George School Course Planning Guide by George School

CHART YOUR OWN COURSE AT GEORGE SCHOOL

igh school is a time of unprecedented exploration, learning, and, yes, mindchanging. A George School education is designed to open doors and keep them open as long as possible. Our academic program lets you chart your own pathâ&#x20AC;&#x201D;one that is as challenging as it is customized to you.

A team of course-planning professionals will help you navigate the process, but you will own it. Choosing from a wide array of rigorous courses to meet your needs and goals, you will refine your route as you discover new subjects, talents, perspectives, and possibilities. Your journey will be different from your friendsâ&#x20AC;&#x2122;, but all will lead to personal and intellectual growth, new skills, independence, and success as you embark on your next exciting adventure. Read on to learn more about the academic program and planning process as well as to see stories of real students with varied interests (and varied pathways to suit). We invite you to imagine your own possibilities at George School, and we are excited to help you find them.

Planning Mileposts The course-planning process has several steps designed to help you fine-tune and optimize your plan, with check-in points along the way (see timeline). INTEREST SURVEYS In ninth and tenth grades, you will fill out developmentally

COURSE PLANNING AT GEORGE SCHOOL

Planning a course of study at George School is an ongoing process, and that’s a good thing. While you make discoveries about yourself and your interests, you will consider (with help from faculty and staff) where to go next, building self-sufficiency and selfadvocacy skills alongside each year’s schedule. Year by Year Ninth grade is for laying a solid academic foundation. Students take seven courses across the disciplines, leaving all options open for sophomore year. In tenth grade, paths begin to diverge, and by its end, you will be asked to make some significant decisions, including whether to pursue an IB Diploma. Though no decision is irreversible, it is important to bear requirements and prerequisites in mind as you look ahead. Plenty of adults will be there to ensure you do.

appropriate questionnaires. While the process of filling them out will get you thinking about possibilities for the future, your answers will help the registrar and director of studies to develop curricular path options that could work well for you. WORKSHOPS The registrar, director of studies, associate head of school, and, starting sophomore year, the IB program coordinator and college counselors lead workshops designed to answer your existing questions, encourage you to ask new ones, prompt you to imagine possibilities, and consider the ways in which your George School program can prepare you for college and beyond. RESEARCH You will research the ramifications of varied options, asking, “What is this course like?” “What prerequisites do I need?” “Will it prepare me for what I want to take next?” You can find answers by reading course descriptions and by talking to teachers, department heads, the registrar, the director of studies, the IB program coordinator, college counselors, and the associate head of school—in addition to parents, dorm staff, and older students who took the very courses you are considering. ADVISOR MEETINGS Each year you will make preliminary and “final” choices (though no plan is truly final until the start of senior year) in consultation with your advisor. These faculty mentors get to really know the students in their “collections,” becoming excellent sources of personal guidance and support.

Junior and senior years, you will have tremendous opportunity to tailor your program—to experience new topics and ideas, take on bespoke challenges, delve deeply into burning interests, set yourself up for your desired college experience, and “let your life speak.”

C O U R S E P LAN N I N G TI M E LI N E

Students complete online skills assessments in math and science. If they have previously studied Chinese, French, Latin, or Spanish, they take a language assessment as well.

PRIOR TO NINTH GRADE

SEPTEMBER

OCTOBER

NOVEMBER

DECEMBER

JANUARY

FEBRUARY

MARCH

APRIL

MAY

Students select language and arts courses.

NINTH GRADE Students complete survey of academic interests.

SEPTEMBER

OCTOBER

NOVEMBER

Students attend course-planning workshop.

Current teachers recommend classes for tenth grade based on student progress.

DECEMBER

JANUARY

Parents can attend a course-planning workshop and a more in-depth session on the IB, on Conference Day.

TENTH GRADE

SEPTEMBER

Students complete a more detailed courseplanning survey.

NOVEMBER

Students attend a courseplanning workshop that includes information about the IB Diploma and planning for college.

ELEVENTH GRADE

SEPTEMBER

DECEMBER

Current teachers recommend classes for eleventh grade based on student progress.

NOVEMBER

DECEMBER

MARCH

JANUARY

Parents can attend a course-planning workshop and a more in-depth session on the IB, on Conference Day.

FEBRUARY

MARCH

Students meet with advisors and college counselors to review two-year plans and course selections. Students enroll in the IB Diploma program through their advisors.

MAY

APRIL

MAY

Advisors provide confirmed course rosters. After this, limited changes may be made, as class space and student’s existing schedule permit.

Students work with advisors and college counselors to finalize twelfthgrade course selections. JANUARY

FEBRUARY

MARCH

APRIL

MAY

Advisors provide confirmed course rosters. After this, limited changes may be made, as class space and student’s existing schedule permit.

Students meet with advisors and college counselors to review final-year plans.

APRIL

Students work with advisors and college counselors to finalize eleventh-grade course selections and indicate if they wish to enroll in the IB Diploma Program.

Current teachers recommend classes for twelfth grade based on student progress. OCTOBER

FEBRUARY

Advisors meet with each student to review three-year plans, to discuss questions and what’s needed to answer them, and to make course selections.

Students research courses and course options.

OCTOBER

Advisors provide confirmed course rosters. After this, limited changes may be made, as class space and student’s existing schedule permit.

Students work with advisors to finalize tenth-grade course selections.

very selective institutions), and give you the flexibility to explore areas of interest in-depth and/or pursue an IB Diploma. For a detailed explanation of requirements, see the appendices at the end of this booklet.

ACADEMIC PROGRAM BASICS

Four years, 150 courses. With numbers like that, you will only be able to take a fraction of what George School offers. But what you do take will be customized—and might include an IB Diploma, AP credit, a sampling of many interesting subjects, or an in-depth exploration of one. You will create a course of study that interests you, stretches you, and sets you up for the future in the best way possible. Graduation Requirements and Recommendations To graduate George School, you must take a minimum of six yearlong (or equivalent) courses annually. But since George School students are not “minimum” sorts of people, they typically take more than what is required and do it their way.

International Baccalaureate (IB) Diploma Program According to its mission statement, the IB “aims to develop inquiring, knowledgeable, and caring young people who help to create a better and more peaceful world through intercultural understanding and respect.” (Sounds a lot like George School, doesn’t it?) Successful program participants receive a second (IB) diploma, recognized by universities worldwide, and many colleges award credit for the diploma or for high scores in Higher Level (HL) IB subjects. There is no right answer to the question “To IB or not to IB?” Since 1985, when George School became the first American boarding school to offer the IB Diploma, it has been a key part of our curriculum. Today many students, but not all, enroll in the program. The decision to become an IB Diploma candidate is not made until late in tenth grade for work in the eleventh and twelfth grades, but if you are considering it, you should bear it in mind when crafting ninth- and tenthgrade course plans. IB assessments go beyond exams to include projects, portfolios, and journals. Diploma candidates maintain a robust workload, do considerable writing and reflecting across disciplines, and must continue foreign language study through eleventh grade. IB courses (and exams) are offered at the Higher Level and the Standard Level. To earn a diploma, you must take courses across the six IB groups, with three or four at the Higher Level. George School offers the following IB options:

Of course, there are also requirements and recommendations by department, but these still allow for hundreds of different pathways through the curriculum. Taken together, George School requirements will provide you with a solid cross-disciplinary foundation, expose you to varied academic fields, prepare you to meet requirements for college entrance (including to

ACAD E M I C P R O G R AM BAS I CS

HIGHER LEVEL (HL)

STANDARD LEVEL (SL)

Group 1

English: Literature

Group 2

Latin, French, Spanish

Latin, French, Spanish, Mandarin, Mandarin ab initio

Group 3

Economics, History

Global Politics, History, Psychology, World Religions, Environmental Systems & Societies

Group 4

Biology, Physics

Biology, Physics, Environmental Systems & Societies

Group 5

Mathematics: Analysis & Approaches

Mathematics: Analysis & Approaches, Mathematics: Applications & Interpretations

Group 6

Dance, Music, Film, Theater, Visual Arts

ALL-AR O U N D S C H O LAR S

For more on the IB Diploma Program or IB courses in general, click here. Other Curricular Options, including AP and IB Courses Whether or not they choose to become IB Diploma candidates, every student finds challenge at George School. Those who are not diploma candidates can still take IB classes (to receive an IB Certificate), or they can pursue Advanced Placement (AP) courses. In fact, every student takes some AP and IB courses during their career. Colleges view the two programs as providing similar readiness for advanced work and award comparable credit for excellent scores on AP and Higher Level IB exams. But George School offers far more than these two acronym-bearing programs. Other options include advanced and intensive courses, broad surveys, and more targeted electives, from cognitive neurology to African-American history. The possibilities can seem endless. There are three economics courses, four foreign languages, and eleven different arts disciplines (with more than forty courses) to choose from. To see complete course descriptions, click here.

ALL-AR O U N D S C H O LAR S

STUDENT PROFILES George School scholars have varied interests: STEM fields, the arts, languages and literature, the social sciences, athletics, social justice, business and entrepreneurship, and sustainability, to name just a few. What follows are snapshots of recent graduates interested in some of these areas.

ALL-AROUND SCHOLARS These students never met a subject they didn't like—or find fascinating. While at George School, they kept their focus broad, building a balanced foundation for their collegiate studies.

VANESSA BAKER ’19

I’m satisfied with my choices, but wish I had taken more arts courses.

DETROIT, MICHIGAN BOARDING STUDENT

Do you feel well prepared for

OBERLIN COLLEGE

college?

Because of the diversity of courses I took, I do feel well prepared to study both the humanities and the sciences at college.

What are you most interested in academically? What has influenced that?

I’ve always been interested in history and English, but my math class sophomore year, with Robert Machemer, really sparked an interest in math, too.

More about Vanessa

After a distinguished career as goalie for the Cougars field hockey team and making the All-League Team, Vanessa continues to play at Oberlin. While at George School, she was also a newspaper editor, peer leader, Academic Summer Program counselor, and member of the Discipline Committee, Service Club, literary magazine, and Model UN.

Why did you choose to take a mix of IB and AP courses?

When I came to George School, I expected to do the IB Diploma, but AP Human Geography with Lyman [Castle] showed me that AP courses were well suited to me. I chose to incorporate AP courses in my schedule to give me more freedom to take the courses I really wanted to take, such as Intensive Physics.

“

ALL-AR O U N D S C H O LAR S

I wanted to challenge myself by pursuing the IB Diploma, and I am happy I did. It required me to take certain classes, which I often ended up liking.

RISHI MADNANI ’19

My college counselor Tova Meyer and my advisor Susan Ross played different roles in my course planning. Tova pushed me to challenge myself, while Susan urged me to remember my limits, happiness, and other priorities. I am satisfied with the choices I made.

LANGHORNE, PENNSYLVANIA DAY STUDENT BATES COLLEGE What are you most interested in academically? What has influenced that?

My main academic interests are biology and theater. Through the IB program, George School introduced me to the holistic and pragmatic nature of biology. I had never taken biology before, but I took Higher Level.

Do you feel well prepared for college?

I do not know what I will study in college, but whatever I do, I am confident I will be prepared because of George School’s rigorous academics and individual preparation.

How did course planning affect your interests? What or who

More about Rishi

impacted your choices?

“Public speaking and leadership have always been important parts of who I am,” says Rishi, explaining his involvement in theater, Model UN, JSA, Improv Club, his class’s Executive Committee, and Student Council. He was also a National Merit semifinalist.”

I wanted to challenge myself by pursuing the IB Diploma, and I am happy I did. It required me to take certain classes, which I often ended up liking. For example, I took IB SL Economics to fulfill my history requirement, and I quickly found a passion for its complexity and applicability.

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ALL-AR O U N D S C H O LAR S

When I entered George School, I was most interested in English and theater, but I realized that I was better at the social sciences than I expected to be.

KAT STEIN â&#x20AC;&#x2122;18

and IB Economics, so I took US history over the summer so I could take econ during the school year.

CARVERSVILLE, PENNSYLVANIA BOARDING STUDENT MCGILL UNIVERSITY

I wanted to take a fun course during my senior year, so I chose Intensive Physical Computing and Robotics. I had absolutely no coding experience before entering the class, but I picked it up very quickly and found it quite relaxing.

What are you most interested in academically? What has influenced that?

When I entered George School, I was most interested in English and theater, but I realized that I was better at the social sciences than I expected to be. I had thought that they were more rigid, with less room for debate than they really have. In the end, I took both HL econ and HL theater, and I am considering pursuing both in college.

What or who impacted your choices?

When I found a teacher I connected with and whose style worked for me, I tried to take as many of their courses as I could. I ended up learning a lot that way.

How did course planning affect

More about Kat

your interests?

From dramas like The Laramie Project to the musical Rent, Kat took part in as many theater productions as she could at George School.

I decided not to join the IB Diploma Program so it would be easier to take intensive and AP classes as well as IB. The flexibility suited me. I had a hard time deciding between US history

MAD ABOUT SCIENCE AND MATH These students are all passionate about math and science. While at George School, they each prepared for a prospective science, math, or engineering major (and career) in their own way.

BEA FEICHTENBINER ’19

overseas, so I always planned on getting an IB Diploma. IB Group 4 [a weekend-long science project] was challenging, yet rewarding, as my group used our data to conclude that human taste buds prefer tomatoes with higher pH and sucrose levels. We are proud of our work and were grateful to present our findings to our teachers, parents, and Mario Capecchi ’56, a Nobel Prize winner.

BLUE BELL/AMBLER, PENNSYLVANIA BOARDING STUDENT U OF WASHINGTON HONORS PROG PROSPECTIVE MAJOR: NEUROSCIENCE What are your main academic interests? How did they influence your course choices?

I was originally most interested in English, but chemistry with Minnie taught me that I really loved sciences. Then I took lots of science courses and loved them all.

Do you feel prepared for college?

Yes. Taking advanced courses in all the sciences will prepare me for college, as will my good study skills.

I wanted to get into extremely selective programs, so I tailored my schedule to reflect that. It’s important that I challenge myself inside and outside of class, so I took very difficult courses.

More about Bea

Bea was Student Council treasurer, an editor for the school newspaper and literary magazine, a peer counselor, and a prefect, admitting, “I like leadership.”

What impact did the IB Program have on you? Did a particular project make a big impression?

I thought I might go to college

“

MADALL-AR AB O UTO U SC AN D MATH NIDE N SC E HO LAR S

I chose a mixture of IB and AP courses because it allowed me the most flexibility while still providing the challenge that I wanted.

JASON ZOU ’19

interests, I also made sure to allow for flexibility in case my tastes changed. I chose a mixture of IB and AP courses because it allowed me the most flexibility while still providing the challenge that I wanted.

JAMISON, PENNSYLVANIA BOARDING STUDENT UNIVERSITY OF ILLINOIS AT URBANA-CHAMPAIGN PROSPECTIVE MAJOR: COMPUTER ENGINEERING

Overall I am satisfied with my choices. I always came to enjoy and engage with my classes, even those I was hesitant to take at first. Due to the variety and challenge of my courses, I feel well prepared for college.

What are you most interested in academically? How did George School influence that?

My main academic interests revolve around engineering. Though I was always interested in the field, my interests weren’t very refined. My various science courses at George School helped me find specific areas of interest, especially robotics.

More about Jason

Outside of academics, Jason was involved in instrumental music as well as clubs and sports. These “allowed me to form friendships with people that I otherwise would never have met, who gave me some different perspectives on how to go about my future.”

How did course planning affect your interests? Are you happy with the classes you took?

Course planning gave me an opportunity to reflect on potential avenues to follow. Though I mostly tailored my program to suit my

MADALL-AR AB O UTO U SC AN D MATH NIDE N SC E HO LAR S

â&#x20AC;&#x153;

AP Statistics unexpectedly sparked an interest. It was unlike any math class I had taken before, and it opened my eyes to the realm of statistics.

VICTORIAH VERNA â&#x20AC;&#x2122;18

Program because [the required humanities courses] would have limited me in this respect. So I took a mixture of AP and IB courses, and I have no regrets.

RANCOCAS, NEW JERSEY BOARDING STUDENT HARVARD UNIVERSITY PROSPECTIVE MAJOR: APPLIED MATHEMATICS

Any advice for current students? What are you most interested in

Follow your passions, and take advantage of the wide range of courses as well as the course flexibility that George School has.

academically? How did George School influence that?

I always knew that I wanted to be in STEM. Freshman year, I thought that had to be in science or engineering, but by my junior and senior years, I realized that pursuing mathematics was a viable option. AP Statistics unexpectedly sparked an interest. It was unlike any math class I had taken before, and it opened my eyes to the realm of statistics.

More about Victoriah

Victoria served as a dorm prefect and got involved in several extracurricular activities, many of which coincided with her academic interests. She started the STEM Club and was a member of the Advisory Committee on Technology.

Why did you choose to take a mix of IB and AP courses?

As someone who wanted to take as many STEM classes as possible, I decided not to join the IB Diploma

WORLD CITIZENS Every George School student develops a global perspective, but these individuals became particularly interested in fields like international affairs, economics, and political science.

GREGORY LEVY ’18

I don’t think the rigor was unique to IB. George School itself provides that high level, and AP courses can give a similar experience.

YARDLEY, PENNSYLVANIA DAY STUDENT UNIVERSITY OF PENNSYLVANIA PROSPECTIVE MAJOR:

How did your interests affect your

INTERNATIONAL RELATIONS

course planning? What are you most interested

Most courses were natural progressions in challenge. I tailored them to fulfill the IB Diploma and still doubled up on history.

in academically? What has influenced that?

When I entered George School, I was interested in STEM, but AP Human Geography with Lyman Castle changed my view on the social sciences. The class’s subject matter—“the why of where”—was fascinating. The course explained how so many aspects of the modern world came to be, from religion to culture to the structure of cities.

Were you prepared for college?

I was incredibly prepared. My peers at Penn worried about 3-4 page essays they considered lengthy, but with George School’s emphasis on writing and composition, my freshman year fall semester was easy. More about Greg

Why did you do the IB Program?

Greg was a member of Model UN, an executive officer of Student Council, and a student representative on the George School Board. He enjoyed his service trip to Nicaragua.

I enrolled in the IB Diploma program because many of my classes were already IB classes and I thought it would look good to colleges. But

“

WO R LD C ITI Z E N S

I chose to take IB classes [IB Economics and IB Global Politics] because I wanted to express complex answers.

KENNETH RODRIGUEZ ’19

because I wanted to express complex answers. I am very satisfied with my decisions, though I could also have taken more AP courses to see what they were like. The important thing is to try a lot of different subjects starting freshman year.

BRONX, NEW YORK

BOARDING STUDENT MACALASTER COLLEGE PROSPECTIVE MAJOR: ECONOMICS What are you most interested in academically? How did George

What were you involved in outside

School influence you?

of class?

History was my main interest at George School. In college I plan to major in economics and minor in Chinese.

Sports. I’ve always loved sports, and I will continue to play baseball in college. More about Kenneth

I was always fascinated with the world and how countries interact with one another, but learning about the experiences of my peers who were international students got me even more interested.

Kenneth played football, basketball, and baseball (pitcher) for the Cougars and was selected to the Friends Schools League’s All-League First Team for baseball all four years. A leader on and off the field, he served as a captain for all three sports more than once and as a peer leader.

Are you happy with the courses you took? Would you do anything differently?

Course planning was great. Val Fusco and Laura Kinnel do a great job of guiding you to find the classes you want. I chose to take IB classes [IB Economics and IB Global Politics]

“

WO R LD C ITI Z E N S

I took the IB Diploma Program because I wanted the chance to challenge myself, and I was definitely challenged.

SIDNEY WALTERS ’19

I am satisfied with my choices, but I wish I had considered what I needed for the IB Diploma sooner—at the end of my freshman or beginning of my sophomore year.

HAMILTON, NEW JERSEY DAY STUDENT HOWARD UNIVERSITY PROSPECTIVE MAJOR: INTERNATIONAL RELATIONS/AFFAIRS

Do you feel prepared for college? What are you most interested in

Yes, I feel really prepared. George School helped with time management and great study methods.

academically? How did George School influence that?

I became interested in government and foreign policy because of my IB Global Politics class.

More about Sidney

As Sidney puts it, “As I became more outgoing, I really started to get involved.” And she was involved in varied aspects of campus life—on the soccer team, in the musical Rent, as a tour guide and peer leader, on the Discipline Committee, Student Council, and Student Activities Board, and in UMOJA and the Service and Astronomy clubs. She also volunteered with Bucks Food for Friends.

How did course planning affect your interests? Would you do anything differently?

I took the IB Diploma Program because I wanted the chance to challenge myself, and I was definitely challenged. Because I was in the program, I was able to tailor my courses a little, but some of the changes I would have made would not have been possible because of my IB requirements. It wasn’t a surprise.

VERY FINE ARTISTS At a school that teaches the arts in so many shapes and sizes—and mediums—it’s no surprise that these students found and developed their love of the visual and performing arts here.

SHUMPEI CHOSA ’19

What impact did the IB Program

TOKYO, JAPAN

have on you?

BOARDING STUDENT

The IB Diploma was a lot of work, but it was worth it. It takes a holistic approach and teaches you to think— to solve problems and ask questions, often with no one right answer. Since cohorts work collaboratively throughout the program, we learned to work as a team.

NEW YORK UNIVERSITY PROSPECTIVE MAJOR: MEDIA CULTURE AND COMMUNICATION What are you most interested in academically? How did George School influence you?

I came interested in film and took it all four years. Though I thought it would be a hobby, at George School I realized that film and the arts are serious career options. Scott Seraydarian ’90 is a great role model. He studied film in college, worked in the industry, and is now teaching.

The IB gave me so much selfconfidence and a much better sense of the world. NYU gave me 16 credits, so I can graduate early, but I think I will take additional courses to get minors in entertainment business and producing.

I also took two economics courses with Lyman Castle. He is a great teacher, and he sparked my interest in studying the business side of filmmaking, so I plan to minor in entertainment business through my current program and NYU’s Stern business school.

More about Shumpei

A peer group leader and international student mentor, Shumpei started a bowling club, though most of his time outside class was spent filming. He loved dorm life and the beauty of campus.

“

ALL-AR VE RYO U F INNDE SARTI C H OSTS LAR S

Up until the end of my junior year, I figured that I would be a biology major, as I have always excelled in the sciences. I was never truly passionate about biology, though. I merely had a knack for it.

MAIA FINKEL ’18

conservatory. If I had known that earlier, I might not have done the IB Diploma, instead taking a mix of IB and AP classes for more flexibility.

PENNINGTON, NEW JERSEY DAY STUDENT ITHACA COLLEGE PROSPECTIVE MAJOR: MUSIC

How did non-arts classes

EDUCATION, VOICE

influence you?

I plan to minor in Spanish, and I hope to be able to teach music in a Spanish-speaking country for at least a short period. I adore the three Spanish teachers I had at George School.

What are you most interested in academically? How did that impact your future plans?

I have loved music since I was a small child, but I always saw it as a hobby. Up until the end of my junior year, I figured that I would be a biology major, as I have always excelled in the sciences. I was never truly passionate about biology, though. I merely had a knack for it.

The rest of my academic classes made me a well-rounded and curious academic. I’m sure I can transfer the skills and knowledge from other subjects into my college studies.

Eventually I realized that all of my dreams for college involved taking music classes, voice lessons, psychology, and critical pedagogy seminars and performing with college ensembles. I realized that instead of attending a liberal arts college, I wanted to study in a

More about Maia

Maia sang in multiple choral ensembles outside of George School. She also enjoyed participating in the school’s athletics program, especially horseback riding.

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ALL-AR VE RYO F UIN NDE SARTI C H OSTS LAR S

I was able to talk about art in an intense and multidimensional way that I never had before and learned about artists and their experiences from all over the world while relating it to my own work.

DEVON DEBARI â&#x20AC;&#x2122;18

and based on what I thought would be most useful. So, I decided to take econ because I realized that when I listened to the radio in the car, I would get confused by economic terminology and thought that it would be relevant for my future.

DOYLESTOWN, PENNSYLVANIA DAY STUDENT PARSONS SCHOOL OF DESIGN PROSPECTIVE MAJOR: PHOTOGRAPHY What are you most interested in academically? How did George

What impact did the IB Program

School influence that?

have on you?

Before George School, I already saw photography as my favorite art, but I never thought it was what I wanted to do with my life. After Photo 1, that changed. The darkroom especially intrigued me. The first day we went in and I developed a print, I felt at home. I loved seeing my work pop out onto the paper and, during critiques, experience how others see the world. I also became really interested in history and as a result doubled up in history my senior year.

I joined the IB Diploma because I wanted rigorous courses and to push myself to my limits. I was also intrigued by the prospect of earning college credit. I loved the program because it made me a better writer and let me look at every class from a global standpoint. I was able to talk about art in an intense and multidimensional way that I never had before and learned about artists and their experiences from all over the world while relating it to my own work.

How did your interests impact

More about Devon

Despite a jam-packed schedule, Devon was senior editor of the yearbook.

your course selections?

I came up with a clear path to achieve my goals in photography

C O U R S E P LAN N I N G AT G S

APPENDICES

Students who enter George School in tenth or eleventh grade need take 3 or 6 fewer credits in each area, respectively. New juniors who place into the first year of a language must achieve second-year proficiency.

APPENDIX A Graduation Requirements

To graduate George School, students must fulfill general, departmental, athletics/team activity, and service requirements, as follows: General Each student must successfully complete 18 credits each year. Students who finish a year with fewer than 18 credits or who fail a course must make up the credits.

• Earn 9 credits in religions, health, Theory of Knowledge • Earn 9 credits in science (including 3 credits in a physical science and 3 credits in a life science) • Reach third-year proficiency in a language other than English, either by passing a third-year language course at George School or demonstrating proficiency on an exam administered by the language department. (Students whose schooling prior to ninth grade has been conducted in a language other than English are considered to have fulfilled this requirement.)

Academic Departments Each student who starts George School in ninth grade is expected to: • Earn 12 credits in English • Earn 9 credits in the arts • Earn 9 credits in history (including 3 credits in US History) • Earn 9 credits in mathematics (including a geometry course and a second-year algebra course)

proposal is necessary. The decision to grant an exception will be made by the director of studies, learning specialist, and head of the appropriate department, in consultation with the student’s advisor and the registrar. The student would still be eligible to request another exception.

Students who hope to earn any of these credits through another institution should seek pre-approval from the appropriate department head.

Athletics, Physical Education, and Team Activity George School promotes longterm health and physical fitness by requiring students to participate in competitive sports and/or physical education (PE) classes each year. When not required, participation in a fall sport or performance class is strongly recommended. Except for freshman year, participation in a sport can include serving as a manager or athletic training aide.

EXCEPTIONS While we do not make exceptions lightly, we recognize that there are cases when an exception to one of the above requirements might make an important difference to a student’s education without compromising George School standards. Students requesting an exception should work with their advisors and parents to develop a proposal, which will be considered by the department heads committee and the director of college guidance. In general, proposals should relate to the junior or senior year. Only one exception will be made in a student’s George School career.

NINTH GRADE Students must play a sport in both the fall and a second season, and fulfill a third commitment from the following options: • Another sport • An after-school performance class in the remaining season • A PE class in the remaining season • Dance as a yearlong arts course

When educational testing indicates that study of a foreign language or other discipline will be unusually difficult for a student, no written

G R AD UATI O N R EQ U I R E M E NTS

TENTH GRADE Students must participate in a fall sport unless permission to do otherwise is granted. In a second season, students must participate in another sport or an after-school performance class. Unless students have a yearlong overload (a class in every arrangement all year), they must fulfill a third commitment from the same options as in ninth grade (see above).

ALL-AR O U N D S C H O LAR S

TWELFTH GRADE Students must

engage in at least one of these: • Two sports, two after-school performance classes, or one of each • A sport or an after-school performance class plus one term of PE • Dance as a yearlong arts course Service Each student must successfully complete Co-op (campus service) assignments each term, averaging 1-1.5 hours per week.

ELEVENTH GRADE Students must engage in at least one of these: • Two Varsity or Junior Varsity (JV) sports, two after-school performance classes, or one of each • One sport or after-school performance class plus either dance as a yearlong arts course or two terms of PE • A yearlong overload plus two terms of sport/after-school performance/ PE, including at least one sport or after-school performance

Each student must successfully complete a domestic, international, or independent service project (totaling 65 hours) after completing the sophomore year.

APPENDIX B Course-Planning Details by Year

Ninth Grade Students take one course in each of George School’s seven academic departments or six courses with a supervised study period. The typical ninth-grade course roster is: • Literature & Composition 1 • Chinese, French, Latin, Spanish, or English Language Lab • Human Geography or AP Human Geography • Chemistry or Intensive Chemistry • Algebra 1, Accelerated Algebra 1, Geometry with Trigonometry, or Advanced Algebraic & Trigonometric Analysis • An arts elective

• World Religions Tenth Grade Most students take one course in each department, but it is possible to take just six courses or to take two courses in one department. English, math, and health are required, and language is strongly recommended. Approximately 70% of sophomores take seven courses. The typical tenthgrade course roster is: • Literature & Composition 2 or AP Language & Literature • Chinese, French, Latin, Spanish, or English Language Lab • US History, Accelerated US History, or AP US History • Biology or Intensive Biology, sometimes in addition to Intensive Physics, Intensive or regular Physical Computing & Robotics, or AP Chemistry. (New sophomores who did not

have ninth-grade chemistry take Chemistry or Intensive Chemistry. Those who have already had biology and chemistry may take Intensive Biology, Intensive Chemistry, Intensive Physics, or Intensive Physical Computing & Robotics, or they may test for AP Biology or AP Chemistry.) • Geometry, Geometry with Trigonometry, Algebra 2, Intensive Algebra 2, Intensive Precalculus, or Advanced Precalculus with Discrete Math • An arts elective • Holistic Health

Eleventh and Twelfth Grades Approximately 80% of juniors and seniors take six courses. They must include: • English both years •M ath through at least eleventh grade •L anguage through a third-year course or demonstrated equivalent proficiency •A course in Religions •A rts, History, and Science courses leading to a total of at least 6 credits (two yearlong or equivalent courses) in each department, including tenth grade The IB Diploma Program begins in eleventh grade. Diploma candidates must take courses across the six discipline groups set by the International Baccalaureate Organization. Non–diploma candidates need not choose between IB and AP classes, and most students mix and match them along with courses having no external exam.

Language Department Language study is recommended through at least eleventh grade for most students, including those fluent in a language other than English, though students may drop language after completing a third-year course or demonstrating similar proficiency. Generally, students take one language, but it is possible to take two languages simultaneously beginning in tenth grade. Students are also able to study language over the summer and skip to a higher level by passing an exam.

APPENDIX C Course-Planning Details by Department

The grids below show sequences followed by the vast majority of students who attend George School for four years. (The sequences flow from left to right, based on the courses taken in each successive grade.) But even these don’t represent all of the possibilities. There are indeed many, many potential paths to follow.

IB: Note that language courses fall in the IB’s group 2: Language Acquisition. With some exceptions, IB Diploma candidates must continue language study through at least the fourth year and eleventh grade. Exceptions may be made for students who only reach the third year of French or Spanish by twelfth grade (they may take an IB SL ab initio exam) and students who are fully fluent in a language other than English (they may take an exam in that language as a “self-taught” subject and take English as a group 2 subject).

9TH

10TH

11TH

12TH

Language 1

Language 2

Language 3

IB (SL) Language 4, or no language

Language 2

Language 3

IB (SL) Language 4, or no language

One of: • I B (SL) Chinese 5 • I B (HL)/AP French, Spanish, Latin 5, or no language

Language 3

IB Language 4

One of: • I B (SL) Chinese 5 • I B (SL)/AP French, Spanish, Latin 5, or no language

One of: • I B (SL) Chinese Seminar • I B HL French or Spanish Seminar, or no language

English Language Lab

One of Chinese, Latin, French, or Spanish, or no language

English Department George School students take one English course each year. IB: Note that English courses fall in the IB’s group 1: Studies in Language and Literature. Almost all diploma candidates at George School take English as one of their HL subjects. 9TH

10TH

11TH

12TH

Literature and Composition I

One of: •L iterature and Composition II •A P Language and Composition

One of: • World Lit 1 • I B HL World Lit 1

One of: • IB SL World Lit 2 • I B HL World Lit 2 • I B HL World Lit 2: Writer’s Focus

C O U R S E-P LAN N I N G D ETAI LS BY D E PARTM E NT

History Department Students must take at least three yearlong (or equivalent) history courses, including US history covering the American Revolution through the late twentieth century. Returning students may take US history through an online self-paced summer course—for an additional cost—instead of during the school year. (The course is offered in two halves, which can be taken in a single summer or over two summers.) It is possible to take two history courses concurrently starting in tenth grade, though it is much more common to double up in eleventh or twelfth grade. IB: Note that history courses fall in the IB’s group 3: Individuals and Society. In addition, IB World Religions and IB SL Environmental Systems and Societies may be used as group 3 courses.

AP P E N D I X C

9TH

10TH

11TH

Human Geography or AP Human Geography

One of: • US History • Intensive US History • AP US History

Over 11th and 12th grades, one or more of: • African-American History • Intersectional Women’s History • Mapping for Social Justice • Intensive Peace Studies of the American Century • Producing Peace: Civic Media Literacy & Production • East Asian History • Middle Eastern History • IB SL Psychology • IB SL History: Rights, Protests, Revolutions • AP US Government & Politics • AP World History: Modern • AP Economics • I B HL World History: Americas Focus (12th grade only, with previous Intensive US History or AP US History or department permission)

12TH

Human Geography or AP Human Geography

No history

One of: • US History • Intensive US History • AP US History

One or more of the courses listed for 11th/12th grades in the first sequence

Human Geography or AP Human Geography

One of: • African-American History • Intersectional Women’s History • Mapping for Social Justice • East Asian History • Middle Eastern History • AP US Government & Politics • AP World History: Modern

One of: • US History • Intensive US History • AP US History Optional: Any other history course except IB HL World History can be taken in addition.

No history or one or more of the courses listed for 11th/12th grades in the first sequence. If IB HL Economics 1 was taken in 11th grade, IB HL Economics 2 is also an option.

Human Geography or AP Human Geography

One of: • US History • Intensive US History • AP US History

IB HL Economics 1

IB HL Economics 2

C O U R S E-P LAN N I N G D ETAI LS BY D E PARTM E NT

Science Department Students must take at least three yearlong (or equivalent) science courses, including a physical science and a life science, with biology strongly recommended as the life science. Transfer students who did not take chemistry in ninth grade should take it in tenth. Most students are advised—and students who might study science, engineering, or architecture in college are strongly advised—to take physics, but they should wait to take it until they have taken or are taking Functions, Trig & Stats or a precalculus course. Similarly, students should wait until they have completed a year of calculus or are concurrently enrolled in BC Calculus before taking AP Physics. After tenth grade, some students may take Independent Science Research as a seventh course or over the summer. IB: Note that science courses fall in the IB’s group 4: Sciences, but IB SL Environmental Systems and Societies can be used as a group 3 or group 4 course. In order to take an IB HL science, students must have taken Intensive Biology or Intensive Physics at George School.

AP P E N D I X C

9TH

10TH

11TH

12TH