meaning and represents them. This project teaches students how to paint with color tones and color values while strengthening their painting skills. For the final project, students conceptualize and create their own pieces based on the art of Claus Oldenburg and the techniques of grid drawing. Oldenburg is known for his giant sculptures that depict everyday household items. Students start with a small-scale snack chip bag and have to enlarge it to an extra-large chip bag. The final drawing gets painted and stuffed to look like a real giant bag of chips.

MIDDLE SCHOOL STUDIO ART

In this experiential trimester-length studio art course, students blend the enjoyment of the process with learning foundational skills in the areas of drawing, painting and design. Compositions span the areas of quick studies to finished works, utilizing color, texture and line. Media include various pencil types, pen, watercolor, acrylic, colored pencil, Conté crayon, charcoal and pastel. The elements and principles of design are taught in assignment sequences intended to build upon prior knowledge and acquired skills. An inquiry-based format provides lively interaction, and emphasis is placed on craftsmanship and selfreflection as students move through the projects. Students also learn how to think creatively as they manage space, materials, cleanup and other aspects of studio protocols throughout the trimester. The primary project is painting self-portraits on canvas using acrylic paint.

Upper School Studio Arts Courses

STUDIO ART 1

This is a full-year foundation course that meets the UC college requirement. Students explore composition in the 2-D contexts of drawing, painting and design. Drawings stem from observation of stilllife objects and models for figure drawing. Utilizing the imagination and memory serve to provide further sources of imagery. Practice, patience, craftsmanship and the development of creative expression all play a part in a curriculum designed to teach the elemental foundation of studio art. 3-D design, presented using paper sculpture as the medium, serves to round out their experience. Students learn how to think creatively using an inquiry-based format for discussion, while managing materials, space, cleanup and other aspects of studio protocols. Assignments

are completed during class time. Course activities include a field trip to an LA area art museum or gallery, participation in critiques and the maintenance of a portfolio. This course serves as the prerequisite for all other studio art courses and Graphic Design 2A.

STUDIO ART 2A (ONE SEMESTER)

This course may be taken in the first semester of any year after ninth grade. Students build upon basic drawing, painting, design, and composing skills as presented in Studio Art 1 where protocols are observed and greater opportunities for responsibility are offered. Developing technical proficiency as draftsmen, students challenge themselves by drawing subjects using line, tone, and color in each of the mediums. Students have the opportunity to paint with acrylic on canvas as well as carry out any number of quick color studies. Discussions about various aspects of art utilize the framework of inquiry to involve student thinking on a deeper level. In addition to students practicing their craft while enjoying artistic expression, other course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management, clean-up, and the maintenance of a portfolio.

STUDIO ART 2B (ONE SEMESTER)

This course may be taken in the second semester of any year after ninth grade. In this course students work on directed assignments as well as projects of their own choosing as they build on previous drawing and painting instruction. Project options include working with portraiture and the figure, as well as various stylistic approaches to the still life. The goal is to identify an issue of importance and express it in ways that are unique and capture an audience. Students practice their craft while moving toward self-knowledge and appreciation. Discussions about various aspects of art use the framework of inquiry to involve student thinking on a deeper level. Course activities include a field trip to an L.A. area art museum or gallery, critique participation, studio management and clean-up, and the maintenance of a portfolio.

STUDIO ART 3A

Students identify ideas and media of personal interest and reflect on what and how they wish to express themselves. Concept-driven work is encouraged and students have an opportunity to make art that is derivative, thus adding the compelling nature of art history to their efforts and discussions. In addition to working on directed assignments, students are offered a broad scope of personal choice allowing them to fill gaps in their experience. While students work on directed assignments, they also have the opportunity to follow through on independent work of their own choosing. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 3A HONORS

This course covers equivalent material to Studio Art 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 time to do outside classwork as well.

STUDIO ART 3B

The semester-long course is designed for advanced-level students who desire freedom of choice in creating a project sequence based on their interests and intentions. Students can work individually or in groups to create a single major piece or series. Inquiry, risktaking, and working independently with purpose and motivation is the expectation. Outside sketchbook activities, supplemented by inquiry-based discussions and an independent study contract between each student and the instructor will provide the framework. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 3B HONORS

This course covers equivalent material to Studio Art 3B 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 time to do outside classwork.

STUDIO ART 4A

This semester-long course is designed for advanced-level students who wish to hone technical and conceptual skills gained over the past three years in studio art classes. The semester consists of three parts. First, the student will create a portfolio of compositions concentrating on subject matter, with mediums chosen by the student and inspired by a master painter. Second, the creation of an autobiographical piece or series having to do with the student’s personal vision and their place in the world will be carried out. Finally, an independent project will be completed. The three units will involve inquiry, self-motivation and artistic risk-taking. Students will work independently,defining their course of study in terms of overall concept and technique, identifying artists of interest and note and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 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 research, observational writings and sketchbook entries, and they must also set aside time for outside class work.

STUDIO ART 4B

This course must be taken in the second semester of the senior year. It is designed for advanced-level students who wish to hone technical and conceptual skills gained over the past three-plus years in studio art classes. The semester consists of three parts. First, the students will create portfolios of compositions concentrating on subject matter inspired by a modern painter (1945 to the present). Second, the creation of a piece or series based on the work of one or more muralists will be completed, as well as an independent project, possibly extending one of the above mentioned. The three areas of

study will involve inquiry, self-motivation and artistic risk-taking. The resulting projects should comprise a cohesive body of work and build on skills and insights acquired in Studio Art 4A Honors. Students will work independently, defining their course of study in terms of overall concept and technique, identifying artists of interest and note, and planning a timetable for completion of work. A certain amount of time spent outside of class is expected. Course activities include a field trip to an LA area art museum or gallery, critique participation, studio management and cleanup, and the maintenance of both a sketchbook and a portfolio.

STUDIO ART 4B HONORS

This course covers equivalent material to Studio Art 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 time outside of class to work.

AP DRAWING: STUDIO ART

This full-year course is designed for serious drawing students who have taken every prerequisite course from ninth through 11th grade. This requires that a student specialize their focus of interest in drawing and/or illustration in ninth and tenth grade. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation and show personal commitment to a particular mode of working. Their bodies of work will represent inquiry, concentration, breadth and quality. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, keeping a sketchbook and helping to hang student exhibits. Students must develop and fulfill all three sections of the AP portfolio including breadth, concentration, and quality as follows: they will prepare a written commentary describing their process, digitally submit 24 pieces of art, and finally, send five actual pieces of their artwork to the Advanced Placement Board for adjudication.

AP 2D ART & DESIGN: STUDIO ART OR GRAPHIC DESIGN

This full-year course is designed for serious art students. This requires that a student specialize their focus of interest in drawing and/or illustration in ninth and tenth grade. They explore drawing, painting, mixed media, printmaking, and photography. Advanced Placement students are expected to maintain a high level of productivity in all that they do. They should demonstrate the ability to respond to feedback with remakes and revisions, take creative risks, go beyond expectations, work with independence and motivation, and show personal commitment to a particular mode of working. Using the AP College Board specifications as their guide, students inside and outside of class will address the three sections of their digital portfolio, which include the components of Selected Works, Sustained Investigation, and Written Evidence. AP students are expected to take initiative regarding their productivity, working with the instructor when necessary, and managing their time successfully. Course requirements primarily include doing artwork but also participating in critiques, attending museums and a school field trip, sketchbook/journal entries, digital portfolio maintenance, and helping to hang student exhibits.

AP 3D ART & DESIGN

AP 3D Art & Design is a course that is taken by self-motivated, committed and independent students with a strong arts background who are willing to accept the challenge of a rigorous curriculum. In this year-long course, students are expected to apply their understanding of three-dimensional design principles to the task of effective selfexpression. Fulfilling directed assignments to fill gaps in their artistic experience as well as creating independent projects of their own choosing, students are expected to produce work which successfully integrates the elements and principles of the visual arts. Using the AP College Board specifications as their guide, students inside and outside of class will address the three sections of their digital portfolio, which include the components of breadth, quality and concentration. Course requirements primarily include doing artwork but also: fulfilling sketchbook work, participating in critiques, reading about and discussing art analytically, participating in field trips, doing outside lab time, hanging exhibits and, most importantly, developing their collection of digital images, and preparing a written concentration commentary for submission to the AP Board by early May. This is a course taken by seniors who have completed three years of ceramics whereby they have developed conceptual, compositional and technical experience.

Performing Arts

Chadwick's performing arts program prepares students to become global citizens who:

• Experience, develop, and reflect upon the creative process.

• Explore ways to devise, present and perform as part of a community.

• Understand and respond to the work of others and celebrate cultural perspectives.

• Learn to persevere through challenges and build resilience.

• Discover and understand one’s uniqueness and build empathy toward others.

Music Courses

SIXTH-GRADE INSTRUMENTAL MUSIC

Sixth-grade instrumental music students can be experienced or beginning musicians. All instruments of the symphony orchestra are welcome (flute, oboe, clarinet, bassoon, saxophone, French horn, trumpet, trombone, tuba, percussion, violin, viola, cello and string bass). Pianists will need to learn an additional orchestra instrument beyond the piano. Saxophonists and percussionists will need to audition. Daily practice at home is expected. Sixth-graders show what they have worked on at the Winter and Spring Concerts as well as the all-community Family Day event.

SIXTH-GRADE MUSICAL THEATER

Sixth-Grade Musical Theater explores skills in musical theater performance, builds knowledge of the subject, and explores various issues within musical theater. With a heavy emphasis on building skills in music, students engage in exercises and activities around reading music, music theory and singing. Because musical theater includes the disciplines of theater and dance, students also participate in exercises in movement and acting, as well as how to multi-task to simultaneously perform all three. As a class, students also explore

the history of musical theater: how it began as a uniquely American form and is now known worldwide. Ultimately, students build their “professional” skills, including what it takes to participate in a musical. Projects focus on building performance skills and creating original work, and the class culminates in a final musical project.

SIXTH-GRADE VOCAL MUSIC

In Sixth-Grade Vocal Chorus, students focus on learning vocal music from different genres, languages and time periods for several performances throughout the year. Students expand their choral knowledge, technique and music literacy skills, as well as learn how instruments, such as drums and other accompaniment instruments, enhance the concert experience. Sixth-graders show what they have worked on at the Winter and Spring Concerts and also perform several other times during the school year.

MIDDLE SCHOOL CHORUS

Chorus is a cooperative learning experience that develops musical awareness, self-discipline and commitment to the group process. Students who participate in this course sing music from the standard repertoire of folk, pop and art music, while learning sound vocal techniques with proper placement and diaphragmatic breathing. Sight-singing and choral techniques of balance, blend, intonation, expression and diction are also taught. The course facilitates students' development of performance techniques such as poise, projection and communication, as well as stylistic considerations of tempo, rhythm, tone, color and dynamics.

MIDDLE SCHOOL ORCHESTRA

The Middle School Orchestra is open to any students who have worked with an orchestral instrument for at least one year. Beginners will be accepted but should consult the orchestra director prior to enrolling. The ensemble traditionally performs at the Winter Concert and the Spring Concert. The repertoire includes traditional orchestral music as well as music from the popular literature of today. Method books are employed to assist students in developing orchestral skills such as ensemble technique, intonation and music reading. Students are expected to practice their instruments outside of class. Rehearsals are challenging, fast-paced and musically rewarding. Students receive an effort mark based on preparation for rehearsals and performances as well as attitude during rehearsals

MIDDLE SCHOOL GARAGEBAND

GarageBand is a project-based trimester course that explores music composition, songwriting and arranging. Students use the GarageBand platform to learn how to write their own music, score music for movies and arrange the music of others into their own unique performances. No prior music experience is necessary, as students learn the building blocks of music using loops, MIDI interfaces and internal musical instruments to create, explore and collaborate.

UPPER SCHOOL CHORUS

US Chorus is a multi-faceted ensemble that explores the possibilities of group singing in a variety of styles through rehearsal and performance.

With a focus on both group and personal expression, the chorus experience will also consider ways of listening and thinking musically with the fundamental goal of enriching the community experience at Chadwick and beyond. Each year this ensemble will participate in at least one musical travel experience. World music, classical, folk/rock, gospel, pop and musical theater will all be explored. Choral excellence, personal vocal development and group fun combine to make chorus an unforgettable social, cultural and musical experience.

All are welcome to join Chorus. Chorus meets during Seventh Period on Tuesday and G Period on Thursday and is a full-year activity. This activity contributes five credits toward the Chadwick Arts requirement of fifteen credits.

UPPER SCHOOL ORCHESTRA

Upper School Orchestra is a performance-oriented activity rather than a primarily instruction-oriented class. The group works on music from a variety of styles and periods for winds and strings, designed to fit the talents and interests of the students involved. Performances include the Winter and Spring Concerts.

UPPER SCHOOL ADVANCED MUSIC COMPOSITION

The class is open to a small group of students who will learn how to write and arrange music using music technology in the Chadwick Mac classroom stations. Students work on pieces for the art show, pursue collaboration with students in other Performing Arts courses and write their very own film music trailer.

AP MUSIC THEORY

This course is equivalent to a first-year music theory course at most colleges and is designed to prepare young musicians for the Advanced Placement examination in music theory. The day-to-day routine includes discussion, analysis and ear training. Discussions are based on the content of the text "Scales, Intervals, Keys, Triads, Rhythm, and Meter," by John Clough and Joyce Conley. Additional discussion of related topics such as performance practice, acoustics, history, notation, etc. is encouraged. In-depth study of music from a theoretical point of view develops students' analytical musical skills. This includes music of the masters as well as student works. Ear-training through dictation and sight-singing strengthens students' aural skills.

Theater and Dance

SIXTH-GRADE DRAMA

"How can you effectively tell a story?" Students will investigate this question while learning to build strong ensembles built on personal responsibility and a collaborative mindset. Sixth-grade drama students will explore various ways stories can be adapted for the stage through a variety of theatrical elements including theater games, improvisation, stagecraft and dramatic play. Students will also learn how to make intentional creative choices to bring a story to life onstage. Students will have fun performing, playing, experimenting, and collaborating as they explore what it takes to adapt a story for the stage and then evaluate their creative choices.

SIXTH-GRADE ART OF DEBATE

Students in the Art of Debate class learn about the history of rhetoric beginning with Aristotle, the skills associated with a persuasive speech, and the importance of respectful participation within the debate and the debate classroom. Debaters practice their skills in the following types of debate: Declamation (an individual presentation to build speaking skills); Impromptu/Extemporaneous (a large groups activity); Lincoln-Douglas (to gain skills through collaboration); Dramatization; and upon student request, Policy (a small groups activity). Students consider the philosophy of “art” behind a debate as well as the ways in which to build a persuasive argument. Students also begin to understand that, while confidence and passion are essential aspects of the successful debater, the “artfulness” of debate lies in the goal to remain dignified and respectful at all times.

MIDDLE SCHOOL DRAMA 1

This course is all about exploration, play and growth. Starting with building a supportive community where students feel comfortable taking risks, the course moves on to games, activities, improvisation and role play. As a class and ensemble, students explore why performing has mattered, still matters and what it might look like in the future. Students also get a look into other storytelling forms and how they can learn from them to perform and create theater.

MIDDLE SCHOOL DRAMA 2/PLAYMAKING

Drama 2 focuses on building on the skills of Drama 1 and applies them to create an original piece of theater created by the class. Engaging in the process of “devising,” students use prompts, exercises and activities to create an original work of theater. Continuing through the production process, students work as an ensemble to mount the play for an invited audience.

MIDDLE SCHOOL SPRING MUSICAL/PLAY

Middle School Drama in Trimester 3 is dedicated to creating a major production for performance in Laverty Center. All Middle School students are welcome to audition, and there are performance, backstage and production roles to be filled. Lessons will be dedicated to the rehearsal process, and there might be additional time required after school for rehearsal time.

MIDDLE SCHOOL PUBLIC SPEAKING AND DEBATE

This course provides both performance and skills-oriented approaches to storytelling and public speaking essentials, enabling students to become more effective communicators in a variety of academic situations. Students are provided with numerous opportunities to perform and speak in front of a supportive audience; these opportunities culminate in formal speeches and debates in a structured format.

THEATER 1: STORYTELLING AND BELONGING

Open to all Upper School students

Theater 1 is the gateway to the world of theater in the Upper School, emphasizing connection and community. This year-long course reinforces and builds on foundational theater skills, focusing on fostering collaborative storytelling and a sense of belonging. In the

first semester, students delve into the art of ensemble storytelling. Students engage in improvisation games, warm-ups, and group exercises to prepare productions such as an enchanting fairy tale performance for the Village School. Students also work together to develop ensemble skills and learn how to bring entertaining characters to life in a production that fosters connection through shared narratives. The second semester centers around the theme of "Belonging." Students undergo training in movement and voice in order to hone their physical and vocal abilities. The semester culminates in a collaborative crafting of a one-act production performed in the Black Box.

THEATER 2: VOICE AND MOVEMENT

Prerequisites: Theater 1

Throughout the two semesters of Theater 2, students continue to strengthen their theater skills by embarking on a creative journey that helps them to push boundaries and discover new facets of their artistic expression. Students build on their understandings developed in Theater 1 to explore the power of the voice with vocal technique, exploring character voice work in puppetry, audio-dramas, and voiceover work. The semester culminates by weaving these skills into a vocal variety performance, showcasing the depth of vocal creativity that exploration can inspire. In semester two, students actively engage in the world of movement with Laban efforts, viewpoints, pantomime, and stage combat. They develop body awareness, physical communication skills and strengthening of character development through comedy and clowning performances. Additionally, students translate their newfound skills into the realm of short silent films, blending movement with visual storytelling, culminating the course by creating a physical movementbased one-act play that combines learned techniques.

THEATER 3/4: PRODUCTION

HONORS THEATER 3/4: ADVANCED PRODUCTION

This differentiated theater course provides more advanced theater students with a comprehensive exploration of acting techniques, focusing on audition, Meisner, Shakespeare, and on-camera techniques, resulting in theatrical productions. In the first semester, students will refine audition techniques for both plays and musicals (including monologues, scene readings, and acting and singing a short song), delve into the Meisner Technique, and collaboratively create an ensemble one-act play showcased in the Black Box theater. Transitioning into the second semester, the focus shifts to a Shakespeare Showcase, where students engage with classical theater through monologues and scenes. The course concludes with a practical exploration of on-camera acting, equipping students with essential skills for naturalistic performance. Theater 4 students will take on more of a leadership role in the production process by directing and managing. Join us for a college preparatory experience that hones audition skills, embraces the Meisner Technique, and navigates the rich traditions of classical theater and on-camera work, preparing aspiring actors for the next level. The honors option covers equivalent material but with higher expectations. Students taking the honors course must be prepared to engage in and complete a greater body of work, demonstrating a stronger understanding of the application of skills. Honors students create a portfolio of each show and role they play.

UPPER SCHOOL THEATER 3 HONORS

This course covers equivalent material to Theater 3 but with higher expectations. Students taking this course must be prepared to engage in and complete a greater body of work, demonstrating a stronger understanding of the application of skills. Students will create a portfolio of each show and role they play.

UPPER SCHOOL THEATER 4

The course is designed to give students a full page-to-stage process. The course is designed to give students a full page-to-stage process. Students gain the theatrical vocabulary, skills and craft to be leaders in the process of developing, staging, and reflecting on theater. This course should be considered by students who are interested in pursuing theater as a major or minor course or as a passion in college.

UPPER SCHOOL THEATER 4 HONORS: AUDITION TECHNIQUE

This course covers equivalent material to Theater 4 but with higher expectations. Students taking this course must be prepared to engage in and complete a greater body of work, demonstrating a stronger understanding of the application of skills. Students will create a portfolio of each show and role they play and will engage in more in-depth audition technique development so that they can learn how to best book the part.

UPPER SCHOOL STAGECRAFT

Stagecraft provides an introduction to the art of creating and implementing the technical elements of theatrical production. It includes training in the techniques of scenic design and construction, lighting design and implementation, sound reinforcement, prop fabrication, and stage management. Understanding how these elements collaborate with and support the realization of the performing artists’ vision and expressing the intended meaning of a work is a key guiding principle in the training. Students understand and appreciate the role of technical elements in the creation of dramatic, musical or dance productions, and they possess the fundamental skills to design and execute those elements.

UPPER SCHOOL DANCE COMPANY

Dance Company is designed for students who are passionate about dance and performing. Dance Company has two levels. The Dance Company performs in one dance concert per trimester. The Spring Concert is predominantly a student-choreographed show.

Chadwick's rich co-curricular opportunities take place outside the regular rotating Chadwick schedule.

All Chadwick sixth-graders take Physical Education, three trimesters of art and one year-long music class. All Chadwick Middle School students take Physical Education, at least three trimesters of Visual Art and Performing Arts courses, and one trimester of a STEM course. See details in departmental course descriptions.

All Middle School students also participate in Middle School clubs. Trimester options include opportunities such as Book Club, Coding Club, Community Service Club, Debate Club, Eco Club, Geography Club, Middle School Newspaper, Math Club, Philosophy Club, Robotics Club and Young Round Square Club.

CHADWICK

CO-CURRICULAR PROGRAMS

Upper School students can engage in a wide range of cocurriculars throughout the week, including leadership roles and opportunities in athletics, the arts, service and STEM.

Upper School Activities

LEADERSHIP

Academic Council serves as an intermediary among faculty, administration and students to promote two-way communication concerning academic decisions.

Admirals work at 30+ school events with a primary focus on admission programs/tours and applicant visits.

Athletic Council promotes athletics to the Chadwick community and learns leadership techniques to problem-solve for their teams.

The Community Service Advisory Board (CSAB) is responsible for planning and implementing both on and off-campus service trips, activities and fundraisers at Chadwick.

The Innovation and Design Board promotes, organizes and provides innovative STEM opportunities to the Chadwick community.

The Honor Council bears a joint faculty/student responsibility for upholding the school's Core Values and recommending appropriate action to the administration when a student has been known to violate a major school rule.

The Mainsheet Editorial Staff promotes strong journalistic values at Chadwick through a printed newspaper and digital edition. Students can lead the staff as editor-in-chiefs, staff writers and section editors.

The Student Council is governed by the Chadwick Upper School Student Body Constitution and is a formal link between the students and the Administration. The following positions are available to students at each grade level in grades 7-12: class president, class vice president and class social chair.

The Student Wellness “SWELL” Council works with studentsupport faculty to enact wellness initiatives for the Upper School community throughout the year. They also serve as liaisons between the student body and administrators on wellness issues, and they engage in wellness workshops to help develop skills and strategies that empower students to take care of themselves and others.

GLOBAL LEADERSHIP OPPORTUNITIES

Affinity Group leaders help lead affinity spaces, opportunities for reflection, dialogue and support in order to strengthen ties within the community.

Debate helps students learn about argumentation and public speaking while participating in a structured and timed competitive debate individually or with a partner.

The Model United Nations (MUN) Leadership Board is a group of dedicated MUN students who seek to enhance and support Chadwick's Mission to develop global citizens with keen minds. MUN is part of the National Model United Nations that seeks to advance understanding of the United Nations and contemporary international issues.

The Round Square Board of Directors is a student/faculty panel that oversees the Round Square program at Chadwick School. The Board integrates and promotes the Round Square IDEALS, works on collaborative partnerships with other student organizations and is responsible for raising the annual donation for the Prince Alexander Project Fund.

The Student Diversity Council is an advisory board that aims to provide opportunities for dialogue among students, faculty and administration, elevate intersectional awareness across identities, and advocate for equity, diversity and inclusion in student life in the Chadwick community.

The Upper School Sustainability Council (SUSCO) Leadership Team is responsible for choosing campaigns, setting targets, organizing and motivating teams and completing goals.

ATHLETICS

Students can join a team for the fall, winter and/or spring season.

Fall Sports:

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

• Girls: Cross-Country, Dance Company, Football, Golf, Tennis and Volleyball

Winter Sports

• Boys: Basketball and Soccer

• Girls: Basketball, Soccer and Water Polo

Spring Sports

• Boys: Baseball, Dance Company, Golf, Swimming, Tennis, Track and Field and Volleyball

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

PERFORMING ARTS

Students can participate in Upper School chorus, orchestra, stage crew or improvisation classes, as well as two co-curricular theater productions a year: an Upper School play during the first semester and an Upper School musical in the second semester.

PUBLICATIONS

Students can join as staff for the Upper School newspaper “The Mainsheet,” the yearbook, the publications photography team or Chadwick's literary magazine “The Rite.”

SERVICE

Community service site choices include public school classrooms, special education programs, convalescent care centers, Head Start preschools and after-school programs. In addition, there are a number of student-organized weekly service sites with a specific focus, including groups that teach fifth-grade coding and hands-on science, fourth-grade STEM, third-grade math games and activities and secondgrade dance.

Eco Community provides on-campus service and leadership opportunities for students interested in sustainability, conservation, the environment or gardening.

STEM

Students can engage in STEM co-curriculars such as E-Sports, Introduction to Coding, Field Studies, Wood Shop or Fashion Design.

Robotics students work with a robotics coach and together strengthen skills and compete with other robotics teams. Students participate in Vex competitions, and the team strives to compete in the State, National and World Vex Championships.

Wick Math provides students with additional fun math activities, enrichment and challenges. Math Club participates in competitions throughout the year on and off campus.

CLUBS

Chadwick offers 50+ student-initiated and student-led clubs in which Upper School students can participate. Each fall during Clubaganza, all clubs are promoted and presented to encourage membership. Science Olympiad, Round Square Club, Surf Club, Theater Club, Project Girl to Girl, Poetry Club, Red Cross Club and Video Game Club are just a few of the many student-led clubs that continue to be active every year.

Chadwick School

26800 S. Academy Drive Palos Verdes Peninsula, CA 90274-3997

Mastering a rigorous curriculum and rich co-curricular experiences prepares you for an amazing future full of limitless possibilities. At Chadwick, you’ll go beyond academic learning to discover who you are, what you want most and how your gifts can enrich your communities.

chadwickschool.org